Self-evaluation 2020/21 Key QIs

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Self-evaluation 2020/21 Key QIs by Mind Map: Self-evaluation 2020/21 Key QIs

1. 1.3 Leadership of Change

1.1. What's working well?

1.1.1. We are continuing to engage in living our aspirational vision

1.1.2. Whilst it has been tough to promote ethos and values during a year of closures, we are ready to relaunch in Aug 21

1.1.3. Despite challenges, we are blessed with a staff who continue to show commitment & dedication

1.1.4. We have very high expectations of everyone in our school

1.1.5. We continue to motivate & inspire each other to innovate and achieve more

1.1.6. Often through necessity, there is still a climate of initiating well-informed change

1.1.7. We have kept up the pace of change despite challenges

1.1.8. All staff are involved in implementing change, and many are the instigators

1.1.9. Innovation & creativity is still in abundance

1.2. What evidence?

1.2.1. A significant amount of the learning continues to be in the digital realm, and is well-received by the majority of young people

1.2.2. Teacher innovation and resource-development is extremely healthy

1.2.3. The majority of learners are engaging very well

1.2.4. Learner-generated material continues to be creative, imaginative and very high-quality

1.2.5. There continues to be good support support and positive feedback from families

1.2.6. There is a desire from many in the teaching community to work at BPHS, which is evidenced in the number of applications for vacancies

1.3. Improvement priorities

1.3.1. As the school grows, we must ensure that all new recruits are as comfortable with our pedagogy and resources as the existing staff

1.3.2. Leadership opportunities, as a result of a growing staff number, are evermore available and we must be prepared to share this leadership and support it where necessary

1.3.3. Ensure that the resources developed by new staff are every bit as innovative and exciting as the existing staff

1.4. HGIOS evaluation

1.4.1. 4 - Good

2. 2.3 Learning, Teaching & Assessment

2.1. What's working well?

2.1.1. Largely, we have a positive relationship with pupils, parents, staff

2.1.2. Within staffing confines, we are developing positive, trusting and nurturing relationships with learners

2.1.3. The majority of our learners are engaged and motivated, despite the challenges of the previous year

2.1.4. Whilst we have free access to them, we utilise our learning spaces well

2.1.5. Digital technology is embedded across our whole curriculum

2.1.6. We are building a body of evidence to support assessment

2.1.7. Reporting and assessment as proportionate

2.1.8. Tracking & Monitoring protocols are in development and are favoured by staff & parents

2.2. What evidence?

2.2.1. Testimonies from learners, staff and parents support our claims - much greater consultation has been undertaken with the Parent Council this year, proving successful

2.2.2. Staff reporting continued engagement with digitally immersive learning

2.3. Improvement priorities

2.3.1. We are reviewing a number of our initial strategies, for example our Relationships Policy

2.3.2. Tracking & Monitoring strategies will be developed further

2.3.3. Reporting protocols will be reassessed in light of increased pupils numbers

2.3.4. Standardised assessments will take place in the coming year

2.3.5. We will further explore the use of outdoors as a learning space

2.3.6. Ensure use of technology is appropriate and impactful

2.4. HGIOS evaluation

2.4.1. 4 - Good

3. 3.1 Ensuring Well-being, Equality & Inclusion

3.1. What's working well?

3.1.1. We have a renewed focus on kindness and respect

3.1.2. Staff have a better understanding and are promoting children's rights as per UNCRC

3.1.3. Relationships across the school community are largely positive

3.1.4. We promote positive relationships constantly and consistently

3.1.5. We are a tolerant and accepting school

3.2. What evidence?

3.2.1. Our pupils feel safe and valued in school

3.2.2. Our staff feel supported and valued

3.2.3. We have a very positive relationship with the parent body

3.2.4. The community feels listened-to when they have concerns

3.2.5. Staff regularly adjust their practice in response to individual's gender identification preferences

3.2.6. Very few cases of breaches of inclusion protocols

3.3. Improvement priorities

3.3.1. Following an in-depth review of our inclusion practices, we have a clear set of priorities to focus on

3.3.2. Deploy more staff effectively to support the growing numbers of young people who urgently require extra input

3.3.3. Increase opportunities for pupil voice

3.4. HGIOS evaluation

3.4.1. 3 - Satisfactory

4. 3.2 Raising attainment and achievement

4.1. What's working well?

4.1.1. Learners are making good progress in literacy & numeracy

4.1.2. Our staff are making good use of internal assessments

4.1.3. Our learners have shown signs of resilience and self-motivation in the face of an incredibly difficult year

4.1.4. Our staff insist on very high standards of attainment from learners

4.2. What evidence?

4.2.1. Engagement in learning during the school closures was comparatively high

4.2.2. Staff are reporting very good levels of attainment

4.2.3. Our attendance levels are high

4.2.4. Our exclusion rates are low

4.2.5. Our learners participate well throughout the community

4.3. Improvement priorities

4.3.1. Prepare for our first year of engagement with National Assessments

4.3.2. Further develop our tracking & monitoring systems

4.3.3. Further examine the impact of deprivation on our young people and introduce measures

4.4. HGIOS evaluation

4.4.1. 4 - Good

5. Standards & Quality Report can be found here