SEF 2021

n addressing student academic & behavioural issues is defined as Y Records of Counsellor involvement in the collection &
analysis of student academic & behavioural data
analysis of data
e of a Counsellor, responsibility lies with GPK Hem

Yptor 30% of lesson plans show differentiation; e.g. worksheets LO data - Competencies 1 & 13

for most able/least able student;

LO data - Comp. 1, 13;
Lesson plan checklist;

stages are identified Y Transition programmes: (a) Counsellor / GPK HEM - Pra to (b) Co-Curriculum programme - SVG, Student leadership
ammes are planned & implemented to prepare students for their Primary, Primary to Form 1, Form 2 to 3, Study Skills programmes

opment (key age cohorts) OR School calendar

of a Yes is based on whether this statement is true or the school Y SLT judgement
te that it has ‘Moved Beyond’ it

of a Yes is based on whether this statement is true or the school Y SLT judgement
te that it has ‘Moved Beyond’ it

3.2 The school plans and implements an effective Co-curriculum
Sekolah merancang dan melaksanakan Kerangka Kokuriku
Level
Measures
5
• Curriculum lin

Model Trust 15 Students are able to successfully transfer soft skill development across academic Murid berjaya memindahkan kemahiran insaniah dalam semua aktiviti akademik dan schemes of whic
School and co-curricular activities to make links with the wider world. kokurikulum untuk dihubungkan dengan dunia luar. evidenced withi
place such as SV

ventures etc

80% or more of staff delivering the Co-curriculum framework are competent and Sekurang-kurangnya 80% kakitangan yang melaksanakan kerangka kokurikulum • Staff compete
Tool
14 submit schemes of work which reflect the five areas of the Framework and are held adalah cekap dan menyerahkan rancangan pengajaran tahunan yang menunjukkan

centrally. lima bidang Kerangka dilaksanakan secara berpusat

The development of soft skills and holistic development of students is evident Pembangunan kemahiran insaniah dan pembangunan holistik murid dibuktikan • Soft skills and
13 within schemes of work and promoted through identified activities. (leadership, leadership, com
dalam Rancangan Pengajaran Tahunan dan dipromosikan melalui aktiviti yang telah
communication, teamwork and responsibility) dikenal pasti. (Kepimpinan, komunikasi, kerja berpasukan dan tanggungjawab). • Identified activ
clinics, joint ven

12 Attendance figures show that around 70% of students are involved in weekly Co- Rekod kehadiran menunjukkan bahawa sekurang-kurangnya 70% murid terlibat • As per descrip
curricular activities. dalam aktiviti kokurikulum setiap minggu.
Accrediation
4 11 70% of staff delivering the Co-curriculum framework are competent, they submit 70% daripada kakitangan yang melaksanakan kerangka kokurikulum adalah cekap, • Staff compete
and act on schemes of work which reflect the five areas of the Framework and mereka menyerahkan dan bertindak mengikut Rancangan Pengajaran Tahunan yang Tool

meet the needs of the students. menunjukkan lima bidang kerangka tersebut dan memenuhi keperluan murid.

10 There is a range of activities suited to the students’ skill development and interests. Terdapat banyak pilihan aktiviti yang sesuai mengikut pembangunan kemahiran dan • Students are s
minat murid

• Effective is def

9 An effective Co-curriculum framework has been implemented which is monitored Sebuah kerangka kokurikulum yang efektif dilaksanakan, dipantau dan disokong oleh - Regular Steering
and supported by an active steering group, who meet monthly. kumpulan pemandu yang akan bermesyuarat pada setiap bulan. - Updating of the
- Solving of Co-Co

- Planning ahead f

8 The development of soft skills in students is beginning to be developed (e.g. Pembangunan kemahiran insaniah murid mula dibangunkan (Kepimpinan, • As per descrip
leadership, communication, teamwork and responsibility). komunikasi, semangat kerja berpasukan dan tanggungjawab).

37 Attendance figures show that around 60% of students are involved in weekly Co- Rekod kehadiran menunjukkan bahawa sekurang-kurangnya 60% murid terlibat • As per descrip
curricular activities. dalam aktiviti kokurikulum setiap minggu.

50% of the staff delivering the Co-curriculum framework are competent, they 50% daripada kakitangan yang melaksanakan kerangka kokurikulum adalah cekap,

6 submit and act on schemes of work which reflect the five areas of the Framework mereka menyerahkan dan bertindak berdasarkan Rancangan Pengajaran Tahunan • As per descrip
and meets the needs of students. yang menggambarkan lima bidang kerangka yang mememenuhi keperluan murid.

Foundation 5 The Co-curriculum Framework is understood across the school. Monitoring takes Kerangka kokurikulum difahami oleh semua warga sekolah. Pemantauan dijalankan • GPK KK and th
place but this is not regular or analysed towards making further improvements. tetapi tidak kerap atau tidak dianalisis untuk penambahbaikan lanjut. Co-Co framewor

• Supported Co-

4 The basic statutory requirements for co-curriculum are being met with a choice of Syarat asas statutori bagi kokurikulum dipenuhi dengan pilihan aktiviti yang • There is eviden

activities of interest for the students. mengikut minat murid.

2 • The importanc
establishment o
3 The importance of co-curricular activities is being realised in the school and there Kepentingan aktiviti kokurikulum direalisasikan di sekolah dan terdapat evidens yang
is evidence of planning to meet students’ needs and preferences. menunjukkan perancangan untuk memenuhi keperluan murid. monitoring of st

2 Activities within the Co-Curriculum meet the basic regional Statutory Aktiviti-aktiviti dalam kokurikulum memenuhi syarat asas kehendak statutori • The granting o
Requirements. wilayah. can demonstrat

1

framework that supports the holistic development of the students.
ulum yang efektif bagi menyokong pembangunan holistik murid.

Description Mid Year Year End Examples of Evidence

nks are stated within the schemes of work. Teachers create Schemes of work SGM minutes
ch describe how soft skills are being developed and this is Student surveys
Learning walk data and analysis Co-co assessment rubric
in learning walks and student satisfaction surveys Events take CPD/PLC calendar

VG projects camps, student led assemblies, skills clinics, joint Co-co trackers

ency is measured using the Co-Co Framework Staff Competency School calendar GPK KK records
Co-Co Framework Staff Competency tool Teacher Activity files
Schemes of Work

Co-Co LW data

Co-Co Assessment rubric

holistic development are identified as skills that involve Y • Co-Co Assessment Rubric • CAR 2.4.5, CAR 3.3.5, CAR 3.4.4 are supporting evidence
mmunication, teamwork and responsibility
The school must achieve CAR 2.1.4
vities include SVG projects, camps, student-led assemblies, skills
ntures etc • Schemes of work showing identified leadership,
communication, teamwork & responsibility activities

Yptor Student attendance records

ency is measured using the Co-Co Framework Staff Competency Y • Co-Co Assessment Rubric • CAR 1.4.4, CAR 2.1.4, CAR 2.3.5, CAR 4.1.4 are supporting
The school must achieve CAR 1.2.5 evidence

• Co-Co LW data

surveyed annually to allow for choice and measure satisfaction Y • Co-Co Assessment Rubric • Steering Group meeting minutes
Y The school must achieve 1.1.4 • CAR 2.1.4, CAR 3.1.3, CAR 3.1.4 are supporting evidence
fined as: • Student survey results & analysis
g Group meetings • Co-Co tracker • Steering Group meeting minutes
Co-Co tracker with Analysis of Co-Co Learning Walk data • Co-Co trackers
• Co-Co Assessment Rubric • CAR 1.2.4 are supporting evidence
issues The school must achieve CAR 2.3.4
for Co-Co according to the Co-Curriculum Framework • Steering Group meeting calendar

Yptor • Schemes of Work - showing inclusion of soft skill • Steering Group meeting minutes

development (e.g. leadership, communication, teamwork • Co-Co Assessment Rubric
and responsibility)
CAR 2.1.3, CAR 2.4.3, CAR 3.3.3, CAR 3.4.2 are supporting
• Co-Co LW data/Co-Co trackers evidence

Yptor Student attendance data
CAR: 1.3.3
Yptor • Co-Co Assessment Rubric
Co-Co Framework Staff Competency tool CAR 1.2.5, CAR 1.4.3, CAR 2.1.3, CAR 2.3.5 are supporting
he Steering Group are supported to share information about the Y Co-Co Learning walk data and analysis evidence
rk in CPD, PLCs or staff briefings Schemes of work
• Co-Co related staff meeting/PLC/CPD minutes
-Co Learning Walks take place with some analysis • Co-Co Learning Walk data • Co-Co Assessment Rubric
• SGM meeting minutes CAR 1.2.2, CAR 2.1.3, CAR 2.3.3 CAR 2.1.3 are supporting
evidence
Co-Co calendar & records
nce that the basic Statutory Requirements are being met for Co-Co Y

ce of Co-Curriculum activities being realised is defined as Y Co-Co calendar Co-Co student attendance
of a Co-Co calendar, evidence of the planning of activities and the Co-Co planning documents LE staff judgement

tudent attendance Co-Co records

of a Yes is based on whether this statement is true or the school Y
te that it has ‘Moved Beyond’ it

