[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-642524-105":3,"detail-sidebar-cat-0-en-105":78,"doc-detail-642524-en":128},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":71,"head_meta":73,"extra_data":75,"updated_unix":77},105,"en","cambridge-school-self-evaluation-service-case-study-al-irsyad-satya-islamic-school-west-java-indonesia","Cambridge School Self-Evaluation Service - case study - Al-Irsyad Satya Islamic School, West Java, Indonesia","","Case study describing the Cambridge School Self-Evaluation Service used by Al-Irsyad Satya Islamic School in West Java, Indonesia. The school explains how it learned about the service, how Cambridge support helped adjust the survey process during early 2020 COVID-19 safety requirements, and how results were analyzed. 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As part his presentation, he spoke about the Cambridge School Self-Evaluation service. We discovered that the service-and especially the Self-Evaluation survey-was very comprehensive and took in the perspectives of many different stakeholders. In addition, the survey was available in Bahasa Indonesia.  \nHow did the Cambridge team support your school when the survey was underway?  \nWe could contact Cambridge for advice at any stage and receive an immediate response-this was crucial as we launched our survey in February 2020, just at the start of the COVID-19 pandemic, and so Cambridge helped us adjust the process to reflect the tighter health and safety protocols being introduced at that time.  \nWhat were some of the survey’s most significant findings?  \nThe data showed that we were meeting parent expectations, and provided some additional insights (generated by open-ended responses) that we could investigate further. It was very pleasing to know that our parents really did trust us, believed in our School, and rated us highly in all aspects particularly ‘Quality of Teaching and Learning’.  \nAfter reviewing the survey results, what areas did you identity for improvement?  \nThe data revealed three areas which needed more focus:  \n• We needed to help teachers better identify the individual needs of students, which was particularly  \nimportant during and after the periods of home-based learning that took place during the COVID-19 pandemic.  \n[cambridgeinternational.org](cambridgeinternational.org) Continued   \nCambridge School Self-Evaluation Service-case study:  \nAl-Irsyad Satya Islamic School, West Java, Indonesia  \n• While the survey showed that bullying inside school was not a major issue, there was some potential for bullying online and outside school which required investigation.  \n• We needed to match our extra-curricula activities (ECAs) more closely to the interests of our students. The survey revealed that students wanted more ECAs yet our existing programme was under-subscribed, indicating that our ECAs had to cover a wider range of interests.  \nPrincipals for each School Division included survey findings in their Action Plans, and we have also actively  \nimproved communication with all stakeholders and with  \nthe leadership team. In addition, we now apply a stronger data-driven approach to the improvement of non-academic aspects of our school.  \nOverall, what have you learnt by undertaking the survey?  \nThe survey shed light on our strengths, potential areas for improvement, and revealed some surprising findings. We could also identify common views held by our stakeholders and areas where stakeholder views did not align, and these became a priority for further discussion and investigation. Overall, the survey confirmed the importance of continual communication with stakeholders, and also of continual feedback.  \nWould you recommend the Service to other schools looking to improve their effectiveness?  \nYes, definitely and we look forward to conducting the survey again in two to three years’ time.  \nLearn more! If you are interested in our School Self-Evaluation or consultancy services, please register your [interest on our website to find out more: cambridgeinternational.org/school-improvement](interest on our website to find out more: cambridge","cbCaicWOFMrDrTiP","https://ap.wps.com/l/cbCaicWOFMrDrTiP","pdf",1207344,"English","# Cambridge School Self-Evaluation Service case study\n## Background and how the school learned about the service\n## Support during survey implementation\n## Key survey findings\n## Improvement areas identified\n## Lessons learned and recommendation","[{\"question\":\"How did the school first hear about the Cambridge School Self-Evaluation service?\",\"answer\":\"The school attended the 2019 Cambridge Schools Conference and listened to Dr Gerard Calnin discuss evaluation, which led them to learn about the service and the Self-Evaluation survey.\"},{\"question\":\"What support did Cambridge provide while the survey was underway?\",\"answer\":\"Cambridge offered advice at any stage and responded immediately, helping the school adjust its survey process when February 2020 introduced stricter COVID-19 health and safety protocols.\"},{\"question\":\"What were the most significant findings from the survey?\",\"answer\":\"The data indicated the school met parent expectations and provided further insights from open-ended responses. Parents reported trust in the school and rated it highly, especially for Quality of Teaching and Learning.\"},{\"question\":\"What improvement areas did the school identify after reviewing the results?\",\"answer\":\"The school identified three focus areas: helping teachers better identify individual student needs (especially during and after home-based learning), investigating potential online bullying, and matching extracurricular activities more closely to students’ interests.\"}]","Cambridge School Self-Evaluation Service - case study - Al-Irsyad Satya Islamic School, West Java, Indonesia | PDF"]