Developing a culture of self-evaluation and continuous professional learning at Blackwood Comprehensive School
Information about the school
Blackwood Comprehensive School is an English-medium, 11-16 mixed comprehensive school located on the edge of Cefn Fforest and Blackwood. The school has six main cluster primary schools and there are around 985 pupils on roll.
Around 21% of pupils have an additional learning need and a very few have a statement or Individual Development Plan (IDP). Around 25% of pupils are eligible for free school meals. Nearly all pupils speak English as their first language and come from a white British background, a very few are fluent in Welsh. The school has very few pupils with English as an additional language.
The headteacher has been in post since September 2018. Following her appointment, the school community co-constructed a shared vision based on providing a nurturing and aspirational learning environment in which pupils and staff feel safe and supported:
Blackwood Comprehensive School is an inclusive school community where we use the power of learning and teaching to develop confident, happy, resilient and independent pupils. In our safe, secure and nurturing learning environment, everyone is valued equally, and positive relationships ensure that, by working together, we raise aspirations, realise our potential and secure our future.
The vision is well understood by the school community and is the key driver for the school’s systems, policies and procedures.
Context and background to the effective or innovative practice
A culture of self-evaluation and Improvement planning
Leaders and staff at Blackwood Comprehensive School believe that supporting pupil well-being and promoting inclusion should be at the heart of every aspect of the school’s work. They believe that, if pupils don’t feel safe, happy and secure, they will not have the resilience and confidence to develop, learn and achieve success. To facilitate this success, the school has established a culture of regular, rigorous self-evaluation and improvement planning, which is underpinned by strong professional learning opportunities for all staff.
Self-evaluation and improvement planning has evolved over the last few years, particularly since the pandemic, but has consistently focused on improving learning, teaching and well-being. At the end of each academic year, the cycle begins with senior leaders evaluating overall progress against the school’s priorities for improvement. This evaluation is based on analysis of first-hand evidence gathered from a wide range of self-evaluation activities carried out throughout the year by senior and middle leaders. These self-evaluation activities include: lesson observations, whole-school and subject book reviews, whole-school, subject and year learner voice activities, subject leader learning walks, analysis of whole-school, subject and year group pupil progress data, and analysis of attendance, behaviour and well-being data. This broad range of approach enables a wide range of staff and pupils to play an important role in whole-school self-evaluation.
Following this, senior leaders work together to identify priorities for improvement for the following academic year, including their associated activities, success criteria and responsible staff. The new school development plan is shared with all staff at the first INSET in September, along with the calendar that identifies when self-evaluation activities will be carried out by senior and middle leaders. The school’s self-evaluation and improvement planning cycle can be represented by the following:
The school development plan is under-pinned by departmental and year development plans, which are written by subject and pastoral leaders. These development plans mirror the same priorities as the school development plan, but middle leaders identify key actions at a subject or year group level that support the school’s improvement priorities. Because the school believes that pupils feeling safe and comfortable is an important precursor to learning, departmental development plans include a well-being priority, in addition to priorities for learning and teaching.
Rigorous performance management and line management also play a vital role in the school’s self-evaluation and improvement planning. Performance management objectives are closely aligned with the school’s priorities for improvement, and regular line management discussions focus on learning, teaching, provision and self-evaluation. Developing effective leadership, particularly at a middle leadership level, has previously been a priority for the school and effective performance management, line management and high quality professional learning have been key drivers in improving the standard of leadership at all levels. Over recent years, most middle leaders have become effective in carrying out their roles, and subject leaders have a secure understanding of the general strengths and areas for improvement within their subjects. Pastoral leaders use a wide range of first-hand evidence from self-evaluation activities and attendance data to plan improvements that are tailored to the needs of their year groups. For example, well-being provision has evolved significantly over the last few years and has become very effective in supporting vulnerable pupils.
The school’s self-evaluation processes have enabled staff to ensure that, in general, pupils make good progress from their starting points, have positive attitudes to learning and feel safe in school. Additionally, they have had a significant impact on improving the quality and consistency of teaching.
Professional Learning Culture
At the start of each academic year, leaders plan professional learning strategically to drive forward the school’s improvement priorities. Professional learning is evaluated as part of the school’s self-evaluation process and adapted throughout the academic year, where needed, to ensure continued improvement. For example, improving assessment has been a priority for the school over the last few years. As a result of high quality professional learning on this aspect, many teachers now use assessment information effectively to plan lessons and provide helpful feedback to pupils.
Strong professional learning, based on use of evidence-informed strategies, is delivered through staff meetings and INSET, together with short focused fortnightly teaching and learning and pastoral briefings. This professional learning is both face-to-face and asynchronous; this facilitates professional learning for all staff, regardless of their way of working. Teachers can select and adapt the strategies introduced through professional learning to suit the needs of their subjects and pupils. Staff value this autonomy, and it has had a significant impact on improving the consistency in the quality of teaching across the school. Additionally, learners agree that these strategies support them successfully in their acquisition of knowledge and skills.
The school’s supportive professional learning culture has enabled staff to develop the confidence to share good practice regularly both within and outside the school. The introduction of ‘Curriculum for Wales Champions’ has further enhanced the professional learning offer in school as these roles involve action research and sharing of best practice to support the school’s priorities. This further enables staff development and opportunities by creating a wider range of whole-school roles.
Following self-evaluation activities carried out each term, senior and middle leaders ‘RAG rate’ their development plans to evaluate progress against priorities and identify next steps. Where areas for development persist, senior leaders provide further professional learning, as necessary.
Next steps
Following this year’s self-evaluation activities (2022-2023), the school is now trialling a new format for school, department and year development plans. This format will be a live, working document and include updated links to evidence as it is gathered. It will also be easier for governors to navigate so that they can provide effective support to the school.
Further refinement of professional learning through the school’s teaching and learning and pastoral briefings will also be implemented. The aim is to enable staff to continue to develop their own practice through action research and sharing of best practice across departments and AoLEs.
Useful links
Other resources from this provider
Preparing for the Digital Competence Framework (DCF)
pdf, 942.54 KB Added 12/07/2018