School Self-Evaluation Framework (SSEF)

Manchester Local Authority

Updated September 2015

People. Pride. Place.

2 Please note

The Manchester Local Authority School Self-Evaluation Framework was updated for September 2015 in the light of amendments and changes to the Ofsted Framework made in June 2015.

In order to print the Framework and use it so that the guidance on making a judgement and the actual judgements can be referenced side by side: select 2 sided print; flip on short edge; 1 staple; colour.

In order to print the Framework and use it so that the guidance on making a judgement sits above the actual judgements: select 2 sided print; 2 staples; colour.

3 Making an Overall Effectiveness Judgement

4 Manchester LA: School Self-Evaluation Framework September 2015 - Making an Overall judgement

Self-Evaluation Judgement Outstanding Good Requires improvement Inadequate Teaching, Learning and Assessment Personal Development, Behaviour and Welfare Outcomes for pupils EYFS/ Sixth Form Provision Effectiveness of L & M Overall Effectiveness Overall Effectiveness Following the analysis of evidence against the criteria for each area of the framework, make a judgement on the school’s overall effectiveness, using grade criteria on the following pages. This is a judgement on the overall quality of education provided by the school and should be based on the school’s assessment of its effectiveness in each of the four contributory judgements and Early Years/ Sixth Form provision, where these are applicable. - In making the overall effectiveness judgement Ofsted inspectors will also take in account the effectiveness of provision for pupils’ spiritual, moral, social and cultural development (SMSC) and the extent to which the education provided by the school meets the needs of the range of pupils in the school, in particular the needs of disabled pupils and those with a special educational need - There should usually be equity between the contributory judgements e.g. good teaching, supported by good leadership and management leading to good achievement. - Where the impact of good provision, good leadership and effective approaches to behaviour and safety are not yet fully seen and therefore not yet good, the overall judgement will be that the school requires improvement. This does not mean that the school is inadequate and likely to be in an Ofsted category if it is inspected. Appendix One highlights the criteria that a school needs to meet in order to be categorised as good. - If any of the contributory judgements are inadequate, then the overall effectiveness should be judged to be inadequate. Requires improvement: - Within this LA framework, as in the Ofsted Section 5 Framework, the approach adopted is that if any area of the school’s work is not good, the overall effectiveness judgement will be that the school requires improvement. - Within Section 5, there is a clear timescale if a school is judged as requiring improvement overall. After the initial judgement of requiring improvement has been made, the following process will apply: i) Monitoring visits approximately 6-12 weeks after the initial inspection (unless leadership and management judged to be good – 2) and further HMI monitoring depending on the needs of the school and re-inspection within 2 years of the initial inspection ii) If the school still requires improvement there will be further monitoring after the second inspection iii) There will be a second re-inspection within 2 years of the first re-inspection. If the school still requires improvement it is likely to require special measures because it is improving too slowly unless there is clear evidence that leaders, including those responsible for governance are demonstrating a clear capacity to improve the school to good.

5 Judgements – Overall Effectiveness

Outstanding Good Requires Inadequate Improvement The quality of teaching, learning and The quality of teaching and Other than in ANY ONE OF assessment is outstanding. assessment is at least good exceptional Outcomes for pupils. circumstances, it is OR All other key judgements are likely to All other key judgements are likely likely that, where the The quality of teaching, be outstanding. In exceptional to be good or outstanding. In school is judged to learning and assessment circumstances one of the key exceptional circumstances one of require improvement in OR judgements may be good, as long as the key judgements maybe requires any of the key Personal development, there is convincing evidence that the improvement, as long as there is judgments, the behaviour and welfare school is improving in this area rapidly convincing evidence that the school school’s overall OR The effectiveness of and securely towards outstanding. is improving it rapidly and securely effectiveness will leadership and towards good. require improvement. management OR Safeguarding is effective There are weaknesses There are serious The school’s thoughtful and wide- in the overall provision weaknesses in the overall ranging promotion of pupils’ SMSC and for pupils’ spiritual, promotion of pupils’ their physical well-being enables pupils moral, social and spiritual, moral, social and to thrive. cultural development. cultural development. Safeguarding is effective Safeguarding is If a school has serious effective weaknesses leaders and managers are demonstrating the capacity to secure improvement. Leadership will be judged as a grade 3 or above. If this capacity of leadership to secure improvement is judged NOT to be present then the school is likely to require special measures to secure the necessary improvement.

6 Effectiveness of Leadership and Management

7 Manchester LA: School Self-Evaluation Framework 2015 – Effectiveness of Leadership and Management

Area Aspect Key Prompts Evidence

t Evaluate the extent to which:

n Drive and  Demonstrate an ambitious vision, have high  Analyses of tracking data and pupil performance – expectations and ensure high standards of e ambition outcomes for specific year groups, subjects, groups, provision for all learners? including trends over time m  Monitoring and evaluation records related to the quality

e  Improve staff practice, teaching, learning and Performance of teaching, analyses of pupils’ work, pupil voice assessment through rigorous performance g Management management and appropriate professional activities, analyses of teachers’ planning, pupil progress a development? meetings n  School Improvement Plans and subject leader a  Evaluate the quality of the provision and evaluations and action plans Self-Evaluation M outcomes through robust self-evaluation, taking  Evidence of the impact of the Performance account of users’ views, and use the findings to Management process and Continuous Professional d develop capacity for sustainable improvement? Development

n  Monitoring and evaluation cycle

a  Provide a curriculum that has suitable breadth,

depth and relevance so that any statutory  Evidence of impact – evaluation of school improvement Curriculum plans, subject leader and GB monitoring p requirements are met as well as the needs and

i Provision interests of learners (and employers) nationally  GB minutes , full GB and committees h and in the local community?  GB familiarity with school performance data, including s  Successfully manage learning programmes, the the school data dashboard. r curriculum and careers advice so that all learners  Evidence of the impact of partnership working with other e get a good start and are well prepared for the schools and external partners. d next stage of their development.  Evidence related to the safeguarding of pupils – Single a Central Record, Child Protection Policy and other e Equality, diversity  Actively promote equality and diversity, tackle statutory policies related to pupils’ behaviour and

L and British Values bullying and discrimination and narrow any gaps in achievement between different groups of safety , risk assessments and procedures, promotion of learners. safe practices, including e-safety  Actively promote British values.  Evidence of the impact of the deployment of resources, such as the pupil premium and primary sport funding, Safeguarding  Make sure that safeguarding arrangements to for the benefit of all pupils. protect all learners meet all statutory requirements, promote welfare and prevent radicalism and extremism. 8 Guidance on making judgements related to leadership and management  The focus should be on the impact of leaders at all levels, including governors and the effectiveness and efficiency with which the school is managed.  Consider how well leaders and managers and governors, pursue a vision for excellence and model professional standards in all their work: - The rigorous implementation of well-focused improvement plans, based on robust self-evaluation - The consistent application of policies and procedures, particularly relating to reading, writing and mathematics - The extent to which all staff, pupils and parents are committed to the vision and ambition of leaders, managers and governors.  Consider the effectiveness of monitoring and evaluation and the extent to which it is shared with governors, including - The quality of teaching, learning and assessment and outcomes for all groups of pupils, including those supported by the pupil premium - The performance of the school and the satisfaction of pupils and their parents - The effectiveness of the school’s use of formative and summative assessment to ensure that pupils are achieving well and that any under-achievement is quickly identified.  Consider the robustness of performance management and the effectiveness of strategies to improve teaching: - The robustness of procedures to monitor the quality of teaching and the extent to which underperformance is tackled - The strength of the link between performance management/ appraisal and salary progression - The coherence and effectiveness of the programme of professional development and the extent to which professional development is based on the identified needs of staff, the needs of newly qualified teachers and teachers at an early stage in their career. - The accurate modelling of best practice  Consider how well leaders and managers ensure that the curriculum: - Focuses on the necessary priorities to ensure that all pupils make excellent progress in reading, writing and mathematics - Is broad and balanced and meets the needs, interests and aptitudes of pupils to promote high levels of achievement, behaviour and development - making modifications to meet the needs of particular pupils and groups of pupils - promoting pupils’ spiritual, moral, social and cultural development - is effectively planned and taught - In Key Stage 4, is based on academic and vocational courses and does not compromise pupils’ achievement by inappropriate early entry to public examinations  Consider how well leaders and managers demonstrate the capacity to bring about further improvement: - A track record of improvement in achievement and the quality of teaching over time - Robust self-evaluation which underpins actions and plans that are accurately focused on areas requiring improvement. - The effectiveness of school planning processes & strategies to ensure action plans & strategies implemented to address priorities have the desired impact. - How effectively the school works in partnership with other schools and engages with parents to promote their confidence in the school.  Evaluate the quality of middle leadership in the school, the extent to which middle leadership is being adequately developed and succession planning in the development of future leaders in the school.  Consider how well those responsible for the governance of the school: - Meet their statutory requirements, support and strengthen leadership, engage with key stakeholders, ensure clarity of vision, ethos and strategic direction - Contribute to the school’s self-evaluation and understand its strengths and weaknesses - Provide challenge and hold senior leaders to account for improving achievement, teaching and pupils’ behaviour and safety, including through the use of the school data dashboard, other progress data, examination outcomes and test results. - Use performance management systems effectively to improve teaching and leadership and management - Ensure solvency and probity and that the financial resources made available to the school are used effectively - Use the pupil premium and other resources to overcome barriers to learning, including reading, writing and mathematics. - Ensure the effective deployment of the primary sports funding to improve the quality and breadth of PE and sport provision, including participation in PE and sport – games, dance, gymnastics, swimming and athletics; increase in and success of competitive school sports; the extent to which the PE curriculum becomes more inclusive; the growth and range of provisional and alternative sporting activities; the improvement in partnership work on PE with other schools and local partners.  Consider the effectiveness with which the school promotes the confidence and engagement of parents and works in partnership with other schools, external agencies and the community to improve the school, extend the curriculum and increase the range and quality of learning opportunities for pupils.  How well the school’s strategies and procedures help pupils to prepare for life in modern democratic Britain and a global society, and to prevent extremist behaviour  Ensure that the school meets all requirements for managing safeguarding arrangements to ensure that there is safe recruitment and that all pupils are safe. - The maintenance of the single central record and appropriate arrangements for child protection - The rigour with which absence is followed up and the decision-making process involved in taking pupils off roll The care taken to ensure that pupils placed in alternative provision are safe at all time and the promotion of safe practices and a culture of safety, including e-safety. 9 Judgements – Effectiveness of Leadership and Management (i)

