HERTFORDSHIRE SCHOOL SELF EVALUATION FRAMEWORK - FIFTH EDITION

A1: School's context Key sources of evidence Your evidence base (word document for your use)* IN SCHOOL ONLY

Guidance documents Hyperlink

A1.1 The context in which the school works

Awards, accreditations, specialist status

Socio-economic contextual data Attainment on entry (statutory

assessments; school-based assessments)

Profile of pupils, staff and governors (including ethnicity profile)

Nature and extent of pupils with special needs

Proportion of pupils learning English as an additional language

Pupil mobility Significant partnerships, community

services, extended provision, special units

School improvement/ development plan

A2: Outcomes: how well are pupils doing, taking account of any variation?

Key sources of evidence Your evidence base (word document for your use)* IN SCHOOL ONLY

Guidance documents Hyperlink

A2.1 Pupils' attainment National and Hertfordshire test data [Raise Online, Pupil Achievement Tracker, Fischer Family Trust and MIU data, Census]

A2.1 Pupils' attainment

© Hertfordshire County Council, Standards & School Effectiveness, September 2010 1

Teacher assessment data and school tracking information, including progress in achieving targets set in IEPs

School’s analysis of the attainment of different groups including that of vulnerable groups

Attainment as shown by test results available in school but not validated or benchmarked nationally

Lesson observation outcomes Work scrutiny outcomes for each

subject The broad range of other pupil

achievement including achievement through extra-curricular activities

Pupils’ opinions Parents’ and community’s opinions School Development/Improvement Plan SIP Reports Subject leader SEFs

A2.2 The quality of pupils' learning and their progress

Lesson observation Outcomes of work scrutiny in each

subject Pupil opinions SIP, LA and Ofsted survey visit

evaluations Teachers and support staff opinions Parental opinions Raiseonline data (CVA and VA

measures) FSP scores School’s analysis of the progress made

by different groups Governing Body- monitoring/

minutes/training The school improvement plan Curriculum plans The school race equality/diversity

scheme Analysis of recorded data and actions

relating to incidents of bullying, racism and other oppressive behaviour

Exit interviews

A2.2 The quality of pupils' learning and their progress

© Hertfordshire County Council, Standards & School Effectiveness, September 2010 2

Trends in results over time Records of evaluation of teaching and

learning Performance Management programme

© Hertfordshire County Council, Standards & School Effectiveness, September 2010 3

A2.3 The quality of learning for pupils with special educational needs and/or disabilities and their progress

The same evidence above is used to make judgements about learning and progress of vulnerable groups

A2.3 The quality of learning for pupils with special educational needs and/or disabilities and their progress

A2.3a The quality of learning of the school’s other vulnerable groups

The same evidence above is used to make judgements about learning and progress with special educational needs and/or disabilities

a2.3a_The quality of learning of the school’s other vulnerable groups

A2.4 Pupils' achievement and the extent to which they enjoy their learning

This judgement is made after making the judgements on attainment and learning and progress

A2.4 Pupils' achievement and the extent to which they enjoy their learning

A2.5 The extent to which pupils feel safe

Pupils’ opinions – across all groups Parents’ opinions Staff’s and governors’ opinions Curriculum planning relating to safety

issues Incidents of bullying, racism and

oppressive behaviour Behaviour policy Safety policy

A2.5 The extent to which pupils feel safe

A2.6 Pupils’ behaviour Observations around the school including playtimes and assemblies

Lesson observation records Behaviour management policy Exclusion records Parents’ and pupils’ opinions on the

standard of behaviour Targets for personal and social

development (where appropriate) Records of incidents of bullying, racism

and oppressive behaviour The use of rewards and sanctions

A2.6 Pupils’ behaviour

© Hertfordshire County Council, Standards & School Effectiveness, September 2010 4

