When looking at a self-evaluation summary, ask yourself the following. Is it concise and succinct, clearly signposting evidence?
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Is it evaluative, rather than descriptive or repetitive? Is it a regularly updated working document? Is it shared? Is it linked to the inspection criteria?
School Inspection and Self‐Evaluation: Working with the New Relationship
Is it linked to the improvement plan? Is it honest? Writing your selfevaluation is an important leadership task. Self-evaluation contributes to school improvement by providing an accurate assessment of how well the school is performing and what it needs to do next.
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It leads to the identification of improvement priorities and to evidence based school improvement planning, which in turn will result in clear benefits for pupils. In your school there are emotions, heartaches, dilemmas, human beings, all of which can make it difficult to write in a dispassionate way. Where possible, try to use evaluative language — you might find the following phrases helpful:. He is currently a fulltime consultant for Focus Education.
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Better leadership, smarter spending! The must have magazine for any Headteacher or school business leader. Get the latest news and expert analysis from PSM magazine delivered straight to your inbox every day! Around the world, school inspection is subject to critical scrutiny.
It is too cumbersome? Too expensive? Too disruptive to the normal flow of school life? Does it actually improve schools?
Key to successful self-evaluation is data, and not just its collection but its reliable interrogation. It means going much deeper than what percentage of year 11s achieved five A-Cs at GCSE; it's all about digging out the underlying trends that bald statistics can obscure but that have to be addressed if school improvement is more than superficial. In the Sip trials taking place in secondary schools in some LEAs and which are being rolled out to more this term, many schools have looked to data analysis provided by the Fischer Family Trust.
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Its key ingredient is contextual, value-added data: the detail that traces how little Jimmy went from being the star of year 7 to the underachiever of year 9. Besides test scores, the model draws on what's known about the children as individuals, from their date of birth evidence suggests the time of year children are born affects their performance to their postcode, which can point to the influence of socio-economic factors.
School Inspection & Self-Evaluation | Working with the New Relationship | Taylor & Francis Group
Diane Dockrell, an improvement partner for schools in west Sussex and Hampshire and a former head, says this breadth and depth is a valuable aid to schools and their own Sips as they get to grips with the complexities of self-evaluation. From the Sip point of view, one of the real benefits of the trust's model is that it very quickly gets you to assess the key questions.
It's user-friendly and the use of arrows and colour means you very quickly get an overview of trends within the school over time. That had been hidden because the middle and less able boys were doing well, so overall the picture didn't look that bad. Rather than studying data retrospectively, schools should now be able to spot patterns in the performance of individual children as they emerge. As self-evaluation moves centre stage, good IMS should provide the value-added data, which is more meaningful than bald statistics, says John Dunford, general secretary of the Secondary Heads Association.
Schools will be looking at quality and quantity not only across results and attendance but in other aspects of school life. Raw data has hitherto been abused by Ofsted and the government.