IMPLEMENTATION PLAN ACTIVITY PLAN TO STRENGTHEN WHOLE SCHOOL EVALUATION POLICY IMPLEMENTATION Activity Timelines Provincially initiated advocacy and training on the completion of School Self Evaluation by all schools. July - September School communities conduct School Self Evaluation, which becomes a catalyst for school improvement. October - December School Improvement Plans (SIP) developed by schools informed by the School Self Evaluation. October - December Schools submit SSE and SIP to District Office. December - January District Office checks the authenticity of the SSE. January - March January - December
Rating to be awarded Descriptor Look at the indicator and ask the following QUESTION What is the prevailing scenario in the school after examining available EVIDENCE Interpretation 1 Needs urgent support Is it available? It is not available, is not done, does not exist, does not occur It also means “Does it exist? Is it done? Does it occur?” To answer this question the evaluator must look at documentary evidence or evidence gathered through interviews, lesson and other observations, etc. and may also refer to a particular practice or occurrence that is happening at the school. Non-compliance, not appropriate, not available, not adhered to, not implemented. There are major weaknesses that require immediate remedial intervention and action. Province/District need to intervene urgently. 2 Needs improvement Is it appropriate? It is available. Some of the aspects are appropriate, with some that are not Everything that happens at a school or that is documented should be tested against all relevant legislation applicable to education, e.g., Constitution of S.A., SA Schools Act and its Amendments, Public Servants Act, Educator Employment Act, Public Finance Management Act, Child Act, Occupational Health Services Act, Department of Basic Education and Provincial Education Department policies and regulations. Non-compliance with a significant number of minimum requirements for a particular indicator, there are some strengths but it is outweighed by areas for development (weaknesses). The school needs structured and planned action to provide learners with basic education. Implementation is not effective and assisted by all stakeholders 3 Acceptable Is it implemented? It is available and appropriate. Majority of the aspects are implemented, Policies, procedures, practices and planning at school are implemented. Evidence may be gathered through observations, registers, written communication, interviews with stakeholders, questionnaires etc.
comply with legislation and add value to school operations. Implementation must also be appropriate and in line with legislation. Adequate, compliance with most minimum requirements, strengths just outweigh areas for development, policies, plans and procedures are fully implemented. Quality of teaching is reasonably good and learners achieve on average (60% - 70%) in annual national assessments and Grade 12. Learners have access to a basic level of provision, minimum expectations are met. 4 Good Is it effective? It is available, appropriate and implemented. All the aspects are implemented, comply with legislation and add to school operations. The policy, plan, procedure, conduct, occurrence adds most possible value to school operations, it works and is School complies with all legislative, regulatory and policy requirements, quality of teaching is characterises by major strengths that clearly outweigh any areas for development, learners’ experiences and achievement is above average expectation, the schools’ policies, plans and procedures are fully effective. 5 Outstanding Is there innovation? It is available, appropriate, implemented and effective. All the aspects are implemented, comply with legislation and add value to school operations, with clear evidence of innovative practice. Exceptional, very best practice that inspires other schools, exceptional effective implementation, exceptional quality of learning and teaching, learners’ experiences and achievements are of very high quality as a result of innovative practices.
