1

Preparing for a Quality Audit

2

The Review Timetable

Prior to the review but and not less than 8 weeks before it البدء قبلأسابيع ثمانية عن يقل ال بما بالمراجعة

• Training the school principal and other senior staff on completing the self-evaluation form (SEF) as needed.

التقييم • استمارة تعبئة على منتسبيها كبار وبعض المدرسة مدير تدريب. الحاجة حسب الذاتي

• The school is given the SEF, parents’ questionnaire (PQ) to be completed. •. األمور أولياء آراء واستطالع لتعبئتها الذاتي التقييم استمارة المدرسة إعطاء

• The school sends the PQs to parents following the SEF training session.تعبئة • على التدريب بعد األمور أولياء إلى اآلراء استطالع المدرسة إرسال

. الذاتي التقييم استمارة

3

The Review Timetable

2 weeks after SEF training and not less than 6 weeks before the expected review dates

عملية بدء قبل أسابيع ستة يقل ال بما التدريب بعد أسبوعين خالل: المتوقعة المراجعة

• The school returns the SEF and other key documentation to the SRU. إلى • أساسية أخرى وثائق وأية الذاتي التقييم استم;ارة الم;درسة تعيد

. المدارس أداء مراجعة وحدة• The school sends the completed PQs separately from the SEF in a

sealed envelope to the SRU.وبصورة • مغلق ظرف في األمور أولياء استطالع المدرسة ترسل

إلى الذاتي التقييم استمارة عن .SRUمنفصلة

4

The Review Timetable3 weeks before the review المراجعة عملية بدء من أسابيع ثالثة قبل• The lead reviewer writes the pre-review brief (PRB) based on the SEF and

the PQ analysis and any other available information.التقييم استمارة أساس على المراجعة قبل ما خالصة المراجعة فريق قائد يكتب

. متوافرة أخرى معلومات وأية األمور أولياء استطالع ةتحليل الذاتي1 week before the Review المراجعة من واحد أسبوع قبل• The PRB is sent to the school. The school organises the necessary

meetings based on the PRB.جداول • ترتيب في تبدأ والتي المدرسة إلى المراجعة قبل ما خالصة ترسل

. المراجعة خطة على بناءً لالجتماعات• The SRU informs the school of the date of its review and the name of the

lead reviewer.•. المراجعة فريق قائد واسم مراجعتها بتاريخ المدارس أداء مراجعة وحدة تبلغ

5

Managing the Review – the staff• A preliminary meeting of all staff, well in advance of the review team’s visit

المراجعة فريق زيارة من مبكر وقت في الموظفين، لجميع تمهيدي اجتماع عقد• Making the key documentation from SRU available to all members of staff

من الرئيسية الوثائق التدريس SRUجعل هيئة أعضاء لجميع متاحة• Adopting a collective approach to completing the school evaluation form (SEF). The SEF should not be

seen as the sole concern of the Principal and others in leadership positions. The most effective SEFs are those to which a broad cross-section of the staff has contributed information and insight

المدرسة  تقييم استمارة الستكمال جماعي نهج إلى. SEFاعتماد ينظر أن ينبغي الشاغل SEFال باعتبارها . القيادية المناصب في وغيرهم للمدير الموظفين؟ SEFالوحيد فيها يساهم التي تلك هي فعالية األكثر

• While the review visit is in progress, providing the opportunity daily for each member of staff who has contact with a member of the review team

فريق  أعضاء أحد مع لالتصال فرد لكل الفرصة توفير ينبغي المراجعة، فريق زيارة أثناء وفي حين فيالمراجعة

• Organising a debriefing session for all staff at the end of the review visit, at which to thank them and share the key messages in the oral feedback received from the review team.

•. االستعراض الزيارة نهاية في الموظفين لجميع المعلومات استخالص جلسة تنظيم

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Managing the Review – the governors

• Devoting sufficient time at a meeting, held well in advance of the review visitالمراجعة   زيارة من مبكر; وقت في عقد الذي االجتماع في كاف تكريسوقت

• Allowing the governing body sufficient time to read and digest the key documentation associated with the review

بالمراجعة  المر;تبطة الرئيسية الوثائق واستيعاب لقر;اءة الكافي الوقت; الحكام إعطاء• In particular, ensuring that the governing body is aware of the sections of the Review

Framework and Guidance that deal with the evaluation of the school’s governance arrangements.

في  اإلدارة ترتيبات تقييم مع تتعامل األقسام أن يدركون الحكام أن وضمان الخصوص، وجه علىالمدرسة.

• Involving members of the governing body in the completion of the self-evaluation form (SEF). • Arranging for one or more members of the governing body to be present when the review

team gives its oral feedback at the conclusion of the review visit. • Arranging a debriefing session for governors at the end of the review visit, at f o share key

points from the oral feedback from the review team.

7

Managing the Review – the Students

• Making the students aware of the review, at assembly and via their teachers

• Making sure that the students understand why they are asked to complete a questionnaire

• Preparing the students identified for discussions with the review team. • Making sure that any events involving students taking place during the

review visit are well organised. • At the end of the review visit, thanking the students for their help during

the week and giving brief ‘headlines’

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Managing the Review – the Parents• Communicating clearly and simply to parents the purposes of the review

• Making copies of the key review documentation available to any parents who wish to read it • Inviting questions about the review from parents, and supplying answers, either at meetings or

via written communication • Distributing the Parent’s Questionnaire with an accompanying letter of explanation of its

purposes and importance for the review process and its confidentiality • Briefing the representative group of parents in advance of their meeting with the review team • Providing promptly to parents an accurate overview of the review team’s oral feedback at the

end of the review • Providing promptly after its publication a summary of the review report • Briefing some parents to supply the press with written reaction to the contents of the published

review report.

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Managing the Review Process• Making sure that the review team’s logistical requirements are

accommodated efficiently. • Supplying promptly the documentation requested by the review team: • Responding positively to the contents of the review team’s Pre-Review

Briefing (PRB), which the Lead Reviewer will discuss with the Principal at the start of the review.

• Making arrangements for the Principal and Lead Reviewer to meet briefly at the start of each day to discuss progress and raise any matters of concern

• Identifying, after discussion with the Lead Reviewer, the members of the staff who will be interviewed by the review team and a schedule of the locations and times when the interviews can take place

• Arranging meetings between the review team and representative groups of parents and students

• It is helpful – but not obligatory – for teachers to give reviewers a brief plan of the lessons they observe.