1 DESKRIPTOR DIGUGURKAN - TIDAK BERKAITAN * • The granting o
can demonstrat
1 DESCRIPTOR REMOVED - NOT APPLICABLE *

of a Yes is based on whether this statement is true or the school Co-Co calendar
te that it has ‘Moved Beyond’ it

3.3 The school plans provision that helps students establish ethical principles,
Pihak sekolah merancang peruntukan yang membantu murid memupuk prinsip yan
Level
Measures
5
14 There is strong evidence that teachers and students respect each other’s culture Terdapat evidens yang kuat menunjukkan guru dan murid saling menghormati • Ongoing demo
and values. budaya serta nilai antara satu sama lain. permeates polic
Model Trust School
(in/outside the c

assemblies; stud
below)

The school has rules and regulations that are drawn up in a school-specific Sekolah mempunyai peraturan dan undang-undang yang dirangka dalam polisi • The school beh

13 behaviour policy, where students are taking some responsibility for their own and tingkah laku khusus, di mana murid mempunyai tanggungjawab terhadap tingkah input from the S
analysis; i.e. it is
others’ behaviour. laku mereka sendiri dan tingkah laku orang lain.
management of

12 Discipline issues as a percentage of the total student population: misconduct <4%, Isu disiplin, dalam bentuk peratusan daripada jumlah populasi murid: • Meets stated t
monitors the fol
moderate <2%, serious <1% Salah laku <4%, sederhana <2%, serius <1% integrated to th

Trust Schools demonstrate respect for multiple cultures and values through joint Sekolah Amanah menunjukkan rasa hormat terhadap kepelbagaian budaya dan nilai
projects and collaboration within the school amongst students from different
11 melalui projek dan kolaborasi bersama di sekolah dalam kalangan murid yang • As per descrip
ethnic backgrounds as well as within the community around the school. mempunyai latar belakang dan etnik yang berbeza, serta dengan komuniti di sekitar

sekolah.

Accreditation 4 There is a school-specific behaviour policy, rules are displayed and issues are Terdapat polisi tingkaah laku khusus sekolah, peraturan dipaparkan dan isu-isu di • As per descript
10 identified and dealt with effectively and timely manner, including all forms of kenal pasti serta ditangani secara efektif dan cepat termasuk semua jenis buli.
bullying.
• Based on Com
9 There is an ethos of positive behaviour with monitoring of student behaviour Terdapat etos tingkah laku positif dengan pemantauan terhadap tingkah laku murid • School-wide st
evident throughout the school. yang dibuktikan di seluruh sekolah.
classroom

8 Positive behaviour practice is supported across the school with evidence of Isu disiplin, dalam bentuk peratusan daripada jumlah populasi murid: • As per descrip
monitoring. misconduct <6%, moderate <3%, serious <1.5% Salah laku <6%, sederhana <3%, serius <1.5%

7 Positive behaviour practice is supported across the school with evidence of Amalan tingkah laku positif disokong di seluruh sekolah dengan evidens • Focus on class
monitoring. pemantauan. • Based on Com

3 • As per descrip

6 Discipline issues as a percentage of the total student population: Isu disiplin, dalam bentuk peratusan daripada jumlah populasi murid:
misconduct <7%, moderate <4%, serious <2% Salah laku <7%, sederhana <4%, serius <2%

5 School rules and regulations are drawn up in a school-specific behaviour policy. Peraturan dan undang-undang sekolah dirangka dalam polisi tingkah laku khusus • The school nee
sekolah. school beyond t

Foundation 2

4 Discipline issues as a percentage of the total student population: misconduct <10%, Isu disiplin, dalam bentuk peratusan daripada jumlah populasi murid: • As per descrip

moderate <5%, serious <2.5% Salah laku <10%, sederhana <5%, serius <2.5%

3 The school follows the MoE behaviour policy guidelines. Sekolah mematuhi garis panduan polisi tingkah laku KPM. • MoE guideline
DESKRIPTOR DIGUGURKAN - TIDAK BERKAITAN * practice
1 2 DESCRIPTOR REMOVED - NOT APPLICABLE *
• The granting o
can demonstrat

1 Discipline issues as a percentage of the total student population: Isu disiplin, dalam bentuk peratusan daripada jumlah populasi murid: • As per descrip
misconduct ≥10%, moderate <7%, serious <3% Salah laku ≥10%, sederhana <7%, serius <3%

the value of honesty and integrity to reduces the percentage of discipline issues.
ng beretika, nilai kejujuran dan integriti untuk mengurangkan kadar peratusan isu disiplin.

Description Mid Year Year End Examples of Evidence

onstration of mutual respect is embedded in the school - Examples of role modelling (log of case studies - Celebration of festivals and awareness programme of
cy (written documentation - e.g. bilingual approaches) and practice various cultures.
curriculum + Co-Curriculum) media reports; School discipline records.
classroom). Acknowledgement of good practice is routine (e.g. School newsletter;

dent work displays). Discipline issues are minimal (see criterion 12 School assemblies (photographic evidence);

haviour policy is developed in a collaborative process that includes Y Mentor-mentee, Rakan Sebaya. Student assemblies (photographic evidence);
School newsletters.
SVG - and it incorporates an annual review as part of its SEF Behaviour policy;
s a 'work in progress' and reflects emerging needs. Self SVG minutes;

f student behaviour is acknowledged and reinforced. SEF analysis;

targets. Analysis of discipline data occurs routinely; and PMS Y Monthly school report to PPD;
llow up by school personnel. Counsellor / GPK Hem / GPK1 KPIs School discipline record;
hese targets. PMS meetings and records.

Yptor Analysis of ethnic backgrounds of student intake. Celebration of festivals and awareness programme of
School calendar various cultures - calendarised.

Evidence of multi-cultural student projects School discipline records.

tor Y School specific behaviour policy including guidelines to Counsellor // GPK HEM records - student / parent
Y deal with bullying meetings & interviews
mpetency 5 at Establishing level in the classroom
tudent behaviour management process in place outside of the LW data LO data - Competency: 5
Behaviour management processes
Yptor Discipline data
Counsellor / GPK HEM records

MoE discipline records
Judegment of GB / Principal / GPK HEM

sroom behaviour only Y • Behaviour management processes (e.g. recess duty LO data - Competency: 5
mpetency 5 at Establishing level rosters)

• Discipline data

Yptor MoE discipline records
Judgement of GB / Principal / GPK HEM

eds to show that they have created some guidelines specific to the Y SLT meeting minutes
the standard MoE behaviour policy School-specific behaviour guidelines

Yptor MoE discipline data
Judgement of GB / Principal / GPK HEM

es are the sole reference point for student behaviour policy or Y Evidence of adherence to MoE behaviour policy guidelines

of a Yes is based on whether this statement is true or the school Counsellor / GPK HEM discipline records
te that it has ‘Moved Beyond’ it MoE discipline records

Yptor

3.4 The school plans and creates opportunities to improve s
Pihak sekolah merancang dan mewujudkan peluang untuk menam
Level
Measures

14 80% or more of written correspondence is bilingual and the school offers bilingual Sekurang-kurangnya 80% surat-menyurat menggunakan dwi-bahasa dan sekolah • 80% of the doc

support to the wider community. menawarkan sokongan dwi-bahasa kepada warga sekolah. learning resourc

Model Trust School its role in the wi
language and lit

13 80% or more of students are proficient in reading, writing, speaking and listening Sekurang-kurangnya 80% murid fasih dalam bacaan, penulisan, lisan dan mendengar • Evidence of as
in at least two languages. dalam sekurang-kurangnya dua jenis bahasa.

5

12 80% or more school signage/displays are bilingual. Sekurang-kurangnya 80% papan tanda/paparan di sekolah menggunakan dwi- • Target is met a
bahasa. and is reported

11 Bilingual communication is embedded in 80% of school activities. Komunikasi dwi-bahasa diterapkan dalam 80% aktiviti sekolah • Integrated wit
and teachers is r

opportunities to

10 70% or more of students are able to communicate at a basic conversational level in Sekurang-kurangnya 70% murid dapat berkomunikasi pada tahap asas perbualan • Two languages

Accreditation at least two languages. dalam sekurang-kurangnya dua bahasa

4 9 Bilingual communication is incorporated in a range of school activities. Komunikasi dwi-bahasa disepadukan dalam pelbagai aktiviti sekolah • Range is defin
component

• School activiti
• Bilingual is def

8 70% or more of school signage/displays are bilingual and assemblies are regularly Sekurang-kurangnya 70% papan tanda/paparan sekolah menggunakan dwi-bahasa • % of permanen

conducted in more than one language. dan perhimpunan dikendalikan dalam lebih dari satu bahasa. toilet, office)

7 30% or more of students are able to communicate at a basic conversational level in Sekurang-kurangnya 30% murid dapat berkomunikasi pada tahap asas perbualan • As per descrip
• Two languages
at least two languages. dalam sekurang-kurangnya dua bahasa.