1.2.2 The Leave register is available Select rating based on evidence 1.2.3 Internal procedures to curb late coming, arrival and departure are in place and documented Select rating based on evidence 1.2.4 The majority of learners attend school regularly Select rating based on evidence 1.2.5 The majority of educators attend school regularly Select rating on evidence 1.3 Code of Conduct for learners aims to establish a disciplined and purposeful school environment RATING SUPPORTING EVIDENCE COMMENTS 1.3.1 School rules regulating learner behaviour and discipline are documented Select rating based on evidence 1.3.2 Disciplinary regulations and procedures are in for when learners transgress and action is taken Select rating based on evidence 2. LEADERSHIP, MANAGEMENT AND COMMUNICATION
2.1.10 Management relates to staff in such a way they feel valued as members of the school with an important contribution to make Select rating based on evidence 2.1.11 Management sets a personal and a professional example to staff and learners Select rating on evidence 2.1.12 The school has a school year and event calendar Select rating on evidence 2.2 All Managers have clear roles and responsibilities, delegated in fair and equitable manner RATING SUPPORTING EVIDENCE COMMENTS 2.2.1 A job description is signed by the SMT members and each member understands their role and responsibilities Select rating based on evidence 2.2.2 Responsibilities are delegated to other leaders in the school Select rating on evidence 2.3 The SMT promotes quality of teaching and learning in the school through appropriate curriculum management RATING SUPPORTING EVIDENCE COMMENTS 2.3.1 Each HOD keeps current curriculum management files that show curriculum coverage Select rating based on evidence
2.3.2 There is evidence of each HOD monitoring subject policies and keeping up to date with changes and new subject developments Select rating based on evidence 2.3.3 There is evidence of each HOD monitoring teaching plans Select rating based on evidence 2.3.4 Subject improvement plans are in place for each subject Select rating based on evidence 2.3.5 The principal ensures that effective teaching takes place Select rating based on evidence 2.4 The SMT promotes Quality Teaching and Learning through Physical Resource Management RATING SUPPORTING EVIDENCE COMMENTS 2.4.1 The SMT efficiently manages all files and information (electronic and hard copies) related to their roles and responsibilities Select rating based on evidence 2.4.2 Asset registers & equipment are maintained Select rating based on evidence 2.5 The SMT promotes Quality Teaching and Learning through HR Management RATING SUPPORTING EVIDENCE COMMENTS 2.5.1 The principal ensures that a fair job allocation is distributed to all staff Select rating based on evidence 5.6 The SMT promotes stakeholder involvement through communication strategies RATING SUPPORTING EVIDENCE COMMENTS 5.6.1 There is frequent and open communication with the District officials Select rating based on evidence
5.6.2 The principal establishes and monitors structures and processes to promote both a top-down and bottom-up flow of information Select rating based on evidence 5.6.3 Communication with stakeholders is timely, frequent and clear Select rating based on evidence 5.6.4 Communication with Educators that notifies them of relevant decisions and changes taken at a SGB and management level Select rating on evidence 5.6.5 Communication with learners takes place in such a manner that they can organise themselves accordingly Select rating based on evidence 5.7 School policies and procedures RATING SUPPORTING EVIDENCE COMMENTS 5.7.1 All required school policies and related procedures are in Select rating on evidence 5.7.2 The school community is familiar with the school policies and procedures Select rating based on evidence 3. GOVERNANCE AND RELATIONSHIPS PURPOSE To evaluate the effectiveness of the governing body in fulfilling its and responsibilities with regard to the establishment of a purposeful and disciplined school environment
