MONITORING, EVALUATION AND
REVIEW POLICY
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STATEMENT OF PRINCIPLE
The Academy is committed to providing students with the highest standard of educational
provision and therefore, we are dedicated to ensuring that all teachers are self-reflective
learners who understand their responsibility to and accountability for student progress and
attainment. We believe that rigorous and systematic self-review is critical in order to secure
improvements in the Academy, raise the achievement of all our students and provide
worthwhile professional learning for our staff. Monitoring, evaluation and review should form a
natural element of our journey towards excellence and form the foundation of our professional
culture. The Academy welcomes external evaluation to inform our internal processes and
development and we are committed to working with our Federated schools to develop and
share best practice.
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AIMS
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To develop a consistently outstanding approach to monitoring, evaluation and review
across all Learning Hubs which is supportive, non-threatening and transparent.
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To encourage the best possible classroom practice through self-reflection, peer observation
and coaching.
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To identify areas of further development and improvement through use of the OFSTED and
ECM frameworks as well as local and national agendas so that all students fulfil their
potential.
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To assess the Academy’s performance against the best comparable Schools and
Academies, locally and nationally.
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To ensure that all the leadership and management teams are well trained on the monitoring
evaluation and review process.
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To use the data gathered from monitoring to set appropriate and meaningful targets to
inform whole Academy improvement.
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To foster a culture of self- reflection and a willingness to learn from within and outside the
institution to maximise the potential for all students and staff.
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To ensure procedures are in place for ensuring the views of all stakeholders feed into the
evaluation and review process.
Policies for Governors – Curriculum & Standards. Version 1(August 2011)
OBJECTIVES
3.1
Students
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3.2
For Teachers and Support Staff
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3.3
To reflect on professional practice at all times, engaging in the monitoring, evaluation
and review processes positively in order to improve performance and raise
achievement of all students.
To be responsible for monitoring the academic progress and behaviours of all
students in their classes, following classroom and lesson expectations, marking,
reporting, sanctions and rewards processes consistently and accurately.
To take responsibility for own professional development through self evaluation and
to participate in peer observations as appropriate.
For Coordinators
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3.4
To adopt a responsible approach to their learning and progress, self-monitoring both
their own academic achievements and behaviour.
To recognise that in order to improve and develop their learning further, self
evaluation within and beyond the classroom is crucial.
To be able to respond to staff feedback in a mature and focused manner.
To take part constructively and responsibly in evaluation and improvement plans of
Academy activities (including teaching and lessons).
To monitor, evaluate and review the quality of teaching and learning across the
Learning Hub, in line with the Academy policy.
To provide an annual monitoring timetable, communicated with staff, identifying
areas for half termly focus.
To provide examples of excellence in teaching and learning strategies to role model
best practice to his/her team.
To be committed to raising achievement and attainment through rigorous and
systematic use of monitoring, evaluation and review.
To co-construct with his/ her team an Action Plan which supports the aims, ethos
and direction of the Academy Improvement Plan.
To review progress against targets half termly, agreeing intervention with Assistant
Principal where appropriate.
To raise causes for concern regarding student progress and staff performance
through line management meetings as appropriate.
For the Academy Leadership Group
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To ensure that, alongside the Coordinators, monitoring, evaluation and review has a
positive impact on the quality of teaching, learning and ECM provision in relevant
learning hubs.
To provide lesson observation training and moderation to all Coordinators to ensure
consistency of judgement is achieved.
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3.5
For the Governors
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To provide support and expertise in each Internal Review.
To ensure the procedures for self-evaluation and review are consistent across the
Academy and effective in raising achievement through sustained and continuous
improvement of teaching and learning.
To use information and observations from Internal Reviews to inform the SEF and
Academy Improvement Plan.
To review the academic targets set in the Academy Improvement Plan (KS3,
GCSE/BTEC, AS/A Level).
To review data on attendance, exclusions, free school meals etc.
To review reports through sub-committees on individual subject progress.
To review progress on the Academy Improvement plan through the Principal’s
Termly Reports to the full governing body.
