Revised for the Sept 2015 Framework Updated October 2015

Revised for the Sept 2015 framework – updated October 2015

Summary of self evaluation

School name

www.robjoneseducation.co.uk The school's context

 Only mention significant changes since the last inspection  Do not copy large sections from Raise – duplication of information is not necessary.  Never, absolutely never make reference to deprivation or how the school is in the most deprived area in the country etc. etc. Raise has the deprivation index of the school and that is enough

Roll/intake New awards Buildings Staffing Partnerships Finance Other

www.robjoneseducation.co.uk Leadership and management : Grade

 Often graded higher than outcomes and TLA. If so, can you justify this? (recent significant improvements etc)  Keep it brief and bullet point to keep points concise and sharp  Avoid empty statements. Concentrate on impact, not on what you do  Under capacity to improve, you should show how things you introduced have had a positive effect, demonstrating that you can do it again.  Under ‘next steps’ look at the grade criteria for the next grade and be very specific about what it is that needs doing.

Governance Self evaluation How is this informed? How effective is middle leader evaluation? How is it externally verified and moderated for accuracy? Performance management Who ensures rigour? How is it quality assured? How is it externally verified? How has it improved? Professional development How personalised is the CPD programme? What opportunities are there to learn from the best? Action research? How is it customised for weaker staff? Curriculum How has it developed? How does it ensure all pupils of different abilities have an appropriate ‘diet’? How is the SEN curriculum devised? SMSC/FBVs How does the school promote them? How are pupils protected from extremism? Safeguarding Training? Accountability? How are procedures externally checked? Support given to or received from other Is the school giving support to others, e.g. for certain subjects, leadership support to others. Is the school in receipt of support schools from others? Local authority or academy support being received and the impact of this on improving teaching and raising achievement Next steps Look at the grade descriptors for the next grade up. What is it you need to do to secure this grade?

www.robjoneseducation.co.uk Teaching Learning and Assessment : Grade

 If you’re grading this higher than achievement, make it clear why. Most reports have Achievement and teaching grades matching. They are only ever different if there has been a significant improvement recently. This is quite rare.  Focus on impact  Be honest about any inconsistencies while highlighting strengths  Be brief – bullet point if possible to make sharp, concise points  Under ‘next steps’ look at the grade criteria for the next grade and be very specific about what it is that needs doing.

Teachers’ subject knowledge in different A brief overview of where there are strengths and weaknesses. Subject knowledge is about behaviour management, how well subjects teachers question and model and their use of resources The quality of marking and dialogue including Do pupils respond to marking and improve as a result? The ‘system’ isn’t important to evaluate, but the effectivenesss of the any inconsistencies system is. The teaching of reading, writing, What does your lesson monitoring tell you about RWCM across the curriculum? Is mathematical reasoning being taught well communication and maths enough in maths lessons? How is reading promoted? How are pupils who struggle to read helped? Is it effective? How well teachers use assessment This is part of the ‘assessment’ evaluation. From your monitoring, where is the best practice and where is it that it needs information to inform their teaching improving? Is work hard enough? Is it broken down well enough for lower ability? Is there any exemplary/weak practice? What makes it exemplary/weak? Next steps Look at the grade descriptors for the next grade up. What is it you need to do to secure this grade?

www.robjoneseducation.co.uk Personal development, behaviour and welfare : Overall Grade : (The lower of the two grades below should appear here)

Grade for behaviour : Grade for Personal development and welfare :

 Remember that passive behaviour in lessons is not good even if pupils are compliant. HMCI is looking at reports that grade behaviour above teaching very carefully and asking why.  Give some details about the procedures in place for removing pupils from class and patterns of removal over time  Give details about administration. How are logs kept? are they accurate? is there clarity as to what actions were taken?  What rewards are in place? are they used systematically? Do they have an impact on behaviour?  Is there a link between literacy ability and behaviour?  Is pupils’ understanding of e-safety really that good?  Under ‘next steps’ look at the grade criteria for the next grade and be very specific about what it is that needs doing.

Pupils’ behaviour/attitudes in lessons Do pupils participate willingly? Where is it strong/weak? Are pupils passive or active? Parental views of behaviour What do parent surveys tell you? When were these carried out? Behaviour around the school Lunchtime, dinnertime, adherence to dress code, chewing, litter, between lessons, bad language Pupils’ awareness of bullying including online How are pupils helped to understand different kinds of bullying? What is the result of the different things you have in place to safety combat bullying and harassment, such as mentors, peer mentors, bully boxes, anonymous e mail addresses, anti bullying ambassadors, assemblies, police visits etc. What does your monitoring of different kinds of bullying tell you about the incidence over time? How consistently teachers manage behaviour What does the behaviour data tell you about withdrawals from class? What does your classroom monitoring tell you? How safe pupils feel and how well they What do pupils tell you about different kinds of safety – stranger danger, internet safety, road safety, manage risk Attendance and punctuality Make sure you analyse attendance of different groups. What does ROL tell you about any weaknesses and what are you doing about it? Is what you are doing effective? What about the 10% of weakest attenders? How are they improving? Remember to look carefully at PP attendance against non PP attendance. Are gaps closing? Pupils’ awareness of health related issues Healthy eating, exercise, sexual health Next steps Look at the grade descriptors for the next grade up. What is it you need to do to secure this grade?

www.robjoneseducation.co.uk Outcomes for pupils : Grade

 Avoid over repetition of Raise info. It is legitimate to give reasons why the data was the way it was, e.g. Girls’ maths progress below boys because x y z  Look carefully at the evaluation schedule when arriving at a grade. If progress is below national mean and VA scores are average, it is unlikely that achievement is better than satisfactory.  Keep it brief – use bullet points to make sharp concise points  Never make excuses about underachievement due to SEN or ‘deprivation’  Make sure the ‘next steps’ address what the data is telling you about achievement. Does this appear in your development plan?  Be objective when grading. Use the evaluation schedule rather clinically. Do not be over-emotive  Under ‘next steps’ look at the grade criteria for the next grade and be very specific about what it is that needs doing.

Progress from starting points This should be a group of general statements about pupils’ progress in different year groups. There is no need to duplicate what is already in Raise online. Remember in secondary, it is important to talk about progress in subjects other than En and ma. Where are there weaknesses and what is being done…is it working? Disadvantaged v others – gaps in progress The most important gap to evaluate is the progress between PP and the national average for non PP. After you have evaluated over last 3 years that, you can then talk about the gap in school between PP and non PP. Progress of other groups This might be gender differences in progress, progress of pupils educated off site or in a behaviour unit etc. Pupils’ reading habits and how the school Look at what you have written in the equivalent section in TLA to make sure there are no contradictions. encourages reading Progress of SEN pupils and other significantly Progress of SEN including the impact of any interventions sized groups Attainment and how gaps may be closing If you are below floor, this will need more detail. The key indicators in attainment (5ACEM in a secondary) need teasing out here, such as patterns of pupils getting English but not maths… Next steps

www.robjoneseducation.co.uk Effectiveness of the early years provision : Grade

Achievement Gaps Curriculum Teaching Assessment Attitudes Behaviour and Safety Parental engagement Leadership Next steps Look at the grade descriptors for the next grade up. What is it you need to do to secure this grade?

www.robjoneseducation.co.uk Effectiveness of the sixth form Grade :

Teaching Retention and achievement rates Gaps Attainment Attitudes Advice and guidance Health and well-being Leadership

Next steps Look at the grade descriptors for the next grade up. What is it you need to do to secure this grade?

www.robjoneseducation.co.uk www.robjoneseducation.co.uk