A2.7 The extent to which pupils adopt healthy lifestyles

Participation in ‘The Healthy Schools’ programme/ award

Uptake of school meals and selection of healthy food

Participation in physical education PSHE curriculum planning Extra-curricular activities – range and

attendance register Views of parents and carers, staff and

governors

A2.7 The extent to which pupils adopt healthy lifestyles

A2.8 The extent to which pupils contribute to the school and wider community

Participation in community projects School Council and Class Council

records Mentoring/counselling records Pupil survey outcomes Participation on local, national or

international charitable work Views of parents and adults (including

the local community)

A2.8 The extent to which pupils contribute to the school and wider community

A2.9 Pupils' attendance Attendance and exclusion data (RAISEonline, LA and school)

Attendance data of different groups and vulnerable pupils

A2.9 Pupils' attendance

A2.10 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being

Attendance data ICT policy Opportunities to work in teams Punctuality records Views of parents, carers and pupils

A2.10 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being

A2.11 The extent of pupils’ spiritual, moral, social and cultural development

PSHE curriculum planning SMSC curriculum planning Artistic, sporting and cultural

opportunities in the curriculum Pupil survey Record of cultural visits/visitors Record of sporting activities eg

participation in sports competitions

A2.11 The extent of pupils’ spiritual, moral, social and cultural development

© Hertfordshire County Council, Standards & School Effectiveness, September 2010 5

A3: How effective is the provision? Key sources of evidence Your evidence base (word document for your use)* IN SCHOOL ONLY

Guidance documents Hyperlink

A3.1 The quality of teaching Curriculum plans Lesson Plans Teacher assessment Pupil opinions Observations of teaching and learning

over the past 12 months Work scrutiny Progress against targets on IEPs Parental/Carers opinions Periodic summary reports to governors

on the main outcomes and actions from lesson observations and work scrutiny

Accessibility plan Teaching and Learning/ SEN/ Inclusion

policies Pupil Tracking/ progress

A3.1 The quality of teaching

A3.2 The use of assessment to support learning

Assessment records Pupil tracking records Intervention strategy/records Lesson observation outcomes Lesson plans (differentiation) Work scrutiny (feedback/marking)

A3.2 The use of assessment to support learning

A3.3 The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships

Curriculum planning (long, medium and short-term)

Lesson plans Collaboration with other schools and

organisations Pupils’ views

A3.3 The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships

© Hertfordshire County Council, Standards & School Effectiveness, September 2010 6

A3.4 The effectiveness of care, guidance and support

PSHE curriculum planning Safeguarding procedures Pupils’ and parents views (on

information, advice and guidance) Transition arrangements for pupils

leaving or joining the school Transition arrangements in school eg

R-Y1, KS1-KS2 Care, guidance and support for

vulnerable pupils Attendance policy and targets Evaluation of out of school care

managed by the governing body

A3.4 The effectiveness of care, guidance and support

A4: How effective are leadership and management?

Key sources of evidence Your evidence base (word document for your use)* IN SCHOOL ONLY

Guidance documents Hyperlink

A4.1 The effectiveness of leadership and management in embedding ambition and driving improvement

The school improvement plan Procedures for implementing and

monitoring the school improvement plan

Trends in results over time Targets and target setting Pupil progress indicators (RAISE online) Performance in tests over time

(RAISEonline) Tracking procedures of the learning

and progress of cohorts, groups and individuals across different subjects

Lesson observation procedures and outcomes

A4.1 The effectiveness of leadership and management in embedding ambition and driving improvement

A4.2 The leadership and management of teaching and learning

Lesson observations Curriculum plans Records of evaluation of teaching and

learning Teachers and support staff opinions Performance Management programme Exit interviews

A4.2 The leadership and management of teaching and learning

© Hertfordshire County Council, Standards & School Effectiveness, September 2010 7

A4.3 The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

Minutes of governing body/ committee meetings

Head teacher’s reports to governing body

Governors’ monitoring policy/ procedures/ outcomes

Records of governor training Governors procedures to ensure

compliance with statutory requirements

Evaluation of compliance with statutory requirements

A4.3 The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

A4.4 The effectiveness of the school's engagement with parents and carers

Views of all parents/carers, including those for whom English is an additional language, as expressed in a variety of formal and informal ways including through parent questionnaires, interviews, feedback on reports, letters of congratulation or complaint, parents meetings.