Outstanding Good Requires Inadequate Improvement Drive, ambition Leaders and governors have created Leaders set high expectations of pupils Leadership and/ ANY ONE OF and a culture that enables staff and and staff. They lead by example to management are not Capacity for securing further improvement of pupils to excel. They are committed create a culture of respect and yet good improvement is poor and the performance unwaveringly to setting high tolerance. Positive relationships improvements made are unsustainable, have been implemented too slowly or over time expectations for the conduct of pupils between leaders, staff and pupils Safeguarding is are overly dependent on external and staff. Staff-pupil relationships are support the progress of all pupils at the effective support. OR exemplary. school. Leaders are not doing enough to tackle poor teaching, learning and assessment, Leaders and governors focus on Leaders and governors are ambitious which significantly impairs the progress consistently improving outcomes for for all pupils and promote improvement of pupils, especially disadvantaged or all pupils, especially for effectively. The school’s actions secure SEND pupils. OR Leaders are not aware disadvantaged pupils. They are improvement in progress for of or are not taking effective action to uncompromising in their ambition. disadvantaged pupils, which is rising, stem the decline on the progress of disadvantaged pupils. OR The school’s actions have secured including in English and mathematics. The unbalanced and poorly taught substantial improvement in progress curriculum fails to meet the needs of for disadvantaged pupils and pupils, or particular groups. Pupils are progress is rising across the entered for public examinations Governance curriculum. Governors hold senior leaders inappropriately early. The range of and stringently to account for all aspects of subjects is narrow and does not prepare Management of Governors systematically challenge the school’s performance, including pupils for the opportunities, performance senior leaders so that the effective targeted resources, ensuring that the responsibilities and experiences of life in deployment of all the school’s skilful deployment of staff and modern Britain OR Leaders are not taking effective steps to resources secures excellent resources delivers good or improving secure good behaviour from pupils and a outcomes. Governors do not shy outcomes for pupils. consistent approach to discipline. OR away from challenging leaders on Leaders and governors directly/indirectly variations in outcomes for pupil undermine or fail to promote equality of groups. Leaders and governors have an opportunity. They do not prevent Impact of accurate and comprehensive discriminatory behaviour and prejudiced policies Leaders and governors have a deep understanding of the quality of actions and views. OR accurate understanding of the education at the school. This helps Safeguarding is ineffective. school’s effectiveness informed by them plan, monitor and refine actions Arrangements fail to meet statutory requirements, or give serious cause for the views of parents, pupils and staff. to improve the school’s work. They use concern. Insufficient action is taken They use this to keep the school performance management effectively following a serious incident. OR improving by focusing on the impact to improve teaching and use accurate Leaders and governors are not of their actions. They use incisive monitoring to identify and spread good protecting pupils from radicalisation and performance management, leading practice. Teachers value the CPD on extremist views when pupils are to professional development that offer, which impacts positively on their vulnerable to these. Policy and practice encourages, challenges and teaching and pupils’ learning. Teaching are poor, which means pupils are at risk. supports improvement. Teaching is is consistently good or improving highly effective. rapidly where not. 10 Guidance on making judgements related to the effectiveness of leadership and management  The focus should be on the impact of leaders at all levels, including governors and the effectiveness and efficiency with which the school is managed.  Consider how well leaders and managers and governors, pursue a vision for excellence and model professional standards in all their work: - The rigorous implementation of well-focused improvement plans, based on robust self-evaluation - The consistent application of policies and procedures, particularly relating to reading, writing and mathematics - The extent to which all staff, pupils and parents are committed to the vision and ambition of leaders, managers and governors.  Consider the effectiveness of monitoring and evaluation and the extent to which it is shared with governors, including - The quality of learning and assessment and outcomes for all groups of pupils, including those supported by the pupil premium - The performance of the school and the satisfaction of pupils and their parents - The effectiveness of the school’s use of formative and summative assessment to ensure that pupils are achieving well and that any under-achievement is quickly identified.  Consider the robustness of performance management and the effectiveness of strategies to improve teaching: - The robustness of procedures to monitor the quality of teaching and the extent to which underperformance is tackled - The strength of the link between performance management/ appraisal and salary progression - The coherence and effectiveness of the programme of professional development and the extent to which professional development is based on the identified needs of staff, the needs of newly qualified teachers and teachers at an early stage in their career. - The accurate modelling of best practice  Consider how well leaders and managers ensure that the curriculum: - Focuses on the necessary priorities to ensure that all pupils make excellent progress in reading, writing and mathematics - Is broad and balanced and meets the needs, interests and aptitudes of pupils to promote high levels of achievement, behaviour and development - making modifications to meet the needs of particular pupils and groups of pupils - promoting pupils’ spiritual, moral, social and cultural development - is effectively planned and taught - In Key Stage 4, is based on academic and vocational courses and does not compromise pupils’ achievement by inappropriate early entry to public examinations  Consider how well leaders and managers demonstrate the capacity to bring about further improvement: - A track record of improvement in achievement and the quality of teaching over time - Robust self-evaluation which underpins actions and plans that are accurately focused on areas requiring improvement. - The effectiveness of school planning processes & strategies to ensure action plans & strategies implemented to address priorities have the desired impact. - How effectively the school works in partnership with other schools and engages with parents to promote their confidence in the school.  Evaluate the quality of middle leadership in the school, the extent to which middle leadership is being adequately developed and succession planning in the development of future leaders in the school.  Consider how well those responsible for the governance of the school: - Meet their statutory requirements, support and strengthen leadership, engage with key stakeholders, ensure clarity of vision, ethos and strategic direction - Contribute to the school’s self-evaluation and understand its strengths and weaknesses - Provide challenge and hold senior leaders to account for improving achievement, teaching and pupils’ behaviour and safety, including through the use of the school data dashboard, other progress data, examination outcomes and test results. - Use performance management systems effectively to improve teaching and leadership and management - Ensure solvency and probity and that the financial resources made available to the school are used effectively - Use the pupil premium and other resources to overcome barriers to learning, including reading, writing and mathematics. - Ensure the effective deployment of the primary sports funding to improve the quality and breadth of PE and sport provision, including participation in PE and sport – games, dance, gymnastics, swimming and athletics; increase in and success of competitive school sports; the extent to which the PE curriculum becomes more inclusive; the growth and range of provisional and alternative sporting activities; the improvement in partnership work on PE with other schools and local partners.  Consider the effectiveness with which the school promotes the confidence and engagement of parents and works in partnership with other schools, external agencies and the community to improve the school, extend the curriculum and increase the range and quality of learning opportunities for pupils.  How well the school’s strategies and procedures help pupils to prepare for life in modern democratic Britain and a global society, and to prevent extremist behaviour  Ensure that the school meets all requirements for managing safeguarding arrangements to ensure that there is safe recruitment and that all pupils are safe. - The maintenance of the single central record and appropriate arrangements for child protection - The rigour with which absence is followed up and the decision-making process involved in taking pupils off roll - The care taken to ensure that pupils placed in alternative provision are safe at all time and the promotion of safe practices and a culture of safety, including e-safety. 11 Judgements – Effectiveness of Leadership and Management (ii)

