A Route to Equality and Fairness: Self-evaluation (html)

Self-evaluation using performance indicators

PART 2: Self-evaluation audit tools

How good is our school at practising equality and fairness?

In order that any audit is evaluative rather than just descriptive, it is important that you use your professional judgement in answering the question:

How good is our practice?

This section presents audit tools based on the 12 performance indicators and their associated themes identified in Part 1. These PIs are the most relevant for taking a closer look at equality and fairness. The audit tools have been designed in the format of the practical examples in Part 4 of How good is our school? and are based on each of the selected PIs and themes.

Part 3 of this document contains a template which can be used to manage the self-evaluation process, collect the evidence and assist you in assigning a level of performance.

The audit tools are designed using the approach set out below and applied to the first of the PIs and themes given on page 4. Each practical example is based on the illustrations for the PI and themes. For ease of working, it may be helpful to photocopy the relevant PIs from How good is our school? to use alongside these examples.

Example of approach:

P.I. 1.1 STRUCTURE OF THE CURRICULUM

Theme 1.1.1 Breadth and balance across elements of the curriculum

The quality of performance expected in relation to this theme is highlighted in the description of a level 4 performance.

Level 4 Illustration

The curriculum has breadth and balance across its various elements. It is fully in keeping with the school's aims and with national and local guidance.

Achieving a very good performance in this area would centre around the following aspects within the illustration:

Achieving breadth and balance in the curriculum
Linking the curriculum to the school's aims
Linking the curriculum to national and local guidance

These aspects are then used as the basis for questions which cover the main issues and can be applied as an audit route to track performance. Evaluation of the information gathered is achieved by setting out some features which might be expected to be in place.

The features you might look for are presented in the form of lists and as such, indicate only the presence of certain features, not their quality. It is important that professional judgement is applied to take a view on the quality of this feature in practice.

P.I. 1.1 STRUCTURE OF THE CURRICULUM

Theme 1.1.1 Breadth and balance across elements of the curriculum

To what extent is there breadth and balance across elements of the curriculum?

How do you know?	Some features you might look for
Does the curriculum take account of equal opportunity? Does it ensure breadth and balance for all pupils?	Equal opportunities arrangements meet legal requirements All pupils have access to a broad and balanced curriculum and to appropriate guidance The curriculum reflects a full commitment to equal opportunity of success and anti-discriminatory and anti-oppressive practice
Is the curriculum in keeping with the school aims relating to equality?	Aims focus on a curriculum which is relevant for all pupils Diversity and cultural heritage are reflected and celebrated Positive images and positive action in relation to equality are key components of curricular planning
How well does the curriculum reflect and link with national and local guidance?	There is a comprehensive curriculum policy based on national and council guidelines There is an appropriate range of choices for learners of all interests and abilities, including partnerships with FE colleges and other schools The timetable is structured to deliver breadth, balance and continuity in the curriculum of all learners at all stages
Some ways of finding out
Sample the curriculum of a number of pupils at various stages Monitor the distribution of different groups of pupils in subjects, ability sets and teaching groups Ensure self-evaluation takes place through discussion among management, class teachers, language support staff and guidance teachers Review documentation, course materials, records of work and forward plans Use statistics such as school census information (gender and ethnic monitoring) to compare policy with practice in relation to equality of access

P.I. 1.1 STRUCTURE OF THE CURRICULUM

Theme 1.1.2 Integration and permeation

To what extent is there full integration of skills and personal and social qualities as well as permeation of key aspects?

How do you know?	Some features you might look for
Is there full integration of the knowledge, skills and understanding related to equal opportunities?	Content, contexts and targets are suitable to the interests and experiences of pupils There are opportunities for pupils to work together in groups Girls and boys work together on curricular activities, where appropriate There are opportunities for all children to study their own values and those of others
Is there full integration of personal and social qualities, especially those relating to equality?	Personal and social attitudes related to equality are discussed within programmes PSD is delivered via a separate programme and within subjects/areas Materials are used that raise multicultural and anti-racist awareness, gender awareness and the range and nature of disability The range of resources includes materials to present a positive image of all disadvantaged groups
How well does equality permeate the curriculum?	The curriculum includes cross-curricular themes related to equality of opportunity Plans for cross-curricular studies related to equality are specified in courses and programmes of study Children work together in a positive atmosphere where they are all held to be of equal worth
Some ways of finding out
Review materials for bias and negative stereotyping, for example, racist and sexist Discuss the planning, organisation and management of learning Ensure self-evaluation takes place through discussion among management, class teachers, learning support staff and guidance teachers Review documentation, course materials, records of work and forward plans Audit across the curriculum areas and stages of the school

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