evaluating every child matters - the sip's role in engaging the...
TRANSCRIPT
The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may not reflect current government policy. You may choose to use these materials, however you should also consult the Department for Education website www.education.gov.uk for updated policy and resources.
Evaluating Every Child Matters-The SIP’s role in engaging the school
Evaluating Every Child Matters – The SIP’s role in engaging the school
First published in 2008 Ref: 00618-2008DWO-EN-01
Evaluating Every Child Matters – The SIP’s role in engaging the school
Disclaimer
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1The National Strategies Evaluating ECM: The SIP’s role in engaging the school
© Crown copyright 2008 00618-2008DWO-EN-01
IntroductionWhen a school completes Section 4 of the self-evaluation form (SEF) to indicate its judgements about Every Child Matters (ECM), there is a risk that it may reduce its evaluation to a list of actions that the school has taken rather than evaluating the impact of these actions.
Ofsted inspection reports also often focus on identifying good practice by recording what the school has done rather than identifying the impact on pupil achievement.
The school improvement partner’s (SIP) role is about considering the school’s self-evaluation framework and not about compliance. The SIP needs to avoid a checklist that questions the school about the actions it has taken and, instead, focus on the school’s evaluation of the impact of its approach to ECM on pupil progress and the standards that are achieved. In undertaking this analysis, the SIP will challenge the school to decide whether this evaluation indicates any weaknesses within its provision and, if so, what actions need to be taken to resolve these weaknesses. The ongoing relationship between the SIP and the school will enable the school to come to a conclusion about whether its interventions have been appropriate and sufficient.
The SIP needs to consider the following.
Has the school thoroughly analysed the impact of its actions on raising standards and improving pupil •progress?
Has this evaluation led to a judgement by the school of its effectiveness in addressing ECM?•If so, does it indicate that ECM is a strength of the school to be shared with others or an issue for further •development?
If the latter, which ECM outcome is considered to be weak?•Within that outcome, which aspects are areas for development?•Has the school already intervened to resolve any of these areas for development?•If so, what does the evidence indicate has been the impact of these interventions on pupil progress •and standards?
The following prompts, with respect to each of the ECM outcomes, do not form a definitive list, but provide an example of the way that SIPs might enquire further about ECM where relevant.
2 The National Strategies Evaluating ECM: The SIP’s role in engaging the school
00618-2008DWO-EN-01 © Crown copyright 2008
ECMout
come–Be
hea
lthy
Out
com
ePr
ompt
sfor
thescho
olPo
ssibleevide
ncega
ther
edfr
omsch
ool
self-
evalua
tion
SIP’sc
halle
nge
Behea
lthy
How
effec
tive
lydoe
sthe
sch
oole
nsur
eth
at
lear
ners
:
Dis
play
a g
ood
unde
rsta
ndin
g of
how
to
•liv
e a
heal
thy
lifes
tyle
?
Mai
ntai
n th
eir p
hysi
cal h
ealth
?•
Dev
elop
em
otio
nal h
ealth
and
wel
l-bei
ng?
•U
nder
stan
d th
e se
xual
hea
lth ri
sk?
•U
nder
stan
d th
e da
nger
s of s
mok
ing
and
•su
bsta
nce
abus
e?
Are
invo
lved
in d
ecis
ions
abo
ut th
eir
•he
alth
?
Are
supp
orte
d by
par
ents
/car
ers i
n th
is
•de
bate
?
Thescho
ol’sana
lysiso
f:
Exte
rnal
val
idat
ion
of th
e sc
hool
’s •
appr
oach
; e.g
. Hea
lthy
Scho
ols A
war
d
Site
pro
visi
on in
clud
ing
play
grou
nd
•fa
cilit
ies a
nd b
reak
-out
room
s
Inte
rnal
com
mun
icat
ions
incl
udin
g sc
hool
•
coun
cil m
inut
es, g
over
ning
bod
y m
inut
es,
pare
nts/
care
rs n
ewsl
ette
rs
Pers
onal
Soc
ial H
ealth
Edu
catio
n (P
SHE)
•
prog
ram
me
Phys
ical
edu
catio
n (P
E) o
utco
mes
•
The
impa
ct o
f int
erve
ntio
n st
rate
gies
– e
.g.
