School Wellbeing Self Evaluation Report
KEY QUESTION 1.2 WELLBEING (Standards)
Data from PASS Surveys, QDP surveys, Kirkland Rowell Surveys, Attendance data, Data on Bullying, participation rates in extracurricular activities, School Council, Pupil Forums, Behaviour database, Pupil Governor Committee, use of canteen, transport to school.
1.2.1 How good are pupil’s attitudes to keeping healthy and safe?
Attendance Rates per year group per term
All Wales 2012
LA 2012 School Target 2012
Year Group
Target 2012
Autumn 2011
Spring 2012
Summer 2012
Year 2012
All
Male
Female
Comment
How do the attendance figures reflect trends during the year?
Evaluate the effectiveness of strategies used to address attendance issues
School Wellbeing Self Evaluation Report
Unauthorised Absence per year group per term
All Wales 2012
LA 2012 School Target 2012
Year Group
Target 2012
Autumn 2011
Spring 2012
Summer 2012
Year 2012
All
Male
Female
Comment
How do the unauthorised absence figures reflect trends during the year?
Evaluate the effectiveness of strategies used to address the incidence of unauthorised absences
School Wellbeing Self Evaluation Report
Punctuality per year group per term (Number of pupils with 3 or more late marks or more in a week)
Comment
How do the punctuality figures reflect trends/patterns in your year group during the year?
Incidence of Truancy per year group per term
Comment
How do the truancy figures reflect trends / patterns in your year group during the year?
Year Group School
Autumn Spring Summer Year Autumn Spring Summer Year
All
Male
Female
Year Group School
Autumn Spring Summer Year Autumn Spring Summer Year
All
Male
Female
Evaluate the effectiveness of strategies used to address punctuality in your year group
Evaluate the effectiveness of strategies used to address truancy in your year group
School Wellbeing Self Evaluation Report
Transfers
Managed moves
Comment
What impacts have Transfers / Managed moves had on your year group during the year?
Year Group School
Autumn Spring Summer Year Autumn Spring Summer Year
Admissions
Leaving
Year Group School
Autumn Spring Summer Year Autumn Spring Summer Year
Admissions
Leaving
Evaluate the effectiveness of strategies used to support pupils with transfers/managed moves in your year group during the year.
School Wellbeing Self Evaluation Report
Fixed Term Exclusions (less than 5 days)
Year Group School CAERPHILLY ALL WALES
Aut Spr Sum Year Aut Spr Sum Year
All
Male
Female
Fixed Term Exclusions (more than 5 days)
Year Group School CAERPHILLY ALL WALES
Aut Spr Sum Year Aut Spr Sum Year
All
Male
Female
Permanent Exclusions
Year Group School CAERPHILLY ALL WALES
Aut Spr Sum Year Aut Spr Sum Year
All
Male
Female
Comment on the pupils and incidents that account for the �gures (above) recorded in your year group.
School Wellbeing Self Evaluation Report
Type of Behaviour Year Group School
Low level disruption-
Not on task, refusal to follow request, lack of homework
Bullying
Defiance /Rude
Physical Aggression to staff and peers
Incidents of: Racism
Sexism
Comment
How does the behaviour incidents in your year group contribute to the whole school �gure?
What strategies have been e�ective in addressing behavioural issues in your year group?
School Wellbeing Self Evaluation Report
SUPPORT STRATEGIES
Type of Support No. of pupils in Year Group School Internal Youth Worker
SAP AXIS Academic Mentoring – Learning Coach Academic Mentoring- Progress Manager Academic Mentoring - SMT
Voluntary Turnaround Fusion Strengthening Families Barnados (FIT) Llamau
Statutory Social Services Educational Psychologist Counsellor Behaviour Support Hub Education Welfare Officer School Nurse CAMHS YOT YISP
Alternative Provision Type of Alternative Provision No. of pupils in Year Group School Bridge Turnaround Learning Centre Home Tutoring College Extended Work Experience Comment
How effective has support and or alternative provision been in your year group?
1.2.2 How much do pupils participate in and enjoy their learning?
School Wellbeing Self Evaluation Report
Use data from -PASS �gures, Pupil Forum, Kirkland Rowell, QDP Survey
1.2.3 What is the extent of pupils’ community involvement and decision making?
School Council, Pupil Forum,
How well do pupils in your year group contribute to community involvement/decision making?
1.2.4 How good are pupils’ social and life skills? (Pass Survey)
KEY QUESTION 2.3 CARE, SUPPORT AND GUIDANCE
School Wellbeing Self Evaluation Report
2.3.1 How well do we meet the provision for health and wellbeing, including spiritual, moral, social and cultural development?
Health and Well being
Spiritual
Moral
Social
Cultural development
2.3.2 How well are pupils supported with specialist services, information and guidance?
School Wellbeing Self Evaluation Report
How e�ective has the provision of information to individuals and year groups been in supporting your year group?
How e�ective has the provision of guidance to individuals and year groups been in supporting your year group?
2.3.3 How good are our safeguarding arrangements?
How many safeguarding referrals
How e�ective have arrangements been
2.3.4 How well do we meet the needs of all pupils with ALN?
How e�ectively do you support pupils with ALN in your Year Group? (Monitoring & Reviewing IEPs, IBPs, PSPs, EAL)
2.4 LEARNING ENVIRONMENT
School Wellbeing Self Evaluation Report
2.4.1 ETHOS EQUALITY AND DIVERSITY
How does your year group contribute to whole school?
School ethos
Challenging stereotypes
Tolerant attitudes
Eliminate oppressive behaviour
School Wellbeing Self Evaluation Report
KQ3 Leadership
3.1 Strategic direction and impact of leadership
How effectively is the vision and strategic direction of the leadership and management of the year group communicated to the team?
How well do Leaders and Assistant leaders manage their time effectively and prioritise activities?
How well are teams managed within the year group?
How is Performance Management and CPD identified and how is it focussed on raising standards within the year group?
How effective are your links with governors?
School Wellbeing Self Evaluation Report
How well does the work undertaken by the Year Group meet National and local priorities (if applicable)?
Priority Evaluative comment (if applicable)
Welsh Assembly Government 7 Core Aims based on the UN Rights of the Child
Learning Pathways 14-19 including the work of the Consortium
Children and Young People’s Partnership
Pupil Voice
3.2 Improving quality
How effective is the analysis of performance data to identify underperformance and improve outcomes for learners in your year group?
How effective are the support strategies utilised to support pupil underperformance and related issues in your year group?
School Wellbeing Self Evaluation Report
How effective are the strategies for listening to learners regarding what they are taught and how they learn?
How effectively does the team work with the SENCO and outside agencies to support pupils with Special Needs in your year group?
3.3 Partnership working
How well does the team work with partners to improve pupils’ standards and wellbeing?
Partners –feeder primary schools, consortium schools and colleges, Caerphilly Education services, the community, multi-disciplinary agencies and voluntary organisations
School Wellbeing Self Evaluation Report
How effective does the team work with parents to improve pupils’ standards and wellbeing?
3.4 Resource Management
How well do staff in the Year group team understand their roles and responsibilities in raising standards of achievement and wellbeing?
How well does the Leader and Assistant leader of the year group work with SUPPORT STAFF (internal and external) to raise standards and wellbeing
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