Professional Guidance for Effective Self-Evaluation Forms in Education
Guidance on creating effective self-evaluation forms in education, emphasizing collaboration, analysis, and continuous improvement. Highlights the importance of making the document a living reflection of the school's work, rather than a static file for inspection purposes.
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Self Evaluation Form Last guidance issued 2014 Document no longer on DfE or Ofsted sites as there is no set prescription anymore However, some useful golden nuggets Useful principles NO SET WAY from DfE or Ofsted It can t be wrong, but you might be able to make it better
Self Evaluation Form Bullet 53: The inspection support administrator will also send the school a note requesting that the following information is available to inspectors by 8am the next day, at the formal start of the inspection: A summary of any self-evaluation or equivalent AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
Self Evaluation Form Inspection Chaos? AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
Self Evaluation Form Underlying Principles to support our SEF writing AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
Self Evaluation Form Attempts to capture every aspect of school life can lead to very weighty tomes, that can detract from the key messages you want to share This should NOT be a document that is filed away until Ofsted call. It should be a living and breathing reflection of the work of the school AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
Self Evaluation Form SEF Update Action Planning Delivering on agreed actions School Improvement Identify what is working well And what needs more tweaking Implement agreed monitoring checks to review impact of actions taken AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
Self Evaluation Form This is a professional document, written by professionals for professionals. Do not dumb it down. Share your professionalism. If you want to make a parent/child friendly version this is fine Should include contributions from all stakeholders and their areas of responsibility and include evidence acquired from pupils and parents too AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
Self Evaluation Form Should at least be clearly linked to your SDP, and why wouldn t you align it with the framework too? Might also be the place you keep the school s actions is response to the previous inspection report AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
Self Evaluation Form Should be an honest reflection of where your school s strengths and next steps lie (supported by evidence as appropriate) Should draw together, new information from a broad evidence profile AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
Self Evaluation Form Your SEF Evaluative NOT Descriptive Two most powerful words to support effective SEF writing: So what? AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
Self Evaluation Form Structuring your document Again, we need to remember there is no nationally prescribed format. Governors/Trustees or HT may choose/design a preferred format. My personal thoughts are: Progress against previous inspection (if choosing to keep it here) Context of the school Quality of Education Behaviour and Attitudes Personal Development Leadership and Management Quality of Education in Early Years Overall Effectiveness AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
Self Evaluation Form Progress against previous inspection PROGRESS SINCE THE LAST INSPECTION ACTIONS Visit another school within the Trust to be shown examples of editing within writing and how this is carried out practically. PRIORITY To increase the proportion of pupils who achieve the higher levels in their writing through: giving more opportunities for pupils to edit and restructure their work, so they make appropriate word and sentence structure choices IMPACT EVIDENCE New Editing policy developed and implemented across school. Teachers confidence in the teaching of editing has increased Editing lessons and stations are well resourced and planned Lesson visits showing at least good teaching of editing. Leadership day focusing on the process of editing across school (2-6) and creating an editing policy and identifying elements to trial until the summer term. Editing lessons are personalised to individuals or groups creating challenge for all pupils Book scrutiny Children independently editing their own work and challenging their thinking. Pupils are confident in editing their own work Whole school training day on the implementation of the new editing policy Progression within the teaching of editing is established Planning audits editing directly impacting on previous teaching and personalised to the learner Half termly staff meetings to evaluate the editing process. More time is dedicated to the editing process allowing children to think deeper about the improvements they are making. Audit to take place in the summer term once school re- opens. Individual observations of editing x 2 Long edit involving stations 93% of children have said editing lessons have helped them improve their writing. Teaching of editing Carry out a pupil voice questionnaire Positive feedback from teachers. 100% of teachers said the new structure is improving the quality of writing produced. New lesson plan format and lesson structure to be developed to ensure challenge across all sections of the writing curriculum. AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
Self Evaluation Form Requires Improvement, Good or Outstanding? Good Best fit. Is there enough? What does the evidence show? Requires Improvement Not yet good, but not inadequate Outstanding The rule book has changed Not best fit All good criteria securely and consistently Exceptional, [worthy of local/national attention] All outstanding criteria securely and consistently AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
