CRITERIA FOR THE EVALUATION OF
5. THE EXTENT TO WHICH THE CURRICULUM MEETSTHE PUPILS’ NEEDS
An evaluation of:the provision of a broad range of worthwhile opportunities that cater for the interests, aptitudes and particular needs of pupilsthe opportunities for enrichment through extra-curricular provision
the extent to which the quality and quantity of the accommodation and resources at the school meet the needs of the curriculum
KEY SOURCES OF EVIDENCE
Parental opinionPupil opinions
Lesson observation
Register and audit of extra-curricular provision
Register of links with community groups, other schools and colleges / Curriculum plans and timetables
Register of staff qualifications and experience
Accommodation surveys
Subject leaders’ resource audits
Hertfordshire Framework for School Self-EvaluationSecond EditionThe Extent to which the Curriculum Meets the Pupils’ Needs1
Hertfordshire Framework for School Self-EvaluationSecond EditionThe Extent to which the Curriculum Meets the Pupils’ Needs1
The school evaluates the provision of a broad range of worthwhile opportunities that cater for the interests, aptitudes and particular needs of pupilsKEY SOURCES OF EVIDENCE:
Register and audit of extra-curricular provision; curriculum plans and timetables; register of links with community groups, other schools and colleges; pupil opinions; parental opinions.Exemplification / Current practice / How do you know?
5.1 / Has a curriculum that meets statutory requirements, including provision for religious education and collective worship
5.2 / Provides a broad range of worthwhile opportunities which meet the interests, aptitudes and particular needs of pupils, including those with EAL and those having special educational needs
5.3 / Effectively provides for personal and social education, including health education, sex education and attention to drug misuse
5.4 / Is inclusive, by ensuring equality of access and opportunity for all pupils
5.5 / Has well-developed curriculum programmes for students aged 14 – 19 years
5.6 / Prepares pupils effectively for subsequent stages of education (including transition), employment or further study beyond school
5.7 / Seeks to develop and extend the curriculum
Hertfordshire Framework for School Self-EvaluationSecond EditionThe Extent to which the Curriculum Meets the Pupils’ Needs1
HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?
ALL SCHOOLSVery good (2)
A broad, balanced, well-sequenced and innovative curriculum that encourages very high standards is likely to be judged excellent (1). / Imaginative curriculum design promotes high achievement. Expertise from within and outside the school is used very well to enrich the curriculum. Personal development is promoted through a wide range of opportunities. Subjects or areas of learning are inter-linked, without losing their discrete nature, to provide a range of connected experiences. Key Stage 4 and the sixth form give a wide choice of general and specialist courses, coherently planned to promote a 14 – 19 curriculum which meets learners’ needs and aspirations very well. The curriculum is evaluated rigorously and well-judged, carefully managed innovations help to meet changing requirements. All classrooms and other areas for learning (including outdoors) are organised imaginatively and resourced to provide interesting experiences.
Good (3)
The curriculum enables all pupils to achieve well in all subjects and areas of learning and to develop all their capabilities. Its main programmes and how they are made accessible to pupils are reviewed regularly and updated to take account of new developments and to improve its relevance to, and enjoyment for, pupils. Subjects or areas of learning are often linked appropriately to enhance learning. In Key Stage 4 and the sixth form there is good access to a wide range of courses, specialist and general. There are consistent approaches to teaching and applying literacy, mathematics and key skills across the curriculum. At all stages, staff draw well on information from parents and outside professionals where relevant to plan for individual needs.
Satisfactory (4)
The curriculum is inclusive, responsive to pupils’ diversity and soundly planned to make learning worthwhile. It meets the broad statutory requirements. Pupils have opportunities to take on responsibility and show initiative. Sound use is made of external resources and out-of-school activities contribute to pupils’ learning. In the Foundation Stage, staff draw well on information from parents and other providers to plan for individuals’ needs. Pupils in Key Stage 4 and the sixth form have access to an adequate range of courses, both general and specialist, which prepare them for employment or further study.
Continued ……
Hertfordshire Framework for School Self-EvaluationSecond EditionThe Extent to which the Curriculum Meets the Pupils’ Needs1
HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS? (continued ….)
ALL SCHOOLSUnsatisfactory (5)
The curriculum does not meet all statutory requirements. Some subjects, courses or areas of learning are covered inadequately, including aspects of English, mathematics and ICT. There are weaknesses in continuity from year to year. The curriculum is rarely evaluated systematically. Not all pupils’ specific needs are catered for well enough and some subjects fail to interest pupils. The school has a programme for pupils’ personal development, but it is not taught consistently.
Poor (6)
A curriculum that is irrelevant, dull and poorly planned is likely to be judged poor (7). / Statutory requirements are not met. The curriculum is disorganised, poorly co-ordinated and lacks coherence. Planning is unimaginative and has little effect on teaching and learning. Pupils are regularly given work that does not match their needs. Routes are unclear and many pupils in the 14 – 19 age range are placed on inappropriate courses.
