Manchester LA School Self-Evaluation Framework

Manchester Local Authority

Guidance on Writing a School Self-Evaluation Summary

The ManchesterLA School Self-Evaluation Frameworkwas updated forSeptember 2014 in the light of amendments to theOfsted Framework. The new Ofsted framework was implemented in September 2012.The Manchester Framework is one of the tools for you to use to support your school self-evaluation.

People. Pride. Place.

Author: Brian Holmes

Writing an effective School Self-Evaluation Summary: Frequently Asked Questions

What is a School Self-Evaluation Summary (SSES)?

An effective SSES provides a summary of a school’s judgements of its own performance against a set of objective criteria, for example the ManchesterLA self-evaluation framework/ the Ofsted self-evaluation schedule.

What is the main purpose of a SSES?

The main purpose of a school self-evaluation summary document is to summarise a school’s performance against set criteria in order to prioritise and promote school improvement.

The document will be useful when a school is inspected, but that should not be seen as its main purpose.

The process of self-analysis and self-evaluation that takes place in the production of an SSES is by far its most useful purpose relative to sustainable school improvement.

Who is the audience for my SSES?

The main audience for a SSES isyourselves – the school’s leaders, including the governing body. The SSES will be useful for external evaluators and agencies and for inspections. However, inspectors are not the main audience for a school’s SSES.

How long should a SSES be? How much information should I put in my SSES?

These questions are linked. If school leaders perceive their SSES to be a tool for on-going and continuous school improvement then the document should be between 6 – 8 pages, with a maximum of 10 pages. There is no need to ‘tell the story of the school’ or put a lot of detailed evidence, particularly about achievement, that is available and/or repeated from other sources. The key sources of information to support self-evaluation judgements could be referenced in the SSES and kept in a supporting file for easy cross-reference.

If some colleagues wish to ‘tell the story’ of the school in the SSES and/ or wish write a longer document as part of their own process of analysing their school, then the SSES is likely to be a longer document, 20-25 pages, and will include more detailed information about the school, for example, assessment data.

How often do I need to update my SSES?

Once the initial SSES has been completed, the updating of the SSES should be undertaken annually as an integral part of the School Improvement Cycle.

If the SSES is seen as an integral part of the school improvement process then summary evidence from monitoring and evaluation will enable updating to be completed.

Section one: School context
Include: number of pupils, proportion of pupils eligible for free school meals, proportion of pupils from minority ethnic groups and at an early stage of learning English, proportion of pupils supported at school action and supported at school action plus/ statements of special educational need, pupil mobility. Any other distinctive features about the school Any other factors affecting the school’s context e.g. any specialist and/ or extended provision based in the school. Any changes in the school’s circumstances since the previous inspection

General guidance for sections 2 – 8

For each of the main sections (2-8):

Make a judgement using your self-evaluation tools, the Ofsted Framework and the appropriate section of the Manchester LA School Self-Evaluation Framework.
Provide clear evidence to support this judgement using the key prompts for each section.
Explain why a higher grade has not been chosen and indicate the next steps being taken to improve the effectiveness of that aspect.
Identify the main sources of evidence used to compile the self-evaluation in each section.

Section Two: Achievement of Pupils
Key Prompts :

Pupils’ attainment on entry to the school
Pupils’ standards of attainment at the end of each key stage for the last three years
Current attainment of pupilson rollat the end of each key stage
The progress pupils make over time from their different starting points.
The proportions of pupil making ‘typical progress’ (expected progress) in each phase – EYFS, KS1, KS2
The proportions of pupils making better than expected progress in reading, writing and maths (compared to national expectations) in KS2

How the achievement of disadvantagedpupils compares to the achievement of other pupilsnationally and in the school

The learning and progress of pupils with special educational needs
The learning and progress of CLA
How effectively the school is narrowing the gap in pupils’ attainment compared to the national average, for different groups and in different subjects.
How effectively pupils achieve across a wide range of subjects and contexts.

/ Evidence:
Grade: / Outstanding / Good / Requires improvement / Inadequate
Section Three: Quality of Teaching
Key Prompts :

The effectiveness of the overall impact of teaching on pupils’ learning over time.
What is the overall quality of teaching / proportion of good and better teaching compared to teaching that requires improvement and/ or is inadequate?
How well teaching prepares pupils for the next stage in their education, particularly between EYFS and KS1?
Strengths and Weaknesses of teaching taking into account the following elements:

How well:

teachers’ expectations extend pupils’ previous knowledge, skills and understanding in a range of lessons and activities over time
the needs of all pupils are met according to their needs and abilities
assessment is used to plan learning, within lessons and to provide effective marking and feedback to pupils to improve their learning.
questioning discussion are used to promote learning
subject knowledge is applied to set challenging tasks and uses a range of strategies to develop pupils knowledge, skills and understanding across a range of subjects and areas for learning.
other adults are used deployed to support pupils’ learning
independent learning skills are promoted
pupils are given opportunities to practise, develop and apply their basic skills
pupils are enthused, engaged and motivated to learn and their curiosity and enthusiasm for learning fostered.
teachers enable pupils to develop their skills to learn for themselves, including setting appropriate homework to develop their understanding.
It is not necessary to write about each of the above aspects of teaching separately. What would be more evaluative would be to use the above list as a checklist to encompass all of the above in a summary of the strengths and weaknesses of teaching and its impact on pupils’ learning and progress over time.

