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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 - PowerPoint PPT Presentation
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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 cupBoris Pasternak 1890-1960
Mike McLachlan
SEFbull A process not just a product for an inspection
bull A summary of the outcomes of your annual review cycle in preparation for your school development plan
bull Apart from Sections 1 and 2 it should be evaluative and judgemental rather than overly descriptive
bull Should reflect your specific contexts as outlined in Section 1 and 2
Evaluating standards(Guidance to inspectors)
bull A broad range of evidence should be considered when evaluating standards This includes
ndash 1048708 the schoolrsquos results as set out in the RAISE report
ndash 1048708 the SEF and what it says about the latest standards in the school
ndash 1048708 the schoolrsquos data the work the pupils have done in the past and the knowledge skills and understanding that they are currently able to demonstrate
Evaluating Progressbull As with analysing standards it is important to consider a range of pre-
inspection and first-hand evidence for instance
bull the latest CVA measures
bull the SEF and what it says about the progress made by pupils
bull the local authorityrsquos (LArsquos)schoolrsquos own data analysis and progress records
bull discussion with staff and pupils
bull scrutiny of their work in lessons and what they have done in the past
bull the knowledge skills and understanding that they are currently able to demonstrate
bull the demands made upon pupils by the teaching
Tracking achievement and standards
bull 1a Please outline the main characteristics of the learners including
bull - their attainment on entry and how you know this
bull - their social and economic backgrounds indicating the level of prosperity or deprivation
Attainment on entrybull -Records of assessments on entry to the nursery Foundation stage
( Stepping Stones and FSP data) bull eglsquoit 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 bandrsquo
bull This may be referred to as the national expectation at the beginning o f Nursery
bull Raise on Line SATs and school data on entry into KS1 KS2 and KS3
bull Breakdown for different groups FSM SEN LAC EAL etc
bull Check coverage in RoL particularly if there is high mobility into or out of a year group
Attainment on Entry profilebull RoL only gives Average Point Score and profile for each
year group for the FS and KS1-4 bull As appropriate bull Identify variations in the 6 areas of learning of the
Foundation Stage profile
bull Identify differences in English (reading and writing) Maths and Science as the APS in individual subjects may be very different from school average
bull If possible give an ability profile ie number of students in each of the bands- well below average below average average above and well above for each year group ndash if they are very different
bull 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 StandardsPrompts in the SEF (1)
bull 3a How well do learners achieve and how high are their standards eg
bull Test and examination results whether learners reach challenging targets (Historical information) )
bull The standards of learners current work (noting any significant differences between past results and current work)
Achievement and Standards Prompts in the SEF (2)
bull The learners progress including comparisons with the progress of similar pupils in other schools ( Historical and current evaluation)
bull Note any significant differences in the progress of groups of learners
bull including any groups that are achieving particularly well or are underachieving (for example pupils with learning difficulties and disabilities looked after children
bull particular minority ethnic groups including Gypsy Roma and Traveller learners
bull those who join the school other than at the normal date of admission and
bull those who are socially or economically disadvantaged) and bull the extent of the schools success in closing any gaps in
attainment
Achievement and Standards Prompts in the SEF (3)
bull 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
bull The extent to which specialist subject attainment targets have been met
bull The impact of specialist status in raising standards in the specialism standards more generally across the school and in partner schools
bull The extent to which any extended services contribute to better achievement and higher standards
Summary bull Consider the big picture but also focus on groups and
individuals
bull Evaluate the lsquohistoryrsquo but also have details and analyses of the present cohorts to demonstrate improvement sustained progress
bull It is helpful to try and replicate the RoL style evaluations
for each of the current year groups
bull 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
ldquolife spills over the rim of every cuprdquo
SEFbull A process not just a product for an inspection
bull A summary of the outcomes of your annual review cycle in preparation for your school development plan
bull Apart from Sections 1 and 2 it should be evaluative and judgemental rather than overly descriptive