SOURCE OF INFORMATION All SGB documents, All financial documents, All asset and stock registers, All Policies, Minutes of SGB and Committee Meetings, Constitution, Staff records etc. 3.1 School Governing Body (SGB) is duly established and functions effectively RATING SUPPORTING EVIDENCE COMMENTS 3.1.1 Effective training of all SGB members has taken place. Select rating on evidence 3.1.2 The constitution of the SGB is in line with SASA requirements Select rating based on evidence 3.1.3 The SGB has elected office bearers (chairperson, treasurer and secretary) Select rating based on evidence 3.1.4 The SGB has established all relevant committees (e.g. finance, fundraising, etc.) Select rating based on evidence 3.1.5 The number of SGB meetings is in line with SASA Select rating based on evidence 3.1.6 The SGB keeps minutes of each meeting Select rating on evidence 3.1.7 The SGB presents a report on its activities to the parents, learners, educators and other staff at least once a year Select rating based on evidence 3.2 SGB provides the school with clear strategic direction RATING SUPPORTING EVIDENCE COMMENTS 3.2.1 SGB has formulated a Vision and Mission Statement through consultation Select rating on evidence 3.2.2 SGB is involved in developing and adopting policies of the school Select rating based on evidence
3.2.3 The SGB assists with providing strategic leadership for the school without interfering in school management. Select rating based on evidence 3.3 SGB executes its function with regard to the school’s finances within its legal mandate RATING SUPPORTING EVIDENCE COMMENTS 3.3.1 The SGB has developed a Finance Policy to manage the school’s finances Select rating based on evidence 3.3.2 Financial principles are followed in line with Generally Accepted Accounting Principles (GAAP) Select rating based on evidence 3.3.3 The SGB has adequate procurement and management procedures for consumable and non-consumable goods Select rating based on evidence 3.3.4 Financial statements are prepared, audited and submitted to HoD Select rating based on evidence 3.3.5 An annual budget is prepared and presented at the AGM Select rating based on evidence 3.3.6 The SGB is actively involved in fundraising for the school Select rating based on evidence 3.4 SGB executes its function with regard to human resource within its legal mandate RATING SUPPORTING EVIDENCE COMMENTS 3.4.1 SGB ensures due process in the interviewing and selection of all staff Select rating based on evidence 3.4.2 SGB appoints and reimburse staff of the school in compliance with legislation Select rating on evidence
4.1 Effective time-management of teaching and learning RATING SUPPORTING EVIDENCE COMMENTS 4.1.1 All lessons start on time Select rating based on evidence 4.1.2 All lessons finish on time Select rating based on evidence 4.1.3 All lessons progress uninterrupted Select rating based on evidence 4.1.4 Lessons are presented according to a Lesson Plan Select rating based on evidence 4.2 Creation of positive learning environment RATING SUPPORTING EVIDENCE COMMENTS 4.2.1 Learning The learning space is clean, stimulating, age appropriate and suitable for the purpose of the subject Select rating on evidence 4.2.2 Learner involvement: Learners are activity engaged in the learning process Select rating based on evidence 4.2.3 Discipline: Educators are able to effectively organise, manage and positively discipline learners Select rating on evidence 4.2.4 Managing diversity in the classroom: Different forms of diversity are acknowledged and catered for in the classroom Select rating on evidence
4.6.2 The Programme of Assessment is filed in each Teacher’s file Select rating based on evidence 4.6.3 The Programme of Assessment is planned for in the Work Schedule Select rating based on evidence 4.6.4 Assessment is included as part of all lesson plans Select rating based on evidence 4.6.5 All Assessments are dated and signed off Select rating based on evidence 4.7 Assessments are of a good standard and correctly recorded RATING SUPPORTING EVIDENCE COMMENTS 4.7.1 Assessment results are regularly recorded Select rating based on evidence 4.7.2 Recorded on correct mark sheets Select rating based on evidence 4.7.3 Quarterly analysed Select rating based on evidence 4.7.4 Leading to remedial instruction Select rating based on evidence 4.7.5 Leading to corrections by learners Select rating based on evidence 4.7.6 Covers all planned work per quarter Select rating based on evidence 4.7.7 Covers core content per Grade Select rating based on evidence 4.7.8 Includes a variety of assessment techniques Select rating based on evidence
