Having completed your evaluation and recorded the evidence that supports your judgement, you can now identify your priorities for improvement.
Having completed your self-evaluation and judgements you can now return to the original questions we discussed in the introduction:
1. What are the key features of the outcomes for pupils? – Which areas of achievement and personal development need to be improved? What are the strengths?
2. Given the outcomes, which aspects of provision are having the biggest impact on strengths and weaknesses?
3. Which aspect of leadership and management is likely to have the biggest impact on improving the provision?
Look at the example below:
|Key Area of RE||Outstanding||Good||Satisfactory||Inadequate|
|3.1.3||The curriculum is significantly enriched with compelling learning experiences both in and outside the classroom and contains clearly identified routes of progression for all pupils.||The curriculum is enriched with compelling learning experiences and provides opportunities for all pupils to progress and develop well.||The curriculum contains some enriching learning experiences and ensures progression for most pupils.||The curriculum is inadequately matched to pupils’ needs, interests and aspirations. There is considerable discontinuity from year to year.|
This school has decided that the highlighted text most accurately describes the work in their school. Their evaluative judgement based on evidence is:
“The curriculum contains some enriching learning experiences and ensures progression for most pupils..”
This means that they can use the text in the cell to its left in the table as the basis for describing how they will improve this aspect of the provision for RE. They want to work towards a point where their work can be described as follows:
“The curriculum is enriched with compelling learning experiences and provides opportunities for all pupils to progress and develop well..”
They now need to plan the steps they need to take in order to achieve that outcome.
There are many different models for improvement plans and your school may have its own template. This is an example to illustrate the process:
To improve the quality of the curriculum for Religious Education
Note that the use of the language from the OfSTED self-evaluation form ensures clear links with whole school improvement
Outcomes / Success Criteria:
[You will have achieved your target if this is the outcome of your work: ]
The curriculum is enriched with compelling learning experiences and provides opportunities for all pupils to progress and develop well.
All units of work are well-planned incorporating: - compelling learning experiences - a clear structure of learning and forging links between prior and future learning.
Pupils can explain the purpose of each unit and how it builds on prior learning.
|Task to be completed||By when||By whom|
This is where you break down the work into small tasks
In the example above these might include:
|Set realistic deadlines spread over a period of time, usually the school year||Make sure you delegate as much as possible|
Responsibility for delivering target:
Timescale: e.g. September 20xx- July 20xx
Checking by whom and frequency / Management and evaluation –
Internal: (This might be the subject leader/post holder or head of department)
External: (This might be your local adviser or a consultant – if one is available)
School: (This might be your line manager)
Governors: (There may be a subject linked governor who can be identified here)
(This will need to be negotiated with the budget holder but may include teaching materials, external support and so on if these are relevant to achieving the target)
(Approximate costs of any internal or external training including cover and travel if this is relevant to achieving the target)