bull Should reflect your specific contexts as outlined in Section 1 and 2
Evaluating standards(Guidance to inspectors)
bull A broad range of evidence should be considered when evaluating standards This includes
ndash 1048708 the schoolrsquos results as set out in the RAISE report
ndash 1048708 the SEF and what it says about the latest standards in the school
ndash 1048708 the schoolrsquos data the work the pupils have done in the past and the knowledge skills and understanding that they are currently able to demonstrate
Evaluating Progressbull As with analysing standards it is important to consider a range of pre-
inspection and first-hand evidence for instance
bull the latest CVA measures
bull the SEF and what it says about the progress made by pupils
bull the local authorityrsquos (LArsquos)schoolrsquos own data analysis and progress records
bull discussion with staff and pupils
bull scrutiny of their work in lessons and what they have done in the past
bull the knowledge skills and understanding that they are currently able to demonstrate
bull the demands made upon pupils by the teaching
Tracking achievement and standards
bull 1a Please outline the main characteristics of the learners including
bull - their attainment on entry and how you know this
bull - their social and economic backgrounds indicating the level of prosperity or deprivation
Attainment on entrybull -Records of assessments on entry to the nursery Foundation stage
( Stepping Stones and FSP data) bull eglsquoit 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 bandrsquo
bull This may be referred to as the national expectation at the beginning o f Nursery
bull Raise on Line SATs and school data on entry into KS1 KS2 and KS3
bull Breakdown for different groups FSM SEN LAC EAL etc
bull Check coverage in RoL particularly if there is high mobility into or out of a year group
Attainment on Entry profilebull RoL only gives Average Point Score and profile for each
year group for the FS and KS1-4 bull As appropriate bull Identify variations in the 6 areas of learning of the
Foundation Stage profile
bull Identify differences in English (reading and writing) Maths and Science as the APS in individual subjects may be very different from school average
bull If possible give an ability profile ie number of students in each of the bands- well below average below average average above and well above for each year group ndash if they are very different
bull 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 StandardsPrompts in the SEF (1)
bull 3a How well do learners achieve and how high are their standards eg
bull Test and examination results whether learners reach challenging targets (Historical information) )
bull The standards of learners current work (noting any significant differences between past results and current work)
Achievement and Standards Prompts in the SEF (2)
bull The learners progress including comparisons with the progress of similar pupils in other schools ( Historical and current evaluation)
bull Note any significant differences in the progress of groups of learners
bull including any groups that are achieving particularly well or are underachieving (for example pupils with learning difficulties and disabilities looked after children
bull particular minority ethnic groups including Gypsy Roma and Traveller learners
bull those who join the school other than at the normal date of admission and
bull those who are socially or economically disadvantaged) and bull the extent of the schools success in closing any gaps in
attainment
Achievement and Standards Prompts in the SEF (3)
bull 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
bull The extent to which specialist subject attainment targets have been met
bull The impact of specialist status in raising standards in the specialism standards more generally across the school and in partner schools
bull The extent to which any extended services contribute to better achievement and higher standards
Summary bull Consider the big picture but also focus on groups and
individuals
bull Evaluate the lsquohistoryrsquo but also have details and analyses of the present cohorts to demonstrate improvement sustained progress
bull It is helpful to try and replicate the RoL style evaluations
for each of the current year groups
bull 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
ldquolife spills over the rim of every cuprdquo
Evaluating standards(Guidance to inspectors)
bull A broad range of evidence should be considered when evaluating standards This includes
ndash 1048708 the schoolrsquos results as set out in the RAISE report
ndash 1048708 the SEF and what it says about the latest standards in the school
ndash 1048708 the schoolrsquos data the work the pupils have done in the past and the knowledge skills and understanding that they are currently able to demonstrate
Evaluating Progressbull As with analysing standards it is important to consider a range of pre-
inspection and first-hand evidence for instance
bull the latest CVA measures
bull the SEF and what it says about the progress made by pupils
bull the local authorityrsquos (LArsquos)schoolrsquos own data analysis and progress records
bull discussion with staff and pupils
bull scrutiny of their work in lessons and what they have done in the past