4.7.9 Is moderated by the HOD Select rating based on evidence 4.8. Educators make use of sufficient and variety of informal assessment RATING SUPPORTING EVIDENCE COMMENTS 4.8.1 Informal assessment is conducted Select rating on evidence 4.8.2 Written class work - quality & quantity Select rating based on evidence 4.8.3 Written home work - quality & quantity Select rating based on evidence 4.8.4 Assignments- quality & quantity Select rating based on evidence 4.8.5 Projects- quality & quantity Select rating on evidence 4.8.6 Oral - quality & quantity Select rating on evidence 4.8.7 Reading with understanding and fluency- quality & quantity Select rating based on evidence 4.8.8 Other, such as Practicals, Demonstrations, etc.- quality & quantity Select rating based on evidence 4.9 The school supports and encourages educator development through IQMS processes RATING SUPPORTING EVIDENCE COMMENTS
4.9.1 A Staff Development Team (SDT) is established Select rating based on evidence 4.9.2 A Development Support Group (DSG) for each educator is in place Select rating based on evidence 4.9.3 A management plan for the implementation of educator appraisal system is available Select rating based on evidence 4.9.4 A Personal Growth Plan (PGP) for each educator for the previous cycle is in place Select rating based on evidence 4.9.5 A school improvement plan is linked to the professional needs of the educators as captured in their PGPs Select rating based on evidence 4.10 Staff participation in Professional Development RATING SUPPORTING EVIDENCE COMMENTS 4.10.1 Educators willingly participate in phase, inter-phase, cluster and other planning/professional development meetings Select rating based on evidence 4.10.2 Educators willingly participate in development opportunities linked to their PGPs Select rating based on evidence 4.10.3 The SMT provide adequate monitoring, guidance and support Select rating based on evidence
5.4.3 Sports coaches are skilled so as to provide high quality coaching Select rating based on evidence 5.4.4 Cultural activity coaches are skilled so as to provide high quality cultural skill development Select rating based on evidence 5.4.5 The school has a timetable of sporting and cultural activities that are held at the school Select rating based on evidence 6. LEARNER ACHIEVEMENT PURPOSE To evaluate the level of achievement of learners academically as well as in extra- and co-curricular activities SOURCE OF INFORMATION November results (Promotion Schedules); Annual National Assessment results and other surveys/results; NSC, Records of learners who participate in sports and cultural activities; Records that shows learner achievement in sports and cultural competitions 6.1 Learner achievement RATING SUPPORTING EVIDENCE COMMENTS 6.1.1 Internal assessment (overall) Select rating based on evidence 6.1.2 Annual National Assessment: Languages Select rating based on evidence
6.1.3 Annual National Assessment: Languages Select rating based on evidence 6.1.4 Grade 12 results (all subjects) Select rating based on evidence 6.2 Learners read, speak, listen and write well in the Language of Learning and Teaching RATING SUPPORTING EVIDENCE COMMENTS 6.2.1 Learners read with understanding according to their developmental age Select rating based on evidence 6.2.2 Learners communicate clearly according to developmental age Select rating based on evidence 6.2.3 Learners have good listening / receptive skills according to their developmental age Select rating based on evidence 6.2.4 Learners write clearly and construct meaningful sentences Select rating based on evidence 6.3 Learners can handle numbers with ease, calculate mentally and with electronic devices and these skills to solve problems in Mathematics RATING SUPPORTING EVIDENCE COMMENTS 6.3.1 The majority of Learners can handle numbers Select rating based on evidence 6.3.2 Most, learners can do mental mathematics Select rating based on evidence 6.3.3 Learners can use electronic devices to solve mathematical problems Select rating based on evidence
7.1 The school implements a Health, Safety and Security (HSS) Policy to support, care and protect the learners, staff and others at school RATING SUPPORTING EVIDENCE COMMENTS 7.1.1 An effective Health, Safety and Security (HSS) Policy is in place and implemented appropriately Select rating on evidence 7.1.2 Procedures are in place to care, support and protect learners in need Select rating based on evidence 7.1.3 The school has sufficient equipped and accessible First Aid kits Select rating based on evidence 7.2 The school implements safety practices against potential hazards, unsafe or unhealthy structures and conditions at the school RATING SUPPORTING EVIDENCE COMMENTS 7.2.1 The school property is safe, hazard free and hygienic (includes fencing, or a wall) Select rating based on evidence 7.2.2 The school has an emergency plan and procedures in place Select rating based on evidence 7.2.3 Staff members and learners know how to react in instances of emergency and disaster, including transport arrangements (e.g. emergency practice drills are held regularly) Select rating based on evidence 7.2.4 Maintained fire extinguishers (and/or buckets of sand) are available at strategic places. Select rating based on evidence 7.2.5 Classes and laboratories are safe and secure Select rating based on evidence 7.3 The school implements security regulations that aims to ensure the safety of the learners, staff and visitors on the premises RATING SUPPORTING EVIDENCE COMMENTS
