Self Evaluation
Self-evaluation is a vital process that enables Harlow Fields School and College to reflect on its performance and identify areas for improvement. It involves a thorough assessment of our strengths and weaknesses, guided by key questions: How are we doing? How well should we be doing? What will we do to improve? This ongoing practice not only fosters a culture of continuous improvement but also ensures that we remain focused on our core mission—enhancing the learning experiences and outcomes for our pupils. By engaging in regular self-evaluation, we can make informed decisions that lead to meaningful changes, ultimately benefiting our pupils and the wider community. This proactive approach is essential for maintaining high standards and achieving our vision of "Working together to Succeed."
Quality of Education
- Data indicates that most pupils make good progress compared to national trends.
- Evidence from observations and feedback indicates pupils are happy, confident learners making good progress.
- Summative Annual Reports reflect significant achievements across the curriculum.
- Therapeutic/sensory curriculum monitored in collaboration with health colleagues.
- Regular moderation and tracking of progress are in place, with achievements celebrated in assemblies.
- Bespoke admissions plans include home visits & coordination with external agencies.
Next Steps: To embed the curriculum intent, implementation and impact so that children’s knowledge and skills are built upon over time, to embed a programme of reading more widely & to further develop children’s cultural capital.
Personal Development
- Pupils demonstrate confidence, good behaviour, and respect for each other, taking pride in their achievements.
- Family & Agency Relationships: Strong partnerships with families and external agencies (e.g., CYPS)
- Pupil Voice: Active involvement through a robust School Council and Healthy School group
- Targeted Support: Interventions for struggling pupils include programmes like My Happy Mind and CAMHs.
Next steps for PD & B&A: Embed therapeutic thinking, develop opportunities for pupils to actively support the well-being of other pupils, to develop the curriculum to provide broader development opportunities & to ensure all receive an age appropriate understanding of healthy relationships and protected characteristics.
Behaviour and Attitudes
- Behaviour Expectations: Pupils are taught how to behave, fostering a culture of tolerance and respect.
- Effective tracking of behaviour and implementing Therapeutic Thinking for assessments and interventions.
- Outstanding care for pupil welfare, strong focus on celebrating achievements and maintaining a positive culture.
- Pupils exhibit excellent behaviour in the community. We receive positive feedback
- Investment in staff training on behaviour management, with a dedicated team for Therapeutic Thinking.
- Questionnaires indicate that pupils feel safe at school & a culture that addresses bullying effectively.
Leadership and Management Effectiveness
- Appraisal processes align staff skills and aspirations with roles needed for the School Improvement Plan.
- The SBM has improved admin functions, enhancing communication and project management.
- Training includes opportunities for staff to observe best practices and pursue qualifications.
- A bespoke curriculum is provided, regularly reviewed based on feedback and pupil needs.
- High standards of behaviour are maintained, resulting in very few suspensions.
- The SIP is regularly reviewed and drives improvements across the school.
- Assessment data is shared with leaders and teachers, promoting collective responsibility.
- Meetings with health professionals ensure appropriate support for pupils with specific needs.
Next Steps: To further develop and build upon engagement opportunities within the community, develop the effectiveness of professional development for staff & to continue to improve wellbeing including consideration of workload.
The effectiveness of early years provision
- A/B & Dept embedding & embedding Birth to 5 matters framework to improve practice.
The effectiveness of sixth form programmes
- A/B & Dept embedding & embedding the wide and varied curriculum.