bull the knowledge skills and understanding that they are currently able to demonstrate
bull the demands made upon pupils by the teaching
Tracking achievement and standards
bull 1a Please outline the main characteristics of the learners including
bull - their attainment on entry and how you know this
bull - their social and economic backgrounds indicating the level of prosperity or deprivation
Attainment on entrybull -Records of assessments on entry to the nursery Foundation stage
( Stepping Stones and FSP data) bull eglsquoit 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 bandrsquo
bull This may be referred to as the national expectation at the beginning o f Nursery
bull Raise on Line SATs and school data on entry into KS1 KS2 and KS3
bull Breakdown for different groups FSM SEN LAC EAL etc
bull Check coverage in RoL particularly if there is high mobility into or out of a year group
Attainment on Entry profilebull RoL only gives Average Point Score and profile for each
year group for the FS and KS1-4 bull As appropriate bull Identify variations in the 6 areas of learning of the
Foundation Stage profile
bull Identify differences in English (reading and writing) Maths and Science as the APS in individual subjects may be very different from school average
bull If possible give an ability profile ie number of students in each of the bands- well below average below average average above and well above for each year group ndash if they are very different
bull 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 StandardsPrompts in the SEF (1)
bull 3a How well do learners achieve and how high are their standards eg
bull Test and examination results whether learners reach challenging targets (Historical information) )
bull The standards of learners current work (noting any significant differences between past results and current work)
Achievement and Standards Prompts in the SEF (2)
bull The learners progress including comparisons with the progress of similar pupils in other schools ( Historical and current evaluation)
bull Note any significant differences in the progress of groups of learners
bull including any groups that are achieving particularly well or are underachieving (for example pupils with learning difficulties and disabilities looked after children
bull particular minority ethnic groups including Gypsy Roma and Traveller learners
bull those who join the school other than at the normal date of admission and
bull those who are socially or economically disadvantaged) and bull the extent of the schools success in closing any gaps in
attainment
Achievement and Standards Prompts in the SEF (3)
bull 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
bull The extent to which specialist subject attainment targets have been met
bull The impact of specialist status in raising standards in the specialism standards more generally across the school and in partner schools
bull The extent to which any extended services contribute to better achievement and higher standards
Summary bull Consider the big picture but also focus on groups and
individuals
bull Evaluate the lsquohistoryrsquo but also have details and analyses of the present cohorts to demonstrate improvement sustained progress
bull It is helpful to try and replicate the RoL style evaluations
for each of the current year groups
bull 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
ldquolife spills over the rim of every cuprdquo
Evaluating Progressbull As with analysing standards it is important to consider a range of pre-
inspection and first-hand evidence for instance
bull the latest CVA measures
bull the SEF and what it says about the progress made by pupils
bull the local authorityrsquos (LArsquos)schoolrsquos own data analysis and progress records
bull discussion with staff and pupils
bull scrutiny of their work in lessons and what they have done in the past
bull the knowledge skills and understanding that they are currently able to demonstrate
bull the demands made upon pupils by the teaching
Tracking achievement and standards
bull 1a Please outline the main characteristics of the learners including
bull - their attainment on entry and how you know this
bull - their social and economic backgrounds indicating the level of prosperity or deprivation
Attainment on entrybull -Records of assessments on entry to the nursery Foundation stage
( Stepping Stones and FSP data) bull eglsquoit 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 bandrsquo
bull This may be referred to as the national expectation at the beginning o f Nursery
bull Raise on Line SATs and school data on entry into KS1 KS2 and KS3
bull Breakdown for different groups FSM SEN LAC EAL etc
bull Check coverage in RoL particularly if there is high mobility into or out of a year group
Attainment on Entry profilebull RoL only gives Average Point Score and profile for each
year group for the FS and KS1-4 bull As appropriate bull Identify variations in the 6 areas of learning of the
Foundation Stage profile
bull Identify differences in English (reading and writing) Maths and Science as the APS in individual subjects may be very different from school average