Outstanding Good Requires Inadequate Improvement Staff reflect on and debate the way they Leadership ANY ONE OF teach. They feel deeply involved in their own and/ Capacity for securing further improvement is professional development. Leaders have management poor and the improvements made are created a climate in which teachers are The broad and balanced curriculum provides are not yet unsustainable, have been implemented too motivated and trusted to take risks and slowly or are overly dependent on external a wide range of opportunities for pupils to good innovate in ways that are right for the pupils. learn. The range of subjects and courses support. OR Curriculum helps pupils acquire knowledge, Safeguarding The broad and balanced curriculum inspires understanding and skills in all aspects of Leaders are not doing enough to tackle poor provision is effective pupils to learn. The range of subjects and their education and supports their good teaching, learning and assessment, which courses helps pupils to acquire knowledge, progress. The curriculum also contributes significantly impairs the progress of pupils, understanding and skills in all aspects of well to pupils’ behaviour and welfare, especially disadvantaged or SEND pupils. their education, including linguistic, including physical, mental and personal well- OR Leaders are not aware of or are not mathematical, scientific, technical, human being as well as SMSC. taking effective action to stem the decline on and social, physical and artistic learning. the progress of disadvantaged pupils. OR

Pupils’ SMSC and, within this, the promotion The unbalanced and poorly taught British Values Leaders consistently promote fundamental of fundamental British values, are at the British values and pupils’ SMSC. curriculum fails to meet the needs of pupils, heart of the school’s work. or particular groups. Pupils are entered for Leaders promote equality of opportunity and public examinations inappropriately early. Equal Leaders promote equality of opportunity and diversity, resulting in a positive school The range of subjects is narrow and does Opportunity diversity exceptionally well, for pupils and culture. Staff and pupils work together to not prepare pupils for the opportunities, and Diversity staff, so that the ethos and culture of the prevent any form of direct or indirect responsibilities and experiences of life in whole school counters any form of direct or discriminatory behaviour. Leaders and staff modern Britain OR indirect discriminatory behaviour. Leaders, do not tolerate prejudiced behaviour. staff and pupils do not tolerate prejudiced Leaders are not taking effective steps to behaviour. secure good behaviour from pupils and a consistent approach to discipline. OR Safeguarding is effective. Leaders and Safeguarding is effective. Leaders and staff Safeguarding managers have created a culture of vigilance take appropriate action to identify pupils who Leaders and governors directly/indirectly Arrangements where pupils’ welfare is actively promoted. may be at risk of neglect, abuse or sexual undermine or fail to promote equality of Pupils are listened to and feel safe. Staff are exploitation, reporting concerns and opportunity. They do not prevent trained to identify when pupils are at risk and supporting the needs of those pupils. discriminatory behaviour and prejudiced report their concerns. Leaders and staff work actions and views. OR effectively with external partners to support pupils at risk or the subject of a multi-agency Safeguarding is ineffective. Arrangements plan. fail to meet statutory requirements, or give serious cause for concern. Insufficient action Leaders’ work to protect pupils from is taken following a serious incident. OR radicalism and extremism is exemplary. Leaders protect pupils from radicalism and Radicalism and Leaders respond swiftly where pupils are extremism. Staff are trained and are Leaders and governors are not protecting Extremism vulnerable to these issues. High quality increasingly vigilant, confident and pupils from radicalisation and extremist training develops staff’s vigilance, confidence competent to encourage open discussion views when pupils are vulnerable to these. and competence to challenge pupils’ views with pupils. Policy and practice are poor, which means and encourage debate. pupils are at risk.

12 Quality of Teaching, Learning and Assessment

13 Manchester LA: School Self-Evaluation Framework 2015 – The quality of teaching , learning and assessment

t Evaluate the extent to which: The school’s record of the impact of n teaching on pupils’ learning over

e  Teaching demonstrates consistently high expectations of what each Expectations learner can achieve, including the most able and the most time: m

s and subject disadvantaged?

s knowledge  Teachers, and other staff, have a secure understanding of the age  Direct observation of lessons, e group they are working with and have secure subject knowledge that is either individually by senior s

s deployed effectively? leaders or paired observations

A  Learning Walks focusing on  Assessment information is gathered from looking at what learners specific aspects d

n Assessment, already know, understand and can do and is informed, as appropriate,  Analysis of teachers’ planning a

including by their prior learning?  Analysis of pupils’ work and

g marking and  Assessment information is used to plan appropriate learning for all data n

i feedback learners, including identifying learners who are falling behind and need  Pupil voice activities

n additional support?  Evaluations of the quality of r  Learners (except the very youngest) understand how to improve as a a teaching by senior leaders

e result of useful feedback from adults? and others –LA L

 Pupil/ Parent views on the ,  Engagement with parents, carers and employers helps these groups to quality of teaching, learning g

n understand how learners are doing in relation to the standards and assessment.

i Equal expected and what they need to do to improve?  The effectiveness of h opportunity, c diversity and  Equality of opportunity and recognition of diversity are promote through homework in contributing to a teaching and learning? pupils’ progress.

e promotion of  Where relevant, English, mathematics and other skills necessary to  Transition information – T skills function as an economically active member of British society and between EYFS/ KS1 and KS2/ globally are promoted through teaching and learning? KS3

14 Guidance on making judgements related to the quality of teaching, learning and assessment

 The key element to making consistent judgements on the quality of teaching is to use a range of evidence relating to the impact of teaching on learning and progress over time to promote learning, achievement and pupils’ spiritual, moral, social and cultural development. Consider the following - Is the quality of teaching consistent across the school/ key stages/ between year group classes? - Does the quality of the teaching across the school/ in different year groups/ phases match the school’s view of the progress that pupils make? - Are assessment and marking and feedback used consistently to plan pupils’ learning, check their understanding, and make clear to pupils what they need to do next to improve?  Observing Learning - Does teaching include high levels of expertise and subject knowledge with the expectation that pupils are enabled to acquire knowledge, deepen their understanding and develop and consolidate skills? Is work challenging for all pupils to meet their individual needs? - Is assessment frequent and use to set relevant work from the EYFS onwards? - Do pupils demonstrate sufficient gains in their knowledge, skills and understanding, including in literacy and mathematics. - Do teachers monitor progress in lessons and use the information gained to adapt their teaching? - Do pupils understand well how to improve their work? - - Do teachers use questioning and discussion effectively to assess the effectiveness of their teaching and promote pupils’ learning? - Does teaching prepare pupils properly for the next stage in their learning, including in the EYFS where the development of communication, language and literacy skills needs to equip children well for KS1.  Consider how effectively teaching is enabling pupils to become independent learners and to learn for themselves: - Is there an appropriate balance in classrooms between teachers teaching and learners learning – the balance in observations is always towards how effectively teaching is enabling pupils to learn - The balance between teaching and learning should be achieved through a range of strategies that enable pupils learning to be secure – for example, ‘chunking pupils’ learning so that what they learn is secure - Independent learning opportunities are important to enable pupils to have the opportunity to reach higher levels but additionally, teaching needs to ensure that pupils have the learning skills needed to take advantage of independent learning opportunities. Schools need to consider how effectively such learning skills are being developed in pupils from an early age and consistently and progressively across the school.  Does the school make use of a range of evidence to support judgements about the effectiveness of teaching over time? - evidence arising from lesson observations undertaken by senior staff - discussions with pupils about their work and their experience of teaching and learning over longer periods of time - discussions about teaching and learning with teachers, teaching assistants and other staff - analysis of pupils’ work, including the standards achieved, the levels of challenge provided, the frequency and quality of marking and assessment to help pupils improve their learning - analysis of pupils’ performance data - analysis of evidence about pupils, parents and carers and staff views of the quality of teaching. - analysis of the school’s own evaluations of the quality of teaching and its impact on learning.  Consider how effectively leaders and managers are facilitating a consistently good quality of teaching across the school: - Do lesson observations give an appropriate balance to evidence of pupils’ learning as well as to evidence of teaching? - How is the evidence gathered from lesson observation and other activities used to promote improvements in the quality of teaching, learning and assessment. - Do all teachers have secure subject knowledge related to their teaching phase/ key stage/ year group? - How effectively is good practice identified within the school and shared with other colleagues to promote effective practice? Are a range of strategies used to share practice – team teaching, coaching, modelling, staff meetings? 15 Judgements – Quality of Teaching , Learning and Assessment (i)