7.3.1 Procedures are in place to regulate access to the school Select rating based on evidence 7.3.2 Procedures are in to regulate the early release of learners Select rating based on evidence 7.4 School implements regulations in compliance with legislation to keep the school violence and drug free RATING SUPPORTING EVIDENCE COMMENTS 7.4.1 Regulations for possession of dangerous objects and illegal drugs to the school premises are available Select rating based on evidence 7.4.2 Regulations pertaining to search and confiscation of dangerous objects and illegal drugs at the school are available Select rating based on evidence 7.5 Learner Discipline policy and procedures RATING SUPPORTING EVIDENCE COMMENTS 7.5.1 The school has a positive discipline system that is in keeping with the SA constitution Select rating based on evidence 7.5.2 The discipline system works from school to classroom level and is known and supported by all educators and learners Select rating based on evidence 7.5.3 Up to date discipline records for learners and related minutes are maintained Select rating based on evidence 7.5.4 Disciplinary interventions for learners presenting ongoing difficult behaviour are in place Select rating based on evidence 7.5.5 Procedures are in place to effectively deal with learners’ bullying or abuse of other learners Select rating based on evidence
7.5.6 There is clear and constant communication with parents/guardians so that they can support discipline efforts Select rating based on evidence 7.6 Contribution towards welfare of learners RATING SUPPORTING EVIDENCE COMMENTS 7.6.1 The school has a record of all learners who are orphans and/or staying with guardians Select rating based on evidence 7.6.2 An effective and sufficient feeding scheme is in place for learners Select rating based on evidence 7.6.3 The school has strong links with the Social Welfare Department, NGOs and other relevant organisations in the area (e.g. Lifeline, FAMSA, Child line, etc.) Select rating based on evidence 7.6.4 Appropriate structures, processes and procedures are in place in the school for counselling and referral of learners Select rating based on evidence 7.6.5 Appropriate structures and programmes are in place to identify, mentor and support learners who are at risk Select rating based on evidence 7.6.6 Records are kept and regularly updated by the school for learners who have been counselled and/or referred Select rating based on evidence
8.1.3 An inventory (list) of school buildings and facilities that need to be repaired is in and regularly updated Select rating based on evidence 8.2 The ablution facilities at the school are appropriate, sufficient and in working RATING SUPPORTING EVIDENCE COMMENTS 8.2.1 Sufficient gender separated, functional ablution and hand washing facilities are available for learners Select rating based on evidence 8.2.2 The learner ablution facilitates are and hygienic Select rating based on evidence 8.2.3 Sufficient gender separated, functional ablution and hand washing facilities are available for educators Select rating based on evidence 8.2.4 The educator ablution facilitates are and hygienic Select rating on evidence 8.3 Classrooms are sufficient, appropriately furnished, maintained and used for its intended purpose RATING SUPPORTING EVIDENCE COMMENTS 8.3.1 Sufficient, maintained ordinary classrooms are available Select rating based on evidence 8.3.2 Classrooms are accessible for teachers and learners with physical disability Select rating based on evidence 8.4 The school has appropriate school grounds, play and sport facilities RATING SUPPORTING EVIDENCE COMMENTS 8.4.1 Administrative block with a staff room is available Select rating based on evidence
8.5 The school has appropriate school grounds, play areas and sport facilities RATING SUPPORTING EVIDENCE COMMENTS 8.5.1 The school ground is fenced, accessible and well maintained Select rating based on evidence 8.5.2 The school has access to sporting facilities Select rating based on evidence 8.5.3 The school has sufficient sporting equipment Select rating based on evidence 8.5.4 The school has sufficient facilities to support cultural activities Select rating based on evidence 8.5.5 The school has the required equipment to support cultural activities Select rating based on evidence
