There are various
objectives behind the external reviews carried out by the Education Review
Section (ERS) and Regulatory and Compliance Section (RCS). One of the most
important characteristics brought about by the role of external evaluator is
the consistent presence in schools through the different external review
models. The use of a variety of review models is a valuable opportunity to
develop a link with schools where national policies and strategies can be
discussed among professionals. Determining evidence can be gathered through
these external reviews which can spur further development both at school and
national level.
External Reviews carried out by the ERS
The
evaluation emanating from the different external reviews models aims to provide
the Head of School, school community and relevant authorities with an overview,
as well as formative feedback on the school’s practices in relation to some or
all of the Quality Assurance Department (QAD) Standards. It also aims to guide
the school in its quest for excellence.
Whole-School External Review Model
The aim of
the Whole School External review is to contribute to quality enhancement of the
educational provision in the visited school by thoroughly considering all the QAD
Standards and giving feedback on the three areas, namely Educational Leadership
and Management, Learning and Teaching, and School Ethos. This announced External
Review is carried out by a team of Education Officers within the ERS, one of
whom being the review leader. The duration of the Whole School External Review
varies between 3 to 5 days depending on the size of the school
Following a
Whole School External Review, the ERS issues a report to the Head of School and
the Head of College Network (or equivalent in the case of Church and
Independent Schools) which aims to highlight the school’s strengths as well as
areas for improvement. The Head of School then shares the report, or a
comprehensive version of it, with educators and parents.
Following the
external review, the school hosts a post review meeting whereby the Head of School
explains to the ERS representatives how the school started/intends to address the
recommendations listed in the report.
Documentation
Follow-Up External Review
The aim of
the Follow Up External Review is to evaluate the school’s progress in relation
to the areas for improvement identified in the previous external review. This
unannounced external review also serves to validate the outcomes of the
previous external review by confirming, or otherwise, that what had been observed
reflected the reality of the school. The Follow Up external review is carried
out by the assistant director and a team of Education Officers within the ERS.
At the end of
the Focused External Review, the ERS issues a brief report to the Head of School
and the Head of College Network (or equivalent in the case of Church and
Independent Schools) indicating progress or otherwise on the identified areas
for improvement. The dissemination of this report with the rest of the school
community is at the discretion of the Head of School.
Documentation
One-Day External Review
The aim
behind the One Day External Review is to evaluate the school’s internal quality
assurance mechanisms and how well these promote improvement in learning and
teaching for the benefit of all learners. This unannounced external review
model focuses on specific QAD standards, namely internal review and school
development planning, learning and teaching, and formative assessment which is
integrated in the learning and teaching process.
The One-Day
External Review is carried out by a team of Education Officers within the ERS,
one of whom being the review leader.
Following a
One-Day External Review, the ERS issues a record of outcomes to the Head of
School with the aim of giving feedback about the school’s practices, in a
formative and developmental way. The dissemination of this record of outcomes
with the rest of the school community is at the discretion of the Head of
School.
Following the
external review, the school hosts a post review meeting whereby the Head of School
explains to the ERS representatives how the school started/intends to address the
recommendations listed in the record of outcomes.
Documentation
Thematic External Review Model
The main aim
of the Thematic External Review is to present policy makers with a
comprehensive picture of the quality of education across schools in relation to
areas of national importance. Thematic
External Reviews inform policy makers about the progress, or otherwise, in the implementation
on national policies, indicate general trends as well as possible ways for
improvement purposes. The Thematic External Review is carried out by a team
composed of Education Officers within the ERS, one of whom being the review
leader, as well as expert/s in the area being reviewed.
Focused External Review Model
The aim of
the Focused External Review is to evaluate the school against one or few of the
QAD standards. The evaluation emanating from this model aims to provide the
Head of School, the school community and relevant authorities with a thorough
and realistic picture of the school’s progress or performance in the identified
area of focus. The duration of this announced external review model is
determined by the Director QAD on a case-by-case basis. It is carried out
by a team of Education Officers within the ERS, one of whom being the review
leader, as well as possible experts in the field.
Following the
Focused External Review, the ERS issues a report to the Head of School and the
Head of College Network (or equivalent in the case of Church and Independent
Schools). This report aims to affirm the school’s efforts in bringing about the
necessary positive changes in the identified area/s of focus and where
necessary, help the school community reflect on its practices and subsequently
develop an action plan that leads to school improvement. The Head of School
shares the report, or a comprehensive version of it, with educators and
parents.
Following the
external review, the school hosts a post review meeting whereby the Head of School
explains to the ERS representatives how the school started/intends to address the
recommendations listed in the report.
Documentation
Triggers
The following
table indicates the possible triggers leading to the
different external review models by ERS. Any external review model can be
triggered by the DQAD due to any other relevant issue.
External Review carried out by the RCS - Compliance Check
Through this external
review model, the RCS evaluates the structure of educational institutions,
namely, their regulatory and compliance aspects. The evaluation focuses on
licensing, school registers, class populations, approvals, timesheets, Schools
Statistical Returns (SSR), Learning and Assessment Time, Health and Safety and
Protection of Minors Act (POMA). This external review comprises both a
desk-based evaluation as well as an announced onsite visit. It is carried
out by a team of QAD officers, one of whom being the review leader.
Following the
visit, the review leader issues a report to the Head of School and Head of
College Network (or equivalent in the case of Church and Independent Schools), indicating
compliance, or otherwise with legislation, as well as providing guidance, where
necessary, for the school to become compliant.
Further details on the External Reviews and Compliance Checks held by the DQSE can be found in the ER and Compliance Handbook.