Evaluating Every Child Matters - The SIP's role in engaging the...

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Evaluating Every Child Matters-The SIP’s role in engaging the school

Evaluating Every Child Matters – The SIP’s role in engaging the school

First published in 2008 Ref: 00618-2008DWO-EN-01

Evaluating Every Child Matters – The SIP’s role in engaging the school

Disclaimer

The Department for Children, Schools and Families wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this publication, whether these are in the form of printed publications or on a website.

In these materials icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products.

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Please check all website references carefully to see if they have changed and substitute other references where appropriate.

1The National Strategies Evaluating ECM: The SIP’s role in engaging the school

© Crown copyright 2008 00618-2008DWO-EN-01

IntroductionWhen a school completes Section 4 of the self-evaluation form (SEF) to indicate its judgements about Every Child Matters (ECM), there is a risk that it may reduce its evaluation to a list of actions that the school has taken rather than evaluating the impact of these actions.

Ofsted inspection reports also often focus on identifying good practice by recording what the school has done rather than identifying the impact on pupil achievement.

The school improvement partner’s (SIP) role is about considering the school’s self-evaluation framework and not about compliance. The SIP needs to avoid a checklist that questions the school about the actions it has taken and, instead, focus on the school’s evaluation of the impact of its approach to ECM on pupil progress and the standards that are achieved. In undertaking this analysis, the SIP will challenge the school to decide whether this evaluation indicates any weaknesses within its provision and, if so, what actions need to be taken to resolve these weaknesses. The ongoing relationship between the SIP and the school will enable the school to come to a conclusion about whether its interventions have been appropriate and sufficient.

The SIP needs to consider the following.

Has the school thoroughly analysed the impact of its actions on raising standards and improving pupil •progress?

Has this evaluation led to a judgement by the school of its effectiveness in addressing ECM?•If so, does it indicate that ECM is a strength of the school to be shared with others or an issue for further •development?

If the latter, which ECM outcome is considered to be weak?•Within that outcome, which aspects are areas for development?•Has the school already intervened to resolve any of these areas for development?•If so, what does the evidence indicate has been the impact of these interventions on pupil progress •and standards?

The following prompts, with respect to each of the ECM outcomes, do not form a definitive list, but provide an example of the way that SIPs might enquire further about ECM where relevant.

2 The National Strategies Evaluating ECM: The SIP’s role in engaging the school

00618-2008DWO-EN-01 © Crown copyright 2008

ECMout

come–Be

hea

lthy

Out

com

ePr

ompt

sfor

thescho

olPo

ssibleevide

ncega

ther

edfr

omsch

ool

self-

evalua

tion

SIP’sc

halle

nge

Behea

lthy

How

effec

tive

lydoe

sthe

sch

oole

nsur

eth

at

lear

ners

:

Dis

play

a g

ood

unde

rsta

ndin

g of

how

to

•liv

e a

heal

thy

lifes

tyle

?

Mai

ntai

n th

eir p

hysi

cal h

ealth

?•

Dev

elop

em

otio

nal h

ealth

and

wel

l-bei

ng?

•U

nder

stan

d th

e se

xual

hea

lth ri

sk?

•U

nder

stan

d th

e da

nger

s of s

mok

ing

and

•su

bsta

nce

abus

e?

Are

invo

lved

in d

ecis

ions

abo

ut th

eir

•he

alth

?

Are

supp

orte

d by

par

ents

/car

ers i

n th

is

•de

bate

?

Thescho

ol’sana

lysiso

f:

Exte

rnal

val

idat

ion

of th

e sc

hool

’s •

appr

oach

; e.g

. Hea

lthy

Scho

ols A

war

d

Site

pro

visi

on in

clud

ing

play

grou

nd

•fa

cilit

ies a

nd b

reak

-out

room

s

Inte

rnal

com

mun

icat

ions

incl

udin

g sc

hool

•

coun

cil m

inut

es, g

over

ning

bod

y m

inut

es,

pare

nts/

care

rs n

ewsl

ette

rs

Pers

onal

Soc

ial H

ealth

Edu

catio

n (P

SHE)

•

prog

ram

me

Phys

ical

edu

catio

n (P

E) o

utco

mes

•

The

impa

ct o

f int

erve

ntio

n st

rate

gies

– e

.g.

•So

cial

and

Em

otio

nal A

spec

ts o

f Lea

rnin

g (S

EAL)

Addi

tiona

l rec

reat

iona

l act

iviti

es, s

uch

as

•br

eak

times

and

ext

ende

d sc

hool

day

, to

incl

ude

part

icip

atio

n ra

tes,

part

icul

arly

for

vuln

erab

le g

roup

s

Acce

ss fo

r, an

d in

clus

ion

of, p

upils

with

•

phys

ical

dis

abili

ties

Pupi

l lev

el d

ata

incl

udin

g at

tend

ance

, •

obes

ity ra

tes,

preg

nanc

y ra

tes

Avai

labi

lity

and

take

-up

of h

ealth

y fo

ods

•O

bser

vatio

ns o

f rel

atio

nshi

ps in

clud

ing

•st

aff/

lear

ners

Invo

lvem

ent o

f out

side

age

ncie

s and

mul

ti •

agen

cy li

nks

Pupi

ls’ a

nd p

aren

ts’/c

arer

s’ vi

ews

•

Doe

sthe

evide

nceindica

teth

atth

isisan

area

ofw

eakn

essa

ndsoade

velopm

ent

issu

e?Ifso,w

hich

spe

cific

are

asnee

dto

be

tack

ledan

dwha

tist

heexp

ectedou

tcom

e?