•So
cial
and
Em
otio
nal A
spec
ts o
f Lea
rnin
g (S
EAL)
Addi
tiona
l rec
reat
iona
l act
iviti
es, s
uch
as
•br
eak
times
and
ext
ende
d sc
hool
day
, to
incl
ude
part
icip
atio
n ra
tes,
part
icul
arly
for
vuln
erab
le g
roup
s
Acce
ss fo
r, an
d in
clus
ion
of, p
upils
with
•
phys
ical
dis
abili
ties
Pupi
l lev
el d
ata
incl
udin
g at
tend
ance
, •
obes
ity ra
tes,
preg
nanc
y ra
tes
Avai
labi
lity
and
take
-up
of h
ealth
y fo
ods
•O
bser
vatio
ns o
f rel
atio
nshi
ps in
clud
ing
•st
aff/
lear
ners
Invo
lvem
ent o
f out
side
age
ncie
s and
mul
ti •
agen
cy li
nks
Pupi
ls’ a
nd p
aren
ts’/c
arer
s’ vi
ews
•
Doe
sthe
evide
nceindica
teth
atth
isisan
area
ofw
eakn
essa
ndsoade
velopm
ent
issu
e?Ifso,w
hich
spe
cific
are
asnee
dto
be
tack
ledan
dwha
tist
heexp
ectedou
tcom
e?
Fore
xample:
The
scho
ol’s
revi
ew o
f Hea
lth a
nd S
afet
y (H
&S)
po
licy
show
s con
sist
ency
in ri
sk a
sses
smen
t in
prac
tical
are
as o
f the
scho
ol –
Maint
enan
ce
issu
e
68%
of l
earn
ers e
ngag
e in
two
hour
s of P
E pe
r w
eek
– Fu
rthe
revide
nceso
ught
abo
ut th
e ot
her 3
2% a
nd th
e di
ffere
nce
this
eng
agem
ent
has m
ade
to le
arne
rs’ a
ttai
nmen
t and
pro
gres
s
Sinc
e in
trod
ucin
g a
heal
thy
mea
ls m
enu
the
take
up
of sc
hool
din
ners
has
dec
reas
ed b
y 30
% –
Dev
elop
men
tissue
The
scho
ol fa
iled
in it
s bid
for H
ealth
y Sc
hool
s st
atus
due
to in
adeq
uate
pro
visi
on fo
r sex
ual
heal
th e
duca
tion
– Dev
elop
men
tissue
3The National Strategies Evaluating ECM: The SIP’s role in engaging the school
© Crown copyright 2008 00618-2008DWO-EN-01
ECMout
come–Stay
safe
Out
com
ePr
ompt
sfor
thescho
olPo
ssibleevide
ncega
ther
edfr
omsch
ool
self-
evalua
tion
SIP’sc
halle
nge
Stay
safe
How
effec
tive
lydoe
sthe
sch
oole
nsur
eth
atle
arne
rs:
Feel
safe
from
bul
lyin
g an
d/or
raci
sm?
•D
ispl
ay g
ood
rega
rd fo
r the
safe
ty a
nd
•w
ell-b
eing
of o
ther
s?
Refr
ain
from
ant
i-soc
ial b
ehav
iour
?•
Show
resp
ect f
or th
e di
gnity
of o
ther
s?•
Know
that
they
are
list
ened
to a
nd h
ave
•co
nfid
ence
in th
e su
ppor
t ava
ilabl
e?
Are
able
to a
sses
s ris
k an
d ac
t •
resp
onsi
bly?
Are
part
of a
n or
derly
com
mun
ity,
•de
mon
stra
ting
secu
rity,
stab
ility
and
car
e fo
r eac
h ot
her?
Are
prot
ecte
d fr
om d
ange
r?•
Enga
ge e
ffect
ivel
y w
ith o
ther
•
orga
nisa
tions
?
Resp
ect t
he d
igni
ty a
nd c
onfid
entia
lity
of
•ot
her s
take
hold
ers?
