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]
  • Teacher assessment data and schooltracking 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
/ A2.1 Pupils' attainment
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
  • Trends in results over time
  • Records of evaluation of teaching and learning
  • Performance Management programme
/ A2.2 The quality of pupils' learning and their progress
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
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
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
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
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
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 pupils
Behaviour
Bullying
Health and Safety
Harassment 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
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
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
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 evidence / Your 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 inpromoting 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
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:
  • How well pupils achieve and enjoy their learning
  • The extent to which pupils feel safe
  • Pupils’ behaviour
  • The extent to which pupils adopt healthy lifestyles
  • How well pupils contribute to the school and wider society
  • How well pupils develop workplace and other skills that will contribute to their future economic well-being
  • Pupils’ spiritual, moral, social and cultural development
/ A8.1 Outcomes for individuals and groups of pupils
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 schooltracking 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:
  • Outcomes for individuals and groups of pupils (Section A2)
  • The quality of provision (Section A3)
  • The school’s capacity for sustained improvement (section A8.2)
/ A8.3 Overall effectiveness: how good is the school?

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