Natalia Kond Head of the school, advisor of internal assessment SCHOOL DEVELOPMENT AND QUALITY EVALUATION IN LAAGNA NURSERY-BASIC SCHOOL OF TALLINN

ESTONIA Area: km2 Total population: 1,347,510 Population density: 30 people per km² Educational institutions: 1554

ESTONIAN EDUCATIONAL STRUCTURE 4 Levels: Pre-primary education Basic education Secondary education Higher education

CURRICULA Individual Education Plan (IEP) Framework Curriculum for Pre-primary Education National Curricula The National Curriculum for Upper Secondary Schools The National Curriculum for Simplified basic education The National Curriculum for Basic Schools

EDUCATION OF CHILDREN WITH SPECIAL NEEDS Counselling and Special Assistance Centre Sends to special kindergarten CSAC sends to special school Sends to mainstream school

HISTORY 1981 kindergarten for non-disabled children several groups for children with special needs were opened 1995 a primary school for children with special needs was added 2006 a basic secondary school was launched

LAAGNA NURSERY-BASIC SCHOOL OF TALLINN Laagna school Nursery Basic school Special groupsIntegrated groups Regular groups Speech problems Autistic groupPhysical desability

OUR SCHOOL For students between 1,5-17 There are 170 pupils in our school: 132 children are in kindergarten and 38 in school.

OUR MOTTO Together getting better every day

OUR STAFF Staff includes 64 people 3 deputy heads 36 teachers 25 specialists and assistants

TEAM OF SPECIALISTS OF DEVELOPING  Occupational therapist  Teacher  Assistance  Speech Therapist  Physiotherapist  Doctor  Head Teacher/ Deputy Head Teacher

INDIVIDUAL EDUCATIONAL PLAN (IEP)  Motor skills  Cognitive skills  Communicative skills  Social skills  Self-help skills

INCLUSION IN OUR SCHOOL 3.Implementation 4.Monitoring 5.Final assessment 1.Assessment 2.Planning Work of team of specialists of developing

INCLUSION IN OUR SCHOOL  Adaption in Routines  Health care routines  Mealtime and snack  Toileting issues  Playground participation

INCLUSION IN OUR SCHOOL Environmental Adaption  Routes for movement  Positioning  Equipment

INCLUSION IN OUR SCHOOL Different learning methods  We use different learning methods, which correspond individual needs of the child.

INCLUSION IN OUR SCHOOL Social Interaction  Well established links with local institutions

QUALITY AWARDS Good Management Good Learning Environment Good Extra-Curricular Programmes Good Teacher

QUALITY OF MANAGEMENT Annual evaluation of school principals: Strategic management Staff management Administration of study and behavioural processes Financial and public administration Public relations and partnership management

QUALITY EVALUATION IN OUR SCHOOL AREAS TO BE EVALUATED Leadership and management Human resource management Cooperation with stakeholders Resource management Teaching and learning process

QUALITY EVALUATION IN OUR SCHOOL Every staff member is involved Electronic form Four times a year The annual review once a year Statistical data is added once a year

OUR STRENGTHS Every child is matter Right structure Professional team Cooperation with other organisations Cooperation inside the school Environment

OUR ACHIEVEMENTS Friendly and secure learning/ working environment Pupil teacher ratio is almost one to one Individual program for every child School as a base of apprenticeship for students of medicine, social work and education.

CHALLENGES Evaluation is targeted at Headmaster level Teachers do not understand their role as a school developer Lack of knowledge, methodical material Hopes for a universal and “ready-to-use” solution The pupils’ development is seen only through academic performance

We are promoting happy learning environment where every child is challenged to achieve his/her full potential.

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