A Self Evaluation Guide For Boards Of Governors And Principals

A Self Evaluation Guide for Boards of Governor and Principals

School Management Key Aspects 2010 Foreword A strong School Management team is a hallmark of a good school. It is integral to the life of the school and is intermeshed with the academic, social and cultural dimensions within the school. Indeed it is there to ensure that the student can benefit fully from the educational provision in the school. This document is intended to assist those Governors, Principals and others in considering how they might improve management and leadership in their schools. Manage is fundamental to the ethos of the school, in fact it is ethos made tangible. Understanding your management roles – principals and governors should have a clear understanding of the management roles in a school ensuring that the highest standards of education are developed and encouraged. This paper is not about providing you with predetermined outcomes. It is about, informing the vision of the management team in the school. It is intended to help you find some answers in each of the identified areas of Management. But take your time. You should not try to improve more than one or two of the areas mentioned in any one year. One of the many strengths of our schools is their emerging capacity for self-evaluation as a means of monitoring performance and striving for improvements. It is a constant process which informs School Development Planning; Target Setting and Action Planning. As a process it involves all the key contributors to the achievement of positive outcomes for all our young people.

This is a tool for school managers and leaders to enable them to self-evaluate and develop their capacity to manage. It should reflect the needs of the whole school.

School Management 2010 CONTENTS Preface for Boards of Governors of Irish-medium Schools . . . . . 3 Preface for Principals of Irish-medium Schools ...... 3 1 INTRODUCTION 1.1 Irish-medium Ethos...... ………………… ...... 4 1.2 Use of Guide...... …… ...... 4 1.3 Steps for Self-Evaluation ...... … ...... 5 1.4 Essential Considerations...... …...... 6 2 SCHOOL DEVELOPMENT PLANNING 2.1 General Background ...... …...... 7 2.2 Quality Indicators ...... …...... 8 3 INCLUSION AND SPECIAL EDUCATIONAL NEEDS 3.1 General Background ...... …...... 10 3.2 Quality Indicators ...... …...... 11 4 CHILD PROTECTION 4.1 General Background ...... … ...... 12 4.2 Quality Indicators ...... … ...... 13 5 SCHOOL IMPROVEMENT (Every School a Good School) 5.1 General Background ...... 14 5.2 Quality Indicators ...... … ...... 15

APPENDIX A School Development Planning- Questionnaires...... 16 Special Needs Questionnaires...... 19 Child Protection - Pupils Questionnaires ...... 23 School Improvement - Questionnaires ...... 25 Check list for Governors and Principals...... 29

APPENDIX B Evaluation Pro Forma ......

School Management 2010 Preface for Boards of Governors of Irish-medium Schools The Board of Governors of an Irish-medium school has overall responsibility for ensuring effective management in all areas of school life for all pupils attending the school. Governors need to be aware of the effectiveness of their management of the school. This guide is intended to provide a support for Boards of Governors in fulfilling their responsibilities in the area of School Management. While the Governors have ultimate operational responsibility for a school, they will delegate to the Principal and Senior Management Team. School Management should ensure sound working partnerships are formed which encourage all members of the school community to participate in decision making and policy formation. The school community includes teaching and non teaching staffs, parents, pupils and Governors. In the Irish-medium school, Governors and staff should devise Management structures that are discussed and based on the shared understanding of what it means to be an Irish-medium school. They agree managerial principles that reflect the ethos which underpin their Management Programme. One of the key indicators of the effectiveness of a school’s general provision is the quality of its management and leadership, which in Irish-medium Schools is embodied in the Gaelic ethos of the school. Where Governors and other partners work towards ensuring excellence in management, this will inevitably result in positive improvements in all areas of school life, such as pupils’ attainments and achievements. The purpose of this guide is to assist Governors and school managers to make informed judgements on the quality of provision across a range of management issues. 2 School Management 2010 Preface for Principals of Irish-medium Schools It is recognised that the quality of provision in a school is determined by the ability, drive and determination of the Principal. The role of the Principal is pivotal to the delivery of quality education. Effective leadership is a vital ingredient in any Irish-medium school. It shapes and influences the entire experience of teaching and learning within the school community. The Principal should have a clear vision for the direction and future development of the school and by working with the whole school community make this vision real. This guide focuses on key aspects of management identified in recent school inspections. It is hoped that Principals will be able to use the guide to evaluate and clarify the quality of management within the school and the direction which the school should take to enhance and improve current provision. By following the guide a school should be able to identify aspects of management that can be developed and improved and reflected in the School Development Plan. The guide should be used in conjunction with School Development Planning.3

