Monitoring and Evaluation Policy
Rowanfield
Monitoring and Evaluation Policy
Written 11/04
Monitoring and Evaluation at Rowanfield
Rowanfield provides a positive, caring learning environment for staff and children that celebrates success for all. Everyone is expected to respect each other and value the support, friendship and diversity each member offers. Staff are willing to work together, respect competencies and other?s experiences.
This monitoring and evaluation policy is based on the above values.
Monitoring and Evaluation provides evidence to show that:
policies and guidelines are observed and followed;
we are providing an effective learning environment;
we are achieving what we had planned;
informs next steps in planning; and
helps to establish baselines if appropriate;
The basic principles that have been agreed for monitoring and evaluation are based on it becoming a normal process (regular and frequent) within the service. It is important that the staff and children are comfortable with others coming into their classrooms/teams. Monitoring and evaluation will be done by observation ? both formal and informal and the gathering of evidence such as IEPs including targets, children?s work folios etc.
Monitoring and evaluation will involve all staff is a key factor in staff development. The process links into the Staff Review and Development meeting, cpd and school development planning. Non directive coaching will also be promoted s a strategy for improvement. The focus will be on Quality Indicators 3.1 ? quality of the teaching process; 3.2 quality of pupil?s learning; 3.3 meeting pupil?s needs; and 3.4 assessment as part of teaching. Another important part of monitoring and evaluation will be the use of Staged Intervention for Better Learning, which is being adapted for use at Rowanfield.
Rowanfield monitors and evaluates progress by:
having an induction meeting with all new staff in order to explain the service and what is expected;
using CAT sessions and In-service days to discuss and develop better learning and teaching;
having open discussions;
holding a variety of meetings
Team meetings
Multi-disciplinary meetings
Management team meetings
Children?s review meetings
Working groups;
holding professional review and development meetings;
using Self-Evaluation mechanisms;
using baseline testing and observations where appropriate;
looking at children?s learning activities;
looking at displays of knowledge (pinboards);
celebrating all achievement;
reviewing the data from incident forms and violent incident forms;
reviewing IEP targets ? learning outcomes and success criteria;
reviewing inclusion of children to mainstream schools and activities;
holding annual reviews with written review reports for children;
completing end of session reports;
having an informal open door policy for team leaders to spend time with children and staff;
staff coaching and mentoring;
class observations by all staff; and
team leaders (management team) observing.
Staff Roles and Responsibilities:
Head of Service will monitor and evaluate by:
celebrating both children and staff successes;
talking to children about their learning;
reviewing vandalism rates;
reviewing absence rates of staff and children;
attending multidisciplinary meetings;
reviewing displays around school and children?s folios of work; and
talking with parents
In addition to Head of Service information above, Depute Head of Service will monitor and evaluate by:
reviewing targets within IEPs and forward plans;
attending a weekly team meeting; and
chairing review meetings for children.
In addition to the Head and Depute Head of Service information above, Principal Teacher of Effective Learning and Teaching will monitor and evaluate by:
reviewing incident forms and violent incident forms, and
observing Structured Social Times on a weekly basis
In addition to the Head and Depute Head of Service information above, Principal Teacher of Inclusion will monitor and evaluate by:
Within the school provision of the service:
liaising with staff over inclusion of children back into mainstream schools and activities, using a criteria for integration form;
informally observation and working with children referred to team for reintegration into mainstream schools and activities; and
attending a child?s review meeting
Within the inclusion provision of the service:
reviewing daily assessment reports from staff;
reviewing monthly reports;
providing individual staff meetings for inclusion staff;
providing a weekly team meeting for inclusion staff;
attending a review meeting with mainstream and inclusion staff;
attending mainstream schools PSGs
Teaching Staff will monitor and evaluate by:
working with Management members in team teaching and observations in their class;
involved in peer self-evaluation with a colleague of their choice ? using coaching;
reviewing children?s work;
writing and reviewing learning outcomes and success criteria with children and parents;
celebrating success with children and parents;
attending multi-disciplinary meetings;
writing review reports and attending review meetings to discuss children?s progress on targets set within IEP;
writing end of session reports; and
writing reports when necessary for Children?s Panel, Inter-agency, C.P. Case Conferences etc.
Child and Family Support Team will monitor and evaluate by:
working with and talking to parents;
working with and talking to children;
attending multi-disciplinary meeting;
attending review meetings to discuss children?s targets; and
attending outside meetings ? Inter-agency; Panel, C.P. Case Conferences etc.
Observation Process
Staff will use coaching strategies as part of their monitoring and evaluation process.
The GROW model will be used as a basis for this meeting.
Target = Quality Indicator
G = Set Goal ? actual target within quality indicator
R = current reality ? describe what is happening by
Observation
Feedback
O = explore options ? input only if directly asked
W = what will happen next? ? set new goal
This meeting involves the person being coached (observee) being reflective of their teaching practice.
Feedback Model
Observer first:
Asks observee these questions:
What went well?
What was tricky?
What would you do differently next time?
Would you like feedback from observer? Same process if yes. Back to top