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The SEF is Dead - Long Live the SEF. ADVICE TO SENIOR LEADERS ON THE FUTURE OF SCHOOL SELF-EVALUATION. The Proposed Ofsted Inspection Schedule. Four main elements Achievement Teaching Behaviour and safety Leadership and Management + SMSC – integral to all judgements

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The sef is dead long live the sef

The SEF is Dead- Long Live the SEF

ADVICE TO SENIOR LEADERS ON THE FUTURE OF SCHOOL SELF-EVALUATION


The proposed ofsted inspection schedule

The Proposed OfstedInspection Schedule

Four main elements

  • Achievement

  • Teaching

  • Behaviour and safety

  • Leadership and Management

    + SMSC – integral to all judgements

    It is necessary and important for schools to recognise this in their self-evaluation


Task a

Task A

Discuss with a partner (5 minutes)

How long is your SEF?

Who wrote it?

When did you last use it? Refer to it?

When did a teacher/T.A./governor/crossing patrol...refer to it?


Task a1

Task A

Group discussion to establish overall picture (and the reason why so many SEFs remain as ‘archive’ than active/dynamic working documents) - 10 minutes

One of the key messages of the course is to render

‘SEF stress’ redundant


The sef

The SEF

The government have requested Ofsted to ‘ditch’ the SEF

To reduce the bureaucratic burden on schools

Schools are now more familiar with self-evaluation

SSE has become a very effective aspect of reviewing performance


Timescales

Timescales

Lack of clarity for the timescale for the new direction for SSE and review

The intention is that schools will develop systems tailored to individual needs and circumstances.

The SEF will on line for the remainder of the 2011 school year


Sse review policies procedures

SSE Review Policies/Procedures

Schools should develop individual SSE review policies and procedures

The focus for the schools should be on school improvement – not as preparation for inspection, but with this as a consideration

The SEF could be used to assist this process – although the SEF has never been mandatory


A suggested sse format

A Suggested SSE Format

Introduction – School Achievements and Context

Areas for Whole School Development

Progress in Previous Inspection Key Issues

Achievement – Attainment and Progress

Teaching – Key Strengths / Areas for Development

Behaviour and Safety

Leadership – Key Strengths / Areas for Development

Overall Effectiveness – A School Summary


Section 1 introduction

Section 1: Introduction

Summary of the school’s achievements

A few words capturing strengths and weaknesses and, where appropriate, taking account of the school’s context


An example

An example

Mugshot is a good school and has many strengths, that offer a firm basis for future improvements towards its stated aim of excellence. The recent 2010 inspection identified an improving trend that is moving the school towards outstanding. ...... However, writing has been identified as an area for particular focus


Introduction 2

Introduction (2)

Relationships throughout the school are very positive.

All pupils enjoy coming to school and this is reflected in the very high levels of attendance.

The leadership team has made realistic evaluation of the school and what needs to be done to improve it further.

Pupils are happy, safe and well motivated – Year 6 talk enthusiastically about their time at school


Introduction 3

Introduction (3)

The large majority of teaching is at least consistently “Good”, and there are examples of excellent practice.

Whilst pupils find the curriculum engaging, the school is introducing a rich thematic curriculum to inspire, motivate and enthuse the pupils to higher levels of achievement.


Section 2

Section 2

Areas for

Whole School

Development


The sef is dead long live the sef

1. Improve standards in writing across the school to equal those standards in Reading and Mathematics.

Introduce rigorous strategies to monitor the quality of writing both in KS1 and KS2.

Provide greater opportunities to practice and extend writing across the broader curriculum (eg other subjects)

Monitoring writing standards......

Enhance staff confidence in teaching writing through appropriate CPD


The sef is dead long live the sef

2. Ensure that pupils are given challenging targets in English and mathematics and understand their next steps in learning.

Ensure that all staff understand what makes “Outstanding” teaching, and its impact on successful learning.

Use “Outstanding” teachers within the school to coach and mentor other staff towards ambitious targets.

Place improving teaching at the heart of Performance Management that allows the SLT to measure improvement in teaching through clearly identified steps.


The sef is dead long live the sef

3. Ensure the curriculum is creative and engaging, whilst supporting the development and acquisition of core skills in English, Maths and ICT.

Introduce a rich, creative, thematic, curriculum in Autumn 2011 that enthuses and motivates pupils and staff, whilst ensuring that the core skills in Literacy, Numeracy and ICT are practised and applied in other subjects.


