RE3 How well leaders and managers monitor and evaluate the provision for Religious Education 1 (outstanding) 2 (good) 3 (requires improvement) 4 (inadequate) The self-evaluation of Religious Education Leaders and managers conduct a range of Whilst leaders and managers monitor by leaders and managers is a coherent systematic monitoring activities relating to the progress of all pupils in Religious reflection of rigorous monitoring, provision and outcomes in Religious Education, the analysis of the results Leaders and managers do not searching analysis and self challenge Education. Their analysis provides a firm of this monitoring is not well monitor provision and outcomes in is well-informed by current best practice basis for appropriate diagnosis of the understood or is not fine-grained Religious Education. in Religious Education and in education school’s strengths and areas for enough to provide a firm basis for Self-evaluation generally. development. judgements. As a result, planning is founded on sound Leaders and managers do not This results in well targeted planning and evidence and data. It tackles key areas for The school has implemented plans that respond to the issues raised by strategic action taken by the school which development systematically, while are aimed at improving relevant monitoring. lead to outstanding outcomes in Religious celebrating and building on areas of outcomes although these have not yet Outcomes in Religious Education are Education. strength. Thus outcomes are at least good had a sustained impact on outcomes. planning inadequate; in Religious Education. Improvement Leadership is aware of current Leadership is well-informed by current developments in Religious Education Leadership of Religious Education is Leaders and managers are not taking developments in RE and this demonstrably but has not fully incorporated these informed by a high of expertise and effective steps to eradicate any affects work to monitor, improve and into its practice of monitoring and vision vision which focuses relentlessly on inadequate teaching for every group support teaching, encouraging the evaluating provision. As a improving teaching and learning in of pupils, including disabled pupils, and enthusiasm of staff and channelling their consequence, whilst planned actions Religious Education, resulting in teaching those who have special educational efforts and skills to good effect. As a result, by leaders and managers have that is likely to be outstanding and at needs and those who are gifted and teaching is improving with nothing that is improved the quality of teaching so talented least consistently good. inadequate and much that is good. that very little, if any, is inadequate, Expertise much still requires improvement.
RE3 How well leaders and managers monitor and evaluate the provision for Religious Education 1 (outstanding) 2 (good) 3 (requires improvement) 4 (inadequate) Self-evaluation The self-evaluation of Religious Education by leaders and managers is a coherent reflection of rigorous monitoring, searching analysis and self challenge is well-informed by current best practice in Religious Education and in education generally. Leaders and managers conduct a range of systematic monitoring activities relating to provision and outcomes in Religious Education. Their analysis provides a firm basis for appropriate diagnosis of the school’s strengths and areas for development. Whilst leaders and managers monitor the progress of all pupils in Religious Education, the analysis of the results of this monitoring is not well understood or is not fine-grained enough to provide a firm basis for judgements. Leaders and managers do not monitor provision and outcomes in Religious Education. Improvement planning This results in well targeted planning and strategic action taken by the school which lead to outstanding outcomes in Religious Education. As a result, planning is founded on sound evidence and data. It tackles key areas for development systematically, while celebrating and building on areas of strength. Thus outcomes are at least good in Religious Education. The school has implemented plans that are aimed at improving relevant outcomes although these have not yet had a sustained impact on outcomes. Leaders and managers do not respond to the issues raised by monitoring. Outcomes in Religious Education are inadequate; Expertise and vision Leadership of Religious Education is informed by a high of expertise and vision which focuses relentlessly on improving teaching and learning in Religious Education, resulting in teaching that is likely to be outstanding and at least consistently good. Leadership is well-informed by current developments in RE and this demonstrably affects work to monitor, improve and support teaching, encouraging the enthusiasm of staff and channelling their efforts and skills to good effect. As a result, teaching is improving with nothing that is inadequate and much that is good. Leadership is aware of current developments in Religious Education but has not fully incorporated these into its practice of monitoring and evaluating provision. As a consequence, whilst planned actions by leaders and managers have improved the quality of teaching so that very little, if any, is inadequate, much still requires improvement. Leaders and managers are not taking effective steps to eradicate any inadequate teaching for every group of pupils, including disabled pupils, those who have special educational needs and those who are gifted and talented
SEF48%20toolkit%20for%20schools%20-%20February%202013.docx