THE ACADEMY SELF-EVALUATION CYCLE
Start
Review progress
of action
Establish the
focus
(national/local
comparison)
Student
Achievement
Determine what
evidence is to be
collected and by
what method
Teaching and
Learning
Expertise
Take action for
improvement
Plan for
improvement
Analyse the
evidence and
make judgments
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In order to establish sustainable Academy improvement, all stakeholders are required to
contribute to the cycle of monitoring, self-review and evaluation. The focus of improvement will
always be grounded in student performance and achievement with success identified through
comparison of current performance to local and national benchmarks. The cycle illustrates a
model which can be implemented at Academy, Learning Hub and Subject level to inform
efficient and effective planning, intervention and analysis of improvement strategies.
4.2
External Evaluation
(a) OFSTED
In order to fulfil the requirements of the OFSTED framework, the emphasis on selfevaluation is crucial. This document is informed by the SEF (Self Evaluation Form) and
provides the basis on which whole Academy judgements on performance will be made.
(b) The Federation
The Principal will evaluate the overall effectiveness of the Academy with the CEO
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THE ACADEMY IMPROVEMENT PLAN (AIP)
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5.1
The Academy Improvement Plan outlines the crucial areas of focus for accelerating the
Academy’s progress towards internal and external targets. The key indicators and
methodology by which improvement can be gauged are included, following best practice
which will then be disseminated to inform Learning Hub Improvement Plans. (LHIP)
Each Learning Hub and Subject area will construct an Improvement Plan, based on the
targets outlined in the Academy Improvement Plan. In addition, each Subject Area will
produce a detailed Raising Achievement Plan which will illustrate how intervention
methods to maximise student potential will be implemented and monitored.
5.2
The Academy Improvement Plan is monitored throughout the year by:
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The Principal, Vice Principals and Assistant Principals who will review and provide
evidence of progress against AIP targets on a half termly basis
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The Academy Leadership Group monitor progress of Learning Hub Improvement Plans
through line management meetings and Internal Reviews
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Governors, through Principal and Vice Principals’ reports, at full Governors’ and
committee meetings
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The Principal and ALG along with the whole staff evaluate overall success of the AIP at
the end of the Spring Term, which will also inform the improvement plans for the next
academic year.
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6.
MONITORING, EVALUATION AND REVIEW THROUGH INTERNAL REVIEW BY
THE ACADEMY LEADERSHIP Group
6.1
Structure of Internal Review:
Each Subject area will undergo an Internal Review led by the relevant Assistant Principal
with full involvement from the ALG. A full Internal Review will take place every 2 years, with
a ‘light touch’ review’ during the interim year. In addition to this, internal monitoring
procedures will be scheduled throughout each term, coordinated by Coordinators and
Subject Coordinators as appropriate.
The Internal Review will consist of 5 stages:
1. Assistant Principal meets with the Vice Principal to discuss process.
2. Assistant Principal meets with the Vice Principal and captures the SEF for subject area.
Analysis of the Subject area SEF will be used to identify areas of strength and those
requiring improvement. This will guide the internal review process.
3. Coordinator meets with the Assistant Principal and Vice Principal to analyse
achievement data and identify strengths and areas for improvement e.g. progress of
gifted and talented, EAL etc. This should enable secure judgements to be made on
attainment and progress.
4. The Vice Principal of the Learning Hub will work with the Assistant Principal to devise a
programme of lesson observations during the Internal Review period. This will include
Student Commissioners conducting joint observations with a member of ALG.
5. If necessary, subject experts may be used to support the review process, particularly
where subject expertise would be valuable.
6. A range of monitoring and evaluation activities will be planned, reflecting those used
during half termly monitoring by Coordinators. Procedures will include:
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analysis of student progress
work scrutiny
formal lesson observations, to include at least one joint observation
15/20min ‘snapshot’ lesson visits with a particular focus
At least 2 learning walks with at least one including Year 11
scrutiny of monitoring records already in place
review of schemes of work and lesson planning
review of assessment and recording
evaluation of Innovation Weeks and impact on student progress
scrutiny of handbook/ policies
student and staff questionnaires
Interview of Coordinator by the Vice Principal/Assistant Principal
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The Internal review plan will be circulated to all staff in the subject area the Wednesday
before the review week, so they are informed of when they are being formally observed,
interviewed or required to make work, planners or records available.
