The document outlines the review timetable and process for preparing for a quality audit of a school. It includes: 1. An 8 week timeline prior to the review for training staff on self-evaluations, distributing evaluation forms to parents and staff, and collecting responses. 2. Instructions for managing the review with staff, governors, students, parents and the review team to ensure all stakeholders are informed and prepared to participate. 3. Details on logistics like accommodating the review team, supplying requested documents, and arranging interviews and meetings between the review team and school representatives.

1. Preparing for a Quality Audit
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2. The Review Timetable
Prior to the review but and not less than 8 weeks before it ‫البدء‬ ‫قبل‬
‫أسابيع‬ ‫ثمانية‬ ‫عن‬ ‫يقل‬ ‫ال‬ ‫بما‬ ‫بالمراجعة‬
• Training the school principal and other senior staff on completing the
self-evaluation form (SEF) as needed.
•‫كبار‬ ‫وبعض‬ ‫المدرسة‬ ‫مدير‬ ‫تدريب‬‫من‬‫ت‬‫سبيها‬‫الذ‬ ‫التقييم‬ ‫استمارة‬ ‫تعبئة‬ ‫على‬‫حسب‬ ‫اتي‬
‫الحاجة‬.
• The school is given the SEF, parents’ questionnaire (PQ) to be
completed.
•‫األمور‬ ‫أولياء‬ ‫آراء‬ ‫واستطالع‬ ‫لتعبئتها‬ ‫الذاتي‬ ‫التقييم‬ ‫استمارة‬ ‫المدرسة‬ ‫إعطاء‬.
• The school sends the PQs to parents following the SEF training
session.
•‫استما‬ ‫تعبئة‬ ‫على‬ ‫التدريب‬ ‫بعد‬ ‫األمور‬ ‫أولياء‬ ‫إلى‬ ‫اآلراء‬ ‫استطالع‬ ‫المدرسة‬ ‫إرسال‬‫التقييم‬ ‫رة‬
‫الذاتي‬.
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3. The Review Timetable
2 weeks after SEF training and not less than 6 weeks before
the expected review dates
‫ا‬ ‫عملية‬ ‫بدء‬ ‫قبل‬ ‫أسابيع‬ ‫ستة‬ ‫يقل‬ ‫ال‬ ‫بما‬ ‫التدريب‬ ‫بعد‬ ‫أسبوعين‬ ‫خالل‬‫لمراجعة‬
‫المتوقعة‬:
• The school returns the SEF and other key documentation to
the SRU.
•‫و‬ ‫إلى‬ ‫أساسية‬ ‫أخرى‬ ‫وثائق‬ ‫وأية‬ ‫الذاتي‬ ‫التقييم‬ ‫استمارة‬ ‫المدرسة‬ ‫تعيد‬‫حدة‬
‫المدارس‬ ‫أداء‬ ‫مراجعة‬.
• The school sends the completed PQs separately from the
SEF in a sealed envelope to the SRU.
•‫منفص‬ ‫وبصورة‬ ‫مغلق‬ ‫ظرف‬ ‫في‬ ‫األمور‬ ‫أولياء‬ ‫استطالع‬ ‫المدرسة‬ ‫ترسل‬‫عن‬ ‫لة‬
‫إلى‬ ‫الذاتي‬ ‫التقييم‬ ‫استمارة‬SRU.
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4. The Review Timetable
3 weeks before the review ‫المراجعة‬ ‫عملية‬ ‫بدء‬ ‫من‬ ‫أسابيع‬ ‫ثالثة‬ ‫قبل‬
• The lead reviewer writes the pre-review brief (PRB) based on the
SEF and the PQ analysis and any other available information.
‫ال‬ ‫التقييم‬ ‫استمارة‬ ‫أساس‬ ‫على‬ ‫المراجعة‬ ‫قبل‬ ‫ما‬ ‫خالصة‬ ‫المراجعة‬ ‫فريق‬ ‫قائد‬ ‫يكتب‬‫ذاتي‬‫ةتحليل‬
‫متوافرة‬ ‫أخرى‬ ‫معلومات‬ ‫وأية‬ ‫األمور‬ ‫أولياء‬ ‫استطالع‬.
1 week before the Review ‫المراجعة‬ ‫من‬ ‫واحد‬ ‫أسبوع‬ ‫قبل‬
• The PRB is sent to the school. The school organises the necessary
meetings based on the PRB.
•‫لالج‬ ‫جداول‬ ‫ترتيب‬ ‫في‬ ‫تبدأ‬ ‫والتي‬ ‫المدرسة‬ ‫إلى‬ ‫المراجعة‬ ‫قبل‬ ‫ما‬ ‫خالصة‬ ‫ترسل‬‫تماعات‬
‫المراجعة‬ ‫خطة‬ ‫على‬ ً‫ء‬‫بنا‬.
• The SRU informs the school of the date of its review and the name
of the lead reviewer.
•‫المراجعة‬ ‫فريق‬ ‫قائد‬ ‫واسم‬ ‫مراجعتها‬ ‫بتاريخ‬ ‫المدارس‬ ‫أداء‬ ‫مراجعة‬ ‫وحدة‬ ‫تبلغ‬.
