Wrl Sef Nov 2008

A Guide for 11-19 Self–Evaluation Framework (SEF) in Schools Associated with the provision of Work Related Learning

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Introduction Changes in the framework for inspections for September 2005 have further enhanced the position of self-evaluation within a school as a means of determining the school’s strengths and weaknesses and priorities for future development. Schools are now required to complete a SelfEvaluation Form (SEF) in which the school makes a series of judgements about itself based on a clearly identified body of evidence. The Local Authority has produced a guide on the SEF and evidence sources to help with this process. The purpose of this document is to provide a useful tool for School Leaders, Curriculum Managers, Co-ordinators of Work Related Learning (WRL) and Co-ordinators of Careers Education and Guidance (CEG) so that they can review their provision in all its aspects and hence make an active contribution to the completion of the SEF and to the school development plan. This guide should be used in conjunction with the Local Authority guide and with reference to Framework 2005 – Inspecting Schools, Inspection Judgements and Guidance for Inspectors, all available from the Ofsted website. How to use this guide and framework It is assumed that you will have access to a wide range of information to support you in making informed decisions about how well the young people are doing and are being supported through CEG and WRL both within and across subject areas as well as within your school or through an external provider. This guide includes a range of questions or statements called prompts and questions to consider. These are intended to help you reflect, discuss and question the information available, in order to help you make informed judgements and identify areas for action. For the SEF there are 7 sections: 1. Characteristics of this phase as part of the school 2. Views of learners, parents/carers and other stakeholders 3. Achievement and standards 4. Personal development and well-being 5. The quality of provision 6. Leadership and management 7. Overall effectiveness and efficiency Judgements on CEG and WRL are made within sections 4 and 5 and the relevant guidance for making an evaluation is reproduced below.

For further information on the Wiltshire SEF Audit Tool please contact Paul Quantick, WRL Adviser 01225 713843 [email protected] or Kevin Murphy, AST for WRL 01985 215551 [email protected]

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Section 4 How good are the overall personal development and well-being of the learners? Inspectors should evaluate: • • • • •

how well learners make progress in their spiritual, moral, social and cultural development how much learners enjoy their education, taking account of their attitudes, behaviour and attendance how well learners adopt safe practices and a healthy life style how well learners make a positive contribution to the community how well learners prepare for their future economic well-being, taking account of: the development of skills, which contribute to social and economic well-being where appropriate, the acquisition of workplace skills.

Evaluating personal development and well-being Outstanding (1) Good (2)

Learners’ personal development and well-being are at least good in all or nearly all respects and are exemplary in significant elements. Learners’ overall spiritual, moral, social and cultural development is good, and no element of it is unsatisfactory. Very young children are learning to understand their feelings. They enjoy school a good deal, as demonstrated by their considerate behaviour, positive attitudes and regular attendance. They feel safe, are safety conscious without being fearful, and they adopt healthy lifestyles. They develop a commitment to racial equality. They make good overall progress in developing the personal qualities that will enable them to contribute effectively to the community and eventually to transfer to working roles.

Satisfactory (3)

Learners’ personal development and their well-being are inadequate in no major respect, and may be good in some respects.

Inadequate (4)

Learners’ overall spiritual, moral, social and cultural development is unsatisfactory. Learners generally, or significant groups of them, are disaffected and do not enjoy their education, as shown by their unsatisfactory attitudes, behaviour and attendance. Exposure to bullying, racial discrimination or other factors mean that learners feel unsafe. When threatened they do not have confidence that they can get sufficient support. Healthy lifestyles are not adequately appreciated or pursued. Learners do not engage readily with the community or make satisfactory progress in the skills and qualities that will equip them for work.

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Section 5 How well are learners cared for, guided and supported? Inspectors should evaluate: • • •

the care, advice, guidance and other support provided to safeguard welfare, promote personal development and well-being, and achieve high standards the quality and accessibility of information, advice and guidance to learners in relation to courses and programmes, and, where applicable, career progression the extent to which the provision promotes learners’ health and ensures their safety.

