Self-evaluation review April 07

Please grade 1-5 (1 = very poor, 2 = unsatisfactory, 3 = satisfactory, 4 = good, 5 = very good

Learning Environment

  • How does the classroom look to a child?           1  2  3  4  5
  • Do we have the correct resources?                  1  2  3  4  5
  • Are the resources clearly labelled?                  1  2  3  4  5
  • How do we use the outside area to support learning in all curriculum areas?      1  2  3  4  5
  • How do we use displays as a learning tool?        1  2  3  4  5
  • How often do we introduce new materials?       1  2  3  4  5
  • How do we encourage children to make choices and decisions about how they use their time, who they work with and the resources they use?                                   1  2  3  4  5
Successes Personal Development Whole School Action Points
 

 

2. Curriculum

  • How do we provide a balance of adult focus –child initiated activities?                       1  2  3  4  5
  • How do we ensure that there is a balance of focus activities over a period of time?  1  2  3  4  5
  • How do we ensure that children are sufficiently secure and relaxed to show their knowledge and understanding?                                                                                                            1  2  3  4  5
  • How often do we talk to the children to find out their interests?                              1  2  3  4  5
  • How do we make sure that new ideas are introduced in familiar contexts?                 1  2  3  4  5
  • What opportunities do we provide for children to represent their experiences?        1  2  3  4  5
  • How do we decide clear and manageable intentions for what children should learn next?          1  2  3  4  5
  • When introducing new experiences, how do we check children’s existing understanding?             1  2  3  4  5
  • How do we make sure that they can revisit and refine these representations as their understanding grows?                  1  2  3  4  5
  • How do we make sure that the activities we provide are interesting and well- matched to children’ capabilities and interests, so that all children are well motivated and are developing concentration?                       1  2  3  4  5
  • How do we use the community and the local environment to enrich curriculum experiences?   1 2 3  4  5
Successes Personal Development Whole School Action Points
 

 

3. Planning and Assessment

  • How do we plan time for staff to support child-initiated learning where appropriate?      1  2  3  4  5
  • How do we recognise the different ways that children show their interests and ideas?     1  2  3  4  5
  • How do we use these insights?             1  2  3  4  5
  • How does our questioning help children to begin to understand their strengths and areas for development?                     1  2  3  4  5
  • How does the way we praise/talk about a child’s work help them understand what they have learned and what they might                         learn next?  1  2  3  4  5
  • How manageable are our planning formats?                         1  2  3  4  5
  • How do we monitor children’s choices in order to ensure a balance across the curriculum over time?           1  2  3  4  5
Successes Personal Development Whole School Action Points
 

 

4. Well- being and Involvement

  • How do we encourage enquiry and help children to learn though their senses in all areas of experience?           1  2  3  4  5
  • How do we make sure children are secure/ relaxed and able to show their knowledge and understanding?                       1  2  3  4  5
  • How do we recognise when children are deeply involved in learning?                     1  2  3  4  5
  • How do we ensure that we recognise when and why children find learning hard?     1  2  3  4  5
  • How do we provide opportunities for children to extend activities over several days?  1  2  3  4  5
  • How effectively do we make sure that there is a safe working environment, inside and outside where risks have been assessed without removing all the challenge for our children?                                                                    1  2  3  4  5
Successes Personal Development Whole School Action Points
 

 

5. Working with parents/carers

  • How do we make sure that parents feel welcome in school?                                        1  2  3  4  5
  • How do we keep ourselves informed about children’s development and learning at home?     1  2  3  4  5
  • How do we inform parents about the nature of the school curriculum and its rationale?           1  2  3  4  5
  • How do the arrangements for informing parents about the progress of their child work?                 1  2  3  4  5
  • How do we show parents that we value the unique knowledge they have about their child?                 1  2  3  4  5
  • How do we encourage parents to value themselves as their child’s first educators?                 1  2  3  4  5
  • How do we seek parents’ advice about their children and issues related to the curriculum, child management and assessment?                                                                                    1  2  3  4  5
  • How do we help all parents to recognise their roles as models for their child?         1  2  3  4  5
  • How do we help parents to recognise the educational significance of their child’s comments or activities at home?                                                                                                    1  2  3  4  5
Successes Personal Development Whole School Action Points
 

 

