Gill Hunter

1
What Next? Using Your School Self-Evaluation

• Gill Hunter
• Adviser for School Development
• 2005

2
For Inspection The SEF

• SEF is a holistic account of the schools
  character and performance
• Schools SE is effective when
• it uses a range of telling evidence to answer
  questions
• it benchmarks the schools 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 schools systems for
  assessing and developing pupils and managing and
  developing staff.
• it ensures that judgements are well-supported by
  evidence

3
For InspectionFeeding the National Society
Toolkit into the SEF

• 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)

4
So what?

• Planning for Improvement
• SDP (to avoid confusion with School Improvement
  Partners)
• PIAP

5
School Development Planning

• 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

• 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

6
What Should SDP Include?

• Summary of schools 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

7
What should action plan include?

• 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

8
Continuing cycle of Self-Evaluation

• Continual timetabled review across year
• (consulting, monitoring and evaluating,
  regular GB agenda)
• Update SEF regularly
• Share and extend the vision
• Plan for Improvement

9
Build a more successful future