School Management 2010 1 INTRODUCTION 1.1 Irish-medium Ethos The ethos of an Irish-medium school promotes the linguistic, intellectual, social and personal development of all its pupils. It takes account of the uniqueness of pupils and of their need for individual support and guidance. In a Irish-medium school the management dimension is the ethos of the school in tangible form. What determines good Management is the quality of relationships at all levels in the school. In the present climate of rapid and complex social change which is resulting in substantial uncertainty, insecurity and stress in families and society in general, it is even more important that school management is always a high priority. Management cannot be thought of in separate terms from teaching and learning within the school. It is a key determinant of successful learning. Strong Management is exemplified by: • Quality teaching and learning • Positive discipline • High expectation of pupil performance • Caring relationships at all levels The main indicator of an effective Management system is the efficient delivery of the curriculum ensuring the most appropriate environment for learning. 4 School Management 2010 1 INTRODUCTION 1.2 Use of Guide The guide is intended to be used as a self-evaluation tool by all Irish-medium schools which wish to review and develop their current practice. Recent school inspections have shown the following areas as those where schools would benefit most from guidance:

• School Development Planning • Special Needs • Child Protection • School Improvement

The guide provides for each section: background information; quality indicators; questionnaires for staff, parents and pupils and evaluation Pro Formas. The questionnaires ask for a view on a series of statements which are closely linked to the quality indicators. An opportunity is provided for further comment which may add qualitative insights. Questionnaires for the most of the sections are included in the guide as exemplars others will have to be drawn up by the school. 5

School Management 2010 1.3 Steps for Self-Evaluation As part of the Self-Evaluation cycle Governors and Principals should consider one or two areas of management in any school year to enable manageable improvement to be set in place. Governors and Principals will determine how the questionnaires should be used. The following suggestions may help.  Questionnaires should be distributed to all staff. Questionnaires should be distributed to all governors. The questionnaires for parents and pupils may be completed by all, or by a sample group depending on the size of the school.  Schools may choose to modify the language used to reflect more closely the background of the school and/or age of the pupils involved.  Governors should set aside time for detailed discussion about the information collated from all sets of stakeholders and the views of the Principal.  It is possible that some responses may be perceptions and are not necessarily an accurate comment on provision. However, perceptions are also important and any negativity should be addressed as part of the continuous improvement process.  Any obvious mismatch in response from the groups mentioned may highlight issues of communication or collaboration which may also require action.  For each indicator the Governors should reach agreement on which of the four statements below best represents the school’s actual position: 1. A Major Strength 2. A Strength 3. Needs Development 4. Priority For Development The Governors should complete the overall evaluation of provision and consider what action, if any, should be taken. Any action required can then be included in the School’s Development Plan for the future.

