Sef describing good or better achievement and standards
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SEF Describing good or better achievement and standards. What is laid down, ordered, factual is never enough to embrace the whole truth: life spills over the rim of every cup. Boris Pasternak 1890-1960 Mike McLachlan. SEF. A process not just a product for an inspection

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SEF Describing good or better achievement and standards

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SEFDescribing good or better achievement and standards

What is laid down, ordered, factual

is never enough to embrace the whole truth:

life spills over the rim of every cup.

Boris Pasternak 1890-1960

Mike McLachlan


SEF

  • A process not just a product for an inspection

  • A summary of the outcomes of your annual review cycle in preparation for your school development plan

  • Apart from Sections 1 and 2 it should be evaluative and judgemental rather than overly descriptive.

  • Should reflect your specific contexts as outlined in Section 1 and 2


Evaluating standards(Guidance to inspectors)

  • A broad range of evidence should be considered when evaluating standards. This includes:

    • 􀂄 the school’s results as set out in the RAISE report

    • 􀂄 the SEF and what it says about the latest standards in the school

    • 􀂄 the school’s data, the work the pupils have done in the past and the knowledge, skills and understanding that they are currently able to demonstrate


Evaluating Progress

  • As with analysing standards, it is important to consider a range of pre-inspection and first-hand evidence; for instance:

  • the latest CVA measures

  • the SEF and what it says about the progress made by pupils

  • the local authority’s (LA’s)/school’s own data analysis and progress records

  • discussion with staff and pupils

  • scrutiny of their work in lessons and what they have done in the past

  • the knowledge, skills and understanding that they are currently able to demonstrate

  • the demands made upon pupils by the teaching.


Tracking achievement and standards

  • 1a Please outline the main characteristics of the learners, including:

  • - their attainment on entry and how you know this

  • - their social and economic backgrounds, indicating the level of prosperity or deprivation


Attainment on entry

  • -Records of assessments on entry to the nursery / Foundation stage ( Stepping Stones and FSP data)

  • e.g.‘it is likely that most three-year-old children in the Foundation Stage will be better described by the earlier stepping stones shown in the yellow band’.

  • This may be referred to as the national expectation at the beginning o f Nursery.

  • Raise on Line, SATs and school data on entry into KS1, KS2 and KS3.

  • Breakdown for different groups FSM, SEN, LAC, EAL etc

  • Check coverage in RoL particularly if there is high mobility into or out of a year group.


Attainment on Entry profile

  • RoL only gives Average Point Score and profile for each year group for the FS and KS1-4.

  • As appropriate,

  • Identify variations in the 6 areas of learning of the Foundation Stage profile

  • Identify differences in English (reading and writing), Maths and Science, as the APS in individual subjects may be very different from school average.

  • If possible give an ability profile i.e number of students in each of the bands- well below average, below average, average, above and well above for each year group – if they are very different.

  • Reflect this analysis by tracking these groups in your evaluations and judgements in the Achievement and Standards section of the SEF


Section 3 Achievement and Standards,Prompts in the SEF (1)

  • 3a How well do learners achieve, and how high are their standards; e.g.

  • Test and examination results; whether learners reach challenging targets

    (Historical information) )

  • The standardsof learners' current work(noting any significant differences between past results and current work)


Achievement and Standards Prompts in the SEF (2)

  • The learners' progress including comparisons with the progress of similar pupils in other schools.

    ( Historical and current evaluation)

  • Note any significant differences in the progress of groups of learners,

  • including any groups that are achieving particularly well or are underachieving (for example, pupils with learning difficulties and disabilities, looked after children,

  • particular minority ethnic groups, including Gypsy, Roma and Traveller learners,

  • those who join the school other than at the normal date of admission, and

  • those who are socially or economically disadvantaged) and

  • the extent of the school's success in closing any gaps in attainment


Achievement and Standards Prompts in the SEF (3)

  • The extent to which information and communication technology (ICT) capability and other key skills enable learners to improve the quality of their work and make progress

  • The extent to which specialist subject attainment targets have been met

  • The impact of specialist status in raising standards in the specialism, standards more generally across the school and in partner schools

  • The extent to which any extended services contribute to better achievement and higher standards.


Summary

  • Consider the big picture but also focus on groups and individuals.

  • Evaluate the ‘history’ but also have details and analyses of the present cohorts to demonstrate improvement / sustained progress

  • It is helpful to try and replicate the RoL style evaluations for each of the current year groups.

  • Individual pupil lists can be exported into Excel and then sorted from lowest to highest CVA . This makes it easier to identify and explain strong and weak performances.

    “life spills over the rim of every cup.”


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