Evaluating the care, guidance and support for learners Outstanding (1) Good (2)

The care, guidance and support for learners are at least good in all or nearly all respects and are exemplary in significant elements. Good quality care for learners is seen in the high level of commitment of staff and their competence in promoting the health and safety of the learners. Child protection arrangements are robust and regularly reviewed, and risk assessments are carefully attended to. In this safe and supportive environment, learners reach challenging targets. They are well informed about their future options. Any learners at risk are identified early and effective arrangements put in place to keep them engaged. The school works well with parents and other agencies to ensure that learners make good progress. All learners, including those most at risk, are well supported.

Satisfactory (3)

The care, guidance and support for learners are inadequate in no major respect, and may be good in some respects.

Inadequate (4)

The school does not provide adequate care for its learners. Its systems are too weak, or staff are inadequately trained or vigilant, to safeguard or promote learners’ safety and health. Child protection arrangements and risk assessments are inadequate. Many learners do not have a clear understanding of their targets, or the targets are not challenging enough. Learners’ progress is inadequately monitored, and many do not make good enough progress. The quality of advice and guidance does not support many learners adequately when they come to make choices. Too many learners have poor attendance, are excluded or drop out, and the school makes inadequate attempts to re-engage them.

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After you have considered the prompts and questions to consider and scored them on the OFSTED criteria (see below) you should be in a position to make an overall judgement about the effectiveness of CEG and WRL in your school. This is not a mathematical process and you should weigh up the relative strengths and weaknesses carefully before forming your judgement. Additionally you should also now be in a position to decide what your key priorities for development are. Tables and boxes are provided for you to record your judgements and your priorities for development. OFSTED criteria 1. Outstanding 2. Good 3. Satisfactory 4. Inadequate Sources of Evidence The Local Authority has produced a guide on the SEF and evidence sources to help you reflect on the questions, statements and judgements about the relative strengths and weaknesses of the phase or part of it. The list below is only part of the larger source and you can use it to show which you have used or are using and also there is space to add your own. Performance data, plus school analysis (at learner, subject, school and other provider level) Attendance data Ofsted inspection reports

School improvement plan/14-16/19 or post 16 improvement plans

Lesson observations – outcomes and procedures Teacher and departmental evaluations Work scrutinise

Minutes of leadership team/14-16/19 meetings or post 16 meetings

Learning environments

Learner’s voice (questionnaires, surveys, school council, focus groups)

Parent questionnaires and consultations Induction arrangements for learners, teaching and support staff Curriculum models and timetables 14-16/19 and 16-19

Prospectuses (14-19, post 16, Increased flexibility etc.)

Labour market, HE, FE and training provider information Quality of impartial advice and guidance in KS3, KS4 and post 16 by school and Connexions 5

Teaching and support staff questionnaires and development records Teacher records

Inclusion and equality of opportunity monitoring data Job descriptions for leaders within the areas Feedback from tutors and learning mentors Link governor monitoring and evaluation reports Other:

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Key and basic skill information and how needs are identified and met Financial profiles and value for money Use of resources, accommodation and modern technologies Reporting: arrangements and content Other:

SEF Audit tool for Work Related Learning (WRL) Leadership and Management

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How effective is WRL leadership across the whole school in bringing about co-ordination between WRL and the rest of the curriculum? Is the WRL programme effectively integrated with the rest of the curriculum? Do the procedures for monitoring WRL lead to continuous improvement in the quality of provision? How clear is staff understanding as to what WRL is and how it contributes to pupil achievement? Are resources appropriate to deliver all aspects of the WRL and IAG policy e.g. subject leader, tutors, remitted time, resource area, ICT, support and administrative staff, budget etc.

Teaching and Learning Does the WRL programme reflect the 9 elements of the QCA WRL framework (page 9) and cater for the interests, aptitudes and particular needs of all students? (See Appendix 1)

Statutory Curricular Relevance How effective are the opportunities in the WRL programme to display enterprise skills in relation to decision making. How effective are the opportunities in the WRL programme to display financial capability. How effective are the opportunities in the WRL programme to display economic understanding.

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Evidence to support judgement

Recording and Assessment

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How well do students record their progress in learning and experience in the context of the various aspects of the WRL programme? How effective is the school in assessing, recording and planning future learning in WRL?

Community Partnership

Evidence to support judgement

How effective are partnerships with employers and other link agencies?

On the basis of your evaluation, what are your key priorities for development?

Make an assessment of the grade you would award this section. Please refer to the Guidance for Inspectors of Schools shown above.