Outstanding Good Requires Inadequate Improvement Teachers: Teachers Teaching, learning and EITHER Demonstrate deep knowledge and Use secure subject knowledge to plan assessment are not yet Teaching is poorly planned Subject understanding of the subjects they teach learning that sustains pupils’ interest and good. OR Knowledge challenges their thinking. Weak assessment practice and Use questioning highly effectively and Use questioning skilfully to probe pupils’ means that teaching fails to meet demonstrate understanding of the ways pupils responses and reshape tasks and pupils’ needs Questioning think about subject content. explanations so that pupils better understand OR Identify common misconceptions and act to new concepts Pupils or particular groups are ensure they are corrected. making inadequate progress Plan lessons very effectively, making Use planning effectively to help pupils learn because teaching does not Planning and maximum use of lesson time and coordinating well with time in lessons used productively. develop their knowledge, Classroom lesson resources well. Introduce subject Set clear tasks that challenge pupils. understanding and skills Management content progressively and constantly demand sufficiently more of pupils. OR Manage pupils’ behaviour highly effectively. Reinforce expectations for conduct which Pupils cannot communicate, enable pupils to focus on their learning. read, write or apply mathematics Development Provide adequate time for practice to embed Develop, consolidate and deepen pupils’ as well as they should, so they do the pupils’ knowledge, understanding and skills knowledge, understanding and skills in not make sufficient progress in of Knowledge securely. lessons, giving sufficient time for pupils to their knowledge, understanding and Skills review their learning. and skills because they are Identify and support any pupil falling behind, Identify and support effectively those pupils unable to access the curriculum. enabling them to catch up. who start to fall behind and intervene quickly OR to help them improve their learning. Teachers do not promote equality Assessment Check pupils’ understanding systematically Tackle misconceptions and build on pupils’ of opportunity or understanding of and and effectively in lessons, offering clearly strengths diversity effectively and so directed and timely support. discriminate against the success Feedback Provide pupils with incisive feedback as to how Give pupils feedback, which pupils use well of individuals or groups of pupils. to improve their knowledge, understanding and and know what they need to do to improve. skills. Pupils know how to improve their work. Set challenging homework, appropriate to the Set homework, appropriate to the pupils’ age Homework pupils’ age and stage, to consolidate learning, and stage, that consolidates learning, and deepen understanding and prepare pupils very prepares pupils well for work to come well for work to come. Embed reading, writing and communication Develop pupils’ reading, writing and Application and, where appropriate, mathematics, communication, and where appropriate of Skills exceptionally well across the curriculum. maths, well across the curriculum. Equip all pupils with the skills to make Expect all pupils to work with positive progress. attitudes so they can apply themselves and Are determined that pupils achieve well, make strong progress. encouraging pupils to try hard, recognising their efforts and ensuring that pupils take pride in all aspects of their work,

16 Judgements – Quality of Teaching , Learning and Assessment (ii)

Outstanding Good Requires Inadequate Improvement Pupils Pupils Teaching, learning and EITHER Love the challenge of learning and are Develop the capacity to learn from mistakes assessment are not yet Teaching is poorly planned resilient to failure. and become keen learners who want to find good. OR Are curious, interested learners who seek out out more. Weak assessment practice and use new information to develop, Most are willing to find out new information to means that teaching fails to meet consolidate and deepen their knowledge, develop, consolidate and deepen their pupils’ needs understanding and skills. knowledge, understanding and skills, both in OR Pupils - Thrive in lessons. lessons and in extra-curricular activities. Pupils or particular groups are Learning Regularly take up opportunities to learn Most commit to improving their work. making inadequate progress through extra-curricular activities. Are given time to apply their knowledge and because teaching does not Are eager to know how to improve their understanding in new ways that stretches their develop their knowledge, learning thinking in a wide range of subjects and to understanding and skills Capitalise on opportunities to use feedback, practise key skills. sufficiently written or oral, to improve. OR Pupils cannot communicate, Parents Parents read, write or apply mathematics Are provided with clear and timely Are given information about how well their as well as they should, so they do information on how well their child is child is progressing, how well their child is not make sufficient progress in Support for progressing and how well their child is doing doing in relation to the standards expected and their knowledge, understanding Parents in relation to the standards expected what their child needs to do to improve. and skills because they are Are given guidance about how to support unable to access the curriculum. their child to improve. OR Teachers do not promote equality Teachers Teachers of opportunity or understanding of Are quick to challenge stereotypes and the Promote equality of opportunity and diversity in diversity effectively and so use of derogatory language in lessons/ teaching and learning. discriminate against the success Equality and around school. of individuals or groups of pupils. Diversity Resources and teaching strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of people and communities, beyond their immediate experience.

17 Personal Development, Behaviour and Welfare

18 Manchester LA: School Self-Evaluation Framework 2015 – Personal Development, Behaviour and Welfare

e To what extent does the provision successfully  Behaviour and incident logs, including racist r promote and support children’s and other

a Pride and incident logs

f learners: l Success in e Learning  pride in achievement and commitment to  Exclusion Records – rates of permanent and learning, supported by a positive culture W fixed-term exclusions analysed for patterns and across the whole school trends d  self-confidence, self-awareness and n Attendance, understanding of how to be a successful a  Views of pupils, outcomes of pupil surveys, Behaviour and learner r Conduct evidence of pupil involvement in regulating their u  prompt and regular attendance own behaviour and safety o  following of behaviour and conduct i

v guidelines, including managing their own  Views of governors, staff, parents, carers, others a feelings and behaviour and relationships with

h Understanding of others

e  Evidence of the impact of sanctions and rewards feeling safe and  understanding of how to keep themselves

B to improve behaviour and attendance

safe from risks such as abuse, sexual

, how to stay safe t exploitation and extremism, including when  Evidence of the integration of behaviour and n using the internet and social media

e safety issues within the curriculum e.g. SRE;  knowledge of how to keep themselves

m healthy, both emotionally and physically cyber bullying, bullying by prejudice p  personal development, so that they are well

o  Evidence of the action the school has taken to l prepared to respect others and contribute to

e Personal wider society and life in Britain prevent discriminatory and derogatory language v Development  choices about the next stage of their and of the school’s response to any extremist e education, employment, self-employment or behaviour. D

l training, from impartial careers advice and

a Preparation for guidance  Statistics for pupils’ absence and attendance, n the next stage,  where relevant, pupils’ employability skills so including persistent absence, punctuality showing o that they are well prepared for the next stage trends over time

s careers guidance

r of their education, employment, self- and employability e employment or training?  Records of actions for removing pupils from roll

P skills  Case studies of effective planning to demonstrate effective early interventions

19 Guidance on making judgements related to personal development, welfare and safety

 Schools need to be aware of pupils’ patterns of behaviour over a period of time, including the pattern of exclusions, both permanent and fixed-term and to show the impact of its work to follow up and support excluded pupils.  Take into account: - the extent to which pupils’ attitudes to learning help or hinder their progress in lessons - pupils’ attitudes to school, conduct and behaviour, during and outside of lessons, including their attitudes to other pupils and adults. - pupils’ views, including specific groups of pupils, on behaviour and safety, respect for, and courtesy towards others and their views on harassment, racism, homophobia and different types of bullying. - the views of parents, staff, governors and others - pupils’ attitudes to learning and their behaviour in lessons and around the school, including behaviour with non-teaching staff, new and inexperienced staff, supply teachers - pupils’ respect for each other, adults and school facilities as shown by their behaviour around the school - pupils’ response, and contribution to, the life and culture of the school. - the impact of strategies to improve behaviour, including the school’s response to any extremist behaviour shown by pupils. - the extent to which pupils are able to understand and respond to risk, for example, risks associated with new technology, extremism, substance misuse, knives and gangs, relationships, water, fire, roads and railways. - the extent to which the school prevents and tackles derogatory and discriminatory language.  Case studies to evaluate the experience of particular individual pupils and groups of pupils, including Children Looked After, are useful for illustrating the quality of systems and procedures, including links with other agencies, to impact on pupil’s welfare and safety.

