The LPS Self-evaluation philosophy enables us to identify our strengths and areas for improvement through a systematic and autonomous process. It facilitates the ability for all stakeholders to engage with rigorous school development activities in order to improve the quality of provision that pupils receive and the standards they achieve. It is a reflective, systematic and analytical process, through which we identify the best way forward for our pupils and our staff. It enables the school to identify priorities for improvement, plan the necessary actions and put in place the support and resources to maximise impact.

The evidence from school self-evaluation, together with the evidence from an external evaluation such as Estyn Inspection or Regional Consortia Challenge & Support, leads directly to formulating the school improvement plan, which identifies the strategies to secure future improvement.

Through the school improvement plan, self-evaluation is closely linked to the school’s budget and the allocation of resources. The school's priorities are reflected in the Performance Management objectives for the Headteacher, all staff and pupils.  This ‘Golden Thread’ ensures aligned focus on whole school improvement and shared understanding towards success.

The image to the right highlights a six-step school self-evaluation process. This supports the building of teachers’ expertise over time in analysing and interpreting the evidence of pupils’ learning and acting on the information to improve outcomes and provision.

This cyclical journey of self-review is undertaken throughout and within an academic year.  The school improvement targets are identified during the end of year review period, which utilises information gleaned through a series of robust self-review systems, strategically planned throughout the year.  

These systems are planned out for the year on an annual timeline shown below, which is shared with all staff and displayed around the school.

LPS Self-Review Timeline