Letters to parents Newsletters Ofsted survey of parents Reporting/ consultation arrangements Complaints procedure Mechanisms for helping parents

support their children’s learning

A4.4 The effectiveness of the school's engagement with parents and carers

A4.5 The effectiveness of partnerships in promoting learning and well-being

Partnerships with other schools Participation in a cluster of schools Links with external services and

agencies Pupil opinions Parental opinion

A4.5 The effectiveness of partnerships in promoting learning and well-being

A4.5a The effectiveness of the school’s extended schools partnership

The same evidence above is used to make judgements

A4.5a The effectiveness of the school’s extended schools partnership

A4.5b The effectiveness of the school’s work on integrated practice

The same evidence above is used to make judgements

A4.5b The effectiveness of the school’s work on integrated practice

© Hertfordshire County Council, Standards & School Effectiveness, September 2010 8

A4.5c The effectiveness of the school’s partnership with Children’s Centre(s)

Links with external services and agencies

Pupil opinions Parental opinion

A4.5c The effectiveness of the school’s partnership with Children’s Centre(s)

A4.5d The effectiveness of the school’s work with its other partners

Links with external services and agencies

Pupil opinions Parental opinion

A4.5d The effectiveness of the school’s work with its other partners

A4.6 The effectiveness with which the school promotes equal opportunity and tackles discrimination

Analysis of recorded data and actions relating to incidents of bullying, racism and other oppressive behaviour

Performance data of different groups of pupils including vulnerable pupils

Staff training records The school race equality/diversity

scheme

A4.6 The effectiveness with which the school promotes equal opportunity and tackles discrimination

A4.7 The effectiveness of safeguarding procedures

School policies for:Safeguarding and welfare of pupilsBehaviourBullyingHealth and SafetyHarassment and Discrimination

Child protection procedures/ responsibilities

Outcomes of monitoring and evaluation of policy and practice

Procedures for recruitment and vetting of adults working with children

Training and support records for adults in safeguarding pupils

Communication with relevant agencies

A4.7 The effectiveness of safeguarding procedures

© Hertfordshire County Council, Standards & School Effectiveness, September 2010 9

A4.8 The effectiveness with which the school promotes community cohesion

Views of stakeholders in a variety of formal and informal ways including feeder schools, local communities, extended services, local partnerships, agencies working with the school, as expressed through surveys and interviews

Impact of the school’s work in the local community

SMSC provision

A4.8 The effectiveness with which the school promotes community cohesion

A4.9 The effectiveness with which the school deploys resources to achieve value for money

Financial monitoring information Use of the school’s accommodation Care of the school’s environment Views of parents, carers and pupils re

suitability and availability of resources Deployment of staff Professional development programme Deployment of funding (especially for

SEN)

A4.9 The effectiveness with which the school deploys resources to achieve value for money

A5: How effective is the Early Years Foundation Stage?

Key sources of evidence Your evidence base (word document for your use)* IN SCHOOL ONLY

Guidance documents Hyperlink

A5.1 Outcomes for children in the Early Years Foundation Stage

MIU data (Early Years Foundation Stage Profile)

Tracking of progress (group and individual)

Outcome of lesson observations Lesson planning EY curriculum plans Opportunities for sharing and co-

operating and for making choices Health and Safety policy Uptake of school meals and selection

of healthy food Participation in physical education Views of parents and carers, staff and

governors Opportunities for play (indoor and

outdoor)

A5.1 Outcomes for children in the Early Years Foundation Stage

© Hertfordshire County Council, Standards & School Effectiveness, September 2010 10

A5.2 The quality of provision in the Early Years Foundation Stage

Outcome of observations of the quality of teaching

Short, medium and long term curriculum planning

Teacher assessments MIU data Safety Policy Comments from children and parents Behaviour policy PSHE policy Audit of resources (including outdoor

provision) Procedures for when children are ill Procedures to prevent the spread of

infection

A5.2 The quality of provision in the Early Years Foundation Stage

A5.3 The effectiveness of leadership and management of the Early Years Foundation Stage