3

6 There is some opportunity for students to improve their language skills outside of Terdapat beberapa peluang bagi murid menambah baik kemahiran berbahasa di luar • Language skill

language classes. kelas bahasa. language

5 30% or more of school signage/displays are bilingual. Sekurang-kurangnya 30% papan tanda/paparan sekolah dalam dwi-bahasa. • % of permanen
toilet, office)
Foundation
24 Bilingual communication is evident in 30% or more of school activities. (E.g. Komunikasi dwi-bahasa jelas dalam sekurang-kurangnya 30% aktiviti sekolah • 6 activities are
assemblies, newsletters, visitors, etc.) (perhimpunan, risalah, pelawat, dll). • The school dem

• Bilingual is def

3 20% or more of students are able to communicate in at least two languages at a Sekurang-kurangnya 20% murid dapat berkomunikasi dalam sekurang-kurangnya • As per descrip
basic level. dua jenis bahasa di peringkat asas. • The two langu

2 10% or more of school signage/displays are bilingual. Sekurang-kurangnya 10% papan tanda/paparan sekolah dalam dwi-bahasa. • % of permanen
DESKRIPTOR DIGUGURKAN - TIDAK BERKAITAN * toilet, office)
1
• The granting o
1 DESCRIPTOR REMOVED - NOT APPLICABLE * can demonstrat

student communication skills through promoting bilingualism.
mbah baik kemahiran komunikasi murid melalui penggalakan dwi-bahasa.

Description Mid Year Year End Examples of Evidence

cuments used in/out of class are bilingual (e.g. teaching and LW and LO data. Record of parent/community bilingual support activities.

ces; parent and community communication). The school embraces Evidence of formal communication with / between

ider community to encourage bilingualism (e.g. after-school stakeholders - letters, school bulletin, PIBG meeting
teracy classes) minutes, staff meeting minutes.

ssessment demonstrates proficiency by 80% of students Exam results + school based assessment data.
Observation of English lessons, and evidence of student

participation in whole school activites such as assemblies

and is embedded. A coordination role is identified within the TSIP Communications displayed on notice boards - milestone LW and LO data.
against dates are calendarised for evaluation of signage and TSIP.
display data- e.g. as part of the annual SEF analysis, and
th criterion 14 above. Bilingual communication between students monitored quarterly. • Competitions
routine across 80% of school activities. They actively seek • Staff meetings
o further develop their language skills • Assemblies
• Co-curriculum and curriculum LWs
• School programmes - e.g. reading club, career
development

es are defined as BM & BI as per the MEB Y • Bilingual Assessment Tool

ned as 5 or more school activities where there is a bilingual Y Analysis of school activity data
ies may include newsletters, assemblies etc) Y
fined as BM & BI as per the MEB Signage Survey data
Assembly programmes/notes/planning
ent out of the classroom signs that contain both BM and BI (eg.

ptor Y • Bilingual Assessment Tool
es are defined as BM & BI as per the MEB

ls are defined as speaking, listening, reading or writing skills in any Y Records of opportunities provided for students to improve
their language skills outside the classroom

ent out of the classroom signs that contain both BM and BI (eg. Y Signage Survey data

e identified by the school. Y Analysis of school activity data LE staff judgement
monstrates how 2 of them have a bilingual component Y LE staff judgement
fined as BM & BI as per the MEB

ptor
uages must be BM & BI as per the MEB

ent out of the classroom signs that contain both BM and BI (eg. Y LE staff judgement

of a Yes is based on whether this statement is true or the school LE staff judgement
te that it has ‘Moved Beyond’ it

3.5 The school meets, or exceeds, student key
Pihak sekolah mencapai atau melangkaui sasar
Level
Measures
5
Model Trust School 12 The collection and analysis of student achievement data is embedded in practice by Pengumpulan dan analisis data pencapaian murid digunakan dalam amalan guru, • Student achiev
teachers, senior and middle leaders. This data is used to allow the school to exceed pemimpin kanan dan pemimpin pertengahan. Data ini digunakan bagi membolehkan
lesson planning,
its key performance targets. sekolah melangkaui sasaran prestasi utamanya.
monitoring dem
leadership and o

11 Student (non-medical) absences account for less than 5% of the total attendance Ketidakhadiran murid (bukan atas sebab kesihatan) adalah kurang daripada 5% • Student attend
rate. daripada jumlah kehadiran. personal monito

(Counsellor/SLT

Student achievement data is collated and analysed regularly by 80% or more of Data pencapaian murid dikumpul semak dan dianalisis dari semasa ke semasa oleh • LO data shows
10 teachers, senior and middle leaders. Analysis is used to inform school sekurang-kurangnya 80% guru, pemimpin kanan dan pemimpin pertengahan.
to inform teachi
improvement, teaching and learning. Analisis ini digunakan sebagai makluman untuk penambahbaikan sekolah, challenge teache
pengajaran dan pembelajaran.

9 A Cohort tracking system is in place to allow the school develop relevant action Sebuah sistem pengesan kohort disediakan bagi membolehkan sekolah • As per descrip
plans to meet its agreed KPT student outcome targets membangunkan pelan tindakan yang relevan bagi memenuhi sasaran KPT

keberhasilan murid yang ditetapkan.

Accreditation 8 Data identifies student achievement deficiencies that may need to be addressed Data mengenal pasti kekurangan pencapaian murid yang mungkin perlu ditangani • Trends are ide
including - by gender, by subject and/or by teachers. termasuk - mengikut jantina, mata pelajaran dan/atau guru. developed to ad

4 Curriculum area

7 The school utilises the data and has procedures in place to strengthen teaching and Sekolah menggunakan data dan mempunyai prosedur bagi memantapkan • Student achiev
learning, with the impact is reflected in ongoing assessment data. pengajaran & pembelajaran dengan impaknya ditunjukkan dalam data pentaksiran collated and ana

secara berterusan implemented

6 Student attendance data is collected and the school has procedures in place to Data kehadiran dikumpulkan dan sekolah mempunyai prosedur untuk • As per descrip
decrease non-medical absences by 1% each year. mengurangkan ketidakhadiran bukan atas sebab kesihatan sebanyak 1% setiap

tahun.

5 Student achievement data is collated and analysed across all school years. Analysis Data pencapaian murid dikumpul semak dan dianalisis sepanjang tahun • Student achiev
is used to inform teaching and learning. persekolahan. Analisis digunakan bagi memaklumkan pengajaran dan pembelajaran.

3

4 Attendance data is collected and the school has programmes in place to improve Data kehadiran murid dikumpul dan sekolah mempunyai program bagi • As per descrip
attendance. meningkatkan kehadiran.

Foundation 23 Student achievement data is collated and analysed by senior and middle leaders. Data pencapaian murid dikumpul semak dan dianalisis oleh pemimpin kanan dan • Student achiev
pemimpin pertengahan. across key age c

2 Student performance data is collated and analysed as per MoE requirements. Data prestasi murid dikumpul semak dan dianalisis mengikut syarat-syarat KPM. • To achieve this
data as per MoE

1

1 Student attendance data is collected for administrative purposes. Data kehadiran murid dikumpul untuk tujuan pentadbiran sahaja. • As per descrip

y performance targets for statutory assessments.
ran prestasi utama murid untuk penaksiran statutori.

