Element 10

An effective procedure for monitoring planning and assessing improvement in performance in basic skills

A school will need to monitor the impact of its strategic planning for raising the standards of basic skills. This process of monitoring and evaluating may be demonstrated through various approaches, including self-evaluation, external viewpoints and analysing current data and trends. Reports made to the governing body by the headteacher and key staff, and through the involvement of designated basic skills and special educational needs (SEN) governors, will also provide frequent opportunities to monitor and analyse provision, progress and impact.

To gain a Secondary Quality Mark award the governing body of the school must discuss and review the progress being made in implementing planning to improve basic skills at least once a year. There must also be regular discussions about the school’s plans, provision and progress in basic skills by all members of staff.

It is up to each school to decide how it undertakes self-evaluation and reviews pupil progress – what is important is that regular assessment, evaluation and analysis of performance in basic skills actually take place. All stakeholders, i.e. governors, parents, pupils and adults who work in the school, need to receive appropriate information to help them monitor progress and report, where relevant, on improvements in performance.

‘The Quality Mark audit helped us fill in the gaps and focus on our development and understanding of how to improve students’ literacy and numeracy skills.’