bull If possible give an ability profile ie number of students in each of the bands- well below average below average average above and well above for each year group ndash if they are very different
bull 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 StandardsPrompts in the SEF (1)
bull 3a How well do learners achieve and how high are their standards eg
bull Test and examination results whether learners reach challenging targets (Historical information) )
bull The standards of learners current work (noting any significant differences between past results and current work)
Achievement and Standards Prompts in the SEF (2)
bull The learners progress including comparisons with the progress of similar pupils in other schools ( Historical and current evaluation)
bull Note any significant differences in the progress of groups of learners
bull including any groups that are achieving particularly well or are underachieving (for example pupils with learning difficulties and disabilities looked after children
bull particular minority ethnic groups including Gypsy Roma and Traveller learners
bull those who join the school other than at the normal date of admission and
bull those who are socially or economically disadvantaged) and bull the extent of the schools success in closing any gaps in
attainment
Achievement and Standards Prompts in the SEF (3)
bull 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
bull The extent to which specialist subject attainment targets have been met
bull The impact of specialist status in raising standards in the specialism standards more generally across the school and in partner schools
bull The extent to which any extended services contribute to better achievement and higher standards
Summary bull Consider the big picture but also focus on groups and
individuals
bull Evaluate the lsquohistoryrsquo but also have details and analyses of the present cohorts to demonstrate improvement sustained progress
bull It is helpful to try and replicate the RoL style evaluations
for each of the current year groups
bull 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
ldquolife spills over the rim of every cuprdquo
Tracking achievement and standards
bull 1a Please outline the main characteristics of the learners including
bull - their attainment on entry and how you know this
bull - their social and economic backgrounds indicating the level of prosperity or deprivation
Attainment on entrybull -Records of assessments on entry to the nursery Foundation stage
( Stepping Stones and FSP data) bull eglsquoit 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 bandrsquo
bull This may be referred to as the national expectation at the beginning o f Nursery
bull Raise on Line SATs and school data on entry into KS1 KS2 and KS3
bull Breakdown for different groups FSM SEN LAC EAL etc
bull Check coverage in RoL particularly if there is high mobility into or out of a year group
Attainment on Entry profilebull RoL only gives Average Point Score and profile for each
year group for the FS and KS1-4 bull As appropriate bull Identify variations in the 6 areas of learning of the
Foundation Stage profile
bull Identify differences in English (reading and writing) Maths and Science as the APS in individual subjects may be very different from school average
bull If possible give an ability profile ie number of students in each of the bands- well below average below average average above and well above for each year group ndash if they are very different
bull 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 StandardsPrompts in the SEF (1)
bull 3a How well do learners achieve and how high are their standards eg
bull Test and examination results whether learners reach challenging targets (Historical information) )
bull The standards of learners current work (noting any significant differences between past results and current work)
Achievement and Standards Prompts in the SEF (2)
bull The learners progress including comparisons with the progress of similar pupils in other schools ( Historical and current evaluation)
bull Note any significant differences in the progress of groups of learners
bull including any groups that are achieving particularly well or are underachieving (for example pupils with learning difficulties and disabilities looked after children
bull particular minority ethnic groups including Gypsy Roma and Traveller learners
bull those who join the school other than at the normal date of admission and
bull those who are socially or economically disadvantaged) and bull the extent of the schools success in closing any gaps in
attainment
Achievement and Standards Prompts in the SEF (3)
bull 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
bull The extent to which specialist subject attainment targets have been met
bull The impact of specialist status in raising standards in the specialism standards more generally across the school and in partner schools
bull The extent to which any extended services contribute to better achievement and higher standards
Summary bull Consider the big picture but also focus on groups and
individuals
bull Evaluate the lsquohistoryrsquo but also have details and analyses of the present cohorts to demonstrate improvement sustained progress
bull It is helpful to try and replicate the RoL style evaluations