Description Mid Year Year End Examples of Evidence

vement data is collated and analysed routinely. It is used to inform Student assessment data - school based + external exams; Schemes of work;
Student/teacher focus group interviews for SEF
, schemes of work, IEPs/student target-setting. And KPT Curriculum analysis and next steps identified; analysis(annual). TSIP monitoring (ongoing) with clear
reporting mechanisms by key stakeholders (SLT/Middle
monstrates progress beyond school targets - with distributed Lesson plans of 90% and more; leaders).
ownership being shared across the school staff IEPs

dance targets are met or exceeded. Key staff achieve their Y Class Register, Improvement programmes identified and monitored
oring targets as identified in their own PMS process (PMS reports).
Online student attendance,
T)
Student attendance data
Analysis of data,

s that 80% of teachers are analysing student achievement results Teacher planning files.
Assessment data, analysis and next steps identified and
ing and learning improvements. The SLT and middle leaders
her evaluations via LWs incorporated into lesson plans.
TSIP

Yptor Cohort tracking system
KPT target Action Plans

entified from student achievement data. Action plans are Y Student achievement data & analysis with next steps
ddress those patterns (eg. across gender, Curriculum and Co- identified
Related Action Plans
as, and in terms of teacher performance)
Formative & Summative student assessment data with
vement data is defined as both formative & summative data and is Y analysis & next steps
alysed across all school years with next steps identified and

Yptor Student attendance data
Student attendance improvement programme

vement data is defined as summative achievement data Y Curriculum & Co-Curriculum student achievement data Post-mortem meeting minutes (at all year levels)
(at all year levels) Item analysis with Action Plans - next steps identified (at

Head Count / PBS (at all levels) all year levels)

Yptor Curriculum & Co-Curriculum student attendance data (at Records of intervention programmes
all year levels) with action plans

vement data is collated and analysed with next steps identified Y Curriculum & Co-Curriculum student achievement data (at Post-mortem meeting minutes
cohorts only (Yr 1, Yr 6, Form 3, Form 5) LE staff judgement
all year levels)
Head Count / PBS

s descriptor, the school collates and analyses student performance Y Academic & Co-Curriculum student performance data &
E requirements analysis

Yptor MoE Attendance records (Curriculum / Co-Curriculum)

SG 3: Student Achievement and Potential Has Improved

Achievements for MYR 2021

3.1.4.11 *Data murid SVG, PRS * Jadual 'Program 'Unleash your potential' *PMS Kaunselor
3.1 *Graf bilangan murid yang terlibat *Jadual Tugas SVG

3.4 ed * Cohort Tracking System Cohort (Data PBD Perdana dan Pend Khas , Data Murid Murid Pemulihan Khas, Data Prasekolah, Data Kokurikulum
3.5 3.5.4.9 * KPT target Action Plan (Intervensi Plan , Dialog Prestasi)

3.5.4.11 *Graf Kehadiran *Data SSDM *Jadual Ziarah Cakna
* Data APDM * Analisa murid tidak hadir * PMS HEM.

Next Steps

Level Indicator Statements OVERALL PRIORITIES FOR YER 2021 - STRATEGIC GOAL 3

3.1 3.1.5.12 Sekurang-kurangnya 80% Rancangan Pengajaran Harian guru menyediakan pendekatan * PENDEKATAN PEMBEZAAN YANG DIPERKUKUH
pembezaan dalam pembelajaran mengikut kebolehan , minat dan gaya pembelajaran murid. *PROGRAM RIMUP (RANCANGAN INTEGRASI MURID UNTUK
PERPADUAN) DI ANTARA SEKOLAH-SEKOLAH BERBILANG KAUM
3.3 3.3.5.14 Terdapat eviden yang kuat menunjukkan guru dan murid saling menghormati budaya serta nilai DI SEKITAR SK SERI BAYU . (SJKT PUNDUT) SECARA DALAM
antara satu sama lain. TALIAN ATAU BERSEMUKA

SG 3: Student Achievement and Potential Has Improved Analysis
For analysis refer to indicator statements in TSSP document.

Achievements for YER 2021

Overall Analysis (Strength and Areas for Development) Future Development
Next Steps- Indicators Statements

Status

Challenges

School Name: Measures There exist strong relationship with parents and broader comm
Wujud Hubungan yang Erat dengan Ibu Bapa dan Komuniti Umum y
Strategic Goal
4: Parents are well informed about their child’s academic pro
Ibu bapa dimaklumkan tentang kemajuan akademik dan pemb
4.1
Descriptio
Level

14 Parents take an active part in discussions about provision and support, e.g. Ibu bapa terlibat secara aktif dalam perbincangan tentang peruntukan dan • Regular meetings scheduled, IEP tracks the p
contribute to the development of IEPs. sokongan, cth. Memberi sumbangan kepada pembangunan IEP.

Model Trust School 5 The annual parents' evening is usually well attended (80% or more). Parents Mesyuarat tahunan ibu bapa mendapat sambutan yang baik (kehadiran sekurang- • Annual event attendance log is kept - Note: % of pa
13 receive regular feedback on students' progress, and parents are encouraged to kurangnya 80%). Ibu bapa menerima maklum balas tentang kemajuan murid dari calculation
contact the school if they have any questions or concerns. semasa ke semasa dan ibu bapa digalakkan untuk menghubungi pihak sekolah • Evidence of the school informing parents at least tw
sekiranya mereka mempunyai sebarang soalan atau kemusykilan. • Systems / policy in place as evidence that the schoo
parental contact – log of contact

12 The school has effective systems for engaging parents of all students to ensure Sekolah mempunyai sistem yang efektif bagi menggalakkan keterlibatan semua • Regular communication with parents through
that all students have stretched targets to maximise their potential. ibu bapa untuk memastikan semua murid telah mejangkau sasaran untuk need arises to inform re students
memaksimumkan potensi mereka.

11 Workshops are established to improve parental support for their children’s Bengkel-bengkel diadakan bagi meningkatkan sokongan ibu bapa terhadap • At least 3 targeted workshops held annually t
education. pendidikan anak-anak mereka.

Tindakan diambil dengan menggunakan perhubungan secara langsung

10 Action is taken through direct contact (phone/visit) to reach out to parents that (telefon/lawatan) bagi menghubungi ibu bapa yang keberatan untuk terlibat • SLT identify a systematic approach for parent
do not engage with the school, annual targets for increased engagement are set dengan sekolah. Sasaran tahunan bagi meningkatkan keterlibatan ibu bapa turut • The TSIP includes a target that focusses on in
and tracked by the school SLT as part of the school improvement plan. dimuatkan dan dikesan oleh SLT sekolah sebagai sebahagian daripada pelan
Accreditation
penambahbaikan sekolah.

4 Opportunities to discuss student progress are extended beyond the annual Peluang untuk membincangkan kemajuan murid diperluaskan bukan sahaja dalam
9 parents’ meeting through individual meetings and bespoke opportunities that
provide strategies to parents for supporting their child’s learning at home. mesyuarat tahunan PIBG, tetapi juga melalui perjumpaan secara individu dan • There is an Open Day for parents focussed on

acara khusus yang memaklumkan ibu bapa tentang strategi yang boleh digunakan • Targeted workshops – e.g. how to help with r

di rumah bagi menyokong pembelajaran murid.

The school has systems in place for supporting underperforming students by Pihak sekolah mempunyai sistem yang tersedia untuk membincangkan tentang • There are systems in place to engage parents
8 actively engaging their parents. (This could be a home-school contract or other murid yang berprestasi rendah dengan ibu bapa mereka. (Seperti kontrak rumah- operating independently
sekolah (home-school contract) atau lain-lain proses sojkongan yang berkaitan).
related support processes).

7 The annual parents’ evening is attended by at least half of parents. Mesyuarat tahunan ibu bapa dihadiri oleh sekurang-kurangnya separuh daripada • Annual parents’ meeting is defined as the AG
jumlah ibu bapa. • The total parent attendance is at least 50%
3 • Note: % of parents – total number of families

6 Methods are used to consult the parents of underperforming students. Pelbagai kaedah digunakan untuk berbincang dengan ibu bapa tentang murid • There are systems in place to engage parents
yang berprestasi rendah.

5 The school has taken measures to improve the attendance at parent/teacher Pihak sekolah telah mengambil beberapa usaha bagi meningkatkan kehadiran di • As per descriptor
meetings. mesyuarat PIBG.

Foundation 2

4 The school sends out information regarding teaching, learning and assessment. Pihak sekolah menghantar maklumat berkenaan dengan pengajaran, • There is evidence of newsletters, a school we
pembelajaran dan penaksiran. information on teaching, learning and assessm

3 DESCRIPTOR REMOVED - NOT APPLICABLE * DESKRIPTOR DIGUGURKAN - TIDAK BERKAITAN * • The school can show that parents are advised
child’s progress

1 2 The school has an annual parent/teacher meeting to discuss student progress. Sekolah mengadakan mesyuarat tahunan ibu bapa/guru bagi membincangkan • As per descriptor
kemajuan murid.

1 There is an informal method of consulting parents if their child is Terdapat kaedah tidak formal untuk berbincang dengan ibu bapa mengenai anak • As per descriptor
underperforming. mereka yang berprestasi rendah.

