Monitoring involves checking to see whether or not something is happening.

Evaluating involves finding out how successful something is.

Monitoring and evaluation should be planned in when making the school improvement plan; whoever monitors or evaluates should know in advance what to look for. Information should be collected which is specific and can be used to make judgments and to further developments.

Pupils comments, opinions, reactions to aspects of school

Teacher self evaluation and reflection, consideration of data and evidence from pupils,

Headteacher overview of evidence throughout school (in addition to teacher details above)

Governors observing/discussing with teaching staff and pupils, LEA training to further own

LEA adviser observing/commenting on teaching and evidence of learning

OFSTED !!

Observe and comment; discuss and query after observing lessons

Sample work from pupils; lesson/unit plans from teachers; audit curriculum areas and resources

Questionnaires to parents/governors/pupils

Use LEA link adviser visits to help gather evidence

Visit good practitioners and compare our own school

Is teaching purposeful and is learning enjoyable?

Do we know what we are teaching, and why?

Can we explain clearly the learning objectives to pupils?

Do pupils know why they are learning something and how it fits with previous learning?

Can they make links with other areas of learning where they can use the skills?

Are pupils motivated?

Are pupils interested or curious about learning ?

Do they want to know more?

Do they ask questions about the task to further their understanding and knowledge?

Do we use different teaching strategies for groups/individuals?

Does teaching cater for all abilities, and are expectations appropriate?

Is there evidence of differentiation, either by support, task or outcome?

Can each pupil achieve a degree of success with their task?

Does planning match expectation? Is the expectation in line with pupils’ previous achievement?

Are lessons managed well?

Is equipment available and organised to be accessible to staff/pupils?

Does the lesson start/end promptly?

Do pupils work safely?

Do pupils tidy up efficiently after a lesson?

Is there effective interaction?

Do pupils talk and listen to each other about the task?

Do pupils/teacher interact on an appropriate level about the task? Is the correct vocabulary used?

Do we stimulate improvement through discussion and oral assessment of pupils’ work?

Is assessment used to support and encourage pupils, and to plan for future teaching?

Do we check pupils’ work to see whether learning objectives have been met?

Do pupils get feedback about their successes and about what they need to improve?

Do we review and amend plans if necessary to take pupils’ achievement into account?

Are pupils encourage to set targets for themselves and to evaluate their own performance?