Transcript Document

What Next?
Using Your School Self-Evaluation
Gill Hunter
Adviser for School Development
2005
Salisbury Diocese Board of
Education
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For Inspection: The SEF
SEF is a holistic account of the school’s character and
performance
 School’s SE is effective when:
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it uses a range of telling evidence to answer questions
it benchmarks the school’s and pupils’ performance against
the best schools and the best comparable schools
it involves staff, pupils, parents and governors at all levels
it takes account of the views of external agencies
it is integral to the school’s systems for assessing and
developing pupils and managing and developing staff.
it ensures that judgements are well-supported by evidence
Salisbury Diocese Board of
Education
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For Inspection:
Feeding the National Society Toolkit into the SEF
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Character and context of school (1B)
How well does the school, through its distinctive Christian
character, meet the needs of all learners? (5B)
What is the impact of Collective Worship on the community? (4C,
4D)
How effective is the Religious Education? (3A)
How effective are the leadership and management of the school as
a church school? (6)
How distinctive and effective is the school as a C of E school? (7)
Salisbury Diocese Board of
Education
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So what?
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Planning for Improvement
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SDP (to avoid confusion with School
Improvement Partners)
PIAP
Salisbury Diocese Board of
Education
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School Development Planning
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EFFICIENT
Raising standards and pupil achievement at heart of
plan
Evidence based on thorough audit of strengths and
weaknesses of the school
Informed by the views of stakeholders including
pupils
Taking account of national and local priorities
Informed by data and a good range of monitoring
activities
Actions and timescales clearly stated and who is
responsible
Success criteria sharply focussed
Clear links to Performance Management and CPD
Staff know what the priorities are and why
Strategies in place to track the progress being made
A working document – the best plans are annotated
during the year
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DEFICIENT
Lack of estimated costing
Lack of overall prioritisation
Over-reliance on the HT and Senior Leadership
Team
Insufficient involvement of the GB
Insufficient specificity about outcomes
Failure to address pupil achievement sufficiently
Poorly defined completion dates
Lack of success criteria
Failure to address monitoring and evaluation
Failure to put the one year plan into a wider time
context
Unclear responsibility
Failure to address time issues alongside other school
activities
Salisbury Diocese Board of
Education
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What Should SDP Include?
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Summary of school’s vision and aims
Rationale for SDP priorities (link to SEF)
Brief evaluation of previous plan
Operational plans for each priority
Longer term overview
Annual cycle of SSE
Subject Leaders’ Action Plans
Governors’ Plans
Maintenance Plans
Salisbury Diocese Board of
Education
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What should action plan include?
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Nature and location of issue
Comprehensive strategy for tackling issue
Success criteria / outcomes to determine when the issue has
been resolved – related to improvements in quality of teaching
and learning
Identified person responsible for action
Identified people/group responsible for monitoring
Arrangements for monitoring the effects of the changes
(evaluation)
Time limits
Initiatives realistically costed in terms of staff time and
resources
Salisbury Diocese Board of
Education
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Continuing cycle of Self-Evaluation
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Continual timetabled review across year
(consulting, monitoring and
evaluating, regular GB agenda)
Update SEF regularly
Share and extend the vision
Plan for Improvement
Salisbury Diocese Board of
Education
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Build a more successful future
Salisbury Diocese Board of
Education
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