The document evaluates the arrangements for student welfare at a school. It examines records of student progress, guidance provided to students, communication with parents, and health and safety measures. Review questions address how well students are inducted and supported, academic and personal monitoring, support for special needs, advice available to students, and parent communication. The discussion section covers the differences between leadership and management, characteristics of each, and the relationship between the two roles. It also addresses school development planning, including self-evaluation, vision, action planning, and monitoring progress.

1. Evaluation of the Arrangements for Students’ Welfare
‫الطالب‬ ‫وإرشاد‬ ‫ومساندة‬ ‫جودة‬ ‫تقييم‬ 1

2. How well are students supported and guided ?
‫الطلبة؟‬ ‫وتوجيه‬ ‫دعم‬ ‫يتم‬ ‫كيف‬
• Records of students’ personal and academic progress and the
advice they receive
•‫التي‬ ‫والمشورات‬ ‫للطلبة‬ ‫واألكاديمي‬ ‫الشخصي‬ ‫التقدم‬ ‫تسجيل‬‫يتلقونها‬
• information about curriculum and other choices is provided for
students
•‫للطلبة‬ ‫األخرى‬ ‫والخيارات‬ ‫المنهج‬ ‫حول‬ ‫معلومات‬.
• Student access to staff for guidance and support
•‫وتوجيههم‬ ‫دعمهم‬ ‫أجل‬ ‫من‬ ‫للموظفين‬ ‫الطلبة‬ ‫وصول‬.
• regular information sent to parents about their children’s progress
•‫منتظمة‬ ‫معلومات‬ ‫إرسال‬‫لألباء‬‫أبنائهم‬ ‫تقدم‬ ‫حول‬.
• Rules and routines defining acceptable behaviour
•‫السلوك‬ ‫تحديد‬ ‫وإجراءات‬ ‫قواعد‬‫المقبول‬.
• Regular risk assessments relating to health and safety.
•‫والسالمة‬ ‫بالصحة‬ ‫المتعلقة‬ ‫العادية‬ ‫المخاطر‬ ‫تقييم‬.
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3. Review Questions
• Are students inducted into the school in a way that helps
them settle quickly and easily?
‫بسهو‬ ‫االستقرار‬ ‫على‬ ‫تساعدهم‬ ‫بطريقة‬ ‫المدرسة‬ ‫في‬ ‫الطلبة‬ ‫تهيئة‬ ‫يتم‬ ‫هل‬‫ويسر؟‬ ‫لة‬
• Does the school monitor students’ academic progress so that
their learning needs can be met?
‫ت‬ ‫إلدى‬ ‫سدعيا‬ ‫ومراقبتدي‬ ‫للطلبدة‬ ‫األكداديمي‬ ‫التقددم‬ ‫بتقييم‬ ‫المدرسة‬ ‫تقوم‬ ‫هل‬‫احتياجداتهم‬ ‫لبيدة‬
‫التعليمية؟‬
• Does the school monitor students’ personal development so
that their learning needs can be met?
‫هل‬‫إ‬ ‫سعيا‬ ‫ومراقبتي‬ ‫للطلبة‬ ‫الشخصي‬ ‫التطور‬ ‫بتقييم‬ ‫المدرسة‬ ‫تقوم‬‫تلبية‬ ‫لى‬
‫احتياجاتهم‬‫التعليمية؟‬
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4. Review Questions
• Does the school deploy staffing and resources effectively to
support students with special educational needs of
different kinds?
‫بفاعليدة‬ ‫والماديدة‬ ‫البشدرية‬ ‫المدوارد‬ ‫توظيدل‬ ‫علدى‬ ‫المدرسدة‬ ‫تعمل‬ ‫هل‬‫لددعم‬
‫التعليمية‬ ‫االحتياجات‬ ‫ذوي‬ ‫الطلبة‬‫اختالفها؟‬ ‫على‬ ‫الخاصة‬
• Are students sensitively supported and helped when they
have problems?
‫تكون‬ ‫عندما‬ ‫ومساعدتهم‬ ‫الطلبة‬ ‫مساندة‬ ‫تتم‬ ‫هل‬‫لديهم‬‫مشكالت؟‬
• Do students have access to staff for advice and guidance
about the next stage of their education and in preparation
for employment?
‫للمرح‬ ‫إلعدادهم‬ ‫الالزمين‬ ‫والتوجيي‬ ‫النصيحة‬ ‫على‬ ‫الحصول‬ ‫الطلبة‬ ‫يستطيع‬ ‫هل‬‫المقبلة‬ ‫لة‬
‫المدرسة؟‬ ‫في‬ ‫المعنيين‬ ‫قبل‬ ‫من‬ ‫للتوظيل‬ ‫أو‬ ‫التعليم‬ ‫من‬
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5. Review Questions
• Are parents well informed about students’
progress?
‫الطلبة؟‬ ‫بتقدم‬ ‫األمور‬ ‫أولياء‬ ‫إحاطة‬ ‫تتم‬ ‫هل‬
• Does the school ensure that students and staff
work in a healthy and safe environment?