Thescho
ol’sana
lysiso
f:
The
effe
ct o
f sta
ff po
licie
s rel
atin
g to
•
wel
fare
, chi
ld p
rote
ctio
n, h
ealth
and
sa
fety
and
staf
f em
ploy
men
t
Risk
ass
essm
ents
and
crit
ical
inci
dent
s •
reco
rds,
incl
udin
g ac
cide
nt ‘b
ook’
Reco
rd o
f rac
ist a
nd se
xist
inci
dent
s•
Reco
rd o
f bul
lyin
g an
d ot
her b
ehav
iour
al
•in
cide
nts
Phys
ical
rest
rain
t rec
ord
•Fi
xed
and
perm
anen
t exc
lusi
ons
•M
edic
al re
cord
s•
The
view
s of p
upils
, par
ents
/car
ers,
staf
f •
and
othe
r sta
keho
lder
s
Beha
viou
r aro
und
the
scho
ol•
PSH
E pr
ogra
mm
e an
d re
cord
s•
Child
pro
tect
ion
reco
rds
•M
ulti-
agen
cy in
volv
emen
t; fo
r exa
mpl
e,
•H
ealth
Aut
horit
y, S
ocia
l Car
e w
ithin
cas
e co
nfer
ence
sMul
ti-ag
ency
invo
lvem
ent;
for e
xam
ple,
Hea
lth A
utho
rity,
Soc
ial C
are
with
in c
ase
conf
eren
ces
Doe
sthe
evide
nceindica
teth
atth
isisan
area
ofw
eakn
essa
ndsoade
velopm
ent
issu
e?Ifso,w
hich
spe
cific
are
asnee
dto
be
tack
led?
Fore
xample:
Sinc
e in
trod
ucin
g a
new
ant
i bul
lyin
g po
licy,
le
arne
rs’ r
epor
ts in
dica
te th
at in
cide
nts h
ave
redu
ced
by 4
5% e
xcep
t in
Year
6 w
here
le
arne
rs’ a
nxie
ties i
nhib
it st
udy
– Fu
rthe
rde
velopm
ento
fcur
rent
initiative
Lear
ners
’ con
cern
s and
acc
iden
ts a
t pla
ytim
e ha
ve re
duce
d si
nce
the
empl
oym
ent o
f tw
o ad
ditio
nal l
unch
time
assi
stan
ts –
Maint
enan
ceissu
e
Anal
ysis
of b
ehav
iour
in le
sson
s sho
ws a
n in
crea
se in
dis
rupt
ive
beha
viou
r in
Year
5
prev
entin
g ef
fect
ive
teac
hing
and
lear
ning
–
Furthe
revide
ncere
quired
The
scho
ol’s
eval
uatio
n of
its s
trat
egie
s for
su
ppor
ting
stud
ents
who
are
pre
gnan
t sho
w
that
pro
visi
on d
oes n
ot fu
lly a
ddre
ss th
eir
lear
ning
nee
ds –
Dev
elop
men
tissue
4 The National Strategies Evaluating ECM: The SIP’s role in engaging the school
00618-2008DWO-EN-01 © Crown copyright 2008
ECMout
come–En
joyan
dac
hiev
e
Thisout
comeisatt
hehea
rtofthe
SIP’sro
le.W
hileth
isisase
parateECM
out
come,italsoun
derp
inst
heoth
erfo
ur. W
hendiscus
sing
theot
her
four
out
comes
theSIPmus
talw
aysc
onside
rhow
they
con
tribut
eto
‘Enjoy
and
ach
ieve
’,spe
cific
allypup
ilpr
ogre
ssand
attainm
ent.
Out
com
ePr
ompt
sfor
thescho
olPo
ssibleevide
ncega
ther
edfr
omsch
ool
self-
evalua
tion
SIP’sc
halle
nge
Enjoyan
dac
hiev
eHow
effec
tive
lydoe
sthe
sch
oole
nsur
eth
atle
arne
rs:
Mee
t cha
lleng
ing
educ
atio
nal t
arge
ts
•an
d, in
rela
tion
to th
eir c
apab
ilitie
s and
st
artin
g po
ints
, mak
e go
od p
rogr
ess a
nd
achi
eve
high
stan
dard
s?