Section 4 Personal development and well-being

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Outstanding

Good

Satisfactory

Inadequate

The Work-related Learning Guide ANNEX 1: THE QCA FRAMEWORK Economic Wellbeing 11-19: career, work-related learning and enterprise

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Elements of provision for all learners Recognise, develop and apply their skills for enterprise and employability

Suggested minimum provision at each key stage Learners have the opportunity to develop and apply their skills in two work-related activities. Learners have one discussion about the skills they have developed.

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Relate their own abilities, attributes and achievements to career intentions, and make informed choices based on an understanding of available options.

Learners undertake activities to develop their skills for career management, including a guidance interview focusing on career progression.

Through this provision learners can;        

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Develop awareness of the extent and diversity of opportunities in learning and work.

Learners undertake two tasks that investigate opportunities in learning and work, and the changing patterns of employment.

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Understand and demonstrate the main qualities attitudes and skills needed to enter and thrive in the working world. Evaluate the usefulness of a range of skills for gaining and sustaining employment and self-employment. Manage their continuing career development, including transitions. Take risks and learn from mistakes. Apply their functional skills and personal learning and thinking skills. Demonstrate an understanding of the concept of ‘career’. Recognise and respond appropriately to the main influences in career choice. Identify, select and use a range of information sources to research, clarify and review career options and choices, including financial support for post-16 and higher education. Assess their needs, interest, values, skills, abilities and attitudes in relation to options in learning, work and enterprise, and use this process to make creative and realistic choices for progression. Access and use an interview with a career guidance specialist to progress their plans. Make, review and adapt their individual learning plan for transition into, through and beyond the 14-19 phase, and; Complete application procedures for their next steps, including a c.v., personal statement and preparation for interview. Understand the range of opportunities in learning and work (local, national, European and global), and the changing patterns of employment. Understand the significance of the changes happening in the world of work and relate them to their career plans. Explain the chief characteristics of employment, self-employment and voluntary work, and; Recognise and challenge stereotypical views of opportunities in learning and work.

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Elements of provision for all learners Use their experiences of work to extend their understanding of careers and work.

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Learn from contact with people who work.

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Learn about how and why businesses operate.

Suggested minimum provision at each key stage Learners have two experiences of work. 14-19 learners have the equivalent of half a day of preparation and half a d ay of debriefing and follow-up of their work experience and/or part-time work. Learners have contact with two people from different occupational sectors. Learners undertake two curriculum activities that develop their understanding of work and enterprise.

Through this provision learners can;            

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Learn about working practices and environments.

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Undertake tasks and activities set in work contexts.

Learners have two opportunities to use work practices or environments as contexts for learning. Learners have two opportunities to use work as a context for learning within the curriculum and record evidence of their learning.

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Identify what they have learned about work from their experiences. Understand what motivates people to work. Identify the qualities and skills needed for enterprise and employability. Understand the importance of lifelong learning to employability and progression, and; Apply learning gained from their experiences of work to their curriculum and to their career planning. Understand the career motivations and pathways taken by individuals. Understand the importance to employer of skills, attitudes and qualifications and; Appreciate the benefit of further learning and personal development. Outline the main types of business and what motivates them. Understand how different businesses are organised and structured. Give examples of rights and responsibilities at work, work roles and identities, and attitudes and values in relation to work and enterprise, and; Demonstrate a basic knowledge and understanding of a range of economic and business concepts and terms, including the connections between markets, competition, price and profit. Understand how and why working practices and environments differ. Understand the main hazards associated with particular types of workplace and how these hazards are minimised, and; Relate knowledge about work to their learning and career development Understand the relevance of curriculum subjects to the world of work and to their own career development. Demonstrate an understanding of economic and business terms. Analyse how examples of learning within the curriculum can be applied to work contexts, and; Evaluate their experiences and learning to inform future progress and career plan.

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Engage with ideas, challenges and applications from the business world.

Learners undertake one business challenge, problems solving or enterprise activity.

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Know and understand important enterprise concepts. Demonstrate enterprise skills, including decision making, leadership, risk management and presentation. Demonstrate enterprise attitudes, including a willingness to take on new challenges, self-reliance, open mindedness, respect for evidence, pragmatism and commitment to making a difference, and; Demonstrate enterprising qualities, including adaptability, perseverance, determination, flexibility, creativity, ability to improvise, confidence, initiative, self-confidence, autonomy and the drive to make things happen.