How to Write an Effective SEF - SfE

How to Write an Effective SEF
Introduction
The new inspection regime began in Autumn 2005 and a central element of the new
arrangements is the Self Evaluation Form (SEF).The SEF must reflect the school’s
self evaluation procedures and unlike its predecessor the S4, it should be evaluative
not descriptive. Evidence so far suggests that SEFs:
• Are far too descriptive
• Often lack rigorous judgements
• Tend to be written for the inspection rather than reflecting the whole process
of self evaluation
SEFs should be concise and make clear unequivocal judgements that are
corroborated by evidence. There is no doubt that a well written SEF will ease the
entire inspection process, because along with the PandA it provides a focus for the
inspection. In addition, the accuracy of the judgements made on the SEF influence
the overall grade for leadership.
This product:
• Uses case studies of existing SEFs to highlight the essential elements of an
effective SEF.
• Uses clear analysis and guidelines: the evidence needed to corroborate
judgements is provided. An explanation of the requirements is provided.
• Gives an explanation of the requirements for each section, together with
guidance and recommendations.
• Provides a highly practical support package which in turn forms an essential
handbook for self evaluation.
What makes a good SEF
There is no perfect SEF and inspectors know this. There are, however, several
factors to take into account to make sure your SEF does its job well. Your SEF
should:
• Convey a clear picture of how well the school is doing
• Provide proof of how you know what you know
• Show what you are doing to build on successes and remedy weaknesses.
BEFORE YOU WRITE ANYTHING
THINK about the key messages you want to convey. How would you summarise the
findings for a new governor or interested parent?
BROWSE the interactive Ofsted SEF website: it has lots of useful information.
READ this guidance and look at the way schools in the pilot inspection programme
have tackled the SEF (illustrative extracts) in Appendix A of
A New Relationship with Schools: Improving Performance through School Selfevaluation
at:
www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=3862
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How to Write an Effective SEF
What to Write – Ofsted Guidance
The SEF includes some introductory guidance by Ofsted. Ensure you read this first
and the accompanying section guidance given before writing. It lists the three
sections you need to complete, when to do so, who it is for and provides a brief
account of how to fill in the form.
Other General Points to Note
• Acronyms should only be used once they have been explained, as they may
not be readily understood by others.
• Referencing to pertinent evidence sources/documents is always difficult to
achieve when trying to produce a concise evaluation. One way which can
work well is to list at the beginning or end of each section (or indeed at the
beginning of the SEF), the evidence sources, code them and apply the code at
the relevant positions throughout the sections.
Eg Attainment on entry analysis document (AOEA)
• Whilst it is helpful to use the SEF as a notebook, ie putting bullet pointed two
and three word phrases in each section as a starting point, be sure that it does
not stop here.
• Beware of raising new points in a long section, if they would more naturally fit
in other sections. Cross referencing is the answer.
• Ensure that comments made are evaluative.
• Where good and outstanding judgements are made, ensure they are backed
up with clear evidence that such a provision impacts in a good or outstanding
way on the students’ achievement.
• Tell the truth, don’t try and cover up, within reason. It soon becomes apparent
when comparing the PandA and the SEF where the problems are likely to be.
• Check contents against headings, to ensure comments are in the correct
section.
• Avoid implying or ‘crystal ball gazing’. Give only substantiated facts rather than
what might happen.
• Where possible, when using the term ‘outstanding’, try and give impartial
evidence sources which have evaluated the provision as such. An outstanding
claim will usually ensure closer scrutiny of this feature by Ofsted.
• Try not to run out of steam by section 5, as sections 5 to 7 are very important
yet are often the least well covered. Sections 1 and 2 are often too elaborate
at the expense of the latter ones.
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How to Write an Effective SEF
1. Characteristics of Your School
(Found in Part A: Self-evaluation)
What are the main characteristics of your school?
Drawing on Section B and C of this form and other relevant data, write a brief
description of its features.
(Please note that this is an opportunity for a brief summary of the main
characteristics of the school and it is not necessary to repeat tables of data.)
1a: Please outline the main characteristics of the learners, including:
• Their attainment on entry and how you know this
• Their social and economic backgrounds, indicating the level of
prosperity or deprivation
Points to note:
• Good clear reference of attainment on entry is needed to ensure the reader
knows how attainment compares nationally and the source of this
information. (This format of comparison against the national figure should be
maintained through evaluations on SEN and FSM). NFER/CATS/KS2
evidence is also needed when read in conjunction with this statement.
• The contextualised PandA and inspectors will refer mostly to KS2 data in
relation to attainment on entry in Year 7. Hence, an overall statement of what
this data indicates should be given. Any differences to this indicated in
practice should be evaluated, eg indications about reading ages. However,
there should be a statement, preferably at the beginning, saying what
attainment on entry is, with evaluated reasons rather than descriptions.
• Do not give tables of KS2 grades on entry: they are not needed. Brief basic
evaluation is all that is required. Give average KS2 results with comment on
how this compares to the national average, rather than listing, for example,
each year group per subject.
• FSM, SEN, statemented learners. For each of these indicators give a
description of whether the school identifies this as broadly average, generally
above average etc.
• Define the attainment on entry standards according to the new Ofsted criteria
which for standards only are:
Grade 1: Exceptionally and consistently high
Grade 2: Generally above average with none significantly below average
Grade 3: Broadly average
Grade 4: Exceptionally low
• An overall judgement on whether the cohort is average or below average in
each of the key stages would be helpful. (Evidence for this will be available
in the Contexualised Value Added PandA).
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How to Write an Effective SEF
1b: Please summarise briefly your distinctive aims and describe any special
features of your school, for example:
• Whether you intend to become a specialist school, or school with special
status, and if it is one already, the main changes that have occurred because
of this
• Whether you are a school with a religious character
• Any special units, additional community services or extended provision
• Significant partnerships with other providers or agencies (such as shared
arrangements)
Points to note:
• Reference to initial teacher training carried by the school whether SCITT and
GTP training
• Evaluate where possible how the distinctive aims and special features
impact upon students noted.
• College links eg make explicit how employers’ needs are met through
developing work-related skills.
• Evaluate the provision of organisations such as the Anytown LEA Music
School being resident in your school. Where possible, evaluate the
outcomes in terms of impact upon the students.
• Evaluate what effect the specialist status has had on standards and
achievement made in the school.
• Are there any links from which the school derives benefit rather than as a
supporter for other schools?
Example 1
Amarillo became a specialist Sports College in 2001. Our sports development plan
reflects our school aim to encourage students to participate in activities which
present new challenges and help them to develop confidence and self-reliance. This
has enhanced our community partnerships which are very important to us,
particularly those with local primary schools and with sports clubs. For the last two
years Amarillo has provided a base for a School Sports Coordinator partnership
involving four partner secondary schools and each local cluster of primary schools.
Amarillo has a joint use Sports Centre on site. Facilities at the Centre have been
much improved in the last three years through a substantial Lottery Fund grant made
following our successful bid for Sports College status. We have also benefited from
additional funding from the LTA to support tennis development.
Partnership working with secondary schools is an especially strong feature of our
school development. The secondary heads meet regularly and participate in the local
Learning Forum, with local partners from colleges and training organisations.
Comment: Clear evaluative statements
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