Fundamental to the success of the development planning process is the ability of the school to self-evaluate against identified quality indicators. How a school sets about the process of self-evaluation is a matter for itself; however, a range of information and evaluation tools is available to help schools to review their provision, e.g. published statistics, research and in particular ‘Together Towards Improvement – A Process for Self- Evaluation’ (TTI) published recently by the Education and Training Inspectorate as well as a series of DVDs. In addition schools may find it useful to refer to the Chief Inspector’s Report, ‘Evaluating Schools’, ‘Evaluating Pre-School Education’, ‘Evaluating Pastoral Care’, SETAQ, EFQM, IIP and/or the Charter Mark. At departmental/subject levels, schools could use ‘Evaluating Subjects’, ‘Improving Subjects’, and in the primary phase ‘Children and their Learning’. At an individual teacher level, ‘The Reflective Teacher’ could be used. 6 School Management 2010 1.4 Essential Considerations Cognisance must be taken of the following factors when undertaking improvement in any area of School Management. (a) Legislation Relevant legislation must be taken account of when devising and implementing managerial policies and programmes. (b) Consultation Policies and programmes should be consulted on and collectively developed to ensure whole school ownership and successful implementation. (c) Training Training in management issues should be adequately budgeted for in terms of staffing, professional needs, allocated time and material resources. (d) The Use of External Agencies Where external agencies engage with a school they must work in support of the school’s ethos. Programmes should: • be consistent with Irish-medium education’s ethos • be agreed in advance and in writing • be integral to the curriculum • be reported back to the governors. (e) School Development Planning School Management impacts on all areas of pupils’ lives and it is therefore crucial that planning for improvement is staged over a number of years to ensure success. Quality Management development should be a recognised key characteristic of Irish-medium schools and as such should be an integral part of all school planning.

School Management 2010 2 SCHOOL DEVELOPMENT PLANNING 2.1 General Background

The School Development Plan is primarily a working document for use by the school. It will be based on the school’s systematic analysis of current levels of performance its assessment of how current trends and future factors may impact on the school and set out priorities and targets for improvement for the period ahead.

The legislation places a duty on the Board of Governors to prepare and regularly revise the School Development Plan (SDP). While Governors may choose to delegate the preparation of the plan to the Principal, it is the Board of Governors that must formally approve the plan and they must understand all it’s implications before giving their formal approval. Where the Board of Governors prefers to undertake the preparation of the plan, they must consult with the Principal. The Board of Governors must also approve formally any subsequent revisions to the plan. It is the responsibility of the Governors and the Principal to ensure that all programmes delivered within the school are in keeping with school’s ethos and reflected in the individual planning of all the staff in the school. The SDP and all its content and modes of delivery should be agreed with the principal and staff and minuted by the governors prior to introduction.

Below are the four key stages for consideration when drafting an SDP.

Stage 1 The confirmation of the school’s ethos, culture and aims. Stage 2 An audit of current provision and identification of areas for improvement. Stage 3 Prioritisation for action and the implementation of development planning. Stage 4 The determining of the arrangements for monitoring and the review of the plan in the light of that monitoring. 8

School Management 2010 2 SCHOOL DEVELOPMENT PLANNING 2.2 Quality Indicators Governors and Principals should consider how the school can currently be rated against the following quality indicators.

1. The School has a clear understanding of the SDP and has consulted, through the principal and the staff with all parents and pupils on all related issues and it confirms the school’s Irish language ethos.

2. An assessment has been carried out of the school’s current position, its strengths, areas for improving the quality of learning and teaching and the various factors which will influence the management and development of the school over the next 3 years.1

3. The audit includes a review of the performance of the school by focusing on its effectiveness in terms of the learning and the experiences of its pupils:  The school has a base line assessment for all the pupils in the school.  The school knows how its performance compares with that of other schools operating in similar circumstances.  The school knows its present performance compared with the achievement of the school in previous years.  The school has gathered evidence of where the pupils’ work and attainments in certain subjects/areas of study/key stages/year groups are at present.  The school knows if some groups of pupils are doing better than others.  The school has measured the performance of boys compare with that of girls.  The school is planning to improve all these areas.

4. The SDP details the short-term and the long-term objectives of the school Objectives and are measurable and evaluated to allow for corrective measures if and when necessary. The BOG monitors this process throughout the year. The Plan is reviewed at least once each year.

5. The school evaluates, in a constructively critical manner, the nature and quality of its provision across a wide range of areas, especially the standards attained by its pupils, examining the areas set out in the regulations. In particular, this exercise involves an analysis of the performance of pupils, comparing: current performance, across the school and in each subject, with that of previous cohorts; the performance of the same cohort across different subjects; and current performance against the performance of pupils in schools of similar size and/or characteristics.

