Since we launched BST (our school self evaluation form aid) in the Summer of 2020, we have learned much from schools. Some of the feedback is provided here.
Leaders have been empowered, rather than delegated to.
This is notably the case with subject leaders. They report that they welcome the clear structure and process by which they can find out about the effectiveness of their subject. For example, they are thinking about how best to gather evidence about how well pupils with SEND are accessing the curriculum offer for their subject.
Senior leaders are able to distribute aspects of self-evaluation.
They do this by referring to colleagues’ roles and responsibilities in their leadership team(s) structure. In a special school, for example, middle leaders have responsibility for curriculum pathways. These leaders are using the template to critically consider the effectiveness of their pathway. Senior leaders are then using this information to consider the holistic curriculum offer at their school.
More robust evidence bases are being developed.
Often, leaders are doing less and getting more pertinent information from their monitoring work. This is positively influencing workload and staff well-being.
The most senior leaders are having more time to reflect on what other leaders are telling them.
This is owing to other leaders being better empowered and consequently providing helpful evidence to inform school improvement work.
The online audit, together with the subsequent report, is helping leaders think more deeply about what they need to do to improve further.
The report, generated from the audit, is tailored to the school. This is because the report focuses on aspects of provision that leaders feel require most improvement.
Schools are suggesting ways that BST could be further improved.
An example is enabling leaders to select sections from the online audit that they are most interested in – for example behaviour and attitudes. Schoolweave has established a thinktank of schools which is the engine room for such thinking and development. Of course, all schools engaged with schoolweave are encouraged to contribute to help define future direction.
Governors are beginning to see how BST can support them.
This might relate to holding leaders to account and/or to better understand what provision currently looks like and where it needs to improve further. They are using the reports to help them gauge the nature and pace of improvement.
Leaders are better able to critically consider ambition in their setting and are subsequently better able to articulate this.
This is owing to the template encouraging leaders to focus on specific aspects of provision, rather then being too generic.
If you would like to learn more about BST and what it can do for you in your setting, please contact us here at Schoolweave.
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