SK Seri Bayu Examples of Evidence School Evidence

munity that support effective student outcomes.
yang Menyokong Kemenjadian Murid yang Efektif.
ogress and skill development and support their child’s learning.
bangunan kemahiran serta menyokong pembelajaran anak mereka.

on Mid Year Year End

progress of student outcomes Parents actively involved in child’s IEP per semester.
IEP notated,
Record of parent attendance at meetings

arents; Total families used as base for % Attendance records at events Policy / system encouraging parent contact
Evidence of actions taken on parents’ comments
wice annually of student progress Report cards centrally filed
ol is making every effort to encourage

h newsletters and individually as Most parents are actively linked via technology e.g.
Whatsapp Frog VLE etc.
Parent contact note for individual issues
Newsletters

to engage parents Workshop attendance and presentation
Workshop flyer/communication showing subject area

ts to be contacted directly Y List of contacts and dates contacted, outcomes of Newsletters
ncreased parental engagement contact. Attendance register at events
TSIP Photographs showing event/attendance
SEF
n student learning Y
reading, support at home Workshop schedule, presentations
Attendance registers
Parent surveys/feedback
Report of Activities

s of under-performing students Y Counsellor / GPK HEM / GPK 1 / AT / Teacher records Parent interview log / notes
Workshop / meeting minutes

GM Y Parent attendance data
s used as the base for % calculation GB / Principal sign-off

s of under-performing students Y Analysis of student data identifying under-performing Records of meetings with parents of under-
students performing students

Y Promotional newsletters etc. SLT / PIBG Meeting Minutes
Parent / teacher meeting attendance data

ebsite, or reports which include Y Newsletters
ment Information bulletins
Reports
School web-site

d on how they can support their Records of meeting with parents of underperforming
students

Y Parent attendance data at the annual parent / teacher
meeting

Y Diary notes
GPK HEM / Counsellor log

4.2 Parents are invited to participate actively in school activities. Parents are consulted on, and engaged
Ibu bapa dijemput untuk mengambil bahagian dalam aktiviti sekolah. Pandangan ibu bapa diambil kira dan merek
Level
Measures Descriptio
5
Engagement with parents is prioritised through the use of various Penglibatan dengan ibu bapa diberi keutamaan melalui penggunaan • The school can demonstrate that it utilises electron
4 connectivity
3 13 forms of school-generated electronic media which is regularly updated pelbagai bentuk media elektronik yang dikendalikan oleh sekolah, • Note: “Various” identified as at least 2 / “Regularly
• The school identifies a coordinator to lead further d
by the school administration and teachers, including web portal, dikemas kini dari semasa ke semasa oleh pihak pentadbiran sekolah the school budget and is reflected in the TSIP

Model Trust School emails, etc. dan juga guru, termasuk laman pertal, emel dsb.

• The use of a range of tools is encouraged to solicit p
90% or more of parents are satisfied with the support provided by the Sekurang-kurangnya 90% ibu bapa berpuas hati dengan sokongan yang Parent Survey, Input from Parent Focus groups (SEF a
12
school for them and their children. diberikan oleh sekolah kepada mereka dan anak-anak mereka. meeting feedback

• Student survey indicates that they feel supported b

11 The school has developed structures and processes to actively involve Pihak sekolah telah membangunkan struktur dan proses untuk • Identified structures and processes are used
parents in the school improvement process each year. melibatkan ibu bapa secara aktif dalam proses penambahbaikan consultation in the SEF and TSIP process / feed
sekolah setiap tahun. TSIP action plans

• School events could include major sporting o
70% parent attendance at a minimum of six parental school events 70% kehadiran ibu bapa pada sekurang-kurangnya enam acara sekolah Day, celebration of cultural festivals, or award
10 throughout the year.
sepanjang tahun. • Note: % of parents; Total families used as bas

• Communication – as described

9 The school has involved parents in school improvement planning Pihak sekolah melibatkan ibu bapa dalam perancangan • There is evidence in the SEF and TSIP of paren
through surveys, annual meetings and suggestions. penambahbaikan sekolah melalui kaji selidik, mesyuarat tahunan dan are reflected in the TSIP action plans
meminta ibu bapa memberikan cadangan.
Accreditation
8 Surveys show 70% or more of parents are satisfied with the school Kaji selidik menunjukkan sekurang-kurangnya 70% ibu bapa berpuas • The use of a range of tools is encouraged to s
operations. hati dengan operasi sekolah. including Parent Survey, Input from Parent Foc
feedback, PIBG meeting feedback
• 12 month time-frame

50% parent attendance at a minimum of four parental school events throughout 50% kehadiran ibu bapa pada sekurang-kurangnya empat acara • School events could include major sporting or co-cu
the year and the school communicates with parents in a variety of ways, including sekolah sepanjang tahun dan pihak sekolah berhubung dengan ibu celebration of cultural festivals, or award ceremonies
7 newsletters and Parent Communication Boards. Parent attendance is monitored bapa melalui pelbagai cara, termasuk buletin dan Papan Komunikasi • Communication channels as described
• Note: % of parents – total number of families used
and acted upon. Ibu Bapa. Kehadiran ibu bapa dipantau dan tindakan di ambil.

6 50% or more of parents are satisfied with the school operations. Sekurang-kurangnya 50% ibu bapa berpuas hati dengan operasi • The use of a range of tools is encouraged to s
sekolah. including Parent Survey, Input from Parent Foc
feedback, PIBG meeting feedback

5 50% or more attendance at a minimum of two school events and a Sekurang-kurangnya 50% kehadiran dengan minimum dalam dua acara • Note: % of parents – total number of families
school newsletter has been established.
sekolah dan buletin sekolah telah diwujudkan • Evidence of a school newsletter to inform pa

Foundation 4 30% or more of parents are satisfied with the school operations. Sekurang-kurangnya 30% ibu bapa berpuas hati dengan operasi • Parent survey used as the tool
sekolah. • If no parent survey in place, discussion with G
from PIBG
2

3 The school has established regular events for parental involvement. Pihak sekolah kerap mengadakan acara yang melibatkan ibu bapa. • Regular can be defined as 4 calendared event
requirement for attendance levels

2 10% or more parents are satisfied with the school operations. Sekurang-kurangnya 10% ibu bapa berpuas hati dengan operasi • The granting of a Yes is based on whether thi
sekolah. school can demonstrate it has ‘Moved Beyond’
1

1 There are opportunities for parental involvement at school events. Wujudnya peluang untuk ibu bapa turut serta dalam acara sekolah. • The granting of a Yes is based on whether thi
school can demonstrate it has ‘Moved Beyond’

d in, the school's planning and decision-making processes.
ka terlibat dalam proses perancangan dan membuat keputusan sekolah.

on Mid Year Year End Examples of Evidence School Evidence

nic media based on available technology / TSIP; Minutes of PIBG and SLT meetings.
School budget;
y” refers to having a schedule in place School website;
developments - this role is supported via Electronic newsletters and bulletins;

parent satisfaction responses including Parent Survey results Student Survey data
analysis), Open Day feedback, PIBG PIBG meeting minutes Parent Focus Group feedback
SEF analysis Open Day data
by teachers at the school

annually to ensure parental TSIP Schedule of SEF parent involvement
dback – results are reflected in the Parent Survey / Focus Group data SEF documentation

or co-curriculum programmes, Open Y Attendance data. Informationbulletins
d ceremonies. Newsletters and noticeboards. Parent communication board
se for % calculation Web-site

nt consultation / feedback – results Y Parent Survey / Focus Group feedback
SEF documentation
solicit parent satisfaction responses Y TSIP Open Day data
cus groups (SEF analysis), Open Day PIBG minutes
Parental survey results
Parent Focus Group feedback
SEF analysis

urriculum programmes, Open Day, Y Attendance data Parent communication boards
s Newsletters Web-site
Information bulletins
as the base for % calculation Parent Focus Group feedback (supplementary)
Parental survey results
solicit parent satisfaction responses Y PIBG minutes
cus groups (SEF analysis), Open Day SEF analysis

s used as the base for % calculation Y Newsletter evident
rents about school events Parent attendance data

GPK Hem, GB / Principal, feedback Y Parental survey results
PIBG minutes
SLT Interviews

ts per year with no specific Y School calendar
Photos
is statement is true or that the Y
’ it Parent Survey
GPK HEM interview
is statement is true or that the Y GB / Principal interview
’ it LE staff judgement

TSIP
Parent Survey results
Parent attendance data at school events

4.3 Measures The school has a programme for engaging with the community in the en
Sekolah mempunyai program yang melibatkan komuniti dalam m
Level
Descriptio
5
There is effective involvement between the school and its community Terdapat keterlibatan yang efektif antara sekolah dan anggota • Survey results indicate the school is seen as a

13 members, including the PPD, JPN and MoE, with the school reflecting masyarakat termasuk PPD, JPN dan KPM dan pihak sekolah melakukan PPD and JPN officers are active in the school an
stakeholders. Community input is sought to the
on community feedback. refleksi terhadap maklum balas yang dterima daripada komuniti.

