Bishop Challoner Catholic Collegiate School is a self evaluating school. In order to improve standards in education and youth services, raise self esteem and contribute to society, the school community must have a vision put into practise, regularly review its processes and outcomes and adapt to new situations.

(1) To improve the standard of education and youth services for all students and youths through self-evaluation. This can be done by ensuring efficiency in the teaching, pastoral and management activities of staff.

To raise self-esteem of students, youths and staff.
(3) To be cost effective and efficient.
(4)

School self evaluation is made up of a number of separate but linked structures and activities which, by their nature, contain an element of evaluation and therefore need to contribute to the overall evaluation process. These are the component parts of self evaluation at Bishop Challoner School:

the existing structures and processes set up to manage the school through faculty based teams, the staff development programme, the staff performance management programme.

A school-wide approach which seeks to combine the best features of quantitative and qualitative evaluation so that major judgements about the school are based on a broad spectrum of evidence.

The systematic collection and use of quantitative indicators of school performance (analysis of the educational value added for pupils from entry to leaving, the trends in numbers and

The systematic collection and use of the views and suggestions from parents and students about their general experience of the school.

The systematic collection and use of the views and suggestions from pupils about the improvement of the school as a Catholic community and a learning community, including learning conditions and practices, teaching and other working relationships between staff and pupils, discipline and the school environment.

The devolution of responsibility to faculties for bringing about good practice and for spreading it through a structured school- wide programme.

The application of an appropriate part of the school resources to support school evaluation in its development phase and to sustain it thereafter.

A school wide approach to self evaluation which acknowledges that any form of evaluation is potentially threatening to those involved and which seeks to make any necessary changes by identifying and sharing responsibility, consulting with all parties, creating a climate of fairness of treatment and encouraging respect for a diversity of views.

Drawing on Section B and C of the self-evaluation form and other relevant
data, write a brief description of its features. This is an opportunity for a brief
summary of the main characteristics of the school.

whether you intend to become a specialist school, or school with special
status, and if it is one already, the main changes that have occurred
because of this;

significant partnerships with other providers or agencies (such as shared
arrangements or the curriculum, federal arrangements, or partnerships
with employers).