Hav
e al
l the
ir ne
eds c
ater
ed fo
r by
the
•cu
rric
ulum
?
Are
enco
urag
ed to
eng
age
in th
eir o
wn
•le
arni
ng a
nd w
ider
scho
ol li
fe?
Hav
e th
eir a
chie
vem
ents
, bot
h in
and
•
outs
ide
scho
ol, v
alue
d?
Like
com
ing
to sc
hool
, enj
oy le
arni
ng a
nd
•ar
e fu
lfille
d by
ach
ievi
ng h
ighl
y?
Dev
elop
pos
itive
att
itude
s to
lear
ning
?•
Thescho
ol’sana
lysiso
f:
Pupi
ls’ a
ttai
nmen
t and
pro
gres
s dat
a•
Brea
dth,
bal
ance
and
rele
vanc
e of
the
•cu
rric
ulum
fram
ewor
k
Staf
f pla
nnin
g, re
cord
ing
and
repo
rtin
g•
Rew
ard
syst
em a
nd it
s im
pact
•Fi
xed
and
perm
anen
t exc
lusi
ons
•Au
thor
ised
and
una
utho
rised
abs
ence
•D
ata
from
less
on o
bser
vatio
ns re
latin
g •
to, f
or e
xam
ple,
pup
il pr
ogre
ss, t
each
ing
and
lear
ning
styl
es, s
ubje
ct k
now
ledg
e,
asse
ssm
ent f
or le
arni
ng
Pupi
ls’ a
ttitu
des a
nd b
ehav
iour
out
side
•
less
ons
The
qual
ity o
f pup
ils’ w
ork
and
reco
rds o
f •
achi
evem
ent
View
s of p
upils
and
par
ents
/car
ers
•Pu
pils
’ par
ticip
atio
n ra
tes i
n fo
rmal
and
•
info
rmal
asp
ects
of s
choo
l life
Invo
lvem
ent o
f out
side
age
ncie
s and
•
othe
r par
tner
s in
prom
otin
g le
arni
ng a
nd
deve
lopi
ng su
bjec
t int
eres
t
Doe
sthe
evide
nceindica
teth
atth
isisan
area
ofw
eakn
essa
ndsoade
velopm
ent
issu
e?Ifso,w
hich
spe
cific
are
asnee
dto
be
tack
led?
Fore
xample:
The
qual
ity o
f tea
chin
g is
judg
ed b
y th
e sc
hool
to
be
good
but
20%
of l
earn
ers j
udge
less
ons
to b
e bo
ring
so re
duci
ng le
arne
rs’ m
otiv
atio
n – Fu
rthe
revide
ncere
quired
16%
of s
tude
nts l
eft s
choo
l with
out
a qu
alifi
catio
n pr
even
ting
them
from
ha
ving
evi
denc
e of
any
ach
ieve
men
ts –
Dev
elop
men
tissue
The
scho
ol is
in th
e to
p qu
artil
e w
ith re
gard
to
att
ainm
ent a
t the
end
of K
ey S
tage
4. T
he
atta
inm
ent o
f lea
rner
s in
publ
ic c
are
is in
line
w
ith th
e at
tain
men
t of o
ther
gro
ups w
ithin
th
e sc
hool
– M
aint
enan
ceissu
e
5The National Strategies Evaluating ECM: The SIP’s role in engaging the school
© Crown copyright 2008 00618-2008DWO-EN-01
ECMout
come–Mak
eapo
sitive
con
tribut
ion
Out
com
ePr
ompt
sfor
thescho
olPo
ssibleevide
ncega
ther
edfr
omsch
ool
self-
evalua
tion
SIP’sc
halle
nge
Mak
ea
positive
co
ntri
buti
on
How
effec
tive
lydoe
sthe
sch
oole
nsur
eth
atle
arne
rs:
Form
stab
le p
ositi
ve re
latio
nshi
ps w
ith
•ot
hers
?
Man
age
chan
ge in
thei
r ow
n liv
es?
•Ex
pres
s the
ir vi
ews a
nd p
artic
ipat
e in
•
deci
sion
mak
ing
abou
t the
ir ow
n an
d sc
hool
life
?