Model Trust School 12 There is evidence that partnerships exist with community members Terdapat evidens yang menunjukkan wujudnya kerjasama dengan ahli • Formal and informal partnerships exist (spon
that contribute to raising standards throughout the school. komuniti - yang menyumbang kepada peningkatan standard di seluruh infrastructure support - to attendance at schoo
sekolah. participate actively in school programmes (car
Curriculum, school assemblies, festival celebra

11 There have been a number of information sessions for community Terhadap beberapa sesi taklimat diadakan untuk anggota masyarakat • The school proactively informs its community
members according to identified needs. berdasarkan keperluan yang telah dikenal pasti. initiatives - with calendarised information sess
respond to new or emerging needs

The school has developed structures to involve community members Pihak sekolah mempunyai struktur bagi melibatkan anggota • Community input to strategic planning is invi
10 in school improvement planning. analysis); or anecdotally via business and socia
masyarakat dalam perancangan penambahbaikan sekolah.

To ensure that there is support for the Trust School to maintain systems and Bagi memastikan sokongan agar Sekolah Amanah dapat mengekalkan sistem dan

processes, the SLT prioritise close partnerships with the PPD and JPN. proses, barisan kepimpian kanan sekolah mengukuhkan hubungan yang baik • PPD and JPN officers are active in the school

9 Opportunities are utilised to engage relevant MoE officers through reporting of dengan PPD dan JPN. Peluang digunakan untuk melibatkan pegawai KPM dengan stakeholders
successes, raising of issues and inviting MoE officers to participate in school melaporkan kejayaan, mengemukakan isu serta menjemput pegawai-pegawai • Evidence of reporting to PPD / JPN on Trust S

Accreditation events. KPM untuk menyertai acara sekolah.

48 Trust School values and approaches to holistic student development, Nilai dan pendekatan Sekolah Amanah terhadap pembangunan holistik murid, • Evidence of TS initiatives being shared includ
as well as community support for new projects or initiatives are
actively promoted through newsletters and direct meetings with the serta untuk meraih sokongan komuniti bagi projek atau inisiatif baharu schools, sponsors, PPD, JPN representatives)
disampaikan dengan aktif melalui buletin dan mesyuarat langsung bersama • Further evidence could include the GB / SLT /

local community and business and State organisations. komuniti tempatan dan organisasi korporat. initiatives outside of the school

7 A minimum of four partnerships that support the school and have a Terdapat sekurang-kurangnya empat kerjasama dengan anggota • The range of partners covers Curriculum and
positive impact on student outcomes exist with community members. masyarakat yang menyokong sekolah dan mempunyai impak positif include Sporting groups, Universities, NGOs, Cl
terhadap keberhasilan murid diwujudkan bersama komuniti.

Community members have a significant role in at least two school Ahli komuniti mempunyai peranan penting dalam sekurang-kurangnya

6 events and the school is beginning to reach out to local schools and dua acara sekolah dan sekolah mula meraih sokongan dari sekolah- • As per descriptor
sekolah berdekatan dan juga Pejabat Pendidikan Daerah untuk
District Office to support school development. menyokong pembangunan sekolah mereka.

3 • Partnerships are defined as ongoing, externa

5 A minimum of two partnerships exist with community members. Wujud sekurang-kurangnya dua kerjasama dengan anggota members that benefit the school/students
masyarakat. • Community members are defined as belongin

businesses

Foundation Community members are invited to school events and school Anggota masyarakat dijemput untuk hadir ke acara sekolah dan wakil • Evidence of initiatives with community memb
4 representatives attend community events to promote the school. sekolah menghadiri acara yang diadakan oleh komuniti untuk • School reps can identify at least 2 community
mempromosikan sekolah. explain how this promotes the school
2
• Community groups are identified by the SLT i
Pihak sekolah menjalin hubungan yang positif dengan anggota
3 The school forms positive relations with community members. masyarakat. Club etc
• Positive relationships defined as community

some capacity

2 Community members have access to the school. Ahli komuniti mempunyai akses dengan sekolah. • The granting of a Yes is based on whether thi
DESKRIPTOR DIGUGURKAN - TIDAK BERKAITAN * school can demonstrate it has ‘Moved Beyond’
1
• The granting of a Yes is based on whether thi
1 DESCRIPTOR REMOVED - NOT APPLICABLE * school can demonstrate it has ‘Moved Beyond’

nhancement of students' education. Examples of Evidence School Evidence
memperkaya pendidikan murid.
Evidence of meetings - including photos. Survey data;
on Mid Year Year End SEF analysis and action; Attendance by JPN and PPD at training modules or
PMS documents; cluster meetings.
an integral part of its community. TSIP tracker;
nd promote it as a model to other • Co-Co Assessment Rubric
e annual SEF analysis Meeting minutes. CAR 4.1.5, CAR 4.3.5, CAR 5.2.4
Evidence showing active involvement in school
nsorship of programmes or projects.
ol events). Diverse partners TSIP
reer talks, work experience, Co- TSIP tracker
ations)

y about the TSP and/or MoE Evidence of workshop materials,
sions, as well as activities that Attendance list and feedback forms with analysis and
next steps.

ited - via formal focus groups (SEF Meeting minutes.
al networking Evidence showing active involvement on school
projects and TSIP expectation

and promote it as a model to other Y Evidence of meetings. JPN presentations
School Programme JPN/PPD officer attendance records (Official Conference Speaking presentations
Guestbook)

ding benchmarking visits (other Y Reports School website;
/ AT doing presentations about TS Records Newspaper articles.
Photographic evidence
Letters or documents of activities of community based
organisation;

d Co-curriculum support. This could Y Log of Activities • Co-Co Assessment Rubric
lubs etc Report of Activities CAR 4.1.4, CAR 4.3.4, CAR 5.2.3
School Calendar

Y Circulars TSIP
Letters TSIP tracker
al relationships with community Y Attendance records • Co-Co Assessment Rubric
ng to community organisations or Photographs CAR 4.3.3, CAR 5.2.3

bers Y Circulars TSIP
y events they have attended and Letters TSIP tracker
Attendance records • Co-Co Assessment Rubric
ie: Kampong community, Rotary Y Photographs CAR 4.3.3
groups who support the school in
Circulars Special guest book (GB Office)
Letters Invitations to community events
Attendance records
Photographs SLT interview
LE staff judgement
Sponsorship of activities (financial or in-kind support) • Co-Co Assessment Rubric
Community Activity reports CAR 4.3.2

is statement is true or that the Y School Calendar
’ it Attendance data at school events
Letters of invitation

is statement is true or that the Community attendance data - for school events or School calendar;
’ it programmes; Letters of invitation.
Student participation data in community events.

SG 4: The Involvement of Parents, Community and Other Stakeholders Has Increased

Achievements for MYR 2021

TIADA PENINGKATAN DIBUAT KERANA PENUMPUAN DIBERI KEPADA PENCAPAIAN DALAM SG2 DAN SG3 YANG PERLU MENCAPAI TAHAP PRESTASI.

Next Steps

Level Indicator Statements OVERALL PRIORITIES FOR YER 2021 - STRATEGIC GOAL 4

4.1 4.1.5.11 Bengkel-bengkel diadakan bagi meningkatkan sokongan ibubapa terhadap pendidikan anak-anak Bengkel-bengkel Keibubapaan telah dilaksanakan secara webinar menggunakan medium Youtube Live.

mereka. Daftar kehadiran ibu pada direkodkan. Maklumbalas juga dianalisis.

Pihak sekolah telah menubuhkan organisasi Kumpulan Sokongan Ibu Bapa (KSIB) yang terdiri daripada

4.2 4.2.5.11 Pihak sekolah telah membangunkan struktur dan proses untuk melibatkan ibu bapa secara aktif para ibu bapa dalam membuka ruang dan peluang kepada mereka untuk memberi cadangan/pandangan
dalam proses penambahbaikan sekolah setiap tahun. ke arah membuat keputusan secara bersama bagi pembangunan sekolah secara lebih holistik. Ibu bapa

yang dilantik sebagai AJK KSIB telah dibahagikan kepada 7 biro utama berdasarkan keperluan sekolah.

4.2 4.2.5.12 Sekurang-kurangnya 90% ibu bapa berpuas hati dengan sokongan yang diberikan oleh sekolah Soal selidik dalam kalangan ibu bapa telah dijalankan untuk mengukur tahap kepuasan hati ibu bapa
kepada mereka dan anak-anak mereka. terhadap sokongan yang diberikan oleh pihak sekolah kepada mereka. Mereka turut diberi ruang untuk
memberikan cadangan penambahbaikan.

4.3 4.3.5.10 Pihak sekolah mempunyai struktur bagi melibatkan anggota masyarakat dalam perancangan
penambaikan sekolah.

