Box 1.1.1: Video Case Study Evaluation Sheet

(Based on Scottish Office Education and Industry Department, 1996)

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PERFORMANCE INDICATOR: 2. Quality of pupils' learning

This performance indicator is concerned with the following themes:

• Extent to which pupils are motivated by their learning experience.
• Personal responsibility for learning, independent thinking and active involvement in learning.
• Interaction with others.

Level 4 Illustration

• A learning environment which encourages pupils to produce work of high quality has been established. Praise is used effectively to encourage pupils and to build their confidence. Pupils are motivated to work well and enthusiastically without close supervision.
• Almost all pupils are making good progress in their learning and in line with their prior attainment and abilities.
• Pupils take responsibility for and are active in, their own learning. Pupils are frequently required to think for themselves and reflect on ideas, issues and experiences.
• Pupils work collaboratively in a variety of circumstances involving groups of different composition and size.

A performance broadly equivalent to that illustrated above would merit a Level 4 award.

Level 2 Illustration

• Pupils respond conscientiously to the tasks set by the teacher, but the work of the class is characterised by lack of enthusiasm and pupils have few opportunities to exercise initiative. Occasional opportunities are taken to encourage good work and improve motivation but these are not maintained.
• The majority of pupils are making good progress in their learning.
• Pupils occasionally take responsibility for and are active in, their own learning. They do not always work well in the absence of direct supervision. They do what the teacher asks them to do but frequently they are passive listeners or watchers or undertake tasks which do not require much thought.
• Pupils rarely work collaboratively and the composition and size of pupil groups lack variety.

A performance broadly equivalent to that illustrated above would merit a Level 2 award.

PERFORMANCE INDICATOR: 5. Ethos

This performance indicator is concerned with the following themes:

• Sense of identity and pride in the school, equality and fairness.
• Welcoming environment.
• Pupil and staff morale and pupil/staff relationships.
• Pupil and staff expectations and use of praise.
• Pupils' behaviour and discipline.

Level 4 Illustration

• Pupils and staff identify strongly and are proud to be associated with the school. The work of the school at all levels is imbued with equality of opportunity and a sense of fairness.
• The reception of parents and visitors is well organised and welcoming while paying due regard to safety. Management consistently plays a very significant part in fostering a good atmosphere throughout the school and this is evident in its dealings with pupils, teachers, parents and visitors to the school.
• Pupil and staff morale is high. Relationships among staff are very positive. Good relationships are seen in the interactions among pupils and between pupils and staff.
• Staff expectations of pupils' attendance, behaviour and discipline are high. The importance of praise as a motivating and positive aspect of school life is well understood and the use of praise permeates all aspects of the life of the school. Pupils have high expectation of themselves and others. At all stages, they have opportunities to exercise responsibilities and many do so.
• Standards of pupils' behaviour and discipline are very high. Pupils work conscientiously and co-operatively with staff and one another and are very well behaved, polite and courteous. Staff handle any attendance and discipline problems in a sensitive and caring but authoritative manner so that disruption to learning and teaching is minimised.

A performance broadly equivalent to that illustrated above would merit a Level 4 award.

Level 2 Illustration

• Pupils and staff do not fully share a sense of identity or loyalty to the school community. Equality of opportunity and a sense of fairness do not feature significantly in the work of the school.
• The reception of visitors is not given sufficient priority. Management is inconsistent in its approach to promoting a good atmosphere within the school. Its relationships with pupils, staff and visitors are in a number of respects, such as to inhibit the development of a positive atmosphere.
• Pupil and/or staff morale is variable and relationships among staff are not always positive. The atmosphere is satisfactory in a number of respects but is not always relaxed or purposeful. Teacher-pupil and inter-pupil relationships lack consistency and are occasionally strained or unsympathetic.
• Staff expectations of pupils' attendance, behaviour and discipline are not always appropriate. While praise is used, there is limited understanding or recognition of its value. Pupils' expectations of themselves and others are limited. Opportunities to exercise responsibilities are restricted, for example limited to older pupils.
• Standards of pupils' behaviour and discipline are variable or fair overall but with a number of important weaknesses. A significant number of pupils fail to work co-operatively with staff and their behaviour lacks consideration for others. There are inconsistencies in the way poor pupil attendance and behaviour are handled and weaknesses in staff-pupil relationships give rise to occasional indiscipline which could be avoided.

A performance broadly equivalent to that illustrated above would merit a Level 2 award.