 Schools should ensure that pupils’ personal development prepares them well to respect others and to contribute to wider society and life in Britain.  Schools need to make their pupils aware of the many different forms that bullying can take – cyber bullying, prejudice-based bullying related to special educational needs, sexual orientation, sex, race, religion and belief, gender reassignment or disability.  Schools should analyse their punctuality, absence and attendance and exclusion data to show overall patterns and trends over time and for different groups of pupils within the school  Be aware of the number of pupils taken off roll together with the reasons for this course of action.  Analysis of the main reasons for overall and persistent absence should be clear, as well as evidence of strategies used to address these issues, and the impact of strategies taken on absence and attendance rates.  Maintain clear evidence of pupils’ punctuality to school, and to lessons over time.  Schools should keep clear records relating to the attendance and behaviour of pupils who are being educated wholly or partly off site.  Schools should be aware of their success in keeping pupils’ safe, whether in school or during external activities, for example, through effective risk assessments, e-safety procedures and action taken following any serious safeguarding incident.  Schools should ensure that pupils’ choices about the next stage of their development and, where relevant, their employability skills, prepare them well for the future, be it education, employment, self-employment or training.

Judgements – Personal Development, Welfare and Safety 1 20 Outstanding Good Requires Inadequate Improvement Attitudes and Pupils are confident and self-assured Pupils are confident and self-assured. They take Pupils’ personal ANY ONE OF engagement learners. Their excellent attitudes to learning pride in their work, their school and their development and Pupils’ lack of engagement, and have a strong, positive impact on their appearance. Pupils’ attitudes to all aspects of their welfare are not yet persistent low-level, and/ or high-level progress. They are proud of their learning are consistently positive. These positive good and/ or wilful disruption contribute to reduced achievements and of their school. Pupils attitudes have a good impact on the progress they behaviour in the learning / disorderly classrooms. discuss and debate issues in a considered make. Pupils show respect for others’ ideas and school is not yet OR way, showing respect for others’ ideas and views good. A significant minority of pupils show a points of view. lack of respect for each other or staff Pupils are safe and a lack of self-discipline. Pupils Careers Guidance High quality, impartial careers guidance helps Pupils use careers guidance to make choices and they feel safe ignore or rebut requests from pupils to make informal choices about which about the next stage of their education, teachers to moderate their conduct. courses suit their academic needs and employment, self-employment or training. This results in poor behaviour around aspirations. They are prepared for the next the school. stage of their education, employment, self- OR employment or training. Pupils show negative attitudes about the value of good manners and Attendance and Pupils understand how their education equips Pupils are punctual and prepared for lessons. behaviour as key factors in school Punctuality them with the behaviours and attitudes They bring the right equipment and are ready to life, adult life and work. necessary for success in the next stage of learn. Pupils value their education. Few are OR education, training or employment and for absent or persistently absent. No groups of pupils Attendance is consistently low for all their adult life. Pupils value their education are disadvantaged by low attendance. The pupils or groups of pupils and shows and rarely miss a day at school. No groups of attendance of pupils with previously high rates of little or no sign of improvement. pupils are disadvantaged by low attendance. absence is showing marked and sustained OR The attendance of pupils with previously high improvement. A significant minority of pupils do not rates of absence is rising quickly towards the understand how and why to live national average. healthy, positive lives, both physically or emotionally. Conduct and Pupils’ impeccable conduct reflects the Pupils conduct themselves well, including at OR Behaviour school’s effective strategies to promote high lunchtimes. The school is an orderly environment. Incidents of bullying, or specific types standards of behaviour. Pupils are self- Pupils respond quickly to instructions and of bullying are frequent. Pupils have disciplined. Incidences of low level disruption requests allowing lessons to flow smoothly and little confidence in the school’s ability are rare. For individuals or groups with without interruption. Low level disruption is rare. to address bullying successfully. particular needs, there is sustained Pupils’ good conduct reflects the school’s efforts OR improvement in pupils’ behaviour. Where to promote high standards. There are marked Pupils or particular groups of pupils standards of behaviour are already excellent, improvements in behaviour for individuals or are not safe or do not feel safe at they have been maintained. groups with particular behavioural needs. school and/ or at alternative placements Parents, staff and pupils have no well-founded . concerns about personal development, behaviour and welfare. Teachers and other adults are quick to tackle the rare use of derogatory or aggressive language and always challenge stereotyping

Judgements – Personal Development, Welfare and Safety 2

21 Outstanding Good Requires Inadequate Improvement Bullying Pupils work hard with the school to prevent all Teachers and other adults promote clear Pupils’ personal ANY ONE OF forms of bullying, including online bullying messages about the impact of bullying and development and Pupils’ lack of engagement, and and prejudiced-based bullying. Staff and prejudiced behaviour on pupils’ well-being. welfare are not yet persistent low-level, and/ or high-level pupils deal effectively with the very rare Pupils work well with the school to tackle and good and/ or wilful disruption contribute to reduced instances of bullying behaviour and/ or use of prevent the rare occurrences of bullying. behaviour in the learning / disorderly classrooms. derogatory or aggressive language. school is not yet OR good. A significant minority of pupils show a lack of respect for each other or staff School Culture and The school’s open culture actively promotes The school’s open culture promotes all aspects Pupils are safe and and a lack of self-discipline. Pupils Welfare + Feeling all aspects of pupils welfare. Pupils are safe of pupils’ welfare. They are safe and feel safe. they feel safe ignore or rebut requests from and Staying Safe and feel safe at all times. They understand They have opportunities to learn how to keep teachers to moderate their conduct. how to keep themselves and others safe in themselves safe. They enjoy learning about how This results in poor behaviour around different situations and settings. They trust to stay healthy and about emotional and mental the school. leaders to take rapid and appropriate action health, safe and positive relationships and how OR to resolve any concerns they have. Pupils to prevent the misuse of technology. Pupils show negative attitudes about can explain accurately and confidently how to the value of good manners and keep themselves healthy. They make behaviour as key factors in school informed choices about healthy eating, fitness life, adult life and work. and their emotional and mental well-being. OR They have an age-appropriate understanding Attendance is consistently low for all of healthy relationships and are confident in pupils or groups of pupils and shows staying safe from abuse and exploitation. little or no sign of improvement. Pupils have an excellent understanding of OR how to stay safe online, the dangers of A significant minority of pupils do not inappropriate use of mobile technology and understand how and why to live social networking sites. healthy, positive lives, both physically or emotionally. OR Pupils’ SMSC Pupils’ spiritual, moral, social and cultural Pupils’ spiritual, moral, social and cultural Incidents of bullying, or specific types development equips them to be thoughtful, development ensures that they are prepared to of bullying are frequent. Pupils have caring and active citizens in school and in be reflective about and responsible for their little confidence in the school’s ability wider society. actions as good citizens. to address bullying successfully. OR Pupils or particular groups of pupils are not safe or do not feel safe at school and/ or at alternative placements .

22 Outcomes for Pupils

Manchester LA: School Self-Evaluation Framework 2015 – Outcomes for pupils 23 Area Aspect Key Prompts Evidence Progress, for  How well do pupils, currently on roll, make progress  Baseline and progress data for pupils overall and s

l current pupils relative to their age and starting points? Including the for different groups of pupils within the school i and over time lowest attaining pupils and the most able pupils. p  What progress have all pupils made, since joining the  Progress data for pupils/ groups of pupils who join the school at times other than the usual phase u school and including pupils who have joined at different times? transfer times P

 Do pupils make sustained progress at a rate faster than

r the national expectation? How quickly are gaps closing  Raise on line data, using the range of indicators within

o – in the performance of different groups both within f school and compared to all pupils nationally?  National test results for the 3 previous years  How well have pupils with disabilities, those with special s educational needs, disadvantaged pupils and the most  Foundation Stage Profile scores e SEN and able achieved since joining the school?  Are there any differences in the achievement of  Post 16 provision and outcomes

m Disadvantaged Pupils disadvantaged pupils and other pupils nationally and in o the school?  School-based data:

c  From work scrutiny, are pupils on track to meet/ exceed t test and examination data; the attainment expected for their age as set out by the o

u school’s assessment system and the national o teacher assessment data; curriculum? O  What are standards by the time pupils leave the school, o data provided by external organisations including in English and mathematics combined? At (FFT); secondary level, what proportion of pupils attain 5 A*-C, Attainment including English and mathematics? o work scrutiny analyses  What are the standards of communication, reading, writing and mathematics of pupils as they progress  Reading test scores and pupils’ progress data – through the school? screening check for 6 year olds (from 2012)  Are the most able progressing towards the highest standards and achieving as well as they could? Are the  Data below Level 1 (P scales) lowest attaining pupils raising their attainment and achieving the standards expected for their age?  Evidence from lesson observations, discussions with pupils, scrutiny of pupils’ books and their  Do pupils attain relevant qualifications so they can progress to the next stage of their education? (into learning. Next Stage courses that lead to higher level qualifications or into jobs that meet local and national needs?

