Salisbury Diocese Board of Education

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Gill HunterAdviser for School Development

2005

What Next?

Using Your School Self-Evaluation

Salisbury Diocese Board of Education

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For Inspection: The SEFSEF is a holistic account of the school’s character and

performance School’s SE is effective when:

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

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?

Planning for Improvement SDP (to avoid confusion with School

Improvement Partners) PIAP

Salisbury Diocese Board of Education

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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

Salisbury Diocese Board of Education

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What Should SDP Include? 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?

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

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