6. All the staff have opportunities to reflect on and evaluate their roles in relation to the SDP to identify the best ways to implement or even improve it. All staff are commended for their efforts and achievements. All the staff meets with principal to take account of any feedback on their roles and responsibilities throughout the year.

7. The targets reflect the areas for improvement identified as part of the school development planning process. Every target has clear steps as to how the school is going to progress towards achieving it. The school’s 3-Year school development plan, targets for Years 2 and 3 are supported by milestone targets in Years 1 and 2 respectively.

8. In determining its priorities for action, the school takes full account of its financial position, including, importantly, making provision for any foreseeable expenditure that the Board of Governors is legally or contractually obliged to incur. If the school is in deficit, or if there are likely to be reduced income levels, then the school also needs to identify actions which may be necessary in order to ensure that the income and expenditure balance. 9. The target-setting is SMART, ie targets should be: Specific - clearly expressed; Measureable – delivering an outcome which is quantifiable; Achievable – reasonable and realistic yet challenging; Relevant to the school’s values and priorities within its development plan; Timebound – aimed at a date by which the target should be achieved. It is also essential that objectives and targets be: informed by an accurate evaluation of what is currently being achieved; and, affordable, in terms of human and other resources.

10. The school development plan is a living document which every member of staff can and does use, routinely, as a reference point in how they develop, improve and carry out their work. It is the improvement in the quality of learning and teaching in the classroom and the pupils’ attainments, and all the learning and development experiences of the pupils in their charge lies at the heart of the school’s development plan.

School Management 2010 3 INCLUSION AND SPECIAL EDUCATIONAL NEEDS 3.1 General Background From Sept 2005 the Special Education Needs and Disability Order applies to all schools. As a result there is an increased requirement to be more inclusive of pupils with a wide range of educational and other special needs, which is in keeping with the Irish-medium Ethos. It is a defining quality of Irish-medium schools that each pupil is regarded as a unique person and has the right to have access to the whole curriculum and to take part in the varied activities and opportunities of school life. The Irish-medium sector is committed to the promotion of Inclusion and deems Inclusion to be the necessary core of a school’s policy on Special Education Needs. The inclusive school adopts systems and structures that fully involve all pupils and adults. These may include, for example, adaptations to the curriculum and buildings. The inclusive curriculum is characterised by the setting of suitable learning challenges where all pupils have the opportunity to experience success. A generic approach, lacking differentiation or the recognition of the base line from which each pupil is working, is avoided. School policies and practices conform to the requirements of the Special Educational Needs Code of Practice. Making provision for all pupils, especially those with specific physical or cognitive learning needs can be challenging, and can have significant implication in terms of appropriate resources. This challenge must be positively embraced. School Management 2010 3 INCLUSION AND SPECIAL EDUCATIONAL NEEDS 3.2 Quality Indicators Governors and Principals should consider how the school can currently be rated against the following quality indicators.

1. The school openly embraces an inclusive approach to education which enhances the educational experiences of all.

2. Pupils with Special Educational needs, including those in units, are integrated as fully as possible into mainstream classes and all areas of school life, including extra curricular activities.

3. Parents are closely involved in the school’s provision for Special Educational needs and are consulted on their children’s education plans.

4. Pupils with specific educational needs are taught, where reasonably possible, by teachers who have had appropriate training.

5. The school has an appointed SENCO who is committed to an inclusive approach to education and who has a key role within the decision making process of the school and has received any appropriate training necessary to ensure the work is carried out effectively.

6. The school makes effective use of the Code of Practice and ensures that additional support is available for pupils as necessary.

7. All relevant policies and practices conform to SENDO 2005.

8. The school has a policy for assessment of pupils’ attainment across a range of educational areas and for early identification and intervention for pupils with Special Educational needs.

9. A range of teaching and learning strategies ensure that the needs of all pupils are met. Teachers have high expectation of their pupils and provide appropriate challenge in their lessons and this is reflected in their planning and monitored.

10. The school has effective links with a wide range of statutory and voluntary agencies that provide support for pupils who have special needs.