Show
a c
omm
itmen
t to
supp
ortin
g ot
hers
•
in sc
hool
, the
loca
l and
wid
er c
omm
unity
?
Enga
ge w
ith th
e sc
hool
’s vi
ew a
bout
wha
t •
mak
ing
a po
sitiv
e co
ntrib
utio
n m
eans
?
Are
able
to e
ngag
e in
vol
unta
ry a
ctiv
ities
•
with
in/b
eyon
d th
e sc
hool
?
Hav
e th
e kn
owle
dge
and
unde
rsta
ndin
g •
to b
ecom
e in
form
ed c
itize
ns?
Thescho
ol’sana
lysiso
f:
Lead
ersh
ip o
f, an
d pa
rtic
ipat
ion
in, e
xtra
-•
curr
icul
ar a
ctiv
ities
Com
mitm
ent t
o a
posi
tive
scho
ol
•et
hos,
for e
xam
ple,
by
fulfi
lling
pos
ts o
f re
spon
sibi
lity,
par
ticip
atin
g in
the
scho
ol
coun
cil,
enco
urag
ing
lear
ning
, pup
il m
ento
ring
Prom
otio
n of
the
scho
ol p
rofil
e su
ch
•as
supp
ort f
or sc
hool
eve
nts a
nd
part
icip
atio
n in
ope
n ev
enin
gs
Fund
rais
ing,
ent
erpr
ise
activ
ity a
nd
•vo
lunt
ary
wor
k
Obs
erva
tions
of p
upils
’ soc
iabi
lity
and
•to
lera
nce
Proj
ects
to ra
ise
awar
enes
s of
•en
viro
nmen
tal i
ssue
s
Citiz
ensh
ip p
rogr
amm
e•
Invo
lvem
ent o
f stu
dent
s with
out
side
•
agen
cies
to su
ppor
t vol
unte
erin
g
Past
oral
car
e re
cord
s•
Pupi
l nur
turin
g, m
ento
ring
•Le
arne
rs’ p
repa
ratio
n fo
r tra
nsiti
on
•be
twee
n al
l pha
ses
Lear
ners
’ vie
ws
•
Doe
sthe
evide
nceindica
teth
atth
isisan
area
ofw
eakn
essa
ndsoade
velopm
ent
issu
e?Ifso,w
hich
spe
cific
are
asnee
dto
be
tack
led?
Fore
xample:
A le
vel s
cien
ce s
tude
nts a
t the
scho
ol
effe
ctiv
ely
wor
k w
ith Y
ear 6
lear
ners
from
the
feed
er p
rimar
y sc
hool
s to
enric
h th
e pr
ovis
ion
and
mot
ivat
e le
arne
rs’ e
ngag
emen
t in
the
subj
ect –
Maint
enan
ceissu
e
Insu
ffic
ient
num
bers
of o
lder
boy
s are
vo
lunt
eerin
g as
men
tors
to s
uppo
rt th
e Ye
ar 7
w
ritin
g cl
ub –
Dev
elop
men
tissue
A si
gnifi
cant
maj
ority
of l
earn
ers i
n th
e Ea
rly
Year
s sho
w a
com
mitm
ent t
o su
ppor
ting
othe
rs in
all
aspe
cts o
f sch
ool l
ife –
Maint
enan
ceissu
e
6 The National Strategies Evaluating ECM: The SIP’s role in engaging the school
00618-2008DWO-EN-01 © Crown copyright 2008
ECMout
come–Ach
ieve
eco
nomicw
ell-b
eing
Out
com
ePr
ompt
sfor
thescho
olPo
ssibleevide
ncega
ther
edfr
omsch
ool
self-
evalua
tion
SIP’sc
halle
nge
Ach
ieve
ec
onom
ic
wel
l-being
How
effec
tive
lydoe
sthe
sch
oole
nsur
eth
atle
arne
rs:
Dev
elop
skill
s to
lear
n in
depe
nden
tly,
•w
ork
coop
erat
ivel
y an
d m
ake
deci
sion
s?
Acqu
ire b
asic
skill
s of l
itera
cy, n
umer
acy
•an
d IC
T?