CURRICULUM / 1 / 2 / 3 / 4 / 5 / 6 / 7
KS Excellent / Very poor
KS
KS
Hertfordshire Framework for School Self-EvaluationSecond EditionThe Extent to which the Curriculum Meets the Pupils’ Needs1
What are the best and most innovative parts of the curriculum, and why?
Parts of the curriculum / WhyWhich areas of the curriculum need improvement, and what action is needed?
Areas / Action neededHertfordshire Framework for School Self-EvaluationSecond EditionThe Extent to which the Curriculum Meets the Pupils’ Needs1
The school evaluates the opportunities for enrichment through extra-curricular provision
KEY SOURCES OF EVIDENCE:Register and audit of extra-curricular provision.
Exemplification / Current practice / How do you know?
5.8
/Provides support for learning outside the school day
5.9
/Promotes participation in sport, the arts and other interests
The school evaluates how well the provision of resources meets the needs of the curriculum
KEY SOURCES OF EVIDENCE:Register of staff qualifications and experience; accommodation surveys; subject leaders’ resource audits.
Exemplification / Current practice / How do you know?
5.10 / Has sufficient teachers and support staff with qualifications and experience to match the demands of the curriculum
5.11 / Has accommodation that allows the curriculum to be taught effectively
5.12 / The resources available meet the needs of the school’s pupils and the curriculum including the multicultural curriculum
Hertfordshire Framework for School Self-EvaluationSecond EditionThe Extent to which the Curriculum Meets the Pupils’ Needs1
HOW GOOD IS THE SCHOOL’S EXTRA-CURRICULAR PROVISION?
ALL SCHOOLSVery good (2)
Excellence (1) is indicated when most pupils participate effectively and keenly in a broad, rich range of experiences of exceptional quality. / The school provides a rich and varied programme of experiences for all pupils. The programme is carefully planned to complement normal lessons and what is offered in the community. Participation is monitored and the benefits are evaluated. Pupils respond positively and achieve very well. Visits by a range of experts from outside the school are well established and productive. The activities in a strong extra-curricular programme are well supported by all major groups of pupils. The management of the curriculum makes provision for out-of-hours learning, perhaps including on-line provision, which complements work in school. Sixth-form enrichment programmes are varied, of high quality, and very well supported by students. There is extensive provision of high-quality extra-curricular sport.
Good (3)
Enrichment activities are interesting and relevant. Many pupils of all ages attend the good range of after-school activities. The school organises cultural events and visits to extend pupils’ experiences, and good provision is made for extra-curricular sport. These are incorporated well into the curriculum. After-school activities are well attended. There is good support for sixth-form students for learning outside the school day.
Satisfactory (4)
Some after-school activities are run and are usually well attended by older pupils and sixth form students. Opportunities exist for younger pupils. A few regular outside visits are organised that support the curriculum, focus on sporting and cultural development or recreation. The school involves expert visitors occasionally and follows up their input.
Continued ……
Hertfordshire Framework for School Self-EvaluationSecond EditionThe Extent to which the Curriculum Meets the Pupils’ Needs1
HOW GOOD IS THE SCHOOL’S EXTRA-CURRICULAR PROVISION? (continued ….)
ALL SCHOOLSUnsatisfactory (5)
The curriculum is confined to statutory requirements and gives little attention to enriching it. Outside visitors are welcomed, but their contributions are rarely developed fully to enrich the curriculum. Some outside visits are organised, but these are also poorly used. A limited range of after-school activities is offered, but attendance is poor. There are gaps in the provision of study facilities and enrichment activities for post-16 students.
Poor (6)
Very poor take-up of a limited range of activities indicates very poor (7) provision. / The curriculum has a very narrow focus. Pupils’ experiences of, and responses to, cultural, sporting and scientific developments are very limited. Enrichment activities are given low priority. Few outside visits are organised. Little regard is given to extra-curricular provision. Post-16 students have poor opportunities for after-school study and enrichment and a large amount of unproductive time during the day.
EXTRA-CURRICULAR PROVISION / 1 / 2 / 3 / 4 / 5 / 6 / 7
KS Excellent / Very poor
KS
KS
Hertfordshire Framework for School Self-EvaluationSecond EditionThe Extent to which the Curriculum Meets the Pupils’ Needs1
Which are the best features of the extra-curricular provision, and why?
Features / Why?What most needs improvement in the extra-curricular provision, and what action is needed?
Areas/Aspects / Action neededHertfordshire Framework for School Self-EvaluationSecond EditionThe Extent to which the Curriculum Meets the Pupils’ Needs1
HOW WELL DOES THE ACCOMMODATION AND RESOURCES MEET THE NEEDS OF THE CURRICULUM?