Self Evaluation Form So what might a SEF look like? (Remember, no set format) AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
Self Evaluation Form AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
School Development Plan AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
School Development Plan Evaluation Objective for the Year Big picture stuff How successful were we each term? Next steps? Data Success Criteria Measurable/Data driven Milestones Are we on track? Action Planning Aims By Who That will lead to achieving objective Ultimate responsibility for ensuring action is completed? Actions By When Specific date That will achieve the aims AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
School Development Plan SEF Update Action Planning Delivering on agreed actions School Improvement Identify what is working well And what needs more tweaking Implement agreed monitoring checks to review impact of actions taken AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
School Development Plan Effective Target Setting for Effective Development Planning Data How might we be able to improve/develop the target below so there is greater clarity and more accountability? (1)To improve reading in the school AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
School Development Plan Effective Target Setting for Effective Development Planning Start with the end in mind (Stephen Covey) If you could travel forward to July 2022, what would you be seeing? What would the data be showing you for each class/year group? Is this an improvement? What would you see in each class if you achieved your goals? What would be different to what it is now if you achieved your goals? What would pupils be telling you about reading now? Is this an improvement? What would parents be telling you about reading now? Is this an improvement? What would staff be telling you about reading now? Is this an improvement? What would you be seeing in any books you chose to use? AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
School Development Plan Effective Target Setting for Effective Development Planning To improve reading in the school Success Criteria (By the end of the year) Where do we ultimately want to see the impact on our actions. Typically hard data : Pupils to achieve the following in end of year assessments: Rec: 80% Expected+ and 15% Exceeding Y1: 85% Expected+ and 12% High Y2: 86% Expected+ and 18% High Y3: 82% Expected+ and 12% High Etc . Questions to consider: Do these percentages reflect an improvement in numbers given last year s data? Why? Are you expecting the same progress from your NQT as your UPS3? How will this expectation be passed to teachers? What will these percentages mean to them? Who exactly? AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
School Development Plan Effective Target Setting for Effective Development Planning Milestones (How are we going to get there, what will we see along the way?): What would you see in each class: Rec and Y1: Small group daily, 25 minute phonics session Y2-Y6: Daily whole class 25 minute reading sessions Y2-Y6: Twice a week comprehension papers completed Rec-Y6: Class chart celebrating pupils reading at home each day Questions to consider: Do these actions reflect what the school is going to do? They MUST. How will the headteacher know this is happening? Evidence (The proof it is/has happening): A subject leader s report? Shared monitoring and evaluation with headteacher and/or governor? AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
School Development Plan Many development plans are unsuccessful because teachers/staff are not clear about your expectations. Many staff are NOT in the same place as you. Many staff will benefit from specific guidance. Think 80/20 AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
School Development Plan Effective Target Setting for Effective Development Planning Additional Impact measures (softer data): Parent/Pupil/Staff Surveys Do you think reading has improved in your class? How has it got better? Been made worse? What do you now do in reading that you did not do before? How often do you read in class to an adult? How often do you read at home? Thoughts: Some questionnaires are better if set prior to change (baseline) and then post change and then compare results directly. Carefully worded questionnaires can ensure you illicit the right information from your stakeholder groups to help you evidence compliance and impact. AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
School Development Plan Reflecting on the Impact of the work of the school (evidence based). What works best will be different What do pupils books show us? How is it different now? What can you see? Links with Milestones and Success Criteria What do pupils tell us? What do you do now, that you didn t do last year? Do you think it is better now? Why? What would make it even better? Links with Milestones and success criteria What do teachers tell us? What do you do now, that you didn t do last year? Do you think it is better now? Why? What would make it even better? Links with Milestones and success criteria. Investigate briefly well being and workload What do lessons show us? Is the planned adaptation happening inline with the plan? Do pupils tell us this happens all the time? Is this effective in promoting learning? FOCUS ON THE PUPILS. Linked to milestones and success criteria? What does the planning show us? Reflect learning seen in lessons and and books? Linked to milestones and success criteria? What does the data show us? How closely does the data match the targets set? What do the classroom displays show us? Links to milestones and success criteria? AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
School Development Plan So how might this look in a plan? AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
School Development Plan AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
School Development Plan AL Education Ltd. Listen, Collaborate, Analyse, Do and make a Difference in collaboration with