•‫اإلدا‬ ‫الهيئتين‬ ‫وأعضاء‬ ‫الطلبة‬ ‫أن‬ ‫من‬ ‫المدرسة‬ ‫تتأكد‬ ‫هل‬‫رية‬
‫آمنة؟‬ ‫وبيئة‬ ‫صحي‬ ‫جو‬ ‫في‬ ‫يعملون‬ ‫والتعليمية‬
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6. Leadership and/or Management
– Discuss the similarities and differences between
the role of a leader and the role of a manager
– Is the principal of your school a leader or a
manager
– What are the characteristics of good leadership?
– What are the characteristic of good management?
– Are good leaders always good managers?
– Are good managers always good leaders?
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7. Leadership and/or Management
–‫القيدادة‬:‫دتق‬‫د‬‫بالمس‬ ‫وتهدتم‬ ‫دانية‬‫د‬‫اإلنس‬ ‫العالقدات‬ ‫دى‬‫د‬‫عل‬ ‫القيدادة‬ ‫دز‬‫د‬‫ترك‬‫بل‬.‫دتم‬‫د‬‫وته‬
‫ددددات‬‫د‬‫والتوجه‬ ‫ددددة‬‫د‬‫بالراي‬ ‫ددددادة‬‫د‬‫القي‬‫ددددتراتيجية‬‫د‬‫االس‬‫وتمارس‬‫دددددو‬‫د‬‫الق‬ ‫ددددلوب‬‫د‬‫أس‬‫ة‬
‫والتدريب‬.
–‫اإلدارة‬:‫در‬‫د‬‫الحاض‬ ‫دت‬‫د‬‫الوق‬ ‫دي‬‫د‬‫ف‬ ‫واألداء‬ ‫داز‬‫د‬‫اإلنج‬ ‫دى‬‫د‬‫عل‬ ‫اإلدارة‬ ‫دز‬‫د‬‫ترك‬.‫دن‬‫د‬‫وم‬
‫واالهتمد‬ ‫األداء‬ ‫وإتقدان‬ ‫المشدكالت‬ ‫وحدل‬ ‫المعدايير‬ ‫علدى‬ ‫تركدز‬ ‫فهدي‬ ‫هنا‬‫ام‬
‫السلطة‬ ‫واستعمال‬ ‫والنظم‬ ‫باللوائح‬.‫بالنتائج‬ ‫تهتم‬ ‫كما‬‫اآلنية‬.
–‫للمستقب‬ ‫التخطيط‬ ‫عالم‬ ‫في‬ ‫نعيش‬ ‫تجعلنا‬ ‫إدارة‬ ‫بدون‬ ‫فالقيادة‬‫إهمدال‬ ‫مدع‬ ،‫ل‬
‫المسدتقبلي‬ ‫ألهددافنا‬ ‫نصل‬ ‫كي‬ ‫إليي‬ ‫نحتاج‬ ‫الذي‬ ‫الفوري‬ ‫اإلنجاز‬‫ة‬.‫واإلدارة‬
‫فد‬ ‫تسدتقرقنا‬ ‫التدي‬ ‫اليومية‬ ‫مشاكلنا‬ ‫سوى‬ ‫نرى‬ ‫ال‬ ‫تجعلنا‬ ‫وحدها‬‫لندا‬ ‫يتدا‬ ‫ال‬
‫للقدد‬ ‫والتخطديط‬ ‫للتفكيدر‬ ‫الوقدت‬.‫البعيددة‬ ‫األهددال‬ ‫عدن‬ ‫نبتعدد‬ ‫تجعلندا‬ ‫إنهدا‬
‫والمبداد‬ ‫بالقيم‬ ‫وربطها‬ ‫الكلية‬ ‫والصورة‬.‫ا‬ ‫فدورة‬ ‫فدي‬ ‫ننسدى‬ ‫وقدد‬‫هتمامندا‬
‫أحاسي‬ ‫لهدم‬ ‫بشدر‬ ‫مدع‬ ‫نتعامدل‬ ‫أنندا‬ ‫والجدودة‬ ‫واإلتقدان‬ ‫باإلنتاج‬ ‫الطاغي‬‫سدهم‬
‫واحتياجاتهم‬ ‫وحقوقهم‬.
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8. School Development Planning
– Where are we now ? ( self evaluation)
– Where do we want to be ? ( reflection and planning)
– How do we get there ? ( action planning )
– How do we know when we have arrived ? ( success
criteria, monitoring and evaluation)
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9. Development plans need action plans
– What is the timescale ?
– Who is responsible ?
– What resources are necessary ?
– What are the success criteria?
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10. From SEF to SDP
•The starting point needs to be the Self-evaluation
form:-
Development points should be included
in the SEF
•The School Development Plan needs to address
the development points in the SEF in a
structured fashion
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11. Framework Questions
• Do the principal and others with leadership responsibility have a
clear vision for the school, focused on achievement, which is shared
with and by the staff?