Acqu
ire a
n un
ders
tand
ing
of e
nter
pris
e,
•bu
sine
ss a
nd th
e ec
onom
y, b
ecom
ing
finan
cial
ly li
tera
te?
Are
prep
ared
for a
dult
life,
incl
udin
g an
•
info
rmed
vie
w a
bout
car
eer o
ptio
ns a
nd
wor
kpla
ce si
tuat
ions
?
Dev
elop
hig
h ex
pect
atio
ns th
at le
ad to
•
econ
omic
wel
l-bei
ng?
Are
able
to e
ngag
e w
ith o
utsi
de a
genc
ies
•to
supp
ort e
cono
mic
wel
l-bei
ng?
Enga
ge in
furt
her e
duca
tion,
trai
ning
or
•em
ploy
men
t aft
er le
avin
g sc
hool
?
Thescho
ol’sana
lysiso
f:
Pupi
l pro
gres
s and
att
ainm
ent d
ata
•re
latin
g to
key
skill
s – c
omm
unic
atio
n,
ICT,
inte
rper
sona
l ski
lls/t
eam
wor
king
, in
depe
nden
ce/li
fe sk
ills
Care
ers a
dvic
e an
d gu
idan
ce•
Dat
a on
thos
e no
t in
educ
atio
n,
•em
ploy
men
t or t
rain
ing
(NEE
Ts)
Prog
ress
ion
rout
es to
furt
her/
high
er
•ed
ucat
ion,
trai
ning
and
em
ploy
men
t
Link
s to
rece
ivin
g sc
hool
s, FE
/HE
•pr
ovid
ers a
nd b
usin
ess
Wor
k-re
late
d le
arni
ng in
clud
ing
•in
volv
emen
t in
wor
k ex
perie
nce
Soci
al a
nd e
cono
mic
aw
aren
ess,
incl
udin
g •
min
i-ent
erpr
ise
Scho
ol c
ounc
il m
inut
es•
Invo
lvem
ent o
f out
side
age
ncie
s and
•
othe
rs
Busi
ness
and
ent
erpr
ise
curr
icul
um
•Br
eadt
h of
cou
rse
prov
isio
n an
d st
uden
t •
take
up
The
rang
e of
acc
redi
tatio
n, in
clud
ing
•vo
catio
nal q
ualif
icat
ions
and
stud
ent
outc
omes
Doe
sthe
evide
nceindica
teth
atth
isisan
area
ofw
eakn
essa
ndsoade
velopm
ent
issu
e?Ifso,w
hich
spe
cific
are
asnee
dto
be
tack
led?
Fore
xample:
The
outc
ome
of a
min
i ent
erpr
ise
proj
ect
for Y
ear 6
show
s tha
t lea
rner
s hav
e an
und
erst
andi
ng o
f pro
fit a
nd lo
ss –
Maint
enan
ceissu
e
The
anal
ysis
of t
he o
utco
mes
for c
hild
ren
in
care
show
that
they
are
dis
prop
ortio
nate
ly
repr
esen
ted
in th
e N
EETs
gro
up –
Dev
elop
men
tissue
The
hom
ewor
k cl
ub, r
einf
orci
ng le
arni
ng fr
om
the
sour
ce le
sson
s, h
as se
en a
n in
crea
se in
at
tend
ance
by
75%
sinc
e it
was
ope
ned
at
lunc
htim
es –
Maint
enan
ceissu
e
Ever
y Ye
ar 1
0 st
uden
t had
acc
ess t
o w
ork
expe
rienc
e, to
pra
ctic
e ke
y sk
ills i
n th
e w
orkp
lace
, but
35%
of s
tude
nts w
ere
criti
cal
of th
e ra
nge
of o
ppor
tuni
ties –
Dev
elop
men
tis
sue
AcknowledgementsWe gratefully acknowledge the contribution from the DCSF, Ofsted and local authority participation within the working group in assisting in the production of Evaluating every child matters - the SIP’s role in engaging the school.
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Audience: Primary, secondary and special SIPs, SIP managers and LA officers with responsibility for ECM Date of issue: 09-2008 Ref: 00618-2008DWO-EN-01
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