6. Diversity/Inclusion

  • How do our observations and assessments pick up the competencies of children who do not speak English as their home language?                                                                       1  2  3  4  5
  • How do we make sure that children understand the language we use?                       1  2  3  4  5
  • How do classroom routines ensure that each child is known as an individual and is emotionally secure?                   1  2  3  4  5
  • How do we provide for those children who need more time to secure their understanding?          1  2  3  4  5
  • How do we identify and provide for those who learn rapidly?                                    1  2  3  4  5
  • How do we encourage children to use their first or home language during the day?  1  2  3  4  5
  • What staff development activities designed to develop an understanding of equality issues have team members taken part in?                                                                                    1  2  3  4  5
  • How do we show that we value parents’ different linguistic, cultural and religious backgrounds and regard them as positive assets?                                                                          1  2  3  4  5
  • Are we using signing/symbols to support all children?                                               1  2  3  4  5
Successes Personal Development Whole School Action Poin
 

 

7. Working with others

  • How do we ensure that staff are aware of the development of children, before they join their unit and after they leave?                                                                                       1  2  3  4  5
  • How do we support playworkers in their role of caring for the children?                1  2  3  4  5
  • How do we prepare and support parents and other adults who work voluntarily in school?         1  2  3  4  5
  • How do we use their talents effectively?                                                               1  2  3  4  5
  • How do we keep ourselves informed about the roles and responsibilities of colleagues from other agencies that work with young children?                                                       1  2  3  4  5
  • How do we inform personnel from other agencies about out work?                         1  2  3  4  5
Successes Personal Development Whole School Action Points
 

 

 

  1. Ethos of school
  • How do we make sure that all staff and governors are familiar with the curriculum and approach to learning and teaching in school?                                                                              1  2  3  4  5
  • How do we develop parents’ understanding of the key role of play for effective learning?                1  2  3  4  5
  • Is everything that happens consistent with the ethos of the school?                        1  2  3  4  5
  • Do our written statements (Golden Rules, School Aims etc) properly reflect our ethos?    1  2  3  4  5
  • Do these statements reflect and support teaching & learning in school in the best way?     1  2  3  4  5
  • Do you feel personally that you have a full understanding of the school’s ethos?      1  2  3  4  5
  • Do you feel comfortable with it?                                                                               1  2  3  4  5
Successes Personal Development Whole School Action Points
 

 

9. Relationships

  • How do we make sure that staff explain, guide, suggest, question, and offer children practical support during activities?                                                                                          1  2  3  4  5
  • How do our room arrangement and ways of organising the day encourage children to talk together, share and co-operate?                         1  1  2  3  4  5
  • When do we structure groupings to encourage more experienced children to support those who are less experienced?                                                                                               1  2  3  4  5
  • How do we plan time for staff to support child-initiated learning where appropriate?      1  2  3  4  5
  • How do we develop a calm atmosphere, with consistent boundaries for behaviour, in which children can develop independence, self-esteem and confidence?                            1  2  3  4  5
  • How do we support children who have difficulty relating to others?                        1  2  3  4  5
  • How do we help children to recognise and deal with their feelings?                         1  2  3  4  5
  • How do we develop children’s attitudes of empathy and tolerance?                         1  2  3  4  5
Successes Personal Development Whole School Action Points
 

 

10Teamwork/Leadership/Management

  • How does the SMT make sure that staff members have a consistent approach to teaching and to promoting children’s well being?                                                                            1  2  3  4  5
  • How does the SMT make sure that staff members have shared high expectations of achievements and well-being?                  1  2  3  4  5
  • How do we communicate within:         unit team?                     1  2  3  4  5
  •                                                             key stage team              1  2  3  4  5
  •                                                            whole school team?        1  2  3  4  5
  • How good is the overall support/communication you receive at school?                     1  2  3  4  5
  • How do we make sure there are adequate resources to support all areas of learning?        1  2  3  4  5
  • How do we enable all support staff to contribute to planning, teaching and assessment ?        1  2  3  4  5
  • How do we share responsibilities for all aspects among members of the team?        1  2  3  4  5
  • How do we invite the constructive insights of new team members who are able to look with ‘ a fresh pair of eyes’?              1  2  3  4  5
  • How do we react to these insights?                                                                           1  2  3  4  5
  • How do we encourage team members to use each other as ‘critical friends’ to support and challenge each other?          1  2  3  4  5
Successes Personal Development Whole School Action Points