9.1.5 Parents are notified and counselled regarding their children’s behavioural problems Select rating based on evidence 9.2 School uses local services and institutions RATING SUPPORTING EVIDENCE COMMENTS 9.2.1 School uses local services and institutions to benefit the school and learners Select rating based on evidence 9.3 The school encourages learners to respect the and global environment RATING SUPPORTING EVIDENCE COMMENTS 9.3.1 School offers a quality environmental programme to enrich learning and teaching Select rating based on evidence 9.3.2 Participation by learners and educators in environmental programmes Select rating based on evidence 9.3.3 Support to and from the community in environmental programmes Select rating based on evidence 9.4 The school has developed good with other schools RATING SUPPORTING EVIDENCE COMMENTS 9.4.1 Inter-school academic, sports and cultural activities are organised Select rating based on evidence 9.4.2 There is participation in inter-school academic, sports and cultural activities Select rating based on evidence 9.5 Parental involvement in the school RATING SUPPORTING EVIDENCE COMMENTS 9.5.1 A sufficient number of parents partake in school activities Select rating based on evidence 9.5.2 Parents offer their skills to assist the school Select rating based on evidence
9.5.3 Parents’ suggestions and concerns are taken seriously Select rating based on evidence 9.5.4 The school community plays a valuable role in supporting school activities Select rating based on evidence 9.5.5 Where the parents do not contribute school fees they support the school in other ways Select rating based on evidence 9.5.6 Parents are involved in fundraising activities Select rating based on evidence
LEARNER ACHIEVEMENT - improvement in MatheMATICS in The FOUNDATION phase Teach number concepts according to the number range prescribed for Grade 3 in CAPS Grade 3 Teachers S Smith T Dlamini B Brown 13/04/2015 30/11/2015 - Weekly planning discussion between Grade 3 teachers and HOD prior to the lessons taking place Grade 3 Teachers S T Dlamini B & HOD – D Ngobeni 13/04/2015 30/11/2015 - Mental tests conducted weekly Grade 3 Teachers S Smith T Dlamini B Brown 13/04/2015 30/11/2015 - Mental maths conducted daily at commencement of each lesson Grade 3 Teachers S Smith T Dlamini B Brown 13/04/2015 30/11/2015 - Develop and use of maths worksheets in order to allow for maximum work by learners 3 Teachers S Smith T Dlamini B Brown 13/04/2015 30/11/2015 - Use of DBE workbook activities to consolidate concepts and skills 3 Teachers S T Dlamini B Brown 13/04/2015 30/11/2015 -
At 3 word problems should be done weekly in Grades 3 Grade 3 Teachers S Smith T Dlamini B Brown 13/04/2015 30/11/2015 - Use ANA exemplars to determine assessment standards Grade 3 Teachers S T Dlamini B Brown 13/04/2015 30/11/2015 - control of learner books by the teacher Grade 3 Teachers S Smith T Dlamini B Brown 13/04/2015 30/11/2015 - Corrections done by the learners and checked by the teacher Grade 3 Teachers S T Dlamini B Brown 13/04/2015 30/11/2015 - One per term to nearby schools to observe good practice in a Grade 3 class Principal – T Abrahams 13/04/2015 30/11/2015 R400 Travel cost Request subject advisor to conduct at least one workshop per quarter Principal – T Abrahams 13/04/2015 30/11/2015 - Use of ICT to enhance pedagogical knowledge at least once a month Grade 3 Teachers S T Dlamini B & HOD – D Ngobeni 04/05/2015 30/11/2015 -
Learning content to be broken down into simpler small units Intermediate teachers Ongoing - Teachers to use practical examples and use visual and auditory teaching aids to help the learners to understand lesson content. Intermediate teachers 01/02/2015 30/11/2015 - Peer support with supervision to be used to support these learners Class/Subject teacher: Ms Mantoa 01/02/2015 30/11/2015 - The school will invite the district based support team (DBST) to support teachers on dealing with learners experiencing barriers or to even provide direct support to learners Principal – T Abrahams 05/03/2015 05/03/2015 - QUALITY OF TEAQCHING LEARNING AND EDUCATOR DEVELOPMENT and English (FAL) – Foundation Phase: Guided Reading - Mentoring Senior Educator – Ms Maake 01/4/2015 31/05/2015 - Formal Assessment Activities – Workshop/s Subject Advisor – W Liston 12/05/2015 14/05/2015 -