School Management 2010 4 CHILD PROTECTION 4.1 General Background Article 13 of the Education & Libraries (NI) Order 2003 legally requires Governors to have in place appropriate Child Protection measures. Governors should also have regard to DE 1999/10 and Evaluating Pastoral Care 1999. Governors must regularly review their policy and measures and ensure that they are made known to parents. As Child Protection encompasses such a wide spectrum of possible abuse/neglect it is likely that any school will have some pupils who are at risk. Schools must ensure that safe-guarding pupils and identifying those at risk is a priority. All staff have a duty, not only to protect pupils within school, but also to be aware of any possible signs of abuse. Staff should make their concerns known to the Designated Teacher who will determine what action, if any, should be taken. A school with strong pastoral arrangements and good staff/pupil relationships will create an environment where pupils feel confident to disclose abuse or neglect. It is essential that staff, teaching and non teaching, have Child Protection training which is kept up to date. Protection for staff is also important. To ensure that staff are protected from malicious allegations, policies and procedures that preclude the circumstances that can give rise to such allegations, should be in place. It is good practice that a school assign two Governors who have specific responsibility for Child Protection. From 2006 this will become a requirement. It is the Governors’ responsibility to ensure that the school’s pastoral arrangements are such that all members of the school community can have confidence in them. School Management 2010 4 CHILD PROTECTION 4.2 Quality Indicators Governors and Principals should consider how the school can currently be rated against the following quality indicators.

1. The wellbeing of the pupil is central to all aspects of school life and the welfare of the pupil is always paramount.

2. The Child Protection policy is known and understood by the school community and includes clear procedures and reporting lines for dealing with child protection issues.

3. The parents are regularly sent copies of the school’s Child Protection Policy, including the names of the Designated and Deputy Designated Teachers.

4. All staff is aware of the signs of abuse or neglect and is confident to report concerns to the Designated Teacher.

5. Integrated across the curriculum are strategies that develop positive self -esteem, aid pupils’ understanding about how to avoid harm and how to deal with uncomfortable or worrying situations.

6. There is good communication between staff, parents and pupils. 7. There are well-developed links with other statutory agencies who are involved in child protection matters.

8. The school has in place safeguards to ensure that all child protection matters remain confidential, and are only shared on “a need to know basis”.

9. All staff and Governors are provided with regular opportunities for training in Child Protection organised by the Designated Teacher or other providers.

10. Designated Teachers and Governors continually update their role specific training to ensure the best possible protection and support for pupils.

School Management 2010 5 School Improvement (Every School a Good School) 5.1 General Background This section discusses the quality indicators proposed in the school improvement document Every School a Good School, and examines the ways in which these can be measured both within and between schools. Every School a Good School is the Department of Education’s new pupil-centred school improvement policy. The underpinning principle of the policy is that ‘improvement and rising achievement is, above all, the responsibility of the school’. Self-evaluation and self-improvement are central to the policy and central to school improvement. The document proposes a number of quality indicators to help schools determine pupil and school progress. The rationale behind these measures is the need to assess the breadth and depth of the entire educational experience provided by the school. It is anticipated that these measures will also ensure ‘educational accountability and aid schools with the self-evaluation process.’ The quality measures outlined in Every School a Good School are: 6.1: Every  Performance in assessments and public examinations.  Breadth and balance of curriculum.  Quality of the school development plan and the targets for improvement.  Outcomes of inspection.  Quality of schools’ financial management.  Outcomes of staff, parent and student surveys.  Quality of accommodation.  Range and uptake of extra-curricular activities on offer.  View of governors/parents/complaints against a school.  Any collaborative arrangements with other schools or colleges.  Pupil and staff attendance.  Level of suspensions and expulsions. While the development of an effective data strategy is crucial, Every School a Good School recognises that this strategy should not focus solely on quantitative data. Instead, school and pupil performance information should encompass all aspects of school life. The quality indicators provide a more holistic view of the range of factors which determine school and pupil progress.