24 Guidance on making judgements related to outcomes for pupils  Ensure that judgements on outcomes for pupils take account of pupils’ attainment compared to national benchmarks and their progress over time.  Consider the school’s results and performance against the government’s floor standards: - Proportion of pupils at L4+ in both English and mathematics (minimum 65% - 2015; 85% at secondary ready in 2016). - Proportion of pupils making expected (2 levels) progress from KS1-KS2 in 2015 - reading (94%), writing (96%) and mathematics (93%); minimum of 85% at age related expectations in reading, writing and maths combined in 2016. - The proportion of pupils making better than expected progress (3 levels) across KS2 in reading, writing and mathematics – NA – 33 – 35% - The proportion of pupils achieving 5 GCSEs at A*-C, including English and mathematics (40%) - The proportion of pupils making 3 levels progress in English (74%) and mathematics (67%) from KS2 – KS4 - The proportion of pupils making better than expected progress (4 levels) across KS3 and KS4 in English and mathematics  Ensure that outcomes are judged based on the trend of the school’s performance over three years.  Schools should consider the ‘bigger picture’ when making judgements about overall progress – that there is a clear view of the progress that pupils make from one phase to the next, and across the whole school: - What is children’s/ pupils’ attainment on entry to the school? Is there a reliable baseline assessment in place? - What is the overall progress of pupils’ across each phase? Is there is a pattern of consistent progress across the school? - Is there any stagnation or regression within the overall picture of pupils’ progress?  Schools should be particularly aware of the progress rates of specified group’s disabled pupils, pupils with SEN, disadvantaged pupils, the most able.  Evaluation of achievement in the EYFS should take account of the numbers of children making ‘typical’ progress or more from their starting points (entering in line in N or R and meeting the ELGs by the end of R)  Evaluation of achievement in KS1 should take account of the proportions of pupils who make ‘typical’ progress or more from their starting points (entering Y1 having met the ELGs and achieving L2b+ by the end of Y2)  Ensure that the school analyses data for all the major groups of pupils in the school, including higher achieving pupils, those who are disabled and/or have special educational needs and those pupils who are supported by the pupil premium, as well as: - Boys / girls - Minority Ethnic Groups - CLA and any other groups identified by the school - Pupils/ groups who arrive at the school at different times to the usual points of transition  For groups of pupils, schools should produce a written analysis to accompany the data, which identifies : - where faster/ slower progress is being made - what the trends are for different groups of pupils - what actions are being taken and - the resulting impact on the quality of provision and pupils’ progress  Through this analysis, schools need to identify the progress of different groups of pupils within the school compared to other groups of pupils within the school, including any differences in the achievement of pupils supported by the pupil premium and other pupils, including gaps in attainment, particularly in English and mathematics and any differences in progress from similar starting points.  Schools should analyse the progress of pupils and groups of pupils in subjects across year groups and over time to identify any potential weaknesses in the quality of provision and its impact on pupils’ progress.  Where attainment is below average, schools should show clearly, through their data, that they are narrowing the gap in key areas of learning.  Schools need clear strategies to demonstrate the impact of opportunities to apply skills across subjects on pupils’ progress and attainment.  For pupils whose cognitive ability is such that their attainment is unlikely ever to rise above ‘low’, schools should make their judgement on these pupils’ achievement based on an evaluation of the ,.pupils’ learning and progress relative to their starting points at particular ages. Judgements for this group do not need to take account of pupils’ attainment compared to national benchmarks.  Schools should be aware that inspectors may gather evidence about outcomes from lesson observations, discussions with pupils and scrutiny of pupils’ work.

25 Judgements – Outcomes for pupils Outstanding Good Requires Inadequate Improvement Current For pupils general, and specifically for Pupils’ progress is above average or Outcomes are not ANY ONE OF disadvantaged pupils and those with SEN, improving in most subject areas. Overall yet good. Progress in any key subject Progress progress is above average in nearly all progress of disadvantaged pupils and those indicates that pupils are subject areas Throughout each year group with SEN is above average or improving. underachieving considerably. and across the curriculum, including in Across almost all year groups and in a wide OR English and mathematics, current pupils range of subjects, including in English and From their different starting points, make substantial and sustained progress, mathematics, current pupils make the proportions of pupils in different developing excellent knowledge and consistently strong progress, developing year groups making or exceeding SEN and understanding, considering their different secure knowledge and understanding, expected progress, in English or in starting points. considering their different starting points. mathematics are consistently well Disadvantaged below national figures and show Pupils The progress across the curriculum, of In a wide range of subjects, the progress of little or no improvement. disadvantaged pupils, disabled and SEN disadvantaged pupils, disabled and SEN OR pupils currently on roll matches or is pupils currently on roll is close to or For disadvantaged pupils, the improving towards that of other pupils with the improving towards that of other pupils with proportions making or exceeding same starting points. the same starting points. expected progress from their different starting points in English Pupils read widely and often to a high Pupils read widely and often with fluency and and mathematics are consistently Reading standard, with fluency and comprehension. comprehension appropriate to their age. The well below those of other pupils, They typically articulate their knowledge and vast majority of children in Year 1 achieve nationally, and show little or no understanding clearly and hold thoughtful the expected standard in the national improvement conversations with each other and with phonics check. OR adults. Children in Year 1 achieve highly in There are wide gaps in the progress the national phonics check. and/ or attainment of different groups. From each different starting point, the From different starting points, the proportions OR proportions of pupils making and exceeding of pupils making and exceeding expected The school’s performance regularly expected progress in English and maths are progress in English and maths are close to falls below the floor standards. Any Progress over high compared with national figures. The or above national figures. The progress of improvement is insufficient, fragile progress of disadvantaged pupils matches or the vast majority of disadvantaged pupils is or inconsistent. time and is improving towards that of other pupils similar to or improving in relation to other OR Attainment nationally. The attainment of almost all pupils nationally. Where attainment overall is Pupils’ proficiency in reading, writing groups is broadly in line with national average low, it shows consistent improvement. or mathematics is not sufficiently or, if below, it is improving rapidly. strong for them to succeed in the Pupils are exceptionally well prepared for the Pupils are well prepared for the next stage of next year or stage of their next stage of their education, training or their education, training or employment and education, or in training or Preparation employment and attain relevant qualifications. attain relevant qualifications. The proportion employment. Compared with the national average for all of pupils progressing to higher and further OR for the next pupils, higher proportions of pupils and education establishments, apprenticeships, Pupils have not attained the stage disadvantaged pupils, progress on to a range employment or training is close to or above qualifications appropriate for them of higher and further education average. These pupils do so at a level to progress on to their next stage of establishments, apprenticeships, employment suitable to meet appropriate career plans. education, training or employment. or training. Their destinations strongly support their career plans. 26 Early Years Foundation Stage