for each of the current year groups
bull 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
ldquolife spills over the rim of every cuprdquo
Attainment on entrybull -Records of assessments on entry to the nursery Foundation stage
( Stepping Stones and FSP data) bull eglsquoit 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 bandrsquo
bull This may be referred to as the national expectation at the beginning o f Nursery
bull Raise on Line SATs and school data on entry into KS1 KS2 and KS3
bull Breakdown for different groups FSM SEN LAC EAL etc
bull Check coverage in RoL particularly if there is high mobility into or out of a year group
Attainment on Entry profilebull RoL only gives Average Point Score and profile for each
year group for the FS and KS1-4 bull As appropriate bull Identify variations in the 6 areas of learning of the
Foundation Stage profile
bull Identify differences in English (reading and writing) Maths and Science as the APS in individual subjects may be very different from school average
bull If possible give an ability profile ie number of students in each of the bands- well below average below average average above and well above for each year group ndash if they are very different
bull 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 StandardsPrompts in the SEF (1)
bull 3a How well do learners achieve and how high are their standards eg
bull Test and examination results whether learners reach challenging targets (Historical information) )
bull The standards of learners current work (noting any significant differences between past results and current work)
Achievement and Standards Prompts in the SEF (2)
bull The learners progress including comparisons with the progress of similar pupils in other schools ( Historical and current evaluation)
bull Note any significant differences in the progress of groups of learners
bull including any groups that are achieving particularly well or are underachieving (for example pupils with learning difficulties and disabilities looked after children
bull particular minority ethnic groups including Gypsy Roma and Traveller learners
bull those who join the school other than at the normal date of admission and
bull those who are socially or economically disadvantaged) and bull the extent of the schools success in closing any gaps in
attainment
Achievement and Standards Prompts in the SEF (3)
bull 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
bull The extent to which specialist subject attainment targets have been met
bull The impact of specialist status in raising standards in the specialism standards more generally across the school and in partner schools
bull The extent to which any extended services contribute to better achievement and higher standards
Summary bull Consider the big picture but also focus on groups and
individuals
bull Evaluate the lsquohistoryrsquo but also have details and analyses of the present cohorts to demonstrate improvement sustained progress
bull It is helpful to try and replicate the RoL style evaluations
for each of the current year groups
bull 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
ldquolife spills over the rim of every cuprdquo
Attainment on Entry profilebull RoL only gives Average Point Score and profile for each
year group for the FS and KS1-4 bull As appropriate bull Identify variations in the 6 areas of learning of the
Foundation Stage profile
bull Identify differences in English (reading and writing) Maths and Science as the APS in individual subjects may be very different from school average
bull If possible give an ability profile ie number of students in each of the bands- well below average below average average above and well above for each year group ndash if they are very different
bull 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 StandardsPrompts in the SEF (1)
bull 3a How well do learners achieve and how high are their standards eg
bull Test and examination results whether learners reach challenging targets (Historical information) )
bull The standards of learners current work (noting any significant differences between past results and current work)
Achievement and Standards Prompts in the SEF (2)
bull The learners progress including comparisons with the progress of similar pupils in other schools ( Historical and current evaluation)
bull Note any significant differences in the progress of groups of learners
bull including any groups that are achieving particularly well or are underachieving (for example pupils with learning difficulties and disabilities looked after children
bull particular minority ethnic groups including Gypsy Roma and Traveller learners
bull those who join the school other than at the normal date of admission and
bull those who are socially or economically disadvantaged) and bull the extent of the schools success in closing any gaps in
attainment
Achievement and Standards Prompts in the SEF (3)
bull 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
bull The extent to which specialist subject attainment targets have been met
bull The impact of specialist status in raising standards in the specialism standards more generally across the school and in partner schools
bull The extent to which any extended services contribute to better achievement and higher standards