School Management 2010 5 School Improvement (Every School a Good School) 5.2 Quality Indicators Governors and Principals should consider how the school can currently be rated against the following quality indicators.

1. Performance in assessments and public exams are available to the school management through SIMS

2. Pupil performance and assessment details are measured through the effective use of ‘Interactive Computerised Assessment System’ (InCAS)* providing a diagnostic assessment in Reading and General Maths and optional associated

3. Development plans are uploaded to SIMS

4. Schools financial management (FMS) module is clearly understood, analysed and discussed at BOG meetings

5. Staff, governors, parent, and student surveys are completed and analyzed to ensure a complete picture of the school’s performance is known

6. A wide range of extra-curricular activities are available through the SDP or extended schools activities that add to the teaching and learning in the school

7. A wide range of different teaching techniques are employed throughout the school to ensure the greatest access to the full range of the curriculum and for all the abilities within the classroom 8. Progress of each pupil is recorded and used regularly to up-date the pupil’s performance throughout their school life

9. Pupil and staff attendance is reviewed regularly and appropriate measures taken to tackle any problems that may arise

10. Performance is measured and evaluated in comparison with other schools of a similar size and social background; between boys and girls and between the different cohorts in the school. The school takes consideration of all these qualitative indicators to benchmark across all of the school.

11. The school has collaborative arrangements with other schools or colleges to increase the breadth of knowledge in the school

School Development Plan – Staff Questionnaire All statements refer to the Quality Indicators Strongly Agree Disagree Strongly Don’t agree disagree know 1All members of the teaching staff have been consulted on the School Development Plan.

2 Staff have the opportunity to discuss the School Development Plan.

3 All staff is aware that an assessment has been carried out of the school’s current position.

4 The staff understand the short-term and the long-term objectives of the school

5 The staff knows that those objectives are measurable and will be evaluated.

6 Staff gave feedback to the principal on their roles and responsibilities in relation to the SDP.

7 Every target has clear steps as to how the staff is going to progress towards achieving the required outcomes.

8 The school has a base line assessment for all the pupils in the school.

9 The staff has been given the opportunity to take up any training required to ensure they can carry out their duties in line with the needs of the SDP.

10 Staff have incorporated the results of the school evaluation into their own planning. 11 Staff assess and monitor the progress of their plans as agreed with the principal.

12 Staff avail of any help that outside agencies can offer to improve teaching and learning in their classroom. Priorities for Improvement 1______2______3______Please note: All questionnaires are returned anonymously and treated confidentially. Thank you for your co-operation PHOTOCOPY AS REQUIRED

School Development Plan – Governors Questionnaire All statements refer to the Quality Indicators Strongly Agree Disagree Strongly Don’t agree disagree know 1All members of the Board of Governors have been consulted on the School Development Plan. 2 Governors have the opportunity to discuss the School Development Plan among themselves and with the staff. 3 All governors are aware that an assessment has been carried out of the school’s current position and are aware of the results. 4 The Governors understand the short-term and the long- term objectives of the school. 5 The Governors know that those objectives are measurable and will be evaluated and brought back to them for agreement. 6 Governors gave feedback to the principal and staff on their roles and responsibilities in relation to the SDP.

7 Every target has clear steps as to how the Governors will monitor outcomes. 8 The Governors are aware that the school has a base line assessment for all the pupils in the school. 9 The Governors has been given the opportunity to take up any training required to ensure they can carry out their duties in line with the needs of the SDP. 10 Governors have incorporated the results of the school evaluation into the SDP. 11 Governors assess and monitor the progress of the SDP as agreed with the principal. 12 Governors avail of any help that outside agencies can offer to improve their understanding of the SDP.

Priorities for Improvement 1______2______3______Please note: All questionnaires are returned anonymously and treated confidentially. Thank you for your co-operation PHOTOCOPY AS REQUIRED Inclusion & Special Educational Needs - Staff Questionnaire Statements refer to specific quality Strongly Agree Disagree Strongly Don’t indicators. Agree Disagree Know 1 The school curriculum is designed to meet the needs of all pupils.