SG 4: The Involvement of Parents, Community and Other Stakeholders Has Increased

Achievements for MYR 2021

TIADA PENINGKATAN DIBUAT KERANA PENUMPUAN DIBERI KEPADA PENCAPAIAN DALAM SG2 DAN SG3 YANG PERLU MENCAPAI TAHAP PRESTASI.

Next Steps

Level Indicator Statements OVERALL PRIORITIES FOR YER 2021 - STRATEGIC GOAL 4

4.1.4.10 Tindakan diambil dengan menggunakan perhubungan secara langsung (telefon/lawatan) bagi Ibu bapa berkenaan telah dihubungi melalui beberapa kaedah yang sesuai seperti panggilan telefon/
perbualan melalui aplikasi Whatsapp, Lawatan Ke Rumah dan Konsultasi ibu bapa. Garis kerja bagi
4.1 menghubungi ibu bapa yang keberatan untuk terlibat dengan sekolah. Sasaran tahunan bagi sasaran tahunan dibina untuk keberkesanan dalam pelan penambahbaikan sekolah.
meningkatkan keterlibatan ibu bapa turut dimuatkan dan dikesan oleh SLT sekolah sebagai sebahagian

daripada pelan penambahbaikan sekolah

Soal selidik dalam kalangan ibu bapa telah dijalankan untuk mengukur tahap kepuasan hati ibu bapa

4.2 4.2.4.8 Kaji selidik menunjukkan sekurang-kurangnya 70% ibu bapa berpuas hati dengan operasi sekolah. terhadap sokongan yang diberikan oleh pihak sekolah kepada mereka. Mereka turut diberi ruang untuk

memberikan cadangan penambahbaikan.

Pihak sekolah telah menubuhkan organisasi Kumpulan Sokongan Ibu Bapa (KSIB) yang terdiri daripada

4.2 4.2.4.9 Pihak sekolah melibatkan ibu bapa dalam perancangan penambahbaian sekolah melalui kaji selidik, para ibu bapa dalam membuka ruang dan peluang kepada mereka untuk memberi cadangan/pandangan

mesyuarat dan meminta ibu bapa memberikan cadangan. ke arah pembangunan sekolah secara lebih holistik. Ibu bapa yang dilantik sebagai AJK KSIB telah

dibahagikan kepada 7 biro utama berdasarkan keperluan sekolah.

SG 4: The Involvement of Parents, Community and Other Stakeholders Has Increased

For analysis refer to indicator statements in TSSP document.

Achievements for YER 2021 Analysis (What has led to these achievements?)

4.1

4.2 Future Development
4.3 Next Steps- Indicators Statements

Overall Analysis (Strength and Areas for Development)

4.1

4.2

4.3

School Specific Priorities (Culture/Action/Impact)

Trust School Standards and

School Name: SK Seri Bayu

Strategic Indicator Assessment F1 F2 5 F3 7 8
1.1 Mid-Year 6.7% 4.0
12 34 6
MY Final Score 6.7% 6.7% 4.0
Year-End 15.0% 15.0% 10.0% 10.0% 6.7%
6.7%
YE Final Score 15.0% 15.0% 10.0% 10.0% 6.7%

Strategic Indicator Assessment F1 F2 F
1.2 Mid-Year
123 456 78
MY Final Score
Year-End 15.0% 15.0% 6.7% 6.7% 6.7% 6.7% 6.7

YE Final Score 15.0% 15.0% 6.7% 6.7% 6.7% 6.7% 6.7

Strategic Indicator Assessment F1 F2 F
1.3
123 456 78

Mid-Year

15.0% 15.0% 6.7% 6.7% 6.7% 6.7% 6.7

MY Final Score

Year-End

15.0% 15.0% 6.7% 6.7% 6.7% 6.7% 6.7

YE Final Score

Strategic Indicator Assessment F1 4 F2 7 8
1.4 Mid-Year 5.0% 6.7
123 56
MY Final Score
10.0% 10.0% 10.0% 5.0% 5.0% 5.0%

d Practices Scorecard 2021

A MTS

8 9 10 11 12 13 14 15 16 17

0% 4.0% 4.0% 4.0% 4.0% 2.0% 2.0% 2.0% 2.0% 2.0%
92.0%

0% 4.0% 4.0% 4.0% 4.0% 2.0% 2.0% 2.0% 2.0% 2.0%
0.0%

F3 A MTS

8 9 10 11 12 13 14 15 16 17 18 19

7% 6.7% 4.0% 4.0% 4.0% 4.0% 4.0% 2.0% 2.0% 2.0% 2.0% 2.0%
98.0%

7% 6.7% 4.0% 4.0% 4.0% 4.0% 4.0% 2.0% 2.0% 2.0% 2.0% 2.0%
0.0%

F3 A MTS

8 9 10 11 12 13 14 15 16 17 18 19 20

7% 6.7% 3.3% 3.3% 3.3% 3.3% 3.3% 3.3% 2.0% 2.0% 2.0% 2.0% 2.0%
94.0%

7% 6.7% 3.3% 3.3% 3.3% 3.3% 3.3% 3.3% 2.0% 2.0% 2.0% 2.0% 2.0%
0.0%

F3 A MTS

8 9 10 11 12 13 14 15 16 17 18

7% 6.7% 6.7% 5.0% 5.0% 5.0% 5.0% 2.5% 2.5% 2.5% 2.5%
90.0%

1.4 Year-End 10.0% 10.0% 10.0% 5.0% 5.0% 5.0% 5.0% 6.7
Strategic Indicator YE Final Score

1.5 Assessment F1 4 F2 7 8
Strategic Indicator Mid-Year 5.0% 6.7
123 56
1.6 MY Final Score 5.0% 5.0% 5.0% 6.7
Year-End 10.0% 10.0% 10.0% 5.0%
5.0% 5.0%
YE Final Score 10.0% 10.0% 10.0% 5.0%

Assessment F1 4 F2 6 7 F
Mid-Year 6.7% 6.7%
123 5 8
MY Final Score 6.7% 6.7% 6.7% 6.7
Year-End 10.0% 10.0% 10.0% 6.7%
6.7% 6.7
YE Final Score 10.0% 10.0% 10.0% 6.7%

Strategic Indicator Assessment F1 3 F2 5 6 F3
2.1 Mid-Year 6.7% 6.7%
12 4 78
Strategic Indicator MY Final Score 6.7% 6.7% 6.7%
2.2 Year-End 15.0% 15.0% 6.7% 6.7% 6.7
6.7% 95.0%
YE Final Score 15.0% 15.0% 6.7%
6.7% 6.7
0.0%

Assessment F1 F2 F3
Mid-Year
12 345 678

15.0% 15.0% 6.7% 6.7% 6.7% 6.7% 6.7% 6.7

7% 6.7% 6.7% 5.0% 5.0% 5.0% 5.0% 2.5% 2.5% 2.5% 2.5%
0.0%

F3 A MTS

8 9 10 11 12 13 14 15 16 17 18 19

7% 6.7% 6.7% 4.0% 4.0% 4.0% 4.0% 4.0% 2.5% 2.5% 2.5% 2.5%
92.5%

7% 6.7% 6.7% 4.0% 4.0% 4.0% 4.0% 4.0% 2.5% 2.5% 2.5% 2.5%
0.0%

F3 A MTS

8 9 10 11 12 13 14 15 16 17

7% 6.7% 5.0% 5.0% 5.0% 5.0% 2.5% 2.5% 2.5% 2.5%
92.5%

7% 6.7% 5.0% 5.0% 5.0% 5.0% 2.5% 2.5% 2.5% 2.5%
0.0%

A MTS

8 9 10 11 12 13 14

7% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0%

7% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0%

A MTS

8 9 10 11 12 13 14 15 16

7% 4.0% 4.0% 4.0% 4.0% 4.0% 3.3% 3.3% 3.3%

2.2 MY Final Score 15.0% 15.0% 6.7% 6.7% 6.7% 6.7% 6.7% 6.7
Strategic Indicator Year-End

2.3 YE Final Score
Strategic Indicator
Assessment F1 3 F2 6 F
2.4
Strategic Indicator 12 45 78

2.5 Mid-Year
Strategic Indicator
15.0% 15.0% 6.7% 6.7% 6.7% 6.7% 6.7

MY Final Score

Year-End

15.0% 15.0% 6.7% 6.7% 6.7% 6.7% 6.7

YE Final Score

Assessment F1 F2 F3 78
Mid-Year
12 34 56 5.0% 5.0
MY Final Score 95.0%
Year-End 15.0% 15.0% 10.0% 10.0% 10.0% 10.0%
5.0% 5.0
YE Final Score 15.0% 15.0% 10.0% 10.0% 10.0% 10.0% 0.0%

