Guidance for School Self Evaluation

Primary

Guidance for School Self Evaluation

and Ofsted SEF Section 4

Personal Development and Well-being

Every Child Matters

The Every Child Matters agenda covers issues at the heart of the inspection of every school. Issues that affect the well being of pupils have always been central to inspection judgements. Therefore inspecting Every Child Matters outcomes is not new for inspectors … but is more significant. In many ways, inspecting Every Child Matters should not be regarded as just a feature within inspection but as the main focus of the inspection itself. After all, the five outcomes do embrace all aspects of the evaluation schedule.

Ofsted Training for Inspection Module 2005

Mike Hillary

01305 224664

Senior Inspector for PHSE and Citizenship

and LEA Healthy Schools Co-ordinator

with contributions from Inclusion team, Early Years Team and EMAS

June 2004

General Guidance

New Relationship with schools and School Self Evaluation (SSE)

· rigorous self-evaluation helps schools to improve; it should not be undertaken solely for the purposes of inspection

· schools should shape for themselves a process that is simple and integrated with their routine management systems

· schools must listen to and do something about the views of their stakeholders

· it must make reference to the views of pupils and parents

· in order to arrive at the annual summary it will be necessary to receive accurate ongoing information from governors, SMT and all staff and update in line with the annual cycle of school self evaluation

· the school’s recorded summary of it’s self-evaluation process (the SEF) should be updated at least annually and include information about the impact of its action on learners; assertions and lists are unhelpful

DfES Guidance 2005

Guidance for completing the SEF Section 4

Personal Development and Well-being

This is likely to be a strength of the school – how will this be reflected in the SEF?

· the SEF should evaluate the impact, indicate progress – not just provision

· be evaluative not descriptive – give examples eg from your key statements

· give some examples of relevant evidence (eg pupil and parent questionaires and discussions

· use data where necessary - number of exclusions etc

· use external verification and validation eg healthy schools validation reports, awards, certificates, comments from outside agencies etc

· refer to progress over time – this may mean drawing a baseline now!

Grades for key aspects should “match” in normal circumstances eg Personal Development and Well-being Grade 2 Care, Guidance and Support for Learners – Grade 2

See criteria for Grades in Guidance for Inspectors of Schools – Using the Evaluation Schedule eg Personal Development and Well-being – page 11

See also Care, Guidance and Support for learners – page 16

· schools themselves will grade each section – the written evidence should support this eg we feel our provision and outcomes are good because…

· read the Guidance for Inspectors of Schools carefully

New Ofsted Grades

Grade 1 Outstanding Grade 3 Satisfactory

Grade 2 Good Grade 4 Inadequate

Personal Development and Well-being

Using the Healthy School Programme to address the Framework for Inspecting Schools and links to Every Child Matters Outcomes (X)

The five Every Child Matters Outcomes

Being healthy
Staying safe
Enjoying and achieving
Making a positive contribution

5. Achieving economic well-being

Overall effectiveness

Questions inspectors must ask in order to make their judgements

How effective and efficient are the provision and related services in meeting the full range of learners’ needs and why?

What steps need to be taken to improve the provision further?

· the school should judged the overall provision, including extended services, and its main strengths and weaknesses

· the capacity to make further improvements

· the effectiveness of any steps to promote improvement since the last inspection

and where appropriate

· the effectiveness of links with other organisations to promote the well being of learners

Achievement and Standards

How well do learners achieve?

· the development of skills which contribute to the social and economic well being of the learner (3)

· the emotional development of learners (1)

· the behaviour of learners (1,2)

· the attendance of learners (2,3)

· the extent to which learners adopt safe practices and healthy lifestyle (1,2,5)

· learners’ spiritual, moral, social and cultural development (3,4)

· whether learners make a positive contribution to the community (4)

The Quality of Provision

How effective are teaching, training and learning?

· the suitability and rigour of assessment in planning and monitoring learners’ progress (3,4)

· the involvement of parents and carers in their children’s learning and (personal) development (3)

How well do programmes and activities meet the needs and interests of learners?

· the extent to which enrichment activities and/or extended services contribute to learners’ enjoyment and achievement (3,5)

· the extent to which the provision contributes to the learners capacity to stay healthy and safe (1,2)

How well are learners guided and supported?

· the care, advice, guidance and other support services provided to safeguard welfare, promote personal development and achieve high standards (1,2,3)

· the quality and accessibility of information, advice and guidance to learners in relation to courses and programmes, and, where applicable, career progression (3,5)

Leadership and Management

How effective are leadership and management in raising achievement and supporting all learners?

· how well equality of opportunity is promoted and discrimination tackled so that learners achieve their potential

· how effective are the links made with other providers, services, employers and other organisiations to promote the integration of care, education and any extended services to enhance the learning and promote well being

Personal Development and Well-being

School Self Evaluation, SEF and Ofsted Overall Judgement - Grades

How good is the overall personal development and well being of the learners?

Inspectors should evaluate:

How well learners make progress in their spiritual, moral, social and cultural development.

