Points to consider when evaluating standards 6 Other circumstances which may affect the school’s support category 6 Performance of e-FSM pupils 6 New and amalgamated schools 7 Changes to a school’s support category in year 7 Schools in inspection follow up 7 National Categorisation School Report 8-9 Regional Standardisation and Moderation Process 10-11 The National Verification Process 12-13 Disagreement with the Categorisation Decision 14 Supplementary Guidance Annexes 15 Annexe 1 –Step 1 16 Annexe 2 – Step 2 – School’s Improvement Capacity 17 Annexe 3 – Step 3 – Overall Support Category 23 Annexe 4 – Other risks that may trigger a change to Step 2 and Step 3 24 Annexe 5 – Potential Rare Exceptions 25 Annexe 6 - Addendum 27 Annexe 7 – Entry Matrix 29 Forms 31 F1 – Disagreement Referral Form 32 F2 – Regional Standardisation of Categorisation Reports 33 F3 – Categorisation Visit/ Quality Assurance 34 F4 – Regional Moderation 35-36 F5 – National Verification Overview 37 F6 – National Verification Overview 38 F7 – National Verification Feedback 39 F8 – Challenge Adviser’s Review in Response to Receipt of a Disagreement Form 40
2 Leaders demonstrate a very strong capacity to plan and implement change and sustain improvement successfully in nearly all respects. They engage all staff and other partners very effectively in the change process. Leaders plan and implement change and sustain improvement successfully in most respects. They enable staff and other partners to participate well in the change process. Leaders manage change successfully in some In other areas change is not embedded successfully and so does not lead to sustained improvement. The change process does not always engage staff and other partners sufficiently. Leaders do not demonstrate sufficient capacity to plan and implement change successfully. Management of the change process does not engage staff and other stakeholders effectively. 3 Self- is accurate, robust, systematic and well established. Self-evaluation is highly effective in contributing to improving standards, learning and teaching. Self- evaluation is accurate, regular and thorough in most areas. Self-evaluation makes a strong contribution to improving standards, learning and teaching. Self-evaluation is effective in some areas but not in others. The contribution of self-evaluation to improving standards, learning and teaching is inconsistent. (3) Self-evaluation lacks rigour and breadth. It makes a limited contribution to improving standards, learning and teaching. 4 Leaders and staff are highly effective in their analysis and use of the available performance data and evidence about the quality of learning and teaching and pupils’ work to identify strengths and set improvement priorities. Most leaders and staff analyse and use performance data, evidence about the quality of learning and teaching and pupils’ work effectively to identify strengths and improvement priorities. The analysis and use of performance data and evidence about the quality of learning and teaching and pupils’ work by leaders and staff is not always used well enough to inform strengths and improvement priorities. There are wide variations in how leaders and staff analyse and use performance data and evidence about the quality of learning and teaching and pupils’ work and limited impact on securing improvement.
Leaders and staff have well defined roles and responsibilities and exhibit high professional standards. The roles and responsibilities of leaders and staff are defined and communicated clearly and professional standards are met successfully in the main. The roles and responsibilities of leaders and staff are defined clearly for the most part but there are inconsistencies in the extent to which professional standards are met and accountability exercised in practice. The requirements of roles are responsibilities are not defined clearly enough. The school’s leaders do not hold staff to account effectively and there are wide inconsistencies in the extent to which professional standards are met and accountability fulfilled. The school’s leaders and governors give a high priority to developing the workforce: performance management and professional development are highly successful in improving pupils’ progress, classroom practice and in dealing with underperformance. The school’s leaders and governors make good provision for developing the workforce. Performance management and professional development are largely successful in improving pupils’ progress, classroom practice and in dealing with underperformance. The school’s leaders and governors do not always make a strong enough link between performance management professional development and achievement of the school’s priorities. The impact on improving pupils’ progress, classroom practice and dealing with underperformance varies. Leaders and governors’ processes for performance management and professional development have limited impact on improving pupils’ progress, classroom practice and in dealing with underperformance. The quality of teaching across the school, and the impact on nearly all pupils’ learning and progress, is consistently good and often excellent. Most of the teaching, and its impact on most pupils’ learning and progress, is consistently good. Systems to lead and improve teaching and learning are not fully developed. Variations in the quality of teaching limit pupils’ learning and progress in a few areas. Work to lead and improve teaching and learning is not planned and implemented effectively. are significant variations in the quality of teaching that limit pupils’ learning and progress in key areas.
Annexe 7 A B C D Leaders and staff ensure that where early entry is used, all pupils are provided with strong opportunities to develop their skills and achieve higher grades. There are not extreme patterns of early entry and no pupil stops studying the subject following early entry. More able and talented pupils are provided with effective opportunities to gain higher qualifications. Highly effective use of early entry results in vulnerable groups of learners marking effective progress overtime. Diagnostic information is used very well to target pupils’ needs and supports progress of nearly all pupils well. In most cases, Leaders and staff ensure that where early entry is used, most pupils are provided with strong opportunities to develop their skills and achieve higher grades. There are not extreme patterns of early entry and no pupil stops studying the subject following early entry. Most more able and talented pupils are provided with effective opportunities to gain higher qualifications. Good use of early entry results in vulnerable groups of learners marking sound progress overtime. Diagnostic information is used well to target pupils’ and supports progress of most pupils well. Leaders and staff make use of early entry and consider individual pupils’ needs when deciding on entry processes. However, there are a few examples of extreme patterns of early entry. As a result, a minority of pupils are not provided with effective opportunities to develop and enhance their skills. This limits pupils from achieving higher grades. Early entry supports vulnerable groups of pupils well to make appropriate progress. Diagnostic information is used appropriately to inform planning and supports the progress of many pupils well. Leaders and staff make over use of early entry and do not effectively consider individual pupils’ needs when deciding on entry processes. There are significant examples of extreme patterns of early entry. As a result, many pupils are not provided with effective opportunities to develop and enhance their skills. This limits pupils from achieving higher grades. entry does not sufficiently support vulnerable groups of pupils well to make appropriate progress. Diagnostic information is not used appropriately to inform planning.