Summary bull Consider the big picture but also focus on groups and
individuals
bull Evaluate the lsquohistoryrsquo but also have details and analyses of the present cohorts to demonstrate improvement sustained progress
bull It is helpful to try and replicate the RoL style evaluations
for each of the current year groups
bull 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
ldquolife spills over the rim of every cuprdquo
Section 3 Achievement and StandardsPrompts in the SEF (1)
bull 3a How well do learners achieve and how high are their standards eg
bull Test and examination results whether learners reach challenging targets (Historical information) )
bull The standards of learners current work (noting any significant differences between past results and current work)
Achievement and Standards Prompts in the SEF (2)
bull The learners progress including comparisons with the progress of similar pupils in other schools ( Historical and current evaluation)
bull Note any significant differences in the progress of groups of learners
bull including any groups that are achieving particularly well or are underachieving (for example pupils with learning difficulties and disabilities looked after children
bull particular minority ethnic groups including Gypsy Roma and Traveller learners
bull those who join the school other than at the normal date of admission and
bull those who are socially or economically disadvantaged) and bull the extent of the schools success in closing any gaps in
attainment
Achievement and Standards Prompts in the SEF (3)
bull 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
bull The extent to which specialist subject attainment targets have been met
bull The impact of specialist status in raising standards in the specialism standards more generally across the school and in partner schools
bull The extent to which any extended services contribute to better achievement and higher standards
Summary bull Consider the big picture but also focus on groups and
individuals
bull Evaluate the lsquohistoryrsquo but also have details and analyses of the present cohorts to demonstrate improvement sustained progress
bull It is helpful to try and replicate the RoL style evaluations
for each of the current year groups
bull 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
ldquolife spills over the rim of every cuprdquo
Achievement and Standards Prompts in the SEF (2)
bull The learners progress including comparisons with the progress of similar pupils in other schools ( Historical and current evaluation)
bull Note any significant differences in the progress of groups of learners
bull including any groups that are achieving particularly well or are underachieving (for example pupils with learning difficulties and disabilities looked after children
bull particular minority ethnic groups including Gypsy Roma and Traveller learners
bull those who join the school other than at the normal date of admission and
bull those who are socially or economically disadvantaged) and bull the extent of the schools success in closing any gaps in
attainment
Achievement and Standards Prompts in the SEF (3)
bull 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
bull The extent to which specialist subject attainment targets have been met
bull The impact of specialist status in raising standards in the specialism standards more generally across the school and in partner schools
bull The extent to which any extended services contribute to better achievement and higher standards
Summary bull Consider the big picture but also focus on groups and
individuals
bull Evaluate the lsquohistoryrsquo but also have details and analyses of the present cohorts to demonstrate improvement sustained progress
bull It is helpful to try and replicate the RoL style evaluations
for each of the current year groups
bull 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
ldquolife spills over the rim of every cuprdquo
Achievement and Standards Prompts in the SEF (3)
bull 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
bull The extent to which specialist subject attainment targets have been met
bull The impact of specialist status in raising standards in the specialism standards more generally across the school and in partner schools
bull The extent to which any extended services contribute to better achievement and higher standards
Summary bull Consider the big picture but also focus on groups and
individuals
bull Evaluate the lsquohistoryrsquo but also have details and analyses of the present cohorts to demonstrate improvement sustained progress
bull It is helpful to try and replicate the RoL style evaluations
for each of the current year groups
bull 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
ldquolife spills over the rim of every cuprdquo
Summary bull Consider the big picture but also focus on groups and
individuals
bull Evaluate the lsquohistoryrsquo but also have details and analyses of the present cohorts to demonstrate improvement sustained progress
bull It is helpful to try and replicate the RoL style evaluations
for each of the current year groups
bull 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
ldquolife spills over the rim of every cuprdquo