27 Manchester LA: School Self-Evaluation Framework 2015 – Early Years Provision

Area Aspect Key Prompts Evidence  How rigorous and effective are systems to drive improvement  Baseline entry data for children at the start of Nursery n Effectiveness of – monitoring quality of provision and outcomes? The and at the start of Reception

o Leadership and professional development of staff? Evaluation of the impact of i Management actions taken? Setting ambitious targets?  Progress and attainment data for children overall and s  How effective are safeguarding procedures in Early Years? for different groups of pupils within the EYFS, by the i  How effectively is additional funding used, where applicable end of Nursery and by the end of Reception v and is its’ impact on narrowing gaps in children’s outcomes

o measured?  Evidence of progress and achievement in individual

r areas of learning  What is the quality and impact of phonics teaching? P  Foundation Stage Profile scores  How well does teaching nurture, engage and motivate

s children and promotes their sense of achievement and  Assessment data and Learning Profiles/ Learning r commitment to learning? Journeys

a  How broad is the curriculum and how well is it based on Teaching, accurate assessment of learning and development, so that

e  The quality of provision relating to the learning Learning and activities and experiences meet children’s needs? environment, meeting the needs of individual children, Y Assessment  How well do staff work with parents, engage them in their

encouraging children to become active and creative children’s learning and keep them informed about their learners y children’s achievements and progress? l

r  The quality of phonics teaching  What are children’s attitudes to learning, including their a Personal participation and willingness to make choices and decisions? Development,  Processes for engaging with parents to involve them in E Are children active, inquisitive learners? Do they think their children’s learning Behaviour and critically? Welfare  How well do children behave, co-operate and share with each  Processes for engaging with outside agencies and with other? How well do they make friends, respect each other’s other settings differences and build understanding?  How effectively do children behave in ways that are safe,  Safeguarding arrangements within the EYFS understand how to stay safe and show that they feel safe?  Self-evaluation and monitoring procedures to drive Outcomes for  What proportion of children make at least typical, or better, improvement pupils progress from their starting points? (including disabled children, those with SEN and the more able)  What is 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?  Are outcomes consistent across areas of learning, particularly in the prime areas and specific areas of literacy and mathematics? Are there any groups who are underachieving? How quickly are they catching up? 28 Judgements – Early Years Foundation Stage (i) Outstanding Good Requires Inadequate Improvement The pursuit of excellence by leaders and Leaders and managers have an The ANY OF THE FOLLOWING: managers is demonstrated by an accurate understanding of the effectiveness of Self-evaluation is weak with too little uncompromising, highly successful and strengths and weaknesses of the the Early Years focus on raising achievement and well documented drive to improve provision through effective self- provision is not improving the quality of provision. outcomes, or maintain high outcomes for evaluation. The impact of concerted yet good. Any actions taken to tackle areas of all children over a sustained period of action to improve provision, including identified weakness have been time. the training and development of staff, Safeguarding is insufficient or ineffective. Effectiveness can be seen in children’s achievement. effective. OR The curriculum is too narrow. It does of Early Incisive evaluation of the impact of staff’s Leaders ensure that children’s needs There are no not offer a broad range of Years practice leads to rigorous performance are identified and give them the material experiences that challenge children Provision: management and supervision. Highly support they need, including through breaches of or promote their understanding of Quality and focused professional development effective partnership with external statutory welfare people and communities beyond their Standards improves the quality of teaching. agencies and other providers. requirements. own experience. OR Safeguarding is effective. There are no Safeguarding is effective. There are no Teachers and other adults are not breaches of statutory welfare breaches of statutory welfare knowledgeable and/ or not vigilant requirements. requirements. enough to ensure that children are kept safe and that their health and Children’s health, safety and well-being Child protection policies and welfare are promoted. are significantly enhances by the vigilant procedures are implemented OR and highly consistent implementation of consistently; practice is reviewed Safeguarding is ineffective robust policies, procedures. regularly and clearly evaluated. OR Statutory welfare requirements are Leaders use highly successful strategies Parents and carers contribute to initial not met to engage parents and carers, including assessments of children’s starting OR those from different groups, in their points and are kept well informed Leaders and/ or staff have a poor children’s learning in school and at home. about their children’s progress. understanding of how to promote Parents are encouraged to support children’s learning and development, their children’s learning and resulting in weak teaching not A highly stimulating environment and development at home matched to children’s needs. exceptional organisation reflects rich, The curriculum provides a broad range OR varied and imaginative experiences. of interesting and demanding Information from assessment is not experiences that meet children’s needs accurate and not used well enough to and help them make progress towards enable children to make the progress the early learning goals. they should. Teaching is consistently of a very high The quality of teaching is good. quality, inspirational and worthy of dissemination to others; it is highly responsive to children’s needs.

29 Judgements – Early Years Foundation Stage (ii) Outstanding Good Requires Inadequate Improvement Assessment is accurate and based on All teachers and other adults have high The OR high quality observations. It includes all expectations of children based on effectiveness of Children’s behaviour is not those involved in children’s learning accurate assessment of children’s skills, the Early Years consistently well managed. As a and development. Provision across all knowledge and understanding when provision is not result, lack of engagement leads to a areas of learning is planned they join the school. Practitioners use yet good. disorderly environment that hinders meticulously and based on rigorous and regular and precise assessments of their learning and puts others at risk. sharply focused assessments of children’s learning and development to Safeguarding is OR Effectiveness children’s achievement so that every plan activities that are suitably effective. Children, or specific groups of child undertakes highly challenging challenging for all children. children, such as disabled children, of Early activities. There are no those with SEN, targeted funding or Years material the most able, do not achieve as well Provision: Children are highly motivated, very Children are motivated and interested in breaches of as they can. Many start Year 1 Quality and eager to join in and consistently a broad range of activities and are keen statutory welfare without the skills they need. Standards demonstrate curiosity, imagination and learners. They listen carefully to adults requirements. OR concentration. They are highly and to each other. Low attainment of any group shows responsive to adults and to each other. little sign of rising. Gaps between They do not distract others or become different groups show little sign of easily distracted themselves. closing and may be widening. OR The vast majority of children are Children’s good behaviour shows that Strategies for engaging parents in developing a very good understanding they feel safe. They gain an their children’s learning and of how to keep themselves safe and understanding of risk through activities development are weak – parents do manage risks. They demonstrate that encourage them to explore their not know what their child is learning extremely positive behaviour and high environment. They are learning to or how to help them to improve. levels of self-control, co-operation and celebrate each others’ differences and to respect for others. build their understanding of diversity.

Children make consistently high rates Children make at least typical progress of progress in relation to their starting and most children make better progress points and are extremely well prepared from their starting points. This includes academically, socially and emotionally children from all specified groups. for the next stage. All specified groups Children develop the key skills needs to are making sustained progress that make a good start to the next stage of leads to outstanding achievement. their education.

Gaps in the attainment of groups and Children who join the school below the all children nationally, have closed or level typical for their age are catching up are closing rapidly. Any gaps between quickly. Any gaps between the areas of learning are closing. attainment of groups and all children nationally, are closing

30 Sixth Form Provision

31 Manchester LA: School Self-Evaluation Framework 2015 – Sixth Form Provision

Area Aspect Key Prompts Evidence  How effectively do leaders promote high expectations and use  Sixth Form Performance and Assessment n rigorous systems to drive improvement, including through Reports (PANDAs)

o monitoring and developing the quality of 16-19 provision and i Effectiveness improving the progress and achievement of learners and  Level 3 value-added reports

s of Leadership

i groups of learners? and  DFE Performance tables

v  Are study programmes for each learner planned and managed Management so that they fully meet the principles of the 16-19 study

o  School Assessment and Progress Data for

r programmes? Providing progression, stretch, maths and 16-19 performance and progress English for all learners without GCSE grades A*-C, as well as P

work experience and non-qualification activities?  Suitability of entry criteria for the Sixth Form  How effectively does teaching and assessment support and and the impact on students’ achievement

m Teaching, challenge learners?

r Learning and  How well do study programmes build on each learner’s prior  Analysis of retention rates and students’

o Assessment attainment and enable them to make progress and move on to achievements and destinations a higher level of qualification when they are ready to do so? F

 How effectively do learners receive high quality impartial  How well the needs and expectations of all pupils are met – the range of courses and

h careers guidance that prepares them for their chosen next

t steps and enables them to make well-informed decisions about qualifications on offer

x their future plans?

i  The quality of teaching and tutorial supports  How well do learners develop personal, social, employability

S Personal and independent learning skills and achieve high levels of Development,  The development of students’ personal and punctuality, attendance and conduct, including through non- employability skills Behaviour qualification or enrichment activities and/ or work experience? and Welfare  How well do learners understand how to keep themselves safe  How well teaching develops basic skills in and healthy, both physically and emotionally? English and mathematics Outcomes for  How well do learners, and groups of learners, make progress Pupils from their different starting points, remain on their study  The quality of non-qualification and/ or work programme, achieve their core aim and make progress towards experience Grade C in English and maths (if they do not already have one)?  The quality of information, advice and  How well do learners, and groups of learners, progress to the guidance given to students prior to beginning next stage in their careers, such as a higher level of education post-16 study or training, or to employment or an apprenticeship?  Are the 16-19 interim standards met, where applicable?