7. The Internal Review takes place over a period of 5 days. This will consist of a range of
monitoring activities by the Academy Leadership Group, as well as scrutiny of monitoring
records already in place. Lesson observations will be integrated into the programme of
monitoring.
8. The Vice Principal writes the report of the Internal Review, using agreed templates. The
Vice Principal associated with the Learning Hub will also be expected to support the
completion of the reporting process.
9. Assistant Principal meets with Coordinator to discuss report and agree action points for
improvement – there will also be a formal presentation of the outcome of the review to
the subject area during a subject meeting so judgements are shared.
10. Where areas of concern have been identified the Vice Principal will be responsible for
drawing up an action plan with short term targets for improvement which will be
monitored and followed up through Monitoring Evaluation and Review cycles.
6.2
Each Learning Hub will be assigned a Governor who will meet with the Assistant
Principal and visit the Learning Hub annually, reporting back to the full Governing
body on progress towards targets.
Monitoring, Evaluation and Review through Coordinators
Coordinators are responsible and accountable for the work of others. This responsibility can
only be discharged through regular monitoring, evaluation and review supported by Assistant
Principals. A calendar of MER plans will be outlined at the start of the academic year; which
will specifically focus on a particular year group each term; as well as a Health check for Years
11/12/13 Each term, the Coordinators will hold a Subject MER Data analysis meeting; whereby
teachers will be provided with current attainment and progress data for each class they teach.
Teachers will use this data to check levels of expected progress for each student.
Coordinators will follow up on the action points and findings from the MER two weeks later
through another subject meeting that is scheduled in the calendar.
Monitoring, evaluation and review are actively deployed in the following :
 Work Scrutiny. Coordinators will choose a sample of books each term from a specific year
group that coincides with the focus for the MER calendar.. Each year group will be
scrutinised on a rolling programme and the sample will represent a range of abilities
including SEN, Post 16, exercise books, coursework folders, art portfolios and Student
Planner. Coordinators will complete the Work Scrutiny after each sampling. At least one
work scrutiny in the academic year must be done with the teacher present so the teacher
can develop an understanding of what is being looked for.
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 Observation of teachers in line managed Learning Hubs and subject areas will take place
as part of the regular MER process. Teachers should be observed at least once each term,
using the Academy lesson observation proforma. Observation will lead to constructive
feedback to teachers for improvement. A copy of the observation form needs to be
forwarded to the teacher, Coordinator and the MER folder for the subject area.
Observations may not be for the full lesson, but focus on a specific aspect of teaching and
learning (for example the Connect phase/ Celebrate phase/ use of IWB/
Literacy/Numeracy/Enterprise in the classroom). Teacher observations should include tutor
time and assemblies. The same procedures, proforma and feedback should be used
whether for a ‘snapshot’ or whole lesson observation.
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Teacher files. Scrutiny of staff’s planning documentation, in either paper or electronic form,
will be a part of the Learning walks or formal observations that take place. Staff will be
expected to produce a profile of needs for each class; as well as half termly hybrid plans
which clearly refer to the relevant resources which accompany the lesson.
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Monitoring of progress towards achievement targets. Achievement targets based upon
objective data exist for all year groups and teaching sets. Coordinators should ensure that
all subject staff have a clear view as to what groups/individuals should achieve and that any
deviations from progress towards these are identified and dealt with.
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Monitoring of assessment results and CORE learning scores. Coordinators will
compare subject performance against targets set on a 6 weekly basis. They will work with
the relevant Assistant Principals to identify improvement strategies.
 Student Planner. Planners will be checked in tutor periods periodically by Assistant
Principals and Coordinators. The purpose is to support tutors and staff in setting
independent learning/homework, student completion and signing of planner.
 Tutor files. A random sample of these will be checked termly.
Each Coordinator must use the Subject MER file to centralise completed pro-formas and other
evidence. Each Coordinator will complete a termly review which is centred around a different
focus group each term, alongside a health check for Year 11/12/13. This is then copied to the
Assistant Principal. Coordinators will write a Coordinators report on their findings for data
analysis; as well as teaching and learning. This report will then feed in to the Governor’s
termly report that is presented by the Principal and Vice Principals. MER Appendices clearly
outline the range of documents that must be completed in the roll out of the MER process.