Assessment F1 F2 5 F3 7 8
Mid-Year 6.7% 3.3
12 34 6
MY Final Score 6.7% 6.7% 3.3
Year-End 15.0% 15.0% 10.0% 10.0% 6.7%
6.7%
YE Final Score 15.0% 15.0% 10.0% 10.0% 6.7%

Assessment F1 3 F2 7 8

12 456

Mid-Year

2.6

90.0%

7% 4.0% 4.0% 4.0% 4.0% 4.0% 3.3% 3.3% 3.3%
0.0%

F3 A MTS

8 9 10 11 12 13 14 15 16 17

7% 6.7% 5.0% 5.0% 5.0% 5.0% 2.5% 2.5% 2.5% 2.5%
95.0%

7% 6.7% 5.0% 5.0% 5.0% 5.0% 2.5% 2.5% 2.5% 2.5%
0.0%

A MTS

89 10 11 12 13 14

0% 5.0% 5.0% 2.5% 2.5% 2.5% 2.5%

0% 5.0% 5.0% 2.5% 2.5% 2.5% 2.5%

A MTS MTS

8 9 10 11 12 13 14 15 16 18 19

3% 3.3% 3.3% 3.3% 3.3% 3.3% 3.3% 3.3% 3.3%
90.0%

3% 3.3% 3.3% 3.3% 3.3% 3.3% 3.3% 3.3% 3.3%
0.0%

F3 A

8 9 10 11 12 13 14 15 16 17

Mid-Year
15.0% 15.0% 4.0% 4.0% 4.0% 4.0% 4.0% 4.0

MY Final Score
2.6 Year-End

15.0% 15.0% 4.0% 4.0% 4.0% 4.0% 4.0% 4.0
YE Final Score

Strategic Indicator Assessment F1 F2 F3 7 8
3.1 Mid-Year 4.0
12 34 56
Strategic Indicator MY Final Score 4.0
3.2 Year-End 15.0% 15.0% 10.0% 10.0% 10.0% 10.0% 4.0%

Strategic Indicator YE Final Score 15.0% 15.0% 10.0% 10.0% 10.0% 10.0% 4.0%
3.3
Assessment F1 F2 F3
Strategic Indicator Mid-Year
12345678
MY Final Score
Year-End 30.0% 10.0% 10.0% 5.0% 5.0% 5.0% 5.0
90.
YE Final Score
30.0% 10.0% 10.0% 5.0% 5.0% 5.0% 5.0
0.0

Assessment F1 F2 F3 8

123 45 67

Mid-Year

15.0% 15.0% 10.0% 10.0% 10.0% 10.0% 5.0

MY Final Score 96.7%

Year-End

15.0% 15.0% 10.0% 10.0% 10.0% 10.0% 5.0

YE Final Score 0.0%

Assessment F1 F2 F3

0% 4.0% 4.0% 4.0% 4.0% 4.0% 4.0% 4.0% 4.0% 4.0% 5.0% 5.0%
90.0%

0% 4.0% 4.0% 4.0% 4.0% 4.0% 4.0% 4.0% 4.0% 4.0% 5.0% 5.0%
0.0%

A MTS

8 9 10 11 12 13 14 15 16 17

0% 4.0% 4.0% 4.0% 1.7% 1.7% 1.7% 1.7% 1.7% 1.7%
90.0%

0% 4.0% 4.0% 4.0% 1.7% 1.7% 1.7% 1.7% 1.7% 1.7%
0.0%

A MTS

8 9 10 11 12 13 14 15

0% 4.0% 4.0% 4.0% 4.0% 4.0% 5.0% 5.0%
.0%

0% 4.0% 4.0% 4.0% 4.0% 4.0% 5.0% 5.0%
0%

A MTS

8 9 10 11 12 13 14

0% 5.0% 5.0% 5.0% 3.3% 3.3% 3.3%

0% 5.0% 5.0% 5.0% 3.3% 3.3% 3.3%

A MTS

Strategic Indicator Assessment 12345678
3.4 Mid-Year
30.0% 6.7% 6.7% 6.7% 10.0% 10.0% 6.7
Strategic Indicator MY Final Score 90.0%
3.5 Year-End
30.0% 6.7% 6.7% 6.7% 10.0% 10.0% 6.7
YE Final Score 0.0%

Assessment F1 F2 F3 A
Mid-Year
12345 678
MY Final Score 15.0% 15.0% 20.0% 10.0% 10.0%
Year-End 5.0% 5.0% 5.0
15.0% 15.0% 20.0% 10.0% 10.0% 93.3%
YE Final Score
5.0% 5.0% 5.0
0.0%

Strategic Indicator Assessment F1 F2 F3 8
4.1
123 45 67
Strategic Indicator
4.2 Mid-Year

15.0% 15.0% 10.0% 10.0% 10.0% 10.0% 6.7

MY Final Score 90.0%

Year-End

15.0% 15.0% 10.0% 10.0% 10.0% 10.0% 6.7

YE Final Score 0.0%

Assessment F1 F2 F3 7 A
Mid-Year
12 34 56 8
MY Final Score 6.7
Year-End 15.0% 15.0% 10.0% 10.0% 10.0% 10.0% 6.7%
92.5% 6.7
YE Final Score
15.0% 15.0% 10.0% 10.0% 10.0% 10.0% 6.7%
0.0%

8 9 10 11 12 13 14
7% 6.7% 6.7% 2.5% 2.5% 2.5% 2.5%

7% 6.7% 6.7% 2.5% 2.5% 2.5% 2.5%

MTS

8 9 10 11 12
0% 5.0% 3.3% 3.3% 3.3%

0% 5.0% 3.3% 3.3% 3.3%

A MTS

8 9 10 11 12 13 14
7% 6.7% 6.7% 2.5% 2.5% 2.5% 2.5%

7% 6.7% 6.7% 2.5% 2.5% 2.5% 2.5%

A MTS

8 9 10 11 12 13
7% 6.7% 2.5% 2.5% 2.5% 2.5%

7% 6.7% 2.5% 2.5% 2.5% 2.5%

Strategic Indicator Assessment F1 F2 F3 A
4.3 Mid-Year
12345678
MY Final Score
Year-End 30.0% 10.0% 10.0% 10.0% 10.0% 6.7% 6.7
90.0%
YE Final Score
30.0% 10.0% 10.0% 10.0% 10.0% 6.7% 6.7
0.0%

A MTS

8 9 10 11 12 13
7% 6.7% 2.5% 2.5% 2.5% 2.5%

7% 6.7% 2.5% 2.5% 2.5% 2.5%

Summary of TSSP School Pro

MY 2021 YE 2021

1.1 92.0% 0.0%
1.2
1.3 98.0% 0.0%
1.4
Strategic Goal 1 1.5 94.0% 93.2% 0.0% 0.0%
Strategic Goal 2 90.0% 0.0%
Strategic Goal 3 1.6
Strategic Goal 4 92.5% 0.0%
2.1
2.2 92.5% 0.0%
2.3
2.4 95.0% 0.0%
2.5
90.0% 0.0%
2.6
95.0% 92.5% 0.0% 0.0%
3.1 95.0% 0.0%
3.2
3.3 90.0% 0.0%
3.4
3.5 90.0% 0.0%

4.1 90.0% 0.0%
4.2
90.0% 0.0%
4.3
96.7% 92.0% 0.0% 0.0%

90.0% 0.0%

93.3% 0.0%

90.0% 0.0%

92.5% 90.8% 0.0% 0.0%

90.0% 0.0%

of TSSP School Progress 2020



Indicators -> Standard 1 SK Seri
TSSP Progr
1.1 1.2 1.3 1.4 1.5 1.6
Standard 2

2.1 2.2 2.3 2.4

Model T.S. 20% 80% 40% 0% 25% 25% 50% 0% 50% 50%

Accreditation 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 1

3 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 1

Foundation 2 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 1

1 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 1

Progress towards 100% 100%
ACCREDITATION 86% 85%

Overall Progress

i Bayu
ress Chart

2.5 2.6 3.1 Standard 3 3.5 Standard 4

3.2 3.3 3.4 4.1 4.2 4.3

0% 0% 0% 0% 67% 0% 33% 0% 25% 0%

100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

100% 100%
84% 82%

Indicators -> Standard 1 SK Seri
TSSP Progr
1.1 1.2 1.3 1.4 1.5 1.6
Standard 2

2.1 2.2 2.3 2.4

Model T.S. 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Accreditation 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

3 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Foundation 2 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

1 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Progress towards 0% 0%
ACCREDITATION 0% 0%

Overall Progress

i Bayu
ress Chart

2.5 2.6 3.1 Standard 3 3.5 Standard 4

3.2 3.3 3.4 4.1 4.2 4.3

0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

0% 0%
0% 0%