Section 3 progress in previous inspection key issues

Section 3: Progress in Previous Inspection Key Issues

Add some detail showing the impact made since the previous inspection on the key issues

It is most likely that issues raised in the previous inspection report would dovetail with the new framework headings

Tell the story convincingly with evidence of improvement


Section 4 achievement

Section 4: Achievement

Present a summary picture of school attainment and

progress:-

Attainment

Historic and current attainment – Y2 and Y6 in English, Maths, across a range of subjects and for different groups, particularly SEND

Support with evidence from RAISE, FFT, and internal data – identify trends etc.

Evaluate concisely – do not repeat RAISE data


Achievement

Achievement

Progress

Historic and current progress data – For Y2 and Y6

In-year progress for other age groups.

Quantity and quality of current year work – what progress does this show (all year groups)? E.g. Do pupils have challenging targets for English and maths and are these evident and annotated in their books – do they know their targets and are they being met?

Future progress – Sound, robust and accurate current data allows the school to predict reliable future progress.


Section 5 teaching

Section 5: Teaching

Example

Our latest monitoring showed that of the 20 lessons/parts of lessons observed

20% were outstanding,

70% were good

10% were satisfactory.

(Of those that were judged satisfactory two were close to the boundary for good and two close to inadequate).

Followed by Strengths and Development areas in Teaching


Section 6 behaviour and safety

Section 6: Behaviour and Safety

Introduction (example):

‘Behaviour is close to outstanding through the school because pupils see learning as exciting and challenging’

Include following aspects in commentary:-

Exclusions

Disruptions

Understanding rules etc

Taking responsibility

Awareness of being safe

Results of surveys etc


Section 7 leadership

Section 7: Leadership

Introduction: (example)

‘Leadership is outstanding because of the sustained impact on standards and improvements made to teaching and the impact this has had on learning and improved standards’’

Followed by Strengths and Development

Areas in Leadership

Strengths: (examples)

The leadership team offers a good blend of experience and expertise

Staff morale is high as evidenced in our surveys


Leadership

Leadership

Area(s) for Development: (example)

Drive up the proportion of good, to outstanding teaching

Ensure that the areas for improvement, identified in the consistency of assessment, tracking and challenging targets in one or two year groups, are addressed and monitored by SLT and MLT.

Sustaining and monitoring the drive for improving standards in writing.


Section 8 overall effectiveness

Section 8: Overall Effectiveness

Information from Sections 1 – 7 can be used to provide Ofsted with a succinct oversight of the quality of education in the school through an evaluation of overall effectiveness

This could be updated twice a year (and shared with parents)


Overall effectiveness

Overall Effectiveness

This evaluation sets out the ‘big picture’ and points to additional evidence available at the school. Precise grades for each of the inspection schedule judgements are attached at the end of the report (see example of Overall Effectiveness report and the Ofsted Inspection Schedule judgement sheet– included as a separate document)


Task b

TASK B

Read section 2 and 3 of each document –

SSE summary and New SEF for Mugshot Primary

To what extent do the school’s priorities for

improvement (2), reflect those of

the previous inspection (3)?


New sef

New SEF

The SSE Summary Sheet provides the framework for your SEF

The judgements and evaluations identified on the summary can then be developed with greater, relevant detail and translated into the New SEF template designed by Prospects

This will include the summary of Overall Effectiveness

As Section 8


Next steps

NEXT STEPS

Linking the

NEW SEF

to the

SCHOOL IMPROVEMENT PLAN


School improvement plan

School Improvement Plan

This should be succinct

Focused on key areas for

development identified in the SEF

Translates the key evaluations from the SEF into the School Improvement Plan (SIP)

Template


Sip introduction

SIP Introduction

The Overall Effectiveness

(Section 8) of the SEF

provides the Introduction to the

School Improvement Plan

(SIP Section 1)

A seamless link between SEF and SIP


Task c

Task C

Using the blank template provided, record an issue about achievement at your school and then develop this across each strand of the evaluation schedule

Compare your draft with a partner.

What works well?

What is difficult to record?

Group discussion.....


The pib

The PIB

Remember that the PIB will summarise very concisely the strengths and areas for development in

your school

It will identify between 3 and 5 key areas which are either strengths or in need of development.

It will allow you to provide a clear, robust account of your school


Task d

Task D

Use the PIB (Guidance) and

PIB (Example)

to complete one aspect in the

PIB (Blank Template)


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