These are also shared in the staff common area and are updated annually.
Line Management meetings between Assistant Principals and Coordinators
These will be organised at least once every 2 weeks.
At the start of each academic year Assistant Principals are responsible for ensuring each
subject area has all appropriate documentation and resources in place, to ensure high
standards of teaching and learning.
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The Assistant Principals/Coordinators will keep an MER folder for each subject area, in
which all relevant evidence must be stored; this will include copies of all completed
proformas, half termly monitoring summaries and minutes of all line management meetings.
Each term Assistant Principals will complete a monitoring summary review for their Learning
Hub and pass copies to Vice Principals and the Principal.
6.4
Good Practice in Lesson Observation
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6.5
Relationship to OFSTED
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6.6
The member of staff being observed should be informed in writing 1 week in
advance of which lesson is to be observed.
The OFSTED grade criteria will be used for all formal and informal lesson
observations, therefore the criteria must be shared with the member of staff to be
observed and issues discussed before the lesson
The lesson plan, resources and profile of need sheet should be handed to the
observer at the start of the lesson.
During the observation, the observer should take the opportunity to look at books/
folder/ teaching files and speak to the students about their progress and learning
opportunities within the given subject area.
The lesson observation template should be completed during the lesson to ensure
all details are recorded, with timings as appropriate.
A time should be scheduled for feedback which does not exceed 48 hours from
the time of the observation where at all possible.
Feedback is a crucial element of staff improvement and development, and every
opportunity should be taken to make this a meaningful and effective training
experience. A coaching model should be adopted to foster trust and confidence.
In order to guarantee increased focus and improvement on the quality of teaching
and learning, staff will be observed frequently by their peers and Assistant
Principals. This will enable the sharing of good practice and prompt intervention
support as required.
The Principal and Vice Principals will use the termly data provided by Coordinators
to inform the update of the SEF.
The new OFSTED framework also demands that Principals provide evidence of the
tracking of identified groups of students who are underachieving, and their
evaluation of the foci in the Academy Improvement Plan.
Judgements about Performance
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In order to ensure consistency of lesson gradings, all ALG and Coordinators will
receive training through joint observations.
In the majority of incidents, lessons should be graded from 1 – 3 (Outstanding/
Good/ Requires improvement). If, however, the overall performance of a teacher is
deemed inadequate (Grade 4), the Assistant Principal will initially meet with the
member of staff and agree a programme of action to address key areas for
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improvement before moving to a capability procedure. For teachers whose lessons
are consistently graded as requires improvement, Assistant Principals should draw
up a professional learning support plan to enable that colleague to quickly move
towards enabling good student progress in their lessons. This will take place
through Professional Learning teams.
6.7
Disagreements about judgements
All staff should be made aware of the criteria of each lesson grade and receive advice and
support of how to attain the highest grades through their Assistant Principal/ Academy INSET.
If an individual disagrees with the lesson grade awarded, he/she should be granted the
opportunity to discuss this with whoever observed the lesson. If this cannot be resolved, the
member of staff has the right to provide a written statement and the Assistant Principal will
reassess the evidence and if appropriate carry out a further observations
7.
DATA ANALYSIS
7.1
Examination Results:
Each September, Coordinators will meet with their ALG Assistant Principal to review results
presented by the Data Manager, and to agree action to identify strategies to incorporate into
their RAP (Raising Achievement Plan).
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GCSE and other Level 2 qualification results are analysed in terms of;
 standards against national and local results over time
 achievement against CATs/ FFT targets, 4 levels progress
 value-added from KS3 to KS4 and KS2 to KS4
 by teaching group and component parts of the exam
 by ethnicity
 by gender
 pupil premium students
 by other intervention/ targeted groups
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End of KS3 results are analysed in terms of;
 standards against national and local results
 achievement against CATs
 value-added from KS2 to KS3
 by ethnicity
 by gender
 by other intervention/ targeted groups
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End of A2/AS
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standards against national results
achievement against targets using ALPS
value-added from GCSE
retention and completion rates
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by teaching group and component parts of the exam
by ethnicity
by gender
Level 1 and 2 Post 16 courses
 achievement against targets
 retention and completion rates
 by teaching group and component parts of the exam
 by ethnicity
 by gender
Value-added Analysis
RAISE Online (which now uses value-added statistics) and Fischer Family Trust data
will be used to measure the Academy’s value-added in relation to schools of a similar
profile (ability on entry; FSM etc)
Internal Academy Exams are analysed in terms of:
 achievements against targets for the year
 progress towards the end of Key Stage targets
 by ethnicity
 by gender
 by other intervention / target groups
7.2
Attendance
Targets for attendance are set annually by the Academy and agreed by the Governors.