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5. Managing the Review – the staff
• A preliminary meeting of all staff, well in advance of the review team’s visit
‫اجتماع‬ ‫عقد‬‫المراجعة‬ ‫فريق‬ ‫زيارة‬ ‫من‬ ‫مبكر‬ ‫وقت‬ ‫في‬ ،‫الموظفين‬ ‫لجميع‬ ‫تمهيدي‬
• Making the key documentation from SRU available to all members of staff
‫من‬ ‫الرئيسية‬ ‫الوثائق‬ ‫جعل‬SRU‫التدريس‬ ‫هيئة‬ ‫أعضاء‬ ‫لجميع‬ ‫متاحة‬
• Adopting a collective approach to completing the school evaluation form
(SEF). The SEF should not be seen as the sole concern of the Principal and
others in leadership positions. The most effective SEFs are those to which a
broad cross-section of the staff has contributed information and insight
‫المدرسة‬ ‫تقييم‬ ‫استمارة‬ ‫الستكمال‬ ‫جماعي‬ ‫نهج‬ ‫اعتماد‬SEF.‫إلى‬ ‫ينظر‬ ‫أن‬ ‫ينبغي‬ ‫ال‬SEF‫باعتبارها‬
‫الشاغل‬‫القيادية‬ ‫المناصب‬ ‫في‬ ‫وغيرهم‬ ‫للمدير‬ ‫الوحيد‬.SEF‫األكثر‬‫التي‬ ‫تلك‬ ‫هي‬ ‫فعالية‬‫فيها‬ ‫يساهم‬
‫الموظفين؟‬
• While the review visit is in progress, providing the opportunity daily for each
member of staff who has contact with a member of the review team
‫حين‬ ‫في‬‫توفير‬ ‫ينبغي‬ ،‫المراجعة‬ ‫فريق‬ ‫زيارة‬ ‫أثناء‬ ‫وفي‬‫الفرصة‬‫لكل‬‫فرد‬‫لالتصال‬‫أ‬ ‫مع‬‫فريق‬ ‫أعضاء‬ ‫حد‬
‫المراجعة‬
• Organising a debriefing session for all staff at the end of the review visit, at
which to thank them and share the key messages in the oral feedback
received from the review team.
•‫الزيارة‬ ‫نهاية‬ ‫في‬ ‫الموظفين‬ ‫لجميع‬ ‫المعلومات‬ ‫استخالص‬ ‫جلسة‬ ‫تنظيم‬‫االستعراض‬.
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6. Managing the Review – the governors
• Devoting sufficient time at a meeting, held well in advance of the review visit
‫من‬ ‫مبكر‬ ‫وقت‬ ‫في‬ ‫عقد‬ ‫الذي‬ ‫االجتماع‬ ‫في‬ ‫كاف‬ ‫وقت‬ ‫تكريس‬‫المراجعة‬ ‫زيارة‬
• Allowing the governing body sufficient time to read and digest the key
documentation associated with the review
‫الوقت‬ ‫الحكام‬ ‫إعطاء‬‫المرتبطة‬ ‫الرئيسية‬ ‫الوثائق‬ ‫واستيعاب‬ ‫لقراءة‬ ‫الكافي‬‫بالمراجعة‬
• In particular, ensuring that the governing body is aware of the sections of the
Review Framework and Guidance that deal with the evaluation of the school’s
governance arrangements.
‫على‬‫أن‬ ‫وضمان‬ ،‫الخصوص‬ ‫وجه‬‫تتعامل‬ ‫األقسام‬ ‫أن‬ ‫يدركون‬ ‫الحكام‬‫في‬ ‫اإلدارة‬ ‫ترتيبات‬ ‫تقييم‬ ‫مع‬‫المدرسة‬.
• Involving members of the governing body in the completion of the self-
evaluation form (SEF).
• Arranging for one or more members of the governing body to be present when
the review team gives its oral feedback at the conclusion of the review visit.
• Arranging a debriefing session for governors at the end of the review visit, at f o
share key points from the oral feedback from the review team.
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7. Managing the Review – the Students
• Making the students aware of the review, at assembly and via their
teachers
• Making sure that the students understand why they are asked to
complete a questionnaire
• Preparing the students identified for discussions with the review
team.
• Making sure that any events involving students taking place during
the review visit are well organised.
• At the end of the review visit, thanking the students for their help
during the week and giving brief ‘headlines’
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8. Managing the Review – the Parents
• Communicating clearly and simply to parents the purposes of the review
• Making copies of the key review documentation available to any parents who wish to
read it
• Inviting questions about the review from parents, and supplying answers, either at
meetings or via written communication
• Distributing the Parent’s Questionnaire with an accompanying letter of explanation
of its purposes and importance for the review process and its confidentiality
• Briefing the representative group of parents in advance of their meeting with the
review team
• Providing promptly to parents an accurate overview of the review team’s oral
feedback at the end of the review
• Providing promptly after its publication a summary of the review report
• Briefing some parents to supply the press with written reaction to the contents of
the published review report. 8

9. Managing the Review Process
• Making sure that the review team’s logistical requirements are
accommodated efficiently.
• Supplying promptly the documentation requested by the review team:
• Responding positively to the contents of the review team’s Pre-Review
Briefing (PRB), which the Lead Reviewer will discuss with the Principal at the
start of the review.
• Making arrangements for the Principal and Lead Reviewer to meet briefly at
the start of each day to discuss progress and raise any matters of concern
• Identifying, after discussion with the Lead Reviewer, the members of the
staff who will be interviewed by the review team and a schedule of the
locations and times when the interviews can take place
• Arranging meetings between the review team and representative groups of
parents and students
• It is helpful – but not obligatory – for teachers to give reviewers a
brief plan of the lessons they observe.
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