Self-evaluation in British schools

The framework used for this article was originated by Myriam Leroux, a French I-Probe partner.

1/ The issue:

Self-evaluation has been important in British schools for a number of years. There is general agreement that there is a strong link between the empowerment of individuals in school communities – particularly teachers and children – and their success. The view is that if people feel that they are involved in discussions about planning, assessing and developing their own work, then they will have a greater sense of commitment and will consequently perform better.

2/ The context :

These examples are drawn from Lincoln Christ’s Hospital School, an 11-18 comprehensive school north of London which became a Specialist Language College in 2001 ( ). Self-evaluation in different forms takes place in all Lincolnshireschools as an on-going process as a preparation for formal visits by local authority (LEA) and national inspection teams (OFSTED).

3/ Examples of self-evaluation activity:

  • Pupil level: How good is my learning? Pupils are asked to think about their recent work in a subject, to consider their strengths and weaknesses and then to set themselves targets for the next unit of work. (See I-Probe website)
  • Teacher level: teachers meet with a line manager/peer reviewer on an annual basis and, after discussion, set three targets for improvement over the next year. Typically there are three targets which are developed from the discussion
  • examination results of a group taught by this teacher;
  • contribution to the school as a whole;
  • personal, professional development
  • School level: a curriculum map is a useful planning tool. This sort of audit allows teachers and school leaders to develop an overview of what is happening and what needs to be done. In this example subject teachers might be asked to complete the table and show where they would be using ICT for internet research, or perhaps when their classes might have field-trips

Year 7 / Year 8 / Year 9 / Year 10 / Year 11 / Year 12 / Year 13
Autumn
Spring
Summer
Subject area: / Needs identified:
  • Parental level: questionnaires allow parents to contribute to the development of their child’s school by seeking their opinions directly. Views have recently been requested on
  • Suggested changes in arrangements for parents’ evenings i.e. from a subject-teacher to form-tutor basis (Result? A mixture of styles depending on the year the children are in)
  • The importance of homework and how much should be expected (Result? Very divided opinions)
  • Why families have chosen to send their children to our school (Commonest answer? “The child preferred it”)
  • Local authority level: in Lincolnshire the County Council inspectors (CfBT) have developed a tool called Moderated School Self-Review. Schools consider their own practice through self-evaluation and report their conclusions to the local authority link inspector who then moderates the result by comparing it with his/her own opinions. A consensus is then reached and an action plan developed.

4/ The role of (self) evaluation in this case:

The central feature of these self-evaluation studies is that they are actively undertaken by the stakeholders e.g. through staff and subject department meetings, as well as the School Council (an elected student body), the Governors and the parents

5/ Other points:

A crucial point underlying all these self-evaluation activities is that the information gained from them is actually used and not buried in a pile of dusty papers.

Chris Williams

27th June 2003