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Looking at our School—LAOS

Learn how LAOS (Looking at our School) framework supports school self-evaluation and improvement. Explore LAOS structure, themes, and components. Discover SDP stages and materials for effective school planning.

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Looking at our School—LAOS

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  1. School Development Planning Initiative Looking at our School—LAOS

  2. Outline of this Session • Overview of Looking at our School • Structure • Use in SDP process • Working with LAOS—example • Workshop—exploring use of LAOS

  3. Foreword – Chief Inspector • LAOS was prepared by ESRU of DES Inspectorate • To assist schools in process of internal review and self-evaluation • To assist schools in fulfilling quality assurance obligations under Education Act 1998 • To provide a clear framework for external evaluation by the Inspectorate • Education partners contributed to its development • School views on the guide are welcome in the interest of improving its usefulness

  4. LAOS • Towards school improvement through internal review and self-evaluation • School context factors central • School selects focus in the light of context factors Consistent with SDP approach….

  5. School Improvement – SDP Process

  6. Use of LAOS—SDP Stages • Review – provides relevant pointers for • broad / general review to select priorities • specific / focused review of selected priority • Design – guides • Selection of relevant targets re selected priority • development of success criteria for action plans / policy statements • Evaluation – acts as prompt for questions to test “real against the ideal”

  7. LAOS - Overview

  8. LAOS Structure • 5 broad AREAS of operation in a school • Quality of School Management • Quality of School Planning • Quality of Curriculum Provision • Quality of Learning and Teaching in subjects • Quality of Support for Students • Each Area subdivided into ASPECTS • Further broken down into COMPONENTS • For each Component, a number of THEMES are identified as a basis for evaluation

  9. LAOS Structure • THEMES relating to • COMPONENTS of each • ASPECTwithin each • AREA of operation

  10. LAOS Structure - Area 2(Including selected theme headings)

  11. SDPI Review Areas Mission, Vision, Aims Context Factors Curriculum (including Learning & Teaching) Care & Management of Pupils Staff Organisation and Development School-Home-Community Links School Management & Administration LAOS Areas School Management School Planning Curriculum Provision Learning & Teaching Support for Students Context factors to be taken into account SDPI Materials and LAOS

  12. SDPI Materials andSchool Self-Evaluation (SSE) • The Blue Book • The Planning Cycle, pp. 18-25 Review: Purpose, Areas, Instruments, Outcome Design: Action Planning Implementation: Support, Monitoring Evaluation: Purpose, Instruments, Next Steps… • Areas for Review, pp. 46-47 Seven areas, including Context Factors

  13. SDPI Materials and SSE • The Yellow Folder • Approaches to Review, Unit 3 Preliminary Guidelines Models Worksheets • Approaches to Evaluation, Unit 5 Preliminary Steps in Self-Evaluation Criteria and Evidence Self-Evaluation Tools

  14. Working with LAOS - ExampleAreas • 1. school management • 2. school planning • 3. curriculum provision • 4. learning and teaching in subjects • 5. support for students

  15. Area 4 Learning and Teaching in Subjects • Aspects: • A. Planning and preparation • B. Teaching and learning • C. Assessment andachievement

  16. Area 4, Aspect C Assessment and Achievement • Components: • i. Assessment modes and outcomes • ii. Record-keeping and reporting • iii. Student engagementin subject • iv. Overall studentachievement in subject

  17. Area 4, Aspect C, Component ii Record-keeping and reporting • Themes:(page 27) • Recording & ease of use • Monitoring student progress & sharing records • Students with special educational needs • Written reports to parents • Parental response to reports

  18. Area 4, Aspect C, Component ii Record-keeping and reporting: Themes • I. Recording & ease of use • How does the school record results? (What, when, where?) • How accessible is information on results? • How user friendly is this information? • Other considerations…? How well are we doing re this theme? Evidence??

  19. Area 4, Aspect C, Component ii Record-keeping and reporting: Themes • II. Monitoring student progress & sharing records • How is student progress monitored? • What aspects of student progress are monitored? • To what extent are progress reports shared with other professionals? • With whom are progress reports shared? • Other considerations…? How well are we doing re this theme? Evidence??

  20. Area 4, Aspect C, Component ii Record-keeping and reporting: Themes • Students with special educational needs • How effective is liaison between members of the school staff in relation to the progress of students with special needs? • How do we liaise with parents of special needs students? • How do we liaise with other professionals? • Other considerations? How well are we doing re this theme? Evidence??

  21. Area 4, Aspect C, Component ii Record-keeping and reporting: Themes • Written reports to parent • What written reports do we provide to parents? • Are the reports easily understood? • Do these reports give a profile of student achievement in the subject? • Is this profile of both a quantitative & qualitative nature? • Other considerations? How well are we doing re this theme? Evidence??

  22. Area 4, Aspect C, Component ii Record-keeping and reporting: Themes • Parental response to reports • Do we encourage parents to respond to school reports? • How? • How do we respond to parental responses to reports? • Other considerations? How well are we doing re this theme? Evidence??

  23. School Development Planning (Using LAOS as a tool) • Used selectively in SDP, LAOS may help guide: • Focused review, by prompting a detailed survey within any area of school life • Evidence based validation of existing practice • Selection of targets for action planning in a systematic way, sensitive to the school context • Relation of SDP evaluation within a planning cycle to general criteria for evaluation of the chosen area for development

  24. Workshop • In PAIRS: • Select from the following shortlist of common priorities: 1. Pastoral Care 2. Extra-Curricular Opportunities 3. Disadvantage 4. In-School Management • Identify Components and Themes in the LAOS guide relevant to your assigned priority. • Develop a set of questions that could be used for either a review or evaluation of your school policy / approach in relation to this priority. • Consider how you could use the Components and Themes in Action Planning. • In FOURS: • Share your experiences of exploring the guide • FEEDBACK:

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