Journey To Excellence
Continuing and critical enquiry
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'Everyone must create time to reflect - dedicated time. We all have a responsibility as professionals for our own improvement.' Class teacher
| A school is good to the extent that… | A school is excellent to the extent that… |
|---|---|
| Staff are involved in self-evaluation to identify strengths and areas for improvement. | Staff reflect on the impact of classroom and playroom practice, adapt as necessary and know what works. They seek and respond to external critique. |
| They participate in monitoring and evaluating at classroom and school levels. | Self-evaluation is embedded in the school’s culture, the work of its entire staff, and the pupil body. It is focused on improving learning and reducing barriers to learning. |
| It implements learning priorities through a consistent departmental, stage or team approach. | Senior managers prevent administrative or other factors from using up time needed to develop effective learning and teaching approaches. Departments, stages, teams and the school as a whole consistently engage in collaborative approaches. Staff reflect on their current practice and monitor and evaluate any new initiatives, ideas and changes they have introduced. |
| Departments and subject or stage teams actively consider the most appropriate approaches for the learning priorities they have identified. | Senior managers, individual departments and subject or stage teams consistently focus on the learning priorities they have identified, both in their discussions and in class visits. They consider how their plans for improving learning are working out in classroom practice. |
| Staff value the support of the education authority or managing body. The school reports on progress through a standards and quality report and the development/improvement planning process. | Staff welcome the challenge provided by the education authority or managing body. They use it as an opportunity to demonstrate the benefits the school provides for pupils and the extent to which they are providing best value in the use of resources. |
| Staff engage in regular monitoring of school performance. | Staff reflect objectively on the extent of their own impact as teachers. They base their decisions about the most effective practice on evidence. They consider fully external advice and expertise. |
| Self-evaluation by staff is embedded in the annual review and development process. All staff have opportunities to contribute to policy and working groups. | Evidence-informed self-evaluation is an ongoing aspect of school culture and practice, and involves pupils as well as staff. Staff at all levels propose and lead developments and improvements. Young people contribute effectively to this work. |
| Staff maintain aspects of good practice while focusing on bringing some aspects up to ‘very good’. They achieve targets in the development/improvement plan within agreed timescales. | Staff are never fully satisfied and are always looking for ways of making things better. There is clarity and a shared understanding as to what constitutes excellent practice. Staff regularly explore and research innovative practice in other schools and organisations. |