education divisioneducation.gov.mt/en/education/quality-assurance/docu… · web viewtable 23:...

MINISTRY FOR EDUCATION AND EMPLOYMENTDirectorate for Quality and Standards in EducationQuality Assurance Department

College NameSchool Name

Internal ReviewScholastic Year

20 / 20

School Contact DetailsName of Head of

School

Postal Address

Telephone/s

Web Address http://

Email Address

0


The School Vision and Mission

School Vision

Replace this text with your school’s vision statement: A vision statement focuses on the future. It provides a broad and inspirational image of the

future the school seeks to create, presented in a sentence or short paragraph.

Mission Statement

Replace this text with your school’s mission statement: A mission statement focuses on the present. It describes who we are and what we do as a

school. It may include the core values of the school, the educational services provided, student and parental involvement, resources available and school achievements.

1


School Context

State school class equivalent KG1 KG2 Yr1 Yr2 Yr3 Yr4 Yr5 Yr6

Total number of learners

No of refugees and asylum seekers

No of learners for whom Maltese is not their first language

No of learners with a statement of needs

Number of learners attending nurture group

Table 1: Learner Data (latest updates)

Staff information~ Total number

New Staff

Total number

New Staff

No of Assistant Heads No of regular Kindergarten Assistants

No of regular class teachers No of Supply Kindergarten Assistants

No of supply class teachers No of regular LSAs

No of peripatetic teachers No supply LSAs

No of complementary teachers No of Clerical Staff

No of Nurture Group staff No of Minor Staff

Number of staff members requesting a transfer at the end of the previous year

~ The total number of staff includes the number of staff new to the school.Table 2: Staff Data

2


School Context

External support staff rendering service in the schoolTotal

numberTotal

number

Literacy support teacher Health and safety teacher

Maths support teacher Early intervention teacher

Head of Department (Assessment for Learning)

Other peripatetic teachers (e.g. for the hearing impaired)

Head of Department (Malta Writing Programme) Anti-bullying teacher

Head of Department (Literacy) Anti-substance abuse teacher

Counsellor Occupational therapist

Educational psychologist SEBD specialist

INCO Speech pathologist

Prefect of discipline

Psychotherapist

Social support worker

Social worker

Table 3: External support Staff Data

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School ContextFacilities and InitiativesArt Room Accessibility to learners with special needs

Chapel Comenius project

Computer Zone/Lab Green Flag

Drama room Health and Safety risk assessment

Food Lab/Kitchen Internet accessibility throughout the school

Guidance Room Potable water availability

Music Room School Behaviour Policy

Nurture Room School Council

Offices for SMT School Dress Code

Play Grounds School evacuation plan

PSD Rooms School Handbook

Resource Room/Stores School Magazine

School Gym School Newsletter

School Hall School Website

School Library Students’ clubs

Science Room/Lab Students’ Council

Secretary Office Teacher welfare committee

Staff Rooms Time allocated for departmental meetings

Tuck Shop / Canteen

Table 4: School Facilities and Initiatives: tick or insert amount as appropriate, add if necessary. Kindly indicate with * the rooms used for more than one purpose

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School Context

5

Attainment SheetYr4 Yr5 Yr6

/ Benchmark

Mean [average] in MathematicsFor year 4, 5 and 6

National Mean for Mathematics

Sectorial Mean for Mathematics

Mean [average] MalteseFor year 4, 5 and 6

National Mean for Maltese

Sectorial Mean for Maltese

Mean [average] EnglishFor year 4, 5 and 6

National Mean for English

Sectorial Mean for English

Mean [average] ScienceFor year 4, 5 and 6

National Mean for Science

Sectorial (State)Mean for Science

Table 5: Attainment Sheet: Add % mark as appropriate and add other subjects if necessary

Learners exempted from Benchmark examNumber of learners % of total

Mathematics

Maltese

English

Table 6: No of learners exempted from benchmark

Core competenciesYr1 Yr2 Yr3 Yr4

No students on core competenciesYR 1-4 Obtained from Literacy support unit

Table 7: Attainment Sheet: Add % mark as appropriate and add other subjects if necessary


School evaluation and development processes

SDP Meetings timeline 20__-20__ Date TopicTerm 1 – 2 hour Meeting during school hoursTerm 2 – 2 hour Meeting during school hoursTerm 3 – 2 hour Meeting during school hoursTerm 3 – Full Day Meeting

Table 8: SDP meetings

CPD timeline 20__-20__ Date TopicTerm 1 – 2 hours after school hoursTerm 2 – 2 hours after school hoursTerm 3 – 2 hours after school hoursAlternative CPD

Table 9: CPD sessions

School Initiatives and resources used for School Development Planning 20__-20__

Virtual Learning Platform [e.g. Fronter] Newsletters

E Surveys Circulars

Regular group meetings Email/group mail

Questionnaires Web site

Parental meetings Assemblies

Open Days

Focus groups

Table 10: School Initiatives and resources used for School Development Planning

Add comments on the implementation process of the School Development Plan 20__-20__

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Summary of Internal Evaluation 20__-20__

Teachers Questionnaires Distributed Response Rate [%]

Table 11: Response rate teachers’ questionnaire

Teachers’ View [Strengths]% of teachers

indicating strongly agree and agree

Weighted average score

Q1.