2 The school admits all pupils regardless of disability and special needs.

3 Pupils with special educational needs or disability are integrated as fully as possible into mainstream classes.

4 The school tries to ensure that there are extra curricular activities suitable for all.

5 Staff value the input which parents make to the school.

6 Staff expect parents to help their child with their work. QI 3 7 Staff talk to parents about their child’s special needs.

8 All pupils with special educational needs have education plans which have been discussed and agreed with the pupils and the parents.

9 Teachers attend training in areas of special needs and disability to improve on their professional expertise.

10 I know who the SENCO is and how to access support or guidance.

11 The school dedicates significant resources to pupils with special educational needs. 12 The Code of Practice is used effectively to maximise support for pupils.

13 The Inclusion and Special Educational Needs policies conform to SENDO 2005. 14 The school assesses pupils regularly to ensure that they are making progress.

15 Pupils with Special Educational Needs are identified at an early stage.

16 All pupils are set work which they can realistically be expected to achieve.

17 All pupils are regularly praised for their achievements.

18 Staff access information/services form a range of agencies outside school to assist with Special Educational Needs and disability issues.

Priorities for Improvement

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Please note: All questionnaires are returned anonymously and treated confidentially.

Thank you for your co-operation. Child Protection - Staff Questionnaire Statements refer to specific quality Strongly Agree Disagree Strongly Don’t indicators. Agree Disagree Know 1 All members of staff are committed to the well being of pupils.

2 The welfare of pupils is a priority issue for the school.

3 Child Protection is not a problem in our school.

4 I have been consulted on and I am committed to the school’s Child Protection policy.

5 I believe that the pupils feel safe to report any concerns or worries they have to me.

6 I know I have a legal responsibility to report any concerns I have about a pupil.

7 Parents are regularly sent copies of the Child Protection policy.

8 I am confident that I can recognise the signs & symptoms of abuse.

9 I report all Child Protection concerns to the Designated Teacher.

10 The school works to boost the self- esteem of all pupils. QI 5 11 The pupils in this school are positive and confident.

12 The school has in place a developmentally appropriate programme for keeping pupils safe from all forms of harm. 13 Staff regularly communicate with the parents of the pupils.

14 Parents are welcomed into the school to talk to staff. 15 We have strong links with outside agencies involved with the school in the area of Child Protection.

16 I am aware of the confidential nature of Child Protection issues.

17 Child Protection issues/concerns are only disclosed to those who need to be made aware of the issues.

18 I regularly have Child Protection training, (every 1 to 2 years)

19 The Designated Teachers keep the staff up to date on Child Protection matters.

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Thank you for your co-operation. Child Protection - Governors Questionnaire Statements refer to specific quality Strongly Agree Disagree Strongly Don’t indicators. Agree Disagree Know 1 All members of the BOG are committed to the well being of pupils.

2 The welfare of pupils is a priority issue for the school.

3 Child Protection is not a problem in our school.

4 I have been consulted on and I am committed to the school’s Child Protection policy.

5 I believe that the pupils feel safe to report any concerns or worries they have to the staff.

6 I know I have a legal responsibility to ensure all staff can report any concerns they have about a pupil.

7 Parents are regularly sent copies of the Child Protection policy.

8 I am confident that staff have the training to recognise the signs & symptoms of abuse.

9 Staff report all Child Protection concerns to the Designated Teacher.

10 The school works to boost the self- esteem of all pupils.

11 The pupils in this school are positive and confident.

12 The school has in place a developmentally appropriate programme for keeping pupils safe from all forms of harm.

13 Staff regularly communicate with the parents of the pupils.

14 Parents are welcomed into the school to talk to staff.

15 The school has strong links with outside agencies involved with the school in the area of Child Protection.

16 I am aware of the confidential nature of Child Protection issues.

17 Child Protection issues/concerns are only disclosed to those who need to be made aware of the issues.

18 Members of the BOG regularly have Child Protection training, (every 1 to 2 years)

19 The Principal keep the BOG up to date on Child Protection matters.

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Thank you for your co-operation. School Improvement – Staff Questionnaire Statements refer to specific quality Strongly Agree Disagree Strongly Don’t indicators. Agree Disagree Know 1 Performance in assessments and public exams are available to the school management through SIMS

