CW3 How well leaders and managers promote, monitor and evaluate the provision for Collective Worship 1 (outstanding) 2 (good) 3 (requires improvement) 4 (inadequate) Whilst leaders and managers, including Leaders and managers, including senior Leaders and managers, including senior leaders and chaplains, have some Leaders and managers, including leaders and chaplains, have expert senior leaders and chaplains, know understanding of how to plan and deliver senior leaders and chaplains, have Expertise knowledge of how to plan and deliver how to plan and deliver quality Collective Worship, they do not have a limited understanding of how to quality experiences of Collective Worship. experiences of Collective Worship. complete grasp of how to ensure that these plan collective worship. experiences are always of a high quality. Leadership Leaders and managers have little or Leaders and managers have a Leaders and managers understand Leaders and managers have a superficial no liturgical understanding. The thorough understanding of the the Church’s liturgical year, its knowledge of the Church’s liturgical year, liturgical seasons, and symbols Church’s liturgical year, its seasons, seasons, rites and symbols its seasons, and symbols. of the Church are rarely if ever rites and symbols Liturgical referred to in school. Understanding Leaders are able to lead the school Leaders are able to lead the school in Leaders are able to lead the school Leaders, including senior leaders appropriately into participating with these a deepening appreciation of into an appreciation of these and chaplains, are not able to make prayer traditions. However, they do not traditions in a way that is relevant to traditions in a way that engages liturgical experiences accessible to understand how to make these traditions pupils in a contemporary context. pupils. pupils. relevant wholly accessible. Making Whilst liturgical and spiritual development of Liturgical and spiritual development is Liturgical and spiritual development has occasionally been the focus of the Rarely, if ever, is time given to the seen as a priority in the professional is part of the professional professional development of leaders, spiritual and liturgical development development of school leaders and development cycle for leaders. attention given to it is infrequent and of leaders. Spiritual leaders quality time is devoted to it. unfocused. development
CW3 How well leaders and managers promote, monitor and evaluate the provision for Collective Worship 1 (outstanding) 2 (good) 3 (requires improvement) 4 (inadequate) Leadership Expertise Leaders and managers, including senior leaders and chaplains, have expert knowledge of how to plan and deliver quality experiences of Collective Worship. Leaders and managers, including senior leaders and chaplains, know how to plan and deliver quality experiences of Collective Worship. Whilst leaders and managers, including senior leaders and chaplains, have some understanding of how to plan and deliver Collective Worship, they do not have a complete grasp of how to ensure that these experiences are always of a high quality. Leaders and managers, including senior leaders and chaplains, have limited understanding of how to plan collective worship. Liturgical Understanding Leaders and managers have a thorough understanding of the Church’s liturgical year, its seasons, rites and symbols Leaders and managers understand the Church’s liturgical year, its seasons, rites and symbols Leaders and managers have a superficial knowledge of the Church’s liturgical year, its seasons, and symbols. Leaders and managers have little or no liturgical understanding. The liturgical seasons, and symbols of the Church are rarely if ever referred to in school. Making prayer relevant Leaders are able to lead the school in a deepening appreciation of traditions in a way that is relevant to pupils in a contemporary context. Leaders are able to lead the school into an appreciation of these traditions in a way that engages pupils. Leaders are able to lead the school appropriately into participating with these traditions. However, they do not understand how to make these traditions wholly accessible. Leaders, including senior leaders and chaplains, are not able to make liturgical experiences accessible to pupils. Spiritual development of leaders Liturgical and spiritual development is seen as a priority in the professional development of school leaders and quality time is devoted to it. Liturgical and spiritual development is part of the professional development cycle for leaders. Whilst liturgical and spiritual development has occasionally been the focus of the professional development of leaders, attention given to it is infrequent and unfocused. Rarely, if ever, is time given to the spiritual and liturgical development of leaders.
Diocesan%20Self%20Evaluation%20Form%20Toolkit%20September%202015.docx