Queen Elizabeth School

Self Evaluation

Principles of our Self Evaluation Process:

The process:

  • keeps children as our focus
  • is honest, robust, challenging, supportive and developmental
  • generates actions that are transparent, shared, attainable
  • is ambitious and aspirational  
  • is underpinned by our Core Values  
  • shows regard for the wellbeing of staff and considers sensitively teachers’ workload

NB – The schedule is always a draft outline as we recognise the need to be flexible enough to adapt to findings, review standards and respond to staff, parent and pupil feedback.

Questions that underpin the process:

What do we do?
How would we rate ourselves?
What’s our evidence for our findings?
What actions are needed to develop these areas of school?

Key areas

  1. Quality of Education, including teaching and learning, outcomes, curriculum
  2. Behaviour and attitudes
  3. Personal development
  4. Leadership and Management
  5. Sixth Form

Joint Development Plan Priorities 2021-22

1:  To establish new structures and systems across the LLT to enable us to become outstanding in all areas, moving on from 2019-21 and re-emerging as a vibrant, energised community with shared Values, Common Standards and a clearly understood shared ethos and vision, including:

  • a robust Governance Structure and Strategic Calendar linked to the LLT Self Evaluation Programme   ​
  • a new leadership structure  ​
  • a rejuvenated focus on staff well-being and self-efficacy ​
  • a shared responsibility for all standards in all areas across both schools   ​
  • effective, responsive and personalised professional development and performance management across the Trust

2:  Common Standards (Expectations & Teaching and Learning)

After such a turbulent time and another period of transition, children will look to school for consistency, predictability and security.  Throughout the year we will establish an LLT Behaviour Policy and common approaches across the Trust, but we launch the year with an understanding of these Common Standards:

  • Uniform, expectations & behaviour
  • lesson routines

3:  Renaissance

To make 2021-22 a year of Renaissance, in which we celebrate our community ethos and reignite our culture of enrichment, including:

  • Enrichment activities – sports, performing arts, music, clubs
  • Assembly themes
  • Personal Development provision
  • Trips & visits
  • Spiritual, Moral & Cultural education
  • Community events

4:  Curriculum

To review the curriculum including:

  • a whole Trust curriculum review with consideration of changes for 2022-23, including time allocations, structure of the day, and the breadth & quality of all areas
  • Personal Development curriculum
  • Quality of provision & resequencing, revisiting & refreshing
  • Transition curriculum
  • Targeted intervention
  • Breadth, challenge & support – with particular focus on the importance of Key Stage 3
  • Cultural, capital, diversity & equality
  • Learner literacy

5:  Responsive Developments (areas arising from Self Evaluation)

To continue to be reactive in our developments, responding to our Self Evaluation Process and putting into place Action Plans wherever needed including already identified:

  • Recovery Planning – Year 11 & 13
  • Actions resulting from any Assessment drops internally scrutinised
  • Reading action development with the appointment of the new School Librarian
  • Department Actions/Development Plans arising from summer results 2021
  • Bromcom – to make better use of all it can offer including parent communications

6: Outward Looking Developments

To play a significant part in the local, regional and national agenda including (but not exclusively):

  • Multi-Academy Trust development – The DfE ‘growth agenda’ – to establish a strategic approach for the Trust
  • Contributions and support for and from the South Lakes Federation
  • Work with One Cumbria and key colleagues’ contributions to its developments
  • Cumbria Association of Secondary Headteachers (CASH)
  • Further DfE opportunities and initiatives

Examples of Evidence Sources:

  • Performance Management paperwork
  • Staff files/records of conversations
  • Staff, parent and Pupil surveys
  • Materials for Academic Reviews, Subject reviews, data for attendance at these
  • Consultation/working party minutes
  • Development plans and reviews of departments, years, post 16, pastoral,
  • Pupil Premium review/statements
  • Leadership Team agendas and materials, MAT Exec Minutes, Admin exec and Site exec minutes
  • Staffing data – recruitment, retention, career development
  • Policies
  • Minutes of:   Local Governing Body meeting, Trustboard meetings, records of immersion days/mornings Evaluations, training records, Hods, Hoys, Departments, year groups
  • CPOMS and pupil files
  • Teaching and learning group minutes
  • Exercise books/work scrutiny
  • Findings from learning walks
  • Performance management observations
  • Curriculum design – statements, schemes of work, resources
  • GCSE/A Level numbers
  • CPD/professional learning calendar and development plan
  • Post 16 applications
  • Department plans and reviews
  • Careers programme/overview
  • PD Programme and observations
  • Attendance, behaviour, bullying, exclusion data
  • Safeguarding record of level 1,2 and 3 training,
  • Single Central Record
  • Assembly rota
  • Leadership project groups minutes: Staff wellbeing,
  • British Values, SMSC, materials and audit
  • List of events/visitors
  • Trips summary
  • Website/twitter feeds
  • Accident reports
  • Site Security and fire action plans
  • Leavers’ Surveys
  • Destinations – post 16, post 18
  • Exam data
  • Internal tracking/effort grade data
  • Intervention processes
  • Assessment calendar
  • Trio minutes
  • Action plans
  • Sixth Form Programme
  • Sixth form contract
  • Student voice – Student Leadership Team
  • Curriculum
  • Post 18 destinations
  • Student surveys
  • Outcomes
  • Post 16 development plan and review
  • Minutes of Year team meetings
  • UCAS and PD overview
  • Assembly rota
  • Minutes of weekly data scrutiny meetings
  • Sixth Form Counsellor data
  • Engagement with community/employers/university
  • Record of work experience
  • Website and publications