Skip to Content
EG-EK-05 Education & Growth Education & Knowledge CORE Excellence v2.9.7

Student-outcome tracking & staff CPD

Assesses whether the organization systematically tracks student progress and learning outcomes across academic, spiritual, and character domains, and uses this data—alongside stakeholder voice—to inform a structured, evidence-based Continuing Professional Development (CPD) program. This approach embodies the principles of Tarbiyah (holistic nurturing), ensuring that Ilm (knowledge) and Tazkiyah (spiritual purification) are effectively cultivated in learners. Furthermore, empowering staff through continuous development reflects the pursuit of Ihsan (excellence) in the sacred trust of education.

Compliance 1
  • Data governance complies with UK GDPR & Children’s Code: ROPA maintained, DPAs with vendors in place, role-based access reviewed termly, and annual breach response exercises conducted.
    Compliance Essential
Basic 1
  • An 'Assessment & Outcomes Framework' defines minimum measures across Academic, Spiritual, and Character domains.
    Monitoring Essential
Good 5
  • A documented 'Outcome-to-CPD Operating Procedure' defines roles, termly review cadence, required dashboard outputs, and escalation thresholds for underperformance.
    Process Essential
  • Moderation and standardisation processes are enforced: ≥10% of subjective assessments (spiritual/character) are double-marked termly; <80% agreement triggers retraining.
    Quality Assurance Essential
  • Structured Shūrā (consultation) via termly student/parent surveys or focus groups informs the CPD brief and validates data interpretation.
    Stakeholder Engagement Essential
  • CPD design adheres to evidence-based standards (e.g., EEF/DfE): includes clear goals, modelling, deliberate practice, and follow-up within 4–6 weeks.
    Training Essential
  • The board reviews a termly dashboard (attainment, gaps, CPD impact, risks) and minutes decisions on resource allocation and interventions.
    Governance Essential
Better 6
  • Outcome data is disaggregated by SEND, gender, ethnicity, and disadvantage proxy (e.g., FSM/bursary) to identify inequities, with small-cohort suppression (n<5). An 'Equity & SEND Action Plan' addresses identified gaps.
    Equity Essential
  • Use of a digital student management system (MIS) with integrated analytics and automated alerts.
    Technology High
  • Instructional coaching cycles (pre-brief, observation, debrief) tied specifically to data-identified goals.
    Training High
  • Professional Learning Communities (PLCs) or Lesson Study groups using strict data protocols to refine pedagogy.
    Collaboration High
  • Staff have Personal Development Plans (PDPs) with protected time/budget, explicitly linking individual goals to organisational outcome gaps.
    Continuous Improvement High
  • Publication of an annual 'Impact Report' sharing anonymised outcomes and CPD learnings with the community.
    Transparency Medium
Best 2
  • Predictive analytics to identify at-risk students early, subject to ethical bias checks.
    Technology High
  • Peer-led moderation across institutions to benchmark standards externally.
    Quality Assurance High

Related Criteria

EG-EK-01 Structured Qur’an & skills curriculum EG-EK-02 Educator competence & safer recruitment (qualifications, vetting, SCR) EG-EK-03 Curriculum reviewed & published EG-EK-04 Inclusive access (women & youth) EG-EK-06 Compassionate pedagogy projects
Version
2.9.7 2025-11-05

Discussion (1)

Administrator 2026-03-07 12:06:41.367362

📋 **Version updated: 1.0.0 → 2.9.7** **Changes:** Full import from mizan-297.json

Sign in to post a comment.

Back to Criteria