Q2.

Q3.

Q4.

Q5.

Q6.

Q7.

Q8.

Q9.

Q10.Table 12: Main strengths highlighted by teachers

Teachers’ View [Weaknesses]% of teachers

indicating strongly disagree and

disagree


Q1.

Q2.

Q3.

Q4.

Q5.

Q6.

Q7.

Q8.

Q9.

Q10.Table 13: Main weaknesses highlighted by teachers

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Summary of Internal Evaluation 20__-20__ParentsQuestionnaires Distributed Response Rate [%]

Table 14: Response rate parents questionnaire

Parents’ View [Strengths]% of parents



Q1.

Q2.

Q3.

Q4.

Q5.

Q6.

Q7.

Q8.

Q9.

Q10.Table 15: Main strengths highlighted by parents

Parents’ View [Weaknesses]% of parents


disagree


Q1.

Q2.

Q3.

Q4.

Q5.

Q6.

Q7.

Q8.

Q9.

Q10.Table 16: Main weaknesses highlighted by parents

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Summary of Internal Evaluation 20__-20__Learners

Questionnaires Distributed Response Rate [%]

Table 17: Response rate learners questionnaire

Learners’ View [Strengths]% of learners



Q1.

Q2.

Q3.

Q4.

Q5.

Q6.

Q7.

Q8.

Q9.

Q10.Table 18: Main strengths highlighted by learners

Learners’ View [Weaknesses]% of learners


disagree


Q1.

Q2.

Q3.

Q4.

Q5.

Q6.

Q7.

Q8.

Q9.

Q10.Table 19: Main weaknesses highlighted by learners

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Insert the outcomes, if any, that were derived from research methods other than the questionnaire.

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Specific Targeted Measures – comparison of results obtained in previous year and current internal evaluations

Area of concern 1: Identified in previous year’s internal evaluationWeighted

average score 20__-20__


20__-20__S1. Learners

Actual statement utilised in close-ended questionnaire.S1. Teachers:

Actual statement utilised in close-ended questionnaire.S1. Parents

Actual statement utilised in close-ended questionnaire.

Area of concern 2: Identified in previous year’s internal evaluationWeighted

average score 20__-20__


20__-20__S2. Learners

Actual statement utilised in close-ended questionnaire.S2. Teachers

Actual statement utilised in close-ended questionnaire.S2. Parents

Actual statement utilised in close-ended questionnaire.Table 20: Data of the specific measures identified by school

Area of concern 1

20__-20__ 20__-20__

-1.5

-1

-0.5

0

0.5

1

1.5

LearnersTeachersParents

Area of concern 2

20__-20__ 20__-20__

-2

-1.5

-1

-0.5

0

0.5

1

1.5

2


Graphs 1 and 2: graphical representations of the specific measures indicated by the school

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Summary of Internal Evaluation 20__-20__Specific Targeted Measures [QAD] – refer to latest internal evaluation questionnaire results

Target 1 – Satisfaction% of learners



S1. Learners I feel happy at school.

S1. Teachers: I feel fulfilled working in my school.

S1. ParentsI would recommend the school to other parents.

Target 2 – Behaviour% of learners



S2. Learners The school handles disciplinary problems effectively.

S2. Teachers The school’s behaviour management policy is effective in promoting good behaviour.

S2. ParentsThe school handles disciplinary problems in a firm but caring manner.

Table 22: Data of the specific measures indicated by the QAD

Target 1 Target 20

10

20

30

40

50

60

70

80

90

100


Graph 2: graphical representation re the specific measures indicated by the QAD (% of respondents indicating agree or strongly agree)

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Evaluation of Action Plans

Evaluation of success criteria for effectiveness in action plans implemented during 20__-20__ (indicate scholastic year)Priority Development Target 1:

Success Criteria 1: Success Criteria [Effectiveness] Identified in action plan

Evaluation[actual outcome]





Priority Development Target 2:





















Table 23: Evaluation of action plans implemented in 20__-20__

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SWOT analysis

This SWOT exercise is to be completed after the analysis of the internal evaluation process that may include questionnaires, focus groups, SMT meetings, staff meetings, parents’ meetings, student council meetings, etc. (N.B. Keep available a record of

the outcomes.)

Strengths Weaknesses

Opportunities Threats

Table 24: Summary of SWOT derived from school self evaluation

School Priorities

Priority Development Target 1




Table 25: Priority Development Targets identified during school self evaluation

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