School Evaluation Framework
Indicators for Dimension 1: Positive Outcomes for Children
Ensuring that all children achieve their potential during their time at school is a key purpose of
schooling. Children who achieve well at school are more likely to have successful experiences at
the next stage of their education and in their lives beyond school. It is crucial that through
evaluation we gather, collate, analyse and use valid and reliable information on children, such as
their achievement, progress and attitudes to learning. This information is used to inform
decision making at individual, classroom, school-wide and organisational level.
The following themes will be evaluated:
1. Children show progress in their learning and development;
2. Children have a strong sense of identity;
3. Children are connected with and contribute to their world;
4. Children have a strong sense of wellbeing;
5. Children are confident and involved learners;
6. Children are effective communicators.
Evaluative Questions Descriptors Possible sources of evidence
1.Children show progress in their learning and development
Young children are individuals first, each with a unique profile of abilities. All planning is primarily based on
observations of children; this information is then used by teachers to understand and consider what their
current interests, development and learning needs are and respond to them. The assessment of young
children is very different from the assessment of older children and adults. Assessment of young children is
individualised so that each child’s performance is measured against their previous level of mastery. This
facilitates effective tracking of their progress over time, and the impact of the programme or curriculum on
their learning can be measured. Best practices for the assessment of young children include carefully
selected informal and formal strategies that measure specific characteristics over time and in many
different contexts. Such assessments more accurately provide a broad picture of a child’s growth,
development, and learning, and help teachers make informed decisions for addressing individual learning
needs of children.
How well are children’s learning School leaders and teachers ‘Meeting Individual Needs’ plans
needs being identified and identify learning needs and and lesson evaluations
addressed? barriers and appropriate Baseline assessments
To what extent are opportunities measures are taken in the form of Children’s portfolios and personal
provided for children to assess activities designed to scaffold files
their own learning? their learning. SEU meetings held on-site with
School Head, teachers, parents
Children learn and develop Observation diaries
according to their capabilities, are Examples of child self-assessment
able to work independently, activities, such as Traffic light, “I
demonstrate creativity and the have learned”, KWL
ability to think for themselves.
The progress and learning of
individual and groups of children
is monitored to gauge their level
of understanding.
Children are engaged in self-
assessment activities that help
them understand what they know
with the help of the teacher.
Evaluative Questions Descriptors Possible sources of evidence
2. Children have a strong sense of identity
Children learn about themselves and construct their own identity within the context of their families and
communities. This includes their relationships with people, places, things and the actions and responses of
others. In early childhood settings children develop a sense of belonging when they feel accepted, develop
attachments and trust those that care for them. As children are developing their sense of identity they
explore different aspects of it (physical, social, emotional, spiritual and cognitive), through their play and
their relationships. When children feel safe, secure and supported they grow in confidence to explore and
learn.
To what extent do children feel They are familiar with the Classroom observations
safe, secure and supported? routines and regular events of the
To what extent do children school day and transition Conversations with children
develop their emerging smoothly from one to another.
autonomy, interdependence, Children communicate their Observation diaries
resilience and sense of urgency? needs for comfort and assistance
To what extent do children and establish and maintain Environment
develop confidence in and respectful, trusting relationships
knowledge about their own with other children and adults. Narrative assessment: Digital
identities? They openly express their feelings photographs Anecdotal
To what extent do children have and ideas in their interactions and observations Learning stories
opportunities for leadership? respond to ideas and suggestions Audio and video clips Samples of
from others. emergent
Children initiate interactions and
join in play with peers and adults.
They behave in ways that are safe
for themselves and others, and
demonstrate an awareness of the
needs and rights of others.
They cooperate and work
collaboratively with others, and
feel recognized and respected for
who they are.
Children are open to new
challenges and discoveries. They
take considered risk in their
decision-making, cope with the
unexpected and approach new
situations with confidence.
They recognise their individual
achievements and the
achievements of others.
Children share aspects of their
culture with other children and
teachers. They explore different
identities and points of view in
dramatic play.
Children take part in interactive
morning assemblies, role plays,
presentations etc. They assume
roles such as helper of the day,
student of the week, group
leader, prefect, monitor during
co- and extra-curricular events.