How much learners enjoy their education, taking into account their attitudes, behaviour and attendance (3)

How well learners adopt safe practices and a healthy lifestyle (1,2)

· display concern for others and refrain from intimidating and anti-social behaviour; feel safe from bullying and discrimination, and how confident they feel in reporting bullying and racist incidents

· whether learners act responsibly in high risk situations

· take regular exercise, including two hours of PE and sport a week

· know about and make healthy lifestyle choices

· (where appropriate) understand sexual health risks, and the dangers of smoking and substance misuse

· eat and drink healthily

· recognise signs of personal stress and develop strategies to mange it

How well pupils make a positive contribution to the community (4)

· understand their legal and civil rights and responsibilities

· show social responsibility and refrain from bullying and discrimination

· express their views at school, with confidence that their voices will be heard

· initiate and manage a range of organised activities in school and community organisations

How well learners prepare for their future economic well being (5)

· develop their basic skills in literacy, numeracy and ICT

· develop their self confidence and team working skills

· become enterprising, able to handle change, take initiative, and calculate risk when making decisions

· become financially literate and gain an understanding of business and the economy and of their career options

· how well learners, when they are older, develop knowledge and skills related to actual workplace situations

Personal Development and Well being

OFSTED, SSE and SEF Grading

The judgement should be the best fit with the relevant grade descriptions. Where reference is made to the outcomes for learners, appropriate allowance should be made for their age and capabilities.

Schools might like to grade each part of section 4 (4a-4e) on the SEF before arriving at an overall judgement.

Outstanding
(1) / An outstanding school successfully promotes very good attitudes to learning, exemplary behaviour and high attendance. All aspects of personal development progress strongly as learners gain rapidly in self assurance, in their capacity to deal sensitively with others and become involved in the community.
Good
(2) / Most aspects of learners’ personal development and well-being are at least good and none is graded unsatisfactory. The great majority of learners engage well with what the school has to offer, feel safe, enjoy their lives at school and make good overall progress in the personal qualities that will enable them to contribute effectively to the community and eventually transfer to working roles.
Satisfactory
(3) / For most learners, their spiritual, moral, social and cultural development is satisfactory overall. They feel safe and are not unduly intimidated by bullying or other unacceptable behaviour. Most learners enjoy school and make at least satisfactory progress in their capacity to adopt safe and healthy lifestyles, to participate in the community and to prepare for their working lives.
Inadequate
(4) / Weaknesses in spiritual, moral, social and cultural development, either generally or among significant groups, are sufficient to cause learners’ overall personal development to be inadequate. Many learners are disaffected and do not enjoy their education, as shown by their unsatisfactory attitudes, behaviour and attendance. Exposure to bullying or other factors mean that several learners feel unsafe. When threatened, they do not have the confidence that they can get sufficient support. Healthy lifestyles are not adequately appreciated or pursued. Learners do not engage readily with the community or make satisfactory progress in the skills and qualities that will equip them for work.

Guidance for Inspectors of Schools Ofsted 2005

Questions for Schools and teams to consider

How would you rate/grade each of the aspects outlined in section 4 of the SEF for your school?

What areas are strengths? – see sections 4a-4e on the SEF

What are the weaknesses/areas for development?

What actions do you need to take to address the weaknesses?

Section 4 PERSONAL DEVELOPMENT AND WELL-BEING

How good is the overall personal development and well-being of the learners?

To help you focus your comment and judgements in completing this section, please consult the relevant pages in the Guidance for Inspectors of Schools.

In answering the following questions, please make clear the main evidence on which your evaluation is based.

4a To what extent do learners adopt healthy lifestyles?

- whether learners take adequate physical exercise, and eat and drink healthily

- learners’ growing understanding of how to live a healthy lifestyle

4b To what extent do learners feel safe and adopt safe practices?

- whether learners feel safe from bullying and racist incidents

- the extent to which learners have confidence to talk to staff and others when they feel at risk

4c How much do learners enjoy their education?

- take account of learners’ attitudes, behaviour and attendance

- learners’ spiritual, moral, social, emotional and cultural development

4d How well do learns make a positive contribution to the community?

- learners’ growing understanding of their rights and responsibilities, and of those of others

- how well learners express their views and take part in communal activities

“Working Together: Giving children and young people a say”

DfES Guidance DfES/0134/2004 -

Case Studies on pupil participation can be found at www.wiredforhealth.gov.uk/participationguidance

4e How well do learners prepare for their future economic well-being?

- how well learners develop skills and personal qualities that will enable them to achieve future economic well-being

- learners’ understanding of career options, and the acquisition of workplace skills

4f Where relevant: how good are learners’ personal development and well-being in the foundation stage

4g On the basis of your evaluation, what are your key priorities for development?

Please enter grade. To guide judgement, please consult grade descriptions in the Guidance for Inspectors of Schools.

Learners’ personal development and well being / Outstanding / Good / Satisfactory / Inadequate
Yes!