Local authority approaches to supporting school improvement: Questionnaire analysis

Question 3

The education authority’s stretch aims have been made clear to senior leaders. 

Question 4 

The education authority’s leadership structure is clear. 

Question 5

The education authority provides opportunities for children and young people to be involved and influence decision-making within the education authority. 

Question 6

The education authority provides opportunities for parents and carers to be involved and influence decision-making within the education authority. 

Question 7

The education authority’s arrangements and advice on self-evaluation is used effectively to help headteachers when planning for school improvement. 

Question 8

The education authority’s guidance and advice on reporting on education standards and quality is used effectively by schools when writing their school standards and quality report. 

Question 9

The education authority’s guidance and advice on planning for improvement is used effectively by schools when writing school improvement plans. 

Question 10

The education authority provides constructive feedback to every headteacher on the quality of their improvement plan and standards and quality report. 

Question 11

Between education authority staff and headteachers, there is a shared understanding of the purpose of its quality assurance activities. 

Question 12

The education authority adopts a systematic approach to its quality assurance activities. 

Question 13

The education authority invests in capacity building activities for its central education team to ensure that all schools experience a consistent application of the education authority’s program for quality improvement. 

Question 14

The education authority’s quality assurance activities are making a positive difference to improving the quality of education in all its schools. 

Question 15

 The education authority promotes and supports schools’ effective use of data to evaluate impact and outcomes on children and young people. 

Question 16

The education authority uses data effectively to demonstrate its progress in raising attainment and achievement for all children and young people in its schools. 

Question 17

The education authority uses data effectively to demonstrate its progress in closing the poverty-related attainment gap. 

Question 18

The education authority communicates its rationale for the professional learning activities that are offered to headteachers and their staff. 

Question 19

The education authority offers professional learning opportunities that develop the capacity and capability of headteachers to lead their schools. 

Question 20

The education authority’s strategy for raising attainment in literacy is clearly embedded in its programme of professional learning for teachers. 

Question 21

The education authority’s strategy for raising attainment in numeracy is clearly embedded in its programme of professional learning for teachers. 

Question 22

The education authority’s professional learning strategy draws on support from national organisations. 

Question 23

The education authority’s professional learning strategy provides opportunities to work with other education authorities to achieve common goals. 

Question 24

The education authority invests in capacity building activities for its central education team to ensure that the competences and knowledge to lead school improvement activities are developed. 

Question 25

There is a well-developed culture of support and challenge across the education authority. 

Question 26

 The education authority knows its schools well. 

Question 27

The education authority ensures that there is a named officer who is linked to each school. 

Question 28

The local authority routinely discusses the performance of schools with headteachers to help identify strengths and areas of development. 

Question 29

 The education authority recognises the successes of its schools. 

Question 30: 

The education authority provides constructive feedback on schools’ self-evaluation processes. 

Question 31

The education authority supports headteachers to lead effectively. 

Question 32

Headteachers have opportunities to work collaboratively with other school leaders within the education authority. 

Question 33

Headteachers are supported to exercise their autonomy to make key decisions relating to school improvement and education quality. 

Question 3

The education authority’s stretch aims to measure its progress in raising attainment and towards closing the poverty-related attainment gap have been made clear to me. 

Question 4

The education authority’s leadership structure is clear to me. 

Question 5

I have opportunities to be involved in and influence decision-making within the education authority. 

Question 6

 The education authority’s arrangements and advice on self-evaluation help me when planning for my school’s improvement. 

Question 7

The education authority’s guidance and advice on reporting on education standards and quality is useful to me when writing my school’s standards and quality report.

Question 8

The education authority’s guidance and advice on planning for improvement is useful to me when writing my school’s improvement plan. 

Question 9

The education authority provides constructive feedback to me on the quality of my school’s school improvement plan and standards and quality report. 

Question 10

Between education authority staff and headteachers, there is a shared understanding of the purpose of its quality assurance activities. 

Question 11

The education authority adopts a systematic approach to its quality assurance activities. 

Question 12

The education authority’s quality assurance activities are making a positive difference to improving the quality of education in my school. 

Question 13

The education authority has supported me to develop a systematic approach to self-evaluation in my school. 

Question 14

The education authority promotes and supports effective use of data to evaluate impact and outcomes on children and young people. 

Question 15

The education authority uses data effectively to demonstrate my school’s progress in raising attainment and achievement. 

Question 16

The education authority uses data effectively to demonstrate its progress in closing the poverty-related attainment gap. 

Question 17

 I regularly participate in professional learning that develops my capacity and capability to lead my school. 

Question 18

The education authority’s rationale for the professional learning activities it offers to headteachers is clear to me. 

Question 19

The education authority’s strategy for raising attainment in literacy is clearly embedded in its programme of professional learning for teachers. 

Question 20

The education authority’s strategy for raising attainment in numeracy is clearly embedded in its programme of professional learning for teachers. 

Question 21

The education authority’s professional learning strategy draws on support from national organisations. 

Question 22

The education authority’s professional learning strategy provides opportunities to work with other education authorities to achieve common goals. 

Question 23

There is a well-developed culture of support and challenge in the education authority. 

Question 24

 The education authority knows my school well. 

Question 25

When I need advice or support, I am able to contact a named education authority officer who is linked to my school. 

Question 26

The education authority routinely discusses the performance of my school with me, to help identify strengths and areas of development. 

Question 27

The education authority recognises my school’s successes. 

Question 28

The education authority provides constructive feedback on my school’s self-evaluation processes. 

Question 29

The education authority supports me to lead effectively. 

Question 30

I have opportunities to work collaboratively with other school leaders within my local authority. 

Question 31

 I feel I can exercise my autonomy to make key decisions relating to school improvement and education quality.