2 Pupil performance and assessment details are measured through (InCAS)

3 Development plans are uploaded to SIMS

4 Schools financial management (FMS) module is clearly understood, analysed and discussed at BOG meetings

5 Staff, governors, parent, and student surveys are completed and analyzed

6 A wide range of extra-curricular activities are available through the SDP or the Extended Schools Programme

7 A wide range of different teaching methods are employed by all teachers in the school

8 Progress of each pupil is recorded and used regularly to up-date the pupil’s performance throughout their school life

9 Pupil and staff attendance is reviewed regularly and appropriate measures taken to tackle any problems

10 Performance is measured and evaluated in comparison with other schools and between boys and girls and between the different cohorts in the school. 11 The school takes consideration of all the qualitative indicators to benchmark across all of the school.

12 The school has collaborative arrangements with other schools or colleges to increase the breadth of the curriculum in the school

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School Improvement – Governor Questionnaire Statements refer to specific quality Strongly Agree Disagree Strongly Don’t indicators. Agree Disagree Know 1 Performance in assessments and public exams are made available to the governors through SIMS

2 Pupil performance and assessment details are measured through (InCAS) and the governors are informed

3 Development plans are uploaded to SIMS and discussed by governors

4 Schools financial management (FMS) module is clearly understood, analysed and discussed at BOG meetings

5 Staff, governors, parent, and student surveys are completed and analyzed

6 Governors have agreed a wide range of extra-curricular activities through the SDP or the Extended Schools Programme

7 Governors know that a wide range of different teaching methods are employed by all teachers in the school

8 Governors are aware that progress of each pupil is recorded and used regularly to up- date the pupil’s performance throughout their school life

9 Governors review pupil and staff attendance regularly and appropriate measures taken to tackle any problems

10 Governors are aware that pupil performance is measured and evaluated

11 The governors know that the school takes consideration of all the qualitative indicators to benchmark across all of the school.

12 The are aware the school has collaborative arrangements with other schools or colleges to increase the breadth of the curriculum in the school

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Checklist for Principal and Boards of Governors Involved in the School Development Planning Process

1. Has the Board of Governors consulted the Yes No Scheme of Management for the school?   2. Has a whole school audit or review taken place?  

3. Has the audit identified strengths and key areas for development?  

4. Have all the relevant people been consulted?  

5. Have priorities been determined and agreed?  

6. Have all the procedures for devising a School Development Plan as outlined in DE guidance been followed?  

7. Have monitoring and evaluating arrangements been made for the Board of Governors?  

8. Has the Board of Governors delegated monitoring and evaluating responsibilities to its relevant sub-committees.  

9. Is the progress of the School Development Plan included on the agenda of each meeting of the Board of Governors?  

10. Has the Board of Governors agreed the School Development Plan for the forthcoming school year?  

11. Do all members of the Board of Governors have a copy of the School Development Plan?  

12. Has an approved copy of the School Development Plan been discussed by all the members of staff?   APPENDIX B Evaluation Pro Forma For Governors to be able to develop a sense of the school’s current practices in a specific area it is recommended that the at least two sets of questionnaires are analysed separately and a consensus reached after discussion. Only one box for each quality indicator should be ticked.

Quality Major Strength Needs Priority for Don’t Indicator Strength (Agree Developed Development Know Number (Strongly answer) (Disagree ) (Strongly agree) disagree) 1 2 3 4

Using the above results complete the following Overall Evaluation of this specific area.

Overall Evaluation of ______on a scale of 1 – 10 ………………………………………………………………………………...... ……………………… Poor 1 2 3 4 5 6 7 8 9 10 Excellent

Please list aspects of provision to be prioritised for action ………………………………………………………………………………......

………………………………………………………………………………......

Lead responsibility should be identified and a review date agreed by Governors

PHOTOCOPY AS REQUIRED