Individual and group records Policy on safeguarding Staff (and other adults ) list with

qualifications Risk assessments Resources audit Records of Inset provided and attended The EY (school) improvement plan Procedures for implementing and

monitoring and evaluating the EY (school) improvement plan

Lesson observation procedures and outcomes

Communications with parents Policy on inclusion Links with other providers and services Trends in results over time Tracking procedures of learning and

progress of cohorts, groups and individuals across different subjects

A5.3 The effectiveness of leadership and management of the Early Years Foundation Stage

© Hertfordshire County Council, Standards & School Effectiveness, September 2010 11

A5.4 Overall effectiveness: how well does the setting/school meet the needs of children in the Early Years Foundation Stage?

Tracking records/ provision map Short, medium and long term

curriculum planning Policy on safeguarding Safety Policy Partnerships – eg other schools/ LA Improvements over the last three

years The EY (school) improvement plan Procedures for implementing and

monitoring and evaluating the EY (school) improvement plan

A5.4 Overall effectiveness: how well does the setting/school meet the needs of children in the Early Years Foundation Stage?

A6 How effective is the sixth form? Key sources of evidenceYour evidence base (word document for your use)* IN SCHOOL ONLY

Guidance documents Hyperlink

A6.1 Outcomes for students in the sixth form

A6.1 Outcomes for students in the sixth form

A6.2 The quality of provision in the sixth form

A6.2 The quality of provision in the sixth form

A6.2a Effectiveness of partnerships with Post 16 consortia and Strategic Area Partnership Group in promoting learning and well-being

A6.2a Effectiveness of partnerships with Post 16 consortia and Strategic Area Partnership Group in promoting learning and well-being

A6.3 The effectiveness of the leadership and management of the sixth form

A6.3 The effectiveness of the leadership and management of the sixth form

A6.4 The overall effectiveness of the sixth form

A6.4 The overall effectiveness of the sixth form

© Hertfordshire County Council, Standards & School Effectiveness, September 2010 12

A7 How effective is boarding provision? Key sources of evidence Your evidence base (word document for your use)* IN SCHOOL ONLY

Guidance documents Hyperlink

A7.1 The effectiveness of the boarding provision, taking into account whether the school meets the National Minimum standards

A7.1 The effectiveness of the boarding provision, taking into account whether the school meets the National Minimum standards

A8 Summative judgements Key sources of evidence Your evidence base (word document for your use)* IN SCHOOL ONLY

Guidance documents Hyperlink

A8.1 Outcomes for individuals and groups of pupils

Judgement based on seven prime judgements:

o How well pupils achieve and enjoy their learning

o The extent to which pupils feel safe

o Pupils’ behaviouro The extent to which pupils

adopt healthy lifestyleso How well pupils contribute to

the school and wider societyo How well pupils develop

workplace and other skills that will contribute to their future economic well-being

o Pupils’ spiritual, moral, social and cultural development

A8.1 Outcomes for individuals and groups of pupils

© Hertfordshire County Council, Standards & School Effectiveness, September 2010 13

A8.2 The school’s capacity for sustained improvement

National and Hertfordshire test data [Raise Online, Pupil Achievement Tracker, Fischer Family Trust and MIU data, Census]

Teacher assessment data and school tracking information, including progress in achieving targets set in IEPs

School’s analysis of the attainment of different groups including that of vulnerable groups

School improvement plan and records of improvement since the last inspection

SSE procedures and outcomes PMD procedures and summary of staff

professional development objectives Inset records Planned Inset schedule

A8.2 The school’s capacity for sustained improvement

A8.3 Overall effectiveness: how good is the school?

Judgement takes account of:o Outcomes for individuals and

groups of pupils (Section A2)o The quality of provision

(Section A3)o The school’s capacity for

sustained improvement (section A8.2)

A8.3 Overall effectiveness: how good is the school?

© Hertfordshire County Council, Standards & School Effectiveness, September 2010 14