Age range: 7–11
Number of pupils: 354
Self-review framework lead: John Morris, headteacher
Self-review framework completion: One term
Headteacher John Morris started using Becta’s self-review framework by working with his subject leader for ICT to analyse the school’s provision and outcomes element by element and deciding on their view of the appropriate levels. They then discussed these with the ICT governor and with the whole staff over a number of staff meetings at a time when ICT was already a whole-school focus.
The school has a very structured approach to all self-evaluation and this closely involves the subject leaders. Classroom observations and analysis of assessment data are central to the process. Staff also asked pupils about their use of ICT across the curriculum and sought their views on the school’s strengths, areas for development and any additional resources needed. They looked carefully at how other subjects incorporated ICT and asked for detailed comment from the all subject leaders. Other evidence included curriculum plans, pupils’ work located in the shared area of the network, internal assessment data and National Curriculum levels in ICT at the end of the key stage, and annual subject reviews covering ICT in all subjects. John Morris says,
“What I like about the self-review framework is that no matter where you are you can achieve something. It allows you to see the wood from the trees and plan effectively. It helped us to take a clear look at our progress and what we needed to do next in order to move forward. The clear external benchmarks and expectations enabled well-focused discussions between me and the subject leader for ICT and gave us a strategic view of our ICT provision. The framework then suggests manageable steps to move forward and helps you to take these steps. It allows you to celebrate achievement as well as plan for improvement.”
John also found that the framework could be applied to other subjects.
“Aspects of it are wholly transferable to other curriculum areas because they are based on sound principles focused on learning and teaching.”
The self-review framework helped the school to identify developments needed, for example in allowing increased parental access to curriculum materials via the school’s learning platform. The learning platform was also developed to enable pupils to have access to resources when working from home – and now includes teachers’ presentations and other electronic resources that have been used in lessons.
The self-review framework helped the school to identify the need to improve pupils’ access to ICT in lessons, so a rolling programme of laptop provision was started in conjunction with the development of personalised learning by enabling pupils to make informed choices of what resources they want to use.
John advises other schools to see the self-review framework as an ongoing process and not a one-off event. He also feels it is important to identify and celebrate what progress has been made – not just current levels.
“I would advise schools to involve all staff and allocate time for in-depth discussions. Identify priorities for development, link these to effective professional development for staff and identify who can help you to achieve the next steps. If you see the process as a little daunting, talk to a school that has already used the framework.”