Attendance is monitored and evaluated by the Coordinator and Assistant Principal of each
hub; through scheduled calendar MER meetings in terms of:
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Authorised and unauthorised absence in relation to Academy, local
& national targets
Comparisons within and between Learning Hubs
Comparisons between year groups
The Assistant Principal for Attendance and Punctuality will compile a report on progress
against targets for the ALG and Governing body termly.
7.3
Behaviour
Behaviour is monitored and evaluated through subject MER and ALG meetings.
(a) Exclusions
Targets for fixed term and permanent exclusions are set annually by the Federation and
Croydon. They are reviewed and evaluated in terms of:
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Reason for exclusion
Duration
Gender
Ethnicity
AEN
Year group
Prior exclusions
Learning Hub
These are analysed by the relevant Assistant Principal and presented termly to the
Governors by the Principal.
(b) Incidents
These are monitored half termly by Assistant Principals in terms of:
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Internal exclusions
Referrals
Incident slips
Racial incidents
A ‘Students causing concern’ analysis is drawn up 6 weekly and presented to ALG for action
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NON-TEACHING DEPARTMENTS
This includes:
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Administration, including data management
Site management
Media resources/ Learning Resource Centre/ ICT/ Technical support
The above departments are monitored, evaluated and reviewed in the following ways:
(a) Standards of performance, under various categories, including budgetary, are
agreed with the ALG, through the Assistant Principal.
(b) Teams devise an annual Improvement plan, in light of whole Academy aims and
objectives.
(c) Performance Management of individuals in teams are carried out annually by the
line-manager, and action plans devised to be approved by the Vice Principals.
(d) Targets are monitored through termly meetings with the line-manager, who reports to
the Vice Principals.
(e) Evidence of performance is presented annually, on a rolling programme, to the Principal
by the Vice Principals.
NOTE: Where relevant, Coordinators will be expected to contribute to the evaluation of nonteaching performance.
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THE ACADEMY PROFILE is monitored in terms of:
9.1 Data
(a) Admissions
Student admissions are analysed in terms of:
 Numbers applying for and accepting places.
 Numbers of students with statements of SEN and children in care.
 Numbers in each ability ‘band’.
 Casual admissions.
(c)
(d)
(e)
(f)
(g)
Pupil premium – eligibility and take-up
Ethnicity
Student destinations
The SEN profile
The EAL profile
These are all reported, as and when appropriate, to the Governors by the Principal in the
termly report to Governors
9.2
Qualitative feed-back from school community stake-holders
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Telephone surveys of parents
Invited groups of parents to give feedback on specific issues
Student and parent surveys
Informal evidence from visitors/ letters
Questionnaires from students and parents (eg at parents’ evenings)
Minutes of Student Council meetings
Minutes of Parent Council meetings
10. OTHER ACADEMY MONITORING AND EVALUATION PROCEDURES
(a) Budget monitoring
It is the Federation Finance and Development Operational Director‘s responsibility to
ensure that the Academy budget runs smoothly, and that the Academy has value for money
in the deployment of the budget. Termly reports are provided for the Governor’s Finance
committee.
(b) Staff Monitoring
Staff retention and staff sickness are regularly monitored, the latter using the Federation’s
agreed procedures. These statistics will be reported termly in the Principal’s report to
Governors
(c) The Curriculum
The Curriculum offer is monitored annually through a curriculum review each December
and by the Curriculum committee annually in the Spring term.
(d) Health and Safety
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Any accidents resulting in the injury of staff, students or visitors in the Academy will be
recorded in the accident book and reported to Governors termly.
Policy Created by C English, May 2007
Reviewed June 21 2013 C Bergin
Next Review August 2014
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