SEF checker

Four weeks into the 2016 academic year and the leadership team were finalising amendments to the Self-evaluation framework (SEF). Various senior colleagues had written their leadership contributions with the final draft being knitted together. At the time, I wrote these notes and saved them in draft with the intention of revisiting and post them. Five months after Ofsted judged the school to be a “Good” school, I  in draft.

Effectiveness of Leadership/Management

• The difference between last inspection leadership grade and our self-assessment grade.
• The impact of leadership on achievement?
• How far does leadership reaches down through the organisation. How is leadership distributed and developed.
• As important, the leadership within Governance.
• How effective are governors in challenging and supporting the headteacher (and senior staff where partnerships are facilitated)?
• Performance management – structures, impact and remuneration.
• Safe-guarding – including confirmation that safe-guarding arrangements meet statutory requirements.
• How successfully is the school promoting fundamental British values?
• Schools Financial Values Standards compliance.

Clearly outline what leaders are doing to promote an ambitious vision and high expectations for what learners can achieve. Explain how leaders monitor, evaluate and support teaching through rigorous performance management (Note any on-going disciplinary/capability issues?) Explain how curriculum design provides breadth, depth and relevance and how it meets the needs of learners.

Personal Development, Behaviour and Welfare

• Explain any difference between last inspection grade in this area and the self-assessment grade.
• What is behaviour like in lessons including within school variations (classes/key stages/groups of learners) and how it impacts on learning.
• What is behaviour like around the school and outside the school?
• Attendance and punctuality.
• Pupils’ spiritual, moral, social and cultural (SMSC) development.
• How the school values are promoted and pupil character developed.
• How is bullying viewed, managed and discouraged.

• Explain what the school is doing to promote and sustain positive behaviour and any notable adaptations / improvements.
• Explain what the school is doing to address attendance and punctuality issues.
• Explain how pupils know about safety and learn to keep themselves safe.
• Explain how pupils know about healthy lifestyles and how to keep themselves healthy through exercise and healthy eating.
• Explain how school values and the development of pupils character.
• Explain how SMSC is promoted.
• Explain what the school is doing to prevent radicalisation.

Quality of Teaching, Learning and Assessment

• Explain any difference between last inspection grade in this category and the self-assessment.
• Quality of teaching overall.
• Effectiveness of pupils approach to learning.
• Assessment procedures
• Explain any variation in teaching within school variations (departments/classes/key stages/groups of learners).

• Explain how professional development has improved teaching (including developing teachers’ subject knowledge). Keep the remit clear and focused. Teaching, Learning and Assessment AFIs should also be recognised within performance management.
• Explain how under-performance is being addressed?
• Link between teaching and progress.
• Link between teaching and performance management.
• Explain how assessment information is used to plan the next steps in learners’ development.
• Explain how assessment information is used to support pupils who are falling behind and those who are exceeding expectations.

Outcomes for Children and Learners

• Explain any difference between last inspection outcomes grade and the self-assessment grade.
• Don’t redraft RAISE; highlight the key achievements and headlines – focus the inspection remit.
• Explain any anomalies – you may wish to present a new set of data with anomalies discounted.
• Provide clear, simple in-year reports.
• Explain variations in vulnerable groups.
• Outline opportunities for personal development and learning beyond the curriculum.

• Explain what the school is doing to improve outcomes; work through the key groups ending which a summative description. The SSAT Educational Outcomes data summary tool and FFT reports are useful here.
  Vulnerable groups; Pupil Premium; High-attaining pupils.
• In-year/term-by-term progress of each year and groups within years

Some of the key statements we wrote in our SEF where “tested” by inspectors. Where these statements were substantiated, they often appeared in our report. This inspection framework and inspection team felt more supportive and collegiate.

[qr_code_display]