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 Self-
Evaluation 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 paulquantick@wiltshire.gov.uk or Kevin Murphy, AST for WRL 01985 215551
kevinamurphy@btinternet.com

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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 Learners’ personal development and well-being are at least good in all or nearly all respects and are exemplary in
(1) significant elements.

Good Learners’ overall spiritual, moral, social and cultural development is good, and no element of it is unsatisfactory. Very
(2) 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 Learners’ personal development and their well-being are inadequate in no major respect, and may be good in some
(3) respects.
Inadequate Learners’ overall spiritual, moral, social and cultural development is unsatisfactory. Learners generally, or significant
(4) 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 The care, guidance and support for learners are at least good in all or nearly all respects and are exemplary in significant
(1) elements.

Good Good quality care for learners is seen in the high level of commitment of staff and their competence in promoting the health
(2) 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 The care, guidance and support for learners are inadequate in no major respect, and may be good in
(3) some respects.

Inadequate The school does not provide adequate care for its learners. Its systems are too weak, or staff are inadequately trained or
(4) 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 Teaching and support staff
level) questionnaires and
development records
Attendance data Teacher records

Ofsted inspection reports Lesson observations –

outcomes and procedures
Prospectuses (14-19, post 16, Increased flexibility etc.) Teacher and departmental
evaluations
School improvement plan/14-16/19 or post 16 improvement plans 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
Labour market, HE, FE and training provider information Induction arrangements for
learners, teaching and support
staff
Quality of impartial advice and guidance in KS3, KS4 and post 16 by school and Curriculum models and
Connexions timetables 14-16/19 and 16-19

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 Inclusion and equality of opportunity monitoring data Key and basic skill information
and how needs are identified
and met
Job descriptions for leaders within the areas Financial profiles and value for
money
Feedback from tutors and learning mentors Use of resources,
accommodation and modern
technologies
Link governor monitoring and evaluation reports Reporting: arrangements and
content
Other: Other:

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 SEF Audit tool for Work Related Learning (WRL)
Leadership and Management 1 2 3 4 Evidence to support judgement
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 1 2 3 4
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 1 2 3 4

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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Recording and Assessment 1 2 3 4
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 1 2 3 4 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 Outstanding Good Satisfactory Inadequate

Personal development and well-being

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ANNEX 1: THE QCA FRAMEWORK
Economic Wellbeing 11-19: career, work-related learning and enterprise
Elements of provision for all
learners
1. Recognise, develop and apply their
skills for enterprise and employability
2. Relate their own abilities, attributes
and achievements to career
intentions, and make informed
choices based on an understanding of
available options.
3. Develop awareness of the extent and
diversity of opportunities in learning
and work.
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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.
Learners undertake activities
to develop their skills for
career management, including
a guidance interview focusing
on career progression.
Learners undertake two tasks
that investigate opportunities
in learning and work, and the
changing patterns of
employment.
The Work-related Learning Guide
Through this provision learners can;
 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.
 Elements of provision for all Suggested minimum
learners provision at each key stage
4. Use their experiences of work to Learners have two
extend their understanding of careers experiences of work.
and 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.
5. Learn from contact with people who Learners have contact with
work. two people from different
occupational sectors.
6. Learn about how and why businesses Learners undertake two
operate. curriculum activities that
develop their understanding of
work and enterprise.
7. Learn about working practices and Learners have two
environments. opportunities to use work
practices or environments as
contexts for learning.
8. Undertake tasks and activities set in Learners have two
work contexts. opportunities to use work as a
context for learning within the
curriculum and record
evidence of their learning.
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Through this provision learners can;
 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.
9. Engage with ideas, challenges and
applications from the business world.
Learners undertake one
business challenge, problems
solving or enterprise activity.
 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.

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