32 Judgements – Sixth Form Provision (i) Outstanding Good Requires Inadequate Improvement Leaders pursue excellence. They Leaders have high expectations. They Effectiveness of the ANY OF THE FOLLOWING: improve provision and outcomes rapidly improve provision and reduce 16-19 study Leadership of 16-19 study programmes is and reduce achievement gaps between achievement gaps between groups by programmes is not weak. groups by monitoring the quality of monitoring the quality of teaching, yet good. OR teaching, learning and assessment as learning and assessment and learners’ The requirements of the 16-19 study well as learners’ retention, progress and retention, progress and skill programmes are not met skill development, development. OR Effectiveness Study programmes are insufficiently Leaders plan, manage and evaluate Leaders plan, manage individualised challenging or relevant or learners’ prior of Sixth Form study programmes so that learners study programmes that build on prior attainment or planned next steps. Provision: undertake highly individualised and attainment, meet all the requirements OR Quality of challenging learning that builds on their of the 16-19 provision and prepares Weak assessment practice or poor Education prior attainment, meets all the them well for future employment. planning mean that teaching fails to meet provided in requirements of the 16-19 provision and learners’ needs. prepares them very well for future OR Post-16 employment. Learners or groups of learners make Study inadequate progress from their starting Programmes Learners without GCSE grades A*-C in Learners without GCSE grades A*-C in points either English or mathematics follow either English or mathematics follow OR appropriately tailored courses in English relevant courses in English and/ or Too few learners are retained on their and/ or mathematics. The considerable mathematics. Many make progress courses or achieve their core aim. majority make substantial and sustained towards grade C. OR progress towards grade C or above. Learners, or groups of learners, are ill- prepared for their next steps in terms of High quality impartial careers guidance Impartial careers guidance ensures attainment, personal skills or behaviour. ensures that learners follow study that learners undertake study OR programmes that build on their prior programmes that build on their prior Too many learners, or groups of learners, attainment and enable them to develop attainment and enables them to are unsuccessful in securing relevant clear, ambitious and realistic plans for develop clear and realistic plans for sustained education, employment or their future. Learners understand the their future. training, options available and are informed about OR local and national skill needs. . The 16-19 minimum standards are not met for either vocational or academic Teaching, learning and assessment Teaching, learning and assessment qualifications support and challenge learners to make support and challenge learners to OR sustained and substantial progress in all make strong progress across all Safeguarding is ineffective aspects of their learning. Teaching aspects of their learning. Learners who enables learners who fall behind to catch fall behind are helped to catch up and up swiftly and the most able to excel. the most able are stretched.

33 Judgements – Sixth Form Provision (ii) Outstanding Good Requires Inadequate Improvement Learners are confident and conduct Learners develop personal, social and Effectiveness of the ANY OF THE FOLLOWING: themselves well. They are punctual. They employability skills, including through 16-19 study Leadership of 16-19 study programmes is have excellent personal, social and high quality non-qualification activities programmes is not weak. employability skills and undertake high and work experience relevant to their yet good. OR quality non-qualification activities and needs. They are punctual and The requirements of the 16-19 study work experience that matches their attendance is high. programmes are not met needs. Attendance rates are high. OR Effectiveness Study programmes are insufficiently Learners are safe and feel safe. They are Learners are safe and feel safe. They challenging or relevant or learners’ prior of Sixth Form thoughtful, caring and respectful citizens. behave well, respect others and attainment or planned next steps. Provision: They take responsibility for keeping understand how to keep themselves OR Quality of themselves safe and healthy and safe and healthy and to contribute to Weak assessment practice or poor Education contribute to wider society and life in wider society and life in Britain. planning mean that teaching fails to meet provided in Britain. learners’ needs. OR Post-16 Throughout the time spent on their study The great majority of learners and Learners or groups of learners make Study programmes, learners and groups of groups of learners make strong inadequate progress from their starting Programmes learners make substantial and sustained progress from their starting points. points progress from their starting points. Rates Gaps in the progress or retention of OR of retention are high for almost all groups groups with similar starting points are Too few learners are retained on their of learners. Any gaps in the progress or closing. courses or achieve their core aim. retention of groups with similar starting OR points are closing. Learners, or groups of learners, are ill- prepared for their next steps in terms of Almost all learners progress swiftly to The great majority of learners progress attainment, personal skills or behaviour. higher levels during their study to higher levels during and after their OR programme. Almost all learners complete study programme. They complete their Too many learners, or groups of learners, their study programmes, achieve study programmes, achieve are unsuccessful in securing relevant qualifications relevant to their career qualifications relevant to their career sustained education, employment or aims and move on to sustained aims and move on to sustained training, education, employment, training or an education, employment, training or an OR apprenticeship. apprenticeship. The 16-19 minimum standards are not met for either vocational or academic Progress on level 3 qualifications in Progress on level 3 qualifications in qualifications terms of value added is above average terms of value added is above average OR across nearly all subjects. or improving across most subjects. Safeguarding is ineffective

34 Appendix One: An Acceptable form of Education - In a ‘Good’ school…..

Effectiveness of Leadership and Management - Leaders set high expectations of pupils and staff, leading by example to create a culture of respect and tolerance. Positive relationships support progress. - Leaders and governors are ambitious for pupils and promote improvement effectively. Actions secure improvements in progress for disadvantaged pupils. - Governors hold senior leaders stringently to account for all aspects of school performance, including the impact of targeted resources on outcomes. - Leaders and governors have an accurate and comprehensive understanding of the quality of education at the school, which helps them to plan, monitor and refine action to improve the school’s work. - Performance management is used effectively to improve teaching and monitoring is used to identify and spread good practice. - The broad and balanced curriculum provides pupils with a wide range of opportunities to acquire knowledge, skills and understanding in all aspects of their education. - Leaders consistently promote fundamental British values and pupils’ SMSC. - Promotion of equality of opportunity and diversity results in a positive school culture, with staff and pupils working together to prevent discriminatory behaviour. - Safeguarding is effective, with leaders and staff taking effective action to identify and support pupils who may be at risk. - Leaders protect pupils from radicalism and extremism, through training, increased vigilance and the ability to engage pupils in open debate. - Leaders work effectively within Early Years to ensure children’s smooth transition into school and ensure that Early Years/ Sixth Form provision is effective. Quality of Teaching, Learning and Assessment - Teaching in most subjects is consistently good or improving rapidly where not already consistently good. - Teachers use secure subject knowledge to effectively plan challenging learning; use questioning skilfully; reinforce expectations for conduct; develop, consolidate and deepen pupils’ knowledge, understanding and skills; tackle misconceptions and identify, support and intervene with pupils who start to fall behind; give pupils feedback, which helps them to improve their work; set homework appropriate to pupils’ age and stage; develop pupils’ basic skills through other subjects; expect pupils to work with positive attitudes; promote equality of opportunity and diversity in teaching and learning. - Pupils develop the capacity to learn from mistakes and become keen learners; most are willing to find out new information and to develop, consolidate and deepen their knowledge, understanding and skills both in lessons and through extra-curricular activities; most commit to their work and are given time to apply their knowledge and understanding in a wide range of subject, practising their key skills. - Parents receive information about how their children are progressing and doing in relation to the standards expected, and what their children need to do to improve. Personal Development, Behaviour and Welfare - Pupils are confident and self-assured, taking pride in their work, appearance and school. Their attitudes are positive in all aspects of their learning and impact positively on their progress. - Pupils use careers guidance to make choices about the next stage of their education, employment, self-employment or training. - Pupils are punctual, prepared for lessons and ready to learn; absence and persistent absence are low. Attendance for pupils with previously high absence is improving. - Pupils conduct themselves well, including at lunchtimes and the school is an orderly environment. - Parents and pupils have no concerns about personal development, behaviour and welfare. The rare use of derogatory and aggressive language are challenged; adults promote clear messages about the impact of bullying and pupils work well with the school to tackle/ prevent bullying. - Pupils are safe and feel safe at school; they have opportunities to keep themselves, and others, safe in different ways - healthily, mentally, emotionally, technologically - Pupils’ SMSC development ensures that they are prepared to be responsible for (and reflective about) their actions as good citizens. Outcomes for Pupils - Pupils’ progress is above average or improving in most subject areas, including for disadvantaged pupils and those with SEN, in almost all year groups and in a wide range of subjects (including English and maths). Current pupils make consistently strong progress from their different starting points. - The progress of disadvantaged, disabled and SEN pupils currently on roll is close to or improving towards that of other pupils with the same starting points. - Pupils read and widely and often with appropriate fluency and comprehension. Most Year 1 pupils achieve the required standard in the phonics test. - The proportions of pupils making and exceeding expected progress, in English and Maths, are close to or above national averages. - The progress of most disadvantaged pupils is similar to or improving in relation to other pupils nationally. - Where attainment is low overall, it shows consistent improvement. - Pupils are well prepared for the next stage of their education, training or employment with the relevant qualifications. - The proportions progressing to higher and further education, apprenticeships, employment or training is close to or above average. 35