School Self Evaluation

1. Introduction 

This document records the outcomes of our last improvement plan and the findings of this self-evaluation.

 

  • 1.1 Outcomes of our last improvement plan from _Sept_2021     to _June 2022
  • Our focus was on Literacy; Effective / very effective practice in the teaching of spelling in our school

  • An observable improvement in the quality of spelling in free writing pieces, especially among our weaker spellers in the middle class
  • A revision of our whole school policy on the teaching and learning of Spelling was completed.
  • Approaches to learning spellings which are used in Spellings for me were trialled in all class and the full programme to be trialled in the middle classroom.
  • The full programme was introduced to all classes in September 2022
  • A wider variety of strategies being used to learn spelling
  • The teaching of playful language were explored and teachers have introduced more aspects of this dimension of language teaching and learning into their planning.

1.2The focus of this evaluation 

We undertook self-evaluation of teaching and learning during the period September 2022 to May 2023 We evaluated the following aspect(s) of teaching and learning: 

  • We evaluated the following aspect(s) of teaching and learning: Wellbeing promotion among our pupils and staff.
  • Pupil and staff wellbeing in our school were explored using the Statements of Effective Practice and pupil, staff and parent questionnaires.

2. Findings 

2.1 This is effective / very effective practice in our school  

  • The majority of children and staff experience a sense of wellbeing and feel safe
  • The wellbeing of the whole school community is central to the school’s ethos/mission statement and school leaders and management actively promote wellbeing. Some improvements for a small section (some and few) could be introduced
  • The relationship between academic achievement and a child/young person’s wellbeing is understood by all children and young people and staff in the school.
  • There is a positive approach to discipline, where issues are resolved with care, respect and consistency.

2.2. This is how we know; 

Evidence sources, pupils’ dispositions, attainment, knowledge and skills.  

  • Pupil, Parent and Staff questionnaires regarding Wellbeing promotion in our school were distributed.
  • The S.S.E. Statements of Effective Practice relating to wellbeing were examined by staff.
  • The majority of children (84%) and parents (100%) found the school friendly and welcoming
  • The majority of pupils (71%) and parents (100%) felt that adults in the school talk to them in a calm and nice way  
  • The majority of the children (94%) and parents (100%) felt that the adults in our school praise and encourage them to work hard and try their best
  • 100% of staff felt that in our school support structures are effective and supportive to pupils with additional needs (learning, social, emotional and behavioural) and staff working with these students

2.3 This is what we are going to focus on to improve our practice further 

Aspects of teaching and learning the school has identified and those prioritised for further improvement. 

  • The following statements from the Statements of Effective Practice were selected as areas the staff felt would be beneficial to focus on.
  • The physical environment is modified to meet the needs of children and young people with additional and/ or complex needs
    • 66% of staff felt that space was provided to ensure opportunities for social interaction and quiet time
    • Some of the suggestions are present in the school, but we aim to create a sensory room/garden and a safe room/ space for distressed /anxious children.
  • All staff members recognise that Health and Wellbeing is a priority in the school and is everybody’s business
    • Opportunities for CPD (Continuous Professional Development) are to be provided to teachers to ensure that they have the relevant knowledge and understanding to promote wellbeing and to create a positive classroom environment.

Resulting from our questionnaires

Area 1; Systems are in place so that the voice of the child, teacher are heard and lead to improvements in school culture and ethos. Based on responses to the questionnaire we will look to improve the experience for parents.

More regular feedback to parents when their child is doing well. Both teachers (34%) and parents (22%) identified the need for positive feedback to parents when pupils were doing well

Area 2; Children access curricular activities to promote their physical, social and emotional competence to enhance their overall wellbeing.

Curricular area; Explore how Wellbeing fits into curricular areas. Staysafe and Walk Tall both cover many aspects; self-esteem and relationships and identify any gaps that might be covered by other programmes.

Area 3; The school incorporates wellbeing promotion into whole school policies and practices

Only 66% of staff felt that Health and Wellbeing is a priority in the school and was everybody’s business. See above greater opportunities for Staff C.P.D.

Literacy; Spellings success for all students from 1st to 6th class