POST 16 SCHOOL SELF-REVIEW MODEL

 

1) How high are standards?

Sources of Evidence

Sixth form’s results and achievements.

  • To what extent are the standards high enough?

  • Do all students make appropriate progress?

  • Do all students achieve and complete their course of study?

  • How high are the standards in key skills?

  • Most recent inspection report.

  • RDA notes of visit.

  • Scrutiny and analysis of Autumn Package/PANDA.

  • Scrutiny and analysis of post 16 results.

  • Value added data analysis.

  • Analysis of retention of students on courses.

  • Scrutiny and analysis of standards in key skills.

  • Data gathered on progression to further and higher education or employment.

    • Comment and Overall Judgement

     

     

     

     

     

     

    Agreed Grade 1 2 3 4 5 6 7*

    1 = Excellent, 2 = Very Good, 3 = Good, 4 = Satisfactory, 5 = Poor, 6 = Poor, 7 = Very Poor

    Proposed Action to be included in the school improvement plan

     

     

     

     

    2) Students’ attitudes, values and personal development

    Sources of Evidence
    • How well do students develop the attitudes and skills to prepare them for further study or work?
    • What attitudes do the students have to the sixth form?
    • What is the quality of their conduct and relationships in the sixth form?
    • What is the quality of their personal development?
    • Are attendance rates good?
    • Are students involved in activities which promote their independence as adults?
  • Data gathered from discussion with students.
  • Analysis of student questionnaires.
  • Policy on attendance and analysis of attendance data.
  • Extended curriculum provision and enrichment.

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    Comment and Overall Judgement

     

     

     

     

     

     

     

     

     

     

    Agreed Grade 1 2 3 4 5 6 7*

    1 = Excellent, 2 = Very Good, 3 = Good, 4 = Satisfactory, 5 = Poor, 6 = Poor, 7 = Very Poor

    Proposed Action to be included in the school improvement plan

     

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    3) How well are students taught?

     

    Sources of Evidence

    Teaching

    • How good are teachers’ knowledge and understanding?
    • How well are key skills taught?
    • How effective is teachers’ planning?
    • Are teachers’ expectation appropriately high?
    • How well are students managed?
    • Are time, support staff and resources used well?
    • Is the quality of assessment good and the information gained put to good use?

    Learning

    • How well do students acquire skills knowledge and understanding?
    • Is there evidence of pupils’ intellectual, physical and creative effort?
    • Do students produce a satisfactory amount of work at a good pace?
    • Are students interested in their work, do they concentrate well and can they do their work independently?
    • Do students know how well they are progressing?
    • Are students with SEN making appropriate progress?

     

    • Evidence of the quality of education provided could be drawn from:

    • Recent inspection.
    • RDA notes of visit.
    • The school’s own records of monitoring and evaluation by the headteacher, heads of department and subject leaders.
    • Summaries drawn from appraisal records and progress in meeting targets.
    • Scrutiny of samples of students’ work.
    • Details of governors’ visits to classrooms.
    • Information gathered from parents and students.

    Comment and Overall Judgement

     

     

     

     

    Agreed Grade 1 2 3 4 5 6 7*

    1 = Excellent, 2 = Very Good, 3 = Good, 4 = Satisfactory, 5 = Poor, 6 = Poor, 7 = Very Poor

    Proposed Action to be included in the school improvement plan

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    4) How good are the curricular and other opportunities?

     

    Sources of Evidence
    • Is the whole curriculum broad and balanced?
    • How well do the courses and programmes match individual students needs?
    • What is the quality of provision for enrichment?
    • How effective are links with other schools and colleges (training providers and employers)?
    • How well does the sixth form promote spiritual, moral, social and cultural development?

  • Most recent inspection report

  • RDA notes of visit

  • Curriculum audits

  • Subject co-ordinators reports

  • Assessment procedures

  • Reports from governors monitoring visits

  • Evidence of use of relevant attainment e.g. use of Autumn Package/PANDA

  • Evidence from scrutiny of students’ work

  • Evidence of successful whole school policies in place which promote high standards of behaviour

  • Opportunities for spiritual development

  • Evidence of a diversity of cultural experiences for all students

  • Data gathered from parents and students

    • Comment and Overall Judgement

     

     

     

     

     

     

    Agreed Grade 1 2 3 4 5 6 7*

    1 = Excellent, 2 = Very Good, 3 = Good, 4 = Satisfactory, 5 = Poor, 6 = Poor, 7 = Very Poor

    Proposed Action to be included in the school improvement plan

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    5) How well does the Sixth Form care for its students?

     

    Sources of Evidence
    • Are there effective procedures in place for:
    • identifying and providing for individual student needs
    • assessing student attainment and progress
    • monitoring and supporting student academic progress – onto courses and through courses
    • monitoring and supporting students personal development
    • effective careers guidance
    • Is assessment information used to inform and guide curricular planning?
    • Are the students’ academic performance and personal development monitored?
    • Is there educational personal support and guidance for students?

     

    • Evidence of the successful implementation of effective processes

    • Evidence of assessment information used effectively

    • Opportunities for student involvement

    • Impartial guidance on range of post 16 provision available

    Comment and Overall Judgement

     

     

     

     

     

     

    Agreed Grade 1 2 3 4 5 6 7*

    1 = Excellent, 2 = Very Good, 3 = Good, 4 = Satisfactory, 5 = Poor, 6 = Poor, 7 = Very Poor

    Proposed Action to be included in the school improvement plan

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    6) How well does the sixth form work in partnership with parents?

     

    Sources of Evidence
    • What are the students’ views of the sixth form?
    • Are parents’ views of the sixth form positive?
    • What is the quality of information provided for parents and students, particularly about the students progress?
    • How effective is the contribution parents make to the students learning in the sixth form.

  • Effective communication systems which are regular and frequent

  • Parental and student satisfaction

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    Comment and Overall Judgement

     

     

     

     

     

     

    Agreed Grade 1 2 3 4 5 6 7*

    1 = Excellent, 2 = Very Good, 3 = Good, 4 = Satisfactory, 5 = Poor, 6 = Poor, 7 = Very Poor

    Proposed Action to be included in the school improvement plan

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    7) How well is the sixth form led and managed?

     

    Sources of Evidence
    • Does leadership ensure clear educational direction, which promotes high standards?
    • Is there a shared commitment to improvement and the capacity to succeed?
    • Is there rigorous monitoring and evaluation and development of teaching?
    • How effective are the sixth form’s processes of long-term planning?
    • Are resources for the sixth form adequate and how well are these used?
    • How effective is the leadership and management of the sixth form?
    • How does the sixth form assure quality?
    • Is the sixth form cost-effective?

    Evidence of the quality of the leadership and management of the school could be drawn from:

    • Recent inspection
    • RDA notes of visit.
    • The effectiveness of the school's management structure.
    • The organisation of the Governing Body and how it functions.
    • Delegated responsibilities and how they are discharged.
    • Systems for monitoring and evaluation of teaching and the curriculum.
    • Annual planning cycles, meetings and consultation procedures
    • Actions taken by the headteacher as a result of attendance on the Leadership Programme for serving Headteachers

    Comment and Overall Judgement

     

     

     

     

     

     

    Agreed Grade 1 2 3 4 5 6 7*

    1 = Excellent, 2 = Very Good, 3 = Good, 4 = Satisfactory, 5 = Poor, 6 = Poor, 7 = Very Poor

    Proposed Action to be included in the school improvement plan

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