•‫التحصي‬ ‫على‬ ‫ز‬ّ‫ك‬‫تر‬ ‫للمدرسة‬ ‫واضحة‬ ‫راية‬ ‫القيادات‬ ‫من‬ ‫وغيره‬ ‫المدير‬ ‫يمتلك‬ ‫هل‬‫ل‬
‫بالمدرسة؟‬ ‫العاملين‬ ‫مع‬ ‫الراية‬ ‫هذه‬ ‫ومشاركة‬
• Are leaders effective in inspiring, motivating and supporting staff?
•‫المدرسة؟‬ ‫قيادة‬ ‫قبل‬ ‫من‬ ‫ودعمهم‬ ‫وتحفيزهم‬ ‫العاملين‬ ‫إلهام‬ ‫يتم‬ ‫هل‬
• Is self-evaluation, including the analysis of performance, rigorous
and is it used to assure quality and bring about further
improvement?
‫لض‬ ‫استخدامي‬ ‫يتم‬ ‫وهل‬ ‫بالقوة‬ ‫األداء‬ ‫تحليل‬ ‫ذلك‬ ‫في‬ ‫بما‬ ،‫الذاتي‬ ‫التقييم‬ ‫يتسم‬ ‫هل‬‫الجودة‬ ‫مان‬
‫التحسن؟‬ ‫من‬ ‫مزيد‬ ‫وإحداث‬
• Does the school have a strategic plan, which is firmly focused on
improvement?
‫التحسن؟‬ ‫على‬ ‫بقوة‬ ‫ز‬ّ‫ك‬‫تر‬ ‫استراتيجية‬ ‫خطة‬ ‫المدرسة‬ ‫تمتلك‬ ‫هل‬11

12. Framework Questions
• Are the staff effectively managed, developed and efficiently deployed?
•‫عليهم؟‬ ‫المهام‬ ‫توزيع‬ ‫حسن‬ ‫مع‬ ‫أدائهم‬ ‫وتطوير‬ ،‫فاعلة‬ ‫إدارة‬ ‫العاملين‬ ‫إدارة‬ ‫تتم‬ ‫هل‬
• Are budgeting, planning and resource allocation firmly linked, to ensure the
provision of good quality teaching and learning and a high quality learning
environment, appropriate to the school’s mission?
•‫التعلي‬ ‫في‬ ‫الجودة‬ ‫لضمان‬ ‫الموارد‬ ‫وتخصيص‬ ‫والتخطيط‬ ‫الميزانية‬ ‫إعداد‬ ‫بين‬ ‫قوي‬ ‫ربط‬ ‫يوجد‬ ‫هل‬،‫والتعلم‬ ‫م‬
‫المدرسة؟‬ ‫رسالة‬ ‫مع‬ ‫يتناسب‬ ‫بما‬ ‫الجودة‬ ‫عالية‬ ‫تعليمية‬ ‫بيئة‬ ‫وتوفير‬
• Does the school seek, and is it responsive to, the views of students and
parents about its provision?
•‫وتستجيب‬ ‫يقدم‬ ‫ما‬ ‫جودة‬ ‫عن‬ ‫األمور‬ ‫وأولياء‬ ‫الطلبة‬ ‫آراء‬ ‫الستطالع‬ ‫المدرسة‬ ‫تسعى‬ ‫هل‬‫لها؟‬
• Does the school have well-developed links with the local and wider
community that enhance and enrich the students’ educational
experiences?
•‫الخبر‬ ‫ز‬ّ‫يعز‬ ‫بما‬ ‫ككل‬ ‫والمجتمع‬ ‫المحلي‬ ‫المجتمع‬ ‫مع‬ ‫جيدة‬ ‫روابط‬ ‫المدرسة‬ ‫تمتلك‬ ‫هل‬‫ات‬
‫ويثريها؟‬ ‫الطلبة‬ ‫لدى‬ ‫التعليمية‬
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13. Framework Questions
• Where one exists, are the governing body’s roles and
responsibilities understood and respected and kept separate
from those of the school’s professional leadership?
•‫للمدر‬ ‫المهنية‬ ‫للقيادة‬ ‫المستقلة‬ ‫والمساوليات‬ ‫األدوار‬ ‫واحترام‬ ‫فهم‬ ‫يتم‬ ‫هل‬‫سة‬
‫وجد؟‬ ‫إذا‬ ‫اإلدارة‬ ‫ولمجلس‬
• Where one exists, does the governing board, board of
directors or advisory group work effectively with the school’s
leaders, holding them accountable for the school’s
performance and making a significant contribution to the
strategic leadership of the school?
•‫قيادة‬ ‫مع‬ ‫بفاعلية‬ ‫وجد‬ ‫إذا‬ ‫اإلدارة‬ ‫مجلس‬ ‫أو‬ ‫االستشارية‬ ‫المجموعة‬ ‫تتعاون‬ ‫هل‬
‫المدرسة‬‫ويسائلها‬‫االستراتيجي‬ ‫اإلدارة‬ ‫في‬ ‫واضحة‬ ‫مساهمة‬ ‫ويساهم‬ ‫أدائها‬ ‫عن‬‫لها؟‬ ‫ة‬
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