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Quality Assurance Policy
Policy Statement
Tong Primary School is committed to implementing effective
processes of Quality Assurance in order to promote continuous
improvement for all pupils, staff and parents. Our processes take full account
of national and local priorities and advice.
The school is developing a range of processes for
self-evaluation, which measure achievements and allow pupils, staff and
parents to identify the strengths and development needs of the school. They also
establish our planning priorities.
Putting Policy into Practice
By implementing effective quality assurance procedures
we aim to raise standards of attainment and achievement, thereby enabling all
children to realise their full potential. To this end a cycle of activities is
carried out throughout the school year, which enables staff to translate our
policy statement into practice.
The Key Processes
The key processes involved in Quality Assurance are:
Aims and Policy Making
Self Evaluation
Planning for Improvement
Leadership
Staff Development and Review
Aims and Policy Making
Aims
Aims are drawn up in consultation with all staff and with
parent and pupil representation as appropriate.
Aims are reviewed regularly.
Aims are concise and focus on improving the quality of
pupils’ learning experiences and attainment.
Staff, pupils and parents have an appropriate
understanding of the aims.
Aims are used as a benchmark when constructing policies
and guidelines.
Self evaluation is linked directly to our school aims.
Policy Writing
Staff are actively encouraged to be involved in the
development and review of all school policies and curricular guidelines.
The staff take responsibility for drafting all school
policies.
The school takes appropriate steps to consult and
communicate with parents and pupils on school policies.
Self Evaluation
Processes
Staff are aware of and recognise the need to regularly
check the effectiveness of their work. Staff accept the necessary
contribution of management and HMI to these checks.
Evidence is gathered for self evaluation from a range of
sources including
o Pupils’ work
o Pupil attainment and targets
o Formal and informal assessment
o Views of staff
o Views of parents and pupils
o Local and National advice/reports
Monitoring and evaluation of promoted staff
The head teacher monitors and evaluates in the following
ways:
Each term the head teacher discusses planning with
individual class teachers and gives written feedback.
Classes are monitored on a regular basis.
A focus will be agreed for each monitoring visit. The
head teacher will observe staff in class, record observations and evidence
and provide time for dialogue and feedback after each visit.
The head teacher recognises the need for external
evaluation of her performance (LEA, HMI).
Reporting on standards and quality
Tong Primary School produces a Standards and Quality report
on an annual basis. Throughout the year self-evaluation is on going and evidence
of this is kept or recorded. This includes:
Evidence from broad and focused audits.
Evidence from staff self-evaluation.
Evaluations of teachers’ planning.
Evaluations from classroom monitoring.
Evidence of pupil attainment eg National Test results,
informal assessment activities, tracking system.
Other statistical information eg attendance rates.
Evidence of progress in meeting targets in the
Development Plan.
Evidence of other achievements eg fund raising for
charities, sports.
In term 1 the head teacher writes the report, which offers an
evaluation of the work of the school in the previous school session. The report
is given to staff and parents and a copy is sent to the local Education Office.
Standards and Quality Report is placed on the School Web Site and is included in
the School Handbook The School Handbook is updated to include relevant
information from the above list.
Planning for Improvement
The Development Plan
Tong Primary School produces an annual School Development
Plan. Priorities for development are discussed and agreed with all staff and
with pupils, the School Board and other parents as appropriate.
The Development Plan contains sections on:
AIMS / ACTION / AUDIT
The Aims are clear statements about what is
important to the school. They take account of the need to improve standards
and of National Priorities and Local Improvement Objectives.
The Action section identifies a manageable number
of priorities for development. These priorities are established as a result
of self-evaluation and identifying next steps.
The Audit section contains an evaluation of the
success of the Development Plan. This evaluation is based on criteria for
success contained in individual Action Plans.
The Development Plan is approved and distributed to
staff, the School Board and the Local Education Office. Staff are encouraged to
take an active role in the implementation of the school’s development plan.
Action Planning
Action Plans are written for each development highlighted
in the Development Plan. Action plans identify how priorities will be
implemented and objectives met. Each action plan has sections, which allow the
school to:
Identify targets in line with school aims, Local
Improvement Objectives and National Priorities.
Outline measurable criteria for success.
Identify strategies for implementation of the plan.
Set appropriate timescales.
Name the persons responsible.
Identify and cost resource needs.
Identify monitoring and evaluation procedures.
Action plans are drawn up by the staff.
The impact of planning
The school evaluates the impact of the development plan
in the following ways:
Throughout the year the head teacher and staff checks how
far targets are being achieved.
All staff evaluate the effectiveness of the plan’s
implementation.
Evidence is sought to show that the implementation of the
plan has improved the quality of pupils’ experiences and that it has a
positive impact on raising standards.
Staff show commitment to the plan and are involved in its
formulation and implementation.
Staff Development and Review
Staff development and review, school self evaluation and
planning
Information from staff review is used to inform the
school’s self-evaluation and planning processes.
All staff are encouraged to participate in the local
authority’s SD and CR scheme. This provides staff with opportunities to
evaluate their own work in discussion with the head teacher and to identify and
acknowledge particular strengths. Development needs are also highlighted through
SD and CR and, where possible, the school attempts to meet these needs.
Staff Development
Staff development is matched to the identified needs of
individuals and of the school as a whole.
The development makes use of staff and local expertise as
appropriate.
Leadership
The head teacher is expected to give a lead in all aspects of
the school’s work. The head teacher is required to:
Promote teamwork and staff involvement in policy development, Quality
Assurance and planning.
Communicate effectively and develop productive relationships with pupils,
parents, staff, other agencies and the wider school community.
Show professional competence and commitment across a wide range of
management skills (see HGIOS 7.4).
Demonstrate leadership qualities (see HGIOS).
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Tong Primary School