/ Evidence:
Grade: / Outstanding / Good / Requires improvement / Inadequate
Section Four: Behaviour and safety
Key Prompts :

pupils’ attitudes and engagement in learning and their behaviour in lessons and conduct around the school over time
the effectiveness of approaches to systematically and consistently manage the behaviour of pupils over time
analysis of behaviour logs and patterns of behaviour over time.
pupils’ understanding of feeling safe
instances of, and approaches to dealing with and managing bullying
pupils’ understanding of, and attitudes to, bullying in its many different forms
attendance and punctuality
the school’s success in keeping pupils’ safe
pupils’ response to, and contribution to, the culture of the school.

/ Evidence:
Grade: / Outstanding / Good / Requires improvement / Inadequate
Section Five: Leadership and management
Key Prompts:
The impact of key leaders, including the governing body, in improving performance in:

teaching, pupils’ achievement and behaviour and safety over time
the effectiveness of self-evaluation procedures to evaluate the school’s strengths and weaknesses and use the outcomes to promote improvement.
the school’s track record of improvement, and accuracy of self-evaluation, in contributing to its capacity to sustain improvement further
the quality of middle leadership and succession planning in developing leaders within the school.
the effectiveness of those responsible for the governance of the school in holding the school to account for its performance and using performance management systems to improve teaching and leadership and management
the effectiveness of those responsible for the governance of the school in managing resources effectively to ensure that resources, including the pupil premium are managed effectively for the benefit of all groups of pupils and the impact of the primary sport funding.
the effectiveness of curriculum provision – whether the curriculum is broad and balanced in meeting the needs of all pupils, enabling them to achieve their full potential, promotes good behaviour and safety and pupils’ spiritual, moral, social and cultural development.
the effectiveness of work with parents and carers
the effectiveness of arrangements for safeguarding.

/ Evidence:
Grade: / Outstanding / Good / Requires improvement / Inadequate
Section Six: Early Years Provision
Key Prompts:

The proportion of children make at least typical, or better, progress from their starting points? (including disabled children, those with SEN and the more able)
The attainment of children at the end of Reception compared to the EYFS profile national figures, including the proportion who have made a good level of development?
The consistency of achievement across areas of learning, particularly in the prime areas and specific areas of literacy and mathematics? Any groups that are underachieving?
The quality of the approach to teaching phonics in Reception.
The extent to which teaching nurtures, engages and motivates children through a broad range of educational programmes, and is based on accurate assessment of children’s learning and development.
The extent to which staff work with parents, engage them in their children’s learning and keep them informed about their children’s achievements and progress.
Children’s attitudes to learning, including their participation and willingness to make choices and decisions; the extent to which children are active and inquisitive learners?
The extent to which children behave, co-operate and share with each other
The effectiveness of children’s behaviour in ways that are safe, understand how to stay safe and show that they fell safe
The rigour and effectiveness of systems to drive improvement

The effectiveness of safeguarding procedures in Early Years.

/ Evidence:
Grade: / Outstanding / Good / Requires improvement / Inadequate
Section Seven: Sixth Form Provision
Key Prompts:

The extent to which the school meets the 16-19 interim minimum standards,
The extent to which those students who do not already have a Grade C or above in English and/ or mathematics at GCSE have achieved these
The extent to which students’ personal, social and employability skills are developed and how well they are prepared for their next steps in education or at work
The effectiveness of ‘non-qualification’ activity’ and/ or work
The effectiveness of the quality of teaching in enabling all students to make good progress over time and achieve well
The effectiveness of teachers’ monitoring, review and assessment of students’ achievement of challenging targets, and provision of detailed, frequent and accurate feedback to enable students to know how to improve?
The effectiveness of the curriculum and arrangements to provide well-planned and well-managed individual study programmes.
The provision of high-quality impartial careers education, information, advice and guidance prior to post-16 courses and about courses after the completion of their course

The use of information about the destinations of those leaving the Sixth Form to check the extent to which the provision meets the needs of all groups of students

/ Evidence:
Grade: / Outstanding / Good / Requires improvement / Inadequate
Section Eight: Overall effectiveness
Key Prompts:
Evidence of the effectiveness of the school’s approach to promoting pupils’ spiritual, moral, social and cultural development:

being reflective about beliefs and values
developing curiosity in their learning
developing and applying an understanding of right and wrong
taking part in a range of activities requiring social skills
developing awareness of, and respect towards, diversity
overcoming their barriers to learning
responding positively to a range of artistic, sporting and other cultural opportunities provided by the school
developing the skills and attitudes to enable them to participate fully and positively in modern Britain
understanding and appreciating the range of different cultures within school and further afield as an essential element of their preparation for life.

/ Evidence:
Grade: / Outstanding / Good / Requires improvement / Inadequate
Summary
Outstanding / Good / Requires improvement / Inadequate
Achievement
Teaching
Behaviour and safety
Leadership and management
EYFS/ Sixth Form
Overall effectiveness
Section Nine: Key priorities
Identify the main priorities and steps needed to be taken to maintain the school’s performance and improve effectiveness further.