ALL SCHOOLSVery good (2)
Outstanding resources and accommodation developed to support school initiatives that go beyond the formal curriculum requirement may indicate excellence (1). / Sufficient high-quality resources are available to meet all the demands of the curriculum and the school’s outreach role (where relevant). They are managed efficiently and strongly support all aspects of the curriculum. Staff are very well qualified and experienced. Learning resources are of high quality. Accommodation and outdoor areas are safe, pleasant, well maintained and fit for purpose for pupils and children of all ages. Specialist facilities, such as laboratories and workshops, are particularly well suited to the courses offered. There is full access for pupils with disabilities, or good plans to improve facilities quickly. ICT supports learning very well.
Good (3)
Sufficient staff are available to teach the curriculum and fulfil outreach roles where planned, and problems of recruitment or retention are tackled assiduously. Staff have good qualifications and experience. The accommodation is safe, attractive and well resourced, enabling the full curriculum to be offered. Outdoor areas are well planned and resourced. In the Foundation Stage, outdoor areas are well planned and resourced. Every effort is made to ensure that the accommodation is accessible to all. Shortfalls are identified and improvements planned. ICT provision supports learning well, and facilities post-16 are good.
Satisfactory (4)
Resources are adequate for all pupils, enabling them to achieve at least satisfactorily. Staff are sufficient in number and sensibly deployed. They have an appropriate range of skills and experience to do the tasks assigned to them. Accommodation is safe and generally adequate for the purpose. There is enough space inside and outside for children at the Foundation Stage to move freely and engage in practical activities.
Continued ……
Hertfordshire Framework for School Self-EvaluationSecond EditionThe Extent to which the Curriculum Meets the Pupils’ Needs1
HOW WELL DOES THE ACCOMMODATION AND RESOURCES MEET THE NEEDS OF THE CURRICULUM? (continued ….)
ALL SCHOOLSUnsatisfactory (5)
Deficiencies in the provision and management of resources adversely affect pupils’ achievements in some subjects or areas of learning. Staff are unfamiliar with some subjects, year-groups or, where relevant, the priority needs of pupils and/or outreach roles. The accommodation has some weaknesses, especially for practical and outdoor activities. These prevent some pupils from gaining full access to the curriculum. Some learning resources are inadequate.
Poor (6)
Acute inadequacies in resources, severely hindering pupils’ learning, suggest very poor provision (7). / The poor provision of resources dramatically hinders pupils’ learning. Some staff are unfamiliar or have limited experience with the age groups to which they are assigned, so that their work is frequently inappropriate. There is no prospect of staff developing an outreach role (where relevant). The accommodation is dull and unattractive and in need of considerable attention. Some subjects or areas of learning cannot be taught efficiently. Access is difficult for some pupils and the requirements of the Disability Act 2001 are not being properly met. Learning resources are insufficient for many pupils, and are old and/or poorly used.
ACCOMMODATION AND RESOURCES / 1 / 2 / 3 / 4 / 5 / 6 / 7
KS Excellent / Very poor
KS
KS
Hertfordshire Framework for School Self-EvaluationSecond EditionThe Extent to which the Curriculum Meets the Pupils’ Needs1
What are the best features of accommodation and resources and why?
Features / Why?What most needs improvement and why?
Areas/Aspects / Action needed and why?Hertfordshire Framework for School Self-EvaluationSecond EditionThe Extent to which the Curriculum Meets the Pupils’ Needs1
RELATED DOCUMENTSCurriculum Guidance for the Foundation Stage. QCA/00/587, 2000.
Foundation Stage Profile, QCA/03/1006, 2003.
Early Learning Goals. QCA/99/436, 1999.
National Curriculum Handbook for Primary Schools in England. DfES/QCA, 1999.
The Curriculum in Successful Primary Schools, HMI 553, OFSTED, 2002.
National Curriculum Handbook for Secondary Schools in England. DfES/QCA, 1999.
Flexibility in the Secondary Curriculum. QCA/99/477, 1999.
Key Stage 4: Towards a Flexible Curriculum. HMI 517, OFSTED, 2003.
Disapplication of the National Curriculum (revised). DfES/0076/2000.
Curriculum Guidance for 2000. QCA/99/424, 1999.
Developing Provision for Curriculum 2000, QCA/02/941, 2002.
Managing Curriculum 2000 for 16-19 Students. QCA/01/784, 2001.
Agreed Syllabus for Religious Education 2000-1005, HCC, 2000.
Good Assessment Practice, HMI 1470-1480, OFSTED, 2003.
Good Assessment in Secondary Schools. HMI 462, OFSTED, 2003.
SEN Code of Practice, DfES/581/2001.
Study Support Toolkit. DfES/0163/2000.
Hertfordshire Framework for School Self-EvaluationSecond EditionThe Extent to which the Curriculum Meets the Pupils’ Needs1