School Self-Evaluation Framework (SSEF)

Manchester Local Authority

School Self-Evaluation Framework (SSEF)

UpdatedSeptember 2015

People. Pride. Place.

Author: Brian Holmes

Please note

The ManchesterLocalAuthoritySchool Self-Evaluation Framework

was updated for September 2015 in the light of amendments and changes to the

Ofsted Frameworkmade 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:

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Making an Overall Effectiveness Judgement

ManchesterLA: School Self-Evaluation FrameworkSeptember 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 judgementsand 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 Onehighlights 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 thatif 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 schooland re-inspection within 2 years of the initial inspection

ii)If the school still requires improvement there will befurther 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 measuresbecause 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.

Judgements – Overall Effectiveness

Outstanding / Good / Requires Improvement / Inadequate
The quality of teaching, learning and assessment is outstanding.
All other key judgements are likely to be outstanding. In exceptional circumstances one of the key judgements may be good, as long as there is convincing evidence that the school is improving in this area rapidly and securely towards outstanding.
The school’s thoughtful and wide-ranging promotion of pupils’ SMSC and their physical well-being enables pupils to thrive.
Safeguarding is effective / The quality of teaching and assessment is at least good
All other key judgements are likely to be good or outstanding. In exceptional circumstances one of the key judgements maybe requires improvement, as long as there is convincing evidence that the school is improving it rapidly and securely towards good.
Safeguarding is effective / Other than in exceptional circumstances, it is likely that, where the school is judged to require improvement in any of the key judgments, the school’s overall effectiveness will require improvement.
There are weaknesses in the overall provision for pupils’ spiritual, moral, social and cultural development.
Safeguarding is effective / ANY ONE OF
Outcomes for pupils.
OR
The quality of teaching, learning and assessment
OR
Personal development, behaviour and welfare
OR
The effectiveness of leadership and management
OR
There are serious weaknesses in the overall promotion of pupils’ spiritual, moral, social and cultural development.
If a school has serious 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.

Effectiveness of

Leadership and

Management

ManchesterLA: School Self-Evaluation Framework 2015–Effectiveness of Leadership and Management

Area / Aspect / Key Prompts / Evidence
Leadership and Management / Drive and ambition
Performance Management
Self-Evaluation
Curriculum Provision
Equality, diversity and British Values
Safeguarding / Evaluate the extent to which:

Demonstrate an ambitious vision, have high expectations and ensure high standards of provision for all learners?

Improve staff practice, teaching, learning and assessment through rigorous performance management and appropriate professional development?

Evaluate the quality of the provision and outcomes through robust self-evaluation, taking account of users’ views, and use the findings to develop capacity for sustainable improvement?

Provide a curriculum that has suitable breadth, depth and relevance so that any statutory requirements are met as well as the needs and interests of learners (and employers) nationally and in the local community?
Successfully manage learning programmes, the curriculum and careers advice so that all learners get a good start and are well prepared for the next stage of their development.

Actively promote equality and diversity, tackle bullying and discrimination and narrow any gaps in achievement between different groups of learners.
Actively promote British values.

Make sure that safeguarding arrangements to protect all learners meet all statutory requirements, promote welfare and prevent radicalism and extremism.

Analyses of tracking data and pupil performance – outcomes for specific year groups, subjects, groups, including trends over time
Monitoring and evaluation records related to the quality of teaching, analyses of pupils’ work, pupil voice activities, analyses of teachers’ planning, pupil progress meetings
School Improvement Plans and subject leader evaluations and action plans
Evidence of the impact of the Performance Management process and Continuous Professional Development
Monitoring and evaluation cycle
Evidence of impact – evaluation of school improvement plans, subject leader and GB monitoring
GB minutes , full GB and committees
GB familiarity with school performance data, including the school data dashboard.
Evidence of the impact of partnership working with other schools and external partners.
Evidence related to the safeguarding of pupils – Single Central Record, Child Protection Policy and other statutory policies related to pupils’ behaviour and safety , risk assessments and procedures, promotion of safe practices, including e-safety
Evidence of the impact of the deployment of resources, such as the pupil premium and primary sport funding, for the benefit of all pupils.

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.

Judgements – Effectiveness of Leadership and Management (i)

Outstanding / Good / Requires Improvement / Inadequate
Drive, ambition and improvement of performance over time
Governance and Management of performance
Impact of policies / Leaders and governors have created a culture that enables staff and pupils to excel. They are committed unwaveringly to setting high expectations for the conduct of pupils and staff. Staff-pupil relationships are exemplary.
Leaders and governors focus on consistently improving outcomes for all pupils, especially for disadvantaged pupils. They are uncompromising in their ambition. The school’s actions have secured substantial improvement in progress for disadvantaged pupils and progress is rising across the curriculum.
Governors systematically challenge senior leaders so that the effective deployment of all the school’s resources secures excellent outcomes. Governors do not shy away from challenging leaders on variations in outcomes for pupil groups.
Leaders and governors have a deep accurate understanding of the school’s effectiveness informed by the views of parents, pupils and staff. They use this to keep the school improving by focusing on the impact of their actions. They use incisive performance management, leading to professional development that encourages, challenges and supports improvement. Teaching is highly effective. / Leaders set high expectations of pupils and staff. They lead by example to create a culture of respect and tolerance. Positive relationships between leaders, staff and pupils support the progress of all pupils at the school.
Leaders and governors are ambitious for all pupils and promote improvement effectively. The school’s actions secure improvement in progress for disadvantaged pupils, which is rising, including in English and mathematics.
Governors hold senior leaders stringently to account for all aspects of the school’s performance, including targeted resources, ensuring that the skilful deployment of staff and resources delivers good or improving outcomes for pupils.
Leaders and governors have an accurate and comprehensive understanding of the quality of education at the school. This helps them plan, monitor and refine actions to improve the school’s work. They use performance management effectively to improve teaching and use accurate monitoring to identify and spread good practice. Teachers value the CPD on offer, which impacts positively on their teaching and pupils’ learning. Teaching is consistently good or improving rapidly where not. / Leadership and/ management are not yetgood
Safeguarding is effective / ANY ONE OF
Capacity for securing further improvement is poor and the improvements made are unsustainable, have been implemented too slowly or are overly dependent on external support.OR
Leaders are not doing enough to tackle poor teaching, learning and assessment, which significantly impairs the progress of pupils, especially disadvantaged or SEND pupils.ORLeaders are not aware of or are not taking effective action to stem the decline on the progress of disadvantaged pupils.OR
The unbalanced and poorly taught curriculum fails to meet the needs of pupils, or particular groups. Pupils are entered for public examinations inappropriately early. The range of subjects is narrow and does not prepare pupils for the opportunities, responsibilities and experiences of life in modern BritainOR
Leaders are not taking effective steps to secure good behaviour from pupils and a consistent approach to discipline. OR
Leaders and governors directly/indirectly undermine or fail to promote equality of opportunity. They do not prevent discriminatory behaviour and prejudiced actions and views. OR
Safeguarding is ineffective. Arrangements fail to meet statutory requirements, or give serious cause for concern. Insufficient action is taken following a serious incident.OR
Leaders and governors are not protecting pupils from radicalisation and extremist views when pupils are vulnerable to these. Policy and practice are poor, which means pupils are at risk.

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.