1. Raising Achievement Through Self-Evaluation National Achievement Show June 2011

2. Objectives How to evaluate the progress of students and your faculty in a systematic and inclusive way How to use self-evaluation to plan for faculty improvement How to use self-evaluation to maximise student achievement

3. RESULTS STUDENT VOICE TEACHER VOICE WORK SCRUTINY PREDICTED GRADES LESSON OBSERVATION

4. Why? Evidence-based planning for improvements Monitoring and Tracking Progress of Students, Teachers and Faculty. Appropriate and Effective Intervention Determining Needs and Strengths Democratic Faculty Reflective Practitioners Ofsted!

5. SELF-EVALUATION CALENDAR 2011/12 FACULTY: English and Media FOCUS TERM YEAR 7YEAR 8YEAR 9YEAR 10YEAR 11YEAR 12YEAR 13STAFF OTHER FOCUS(ES) (incl. all SIP/FIP targets) 1 KS2 analysis and intervention (Breakfast Club, SEN group and paired reading) AGt, JWf, DHa SATs and TA analysis DHa & MWa GCSE results analysis. DHa, LFe, MWa Coursework progress review. Al faculty, led by LFe AS results analysis. DHa, MWa, LTu Student Voice - Induction Learning Log All year 12 teachers A2 analysis DHa, MWa, LTu PM reviews and target setting. NQT observations by HoF. Review of last year’s successes with faculty. 2 Year 7 & 8 moderation of Standard Tasks Whole Faculty Review of identified underachievers from year 8. All year 9 teachers, led by JFi. Mock exam and predicted grade analysis. LFe Progress Review from Summary Reports. LTu Shared observations by SLT & HoF. Review of new KS3 SoW. Work Scrutiny (Drafting books) JFi & JWf Progress Review following summary reports and first standard tasks. JFi 3 Progress Review following summary reports (incl. impact of Breakfast Club) All teachers led by JFi Student Voice JFi Moderation of coursework. Whole faculty. Coursework moderation and evaluation. DHa & LFe Progress Review All year 12 teachers led by LTu PM lesson observations. Review of year 12 uptake. 4 Work Scrutiny JFi & JWf Post exams student Voice - Questionnaire. Analysis of results next term. JFi Final coursework results & predicted grade analysis LFe Analysis of module results. LTu PM mid-year reviews. Review of FIP/SIP targets. 5 Review of data and exam performance. JFi Year 10 exam analysis. LFe Student voice questionnaire. LFe Student Voice. LTu 6 Student Voice - Student Interviews JWf Final Progress Review JFI and DHa Overall progress review. LFe Student Voice. LTu *Review of impact of enterprise and enrichment activities as they occur.* Systematic and Planned

6. Accountability to SLT

7. Ethos of openness and sharing

8. Data Summative and Interim Simplified systems Immediacy Openness and Accountability Shift of Culture Numbers AND Words Follow Up Actions

10. Resulting Improvement Activities Individual and group intervention plans Support plans for teachers Changes to exam entry policy Introduction and development of the accelerated groups. Development of the Study Plus course. Curriculum mapping and Resource development Priority Setting for FIPFIP

11. Code Team / Faculty / Department / Year / Group KS4 English Staff i/c this target : LFe SIP ref: 1.5, 1.7, 2.1, 3.1 Objective: To develop and build on existing good practice in the delivery of GCSE English and English Literature curriculum, focusing particularly on implementing key changes to the KS4 curriculum. Key Improvement Activities What will be done? Success Criteria Set targets for expected outcomes (where appropriate, make it measurable so on review, you can see if enough progress has been made) Self Evaluation Method Which methods will you use to review progress against success criteria? (eg. data analysis, audits, observation, work sample, student voice) By whom? By when? 1. Improve Literature exam resources for current specification by providing text specific revision booklets (including revision skills activities), audio books in mp3 format on shared space and later the VLE and text specific sample essays for use by students. üLiterature results 80%+ A*-C üFeedback on these resources to be positive in year 11 exit interviews. 1.Analysis of GCSE Lit results. 2.Student Voice questionnaire. All dept, overse en by LFe Dec 2009 2. Successfully map and resource new specifications for English and English Literature (including Functional Skills, if appropriate), retaining as much of our current good practice as possible. üExistence of new curriculum map, which includes all requirements of new specifications and Functional Skills, and which provides a clear path to the final exams. üCompleted audit of old specification resources, leading to adaptation or retainment where appropriate. üCreation of new support materials for new coursework units, ensuring the requirements of new ‘controlled tasks’ are adhered to. This will be followed by development of exam materials. All these materials to include AfL and L2L activities. 1.Audit of resources. 2.Teacher consultation. LFe, with suppor t from dept. Sept 2010 for c/w, Sept 2011 for exam work. 3. Training of staff during INSET and department meetings, to ensure confident and knowledgeable delivery of current and new specifications (including Functional Skills, if appropriate). üAll staff to know and understand requirements of current and new specification, demonstrated through accurate coursework marking and lesson observations. üStudents meeting or exceeding target grades 1.Teacher questionnaire 2.Work sampling & moderation. 3.Analysis of coursework database. LFe Ongoin g 4. Develop accelerated GCSE course, including adapting resources for A*A students, planning and resourcing post-GCSE course for current accelerated group and deciding on pathways for subsequent years. üEnglish and Literature results for accelerated group 100% A* - B?????? üCreation of AS English Language map and resources for post-GCSE course. üDecision on pathways for subsequent yr 9 classes. 1.Analysis of GCSE results. 2.Student Voice Questionnaire 3.Teacher consultation. LFe. With suppor t from dept. Sept 2010 Needs analysis: INSET time for staff training during school INSET, LFe to attend WJEC INSET in 2009/10, cover costs for lesson obs.

12. Student Voice A Different Perspective Survey vs Interview Closed Questions vs Open Questions IndividualIndividual and Group ‘results’ Openness and Accountability Why wait? Student Leadership

13. BACK

14. Resulting Improvement Activities Curriculum Map New Schemes of Learning A Focus on Pedagogy: Differentiation Training Collaborative Learning Training Revision Skills Changes to KS3 curriculum Resource Development Changes to mock exams

15. Implementing Whole School Inset BACK

17. Teacher Voice Inclusive Management of anxiety Another perspective Involvement of all in the leadership and management of the faculty Identification of training needs

18. Lesson Observation Performance Management Subject Scrutiny Learning Walks Collaborative Working Immersion TLCs Learning SIG Leads to an impact on pedagogy: Questioning Feedback Sharing Good Practice at Faculty Meetings

19. 19 http://classtools.net/education-games- php/fruit_machine/ Conscripts vs Volunteers

21. 21 Getting the whole class involved

22. 22 Waiting Time

23. 23 Question Sequences

25. Initiating Student Questioning Text BACK

26. Work Scrutiny Formal and informal moderation Book sampling Controlled Assessment and Exam Quality of work Marking and Feedback

28. A Summary Holistic Approach Systematic and Planned A means to an end - not an end in itself Quick wins vs Long-term development An ethos, not an activity