Fore

xample:

The

scho

ol’s

revi

ew o

f Hea

lth a

nd S

afet

y (H

&S)

po

licy

show

s con

sist

ency

in ri

sk a

sses

smen

t in

prac

tical

are

as o

f the

scho

ol –

Maint

enan

ce

issu

e

68%

of l

earn

ers e

ngag

e in

two

hour

s of P

E pe

r w

eek

– Fu

rthe

revide

nceso

ught

abo

ut th

e ot

her 3

2% a

nd th

e di

ffere

nce

this

eng

agem

ent

has m

ade

to le

arne

rs’ a

ttai

nmen

t and

pro

gres

s

Sinc

e in

trod

ucin

g a

heal

thy

mea

ls m

enu

the

take

up

of sc

hool

din

ners

has

dec

reas

ed b

y 30

% –

Dev

elop

men

tissue

The

scho

ol fa

iled

in it

s bid

for H

ealth

y Sc

hool

s st

atus

due

to in

adeq

uate

pro

visi

on fo

r sex

ual

heal

th e

duca

tion

– Dev

elop

men

tissue



ECMout

come–Stay

safe

Out

com

ePr

ompt

sfor

thescho

olPo

ssibleevide

ncega

ther

edfr

omsch

ool

self-

evalua

tion

SIP’sc

halle

nge

Stay

safe

How

effec

tive

lydoe

sthe

sch

oole

nsur

eth

atle

arne

rs:

Feel

safe

from

bul

lyin

g an

d/or

raci

sm?

•D

ispl

ay g

ood

rega

rd fo

r the

safe

ty a

nd

•w

ell-b

eing

of o

ther

s?

Refr

ain

from

ant

i-soc

ial b

ehav

iour

?•

Show

resp

ect f

or th

e di

gnity

of o

ther

s?•

Know

that

they

are

list

ened

to a

nd h

ave

•co

nfid

ence

in th

e su

ppor

t ava

ilabl

e?

Are

able

to a

sses

s ris

k an

d ac

t •

resp

onsi

bly?

Are

part

of a

n or

derly

com

mun

ity,

•de

mon

stra

ting

secu

rity,

stab

ility

and

car

e fo

r eac

h ot

her?

Are

prot

ecte

d fr

om d

ange

r?•

Enga

ge e

ffect

ivel

y w

ith o

ther

•

orga

nisa

tions

?

Resp

ect t

he d

igni

ty a

nd c

onfid

entia

lity

of

•ot

her s

take

hold

ers?

Thescho

ol’sana

lysiso

f:

The

effe

ct o

f sta

ff po

licie

s rel

atin

g to

•

wel

fare

, chi

ld p

rote

ctio

n, h

ealth

and

sa

fety

and

staf

f em

ploy

men

t

Risk

ass

essm

ents

and

crit

ical

inci

dent

s •

reco

rds,

incl

udin

g ac

cide

nt ‘b

ook’

Reco

rd o

f rac

ist a

nd se

xist

inci

dent

s•

Reco

rd o

f bul

lyin

g an

d ot

her b

ehav

iour

al

•in

cide

nts

Phys

ical

rest

rain

t rec

ord

•Fi

xed

and

perm

anen

t exc

lusi

ons

•M

edic

al re

cord

s•

The

view

s of p

upils

, par

ents

/car

ers,

staf

f •

and

othe

r sta

keho

lder

s

Beha

viou

r aro

und

the

scho

ol•

PSH

E pr

ogra

mm

e an

d re

cord

s•

Child

pro

tect

ion

reco

rds

•M

ulti-

agen

cy in

volv

emen

t; fo

r exa

mpl

e,

•H

ealth

Aut

horit

y, S

ocia

l Car

e w

ithin

cas

e co

nfer

ence

sMul

ti-ag

ency

invo

lvem

ent;

for e

xam

ple,

Hea

lth A

utho

rity,

Soc

ial C

are

with

in c

ase

conf

eren

ces

Doe

sthe

evide

nceindica

teth

atth

isisan

area

ofw

eakn

essa

ndsoade

velopm

ent

issu

e?Ifso,w

hich

spe

cific

are

asnee

dto

be

tack

led?

Fore

xample:

Sinc

e in

trod

ucin

g a

new

ant

i bul

lyin

g po

licy,

le

arne

rs’ r

epor

ts in

dica

te th

at in

cide

nts h

ave

redu

ced

by 4

5% e

xcep

t in

Year

6 w

here

le

arne

rs’ a

nxie

ties i

nhib

it st

udy

– Fu

rthe

rde

velopm

ento

fcur

rent

initiative

Lear

ners

’ con

cern

s and

acc

iden

ts a

t pla

ytim

e ha

ve re

duce

d si

nce

the

empl

oym

ent o

f tw

o ad

ditio

nal l

unch

time

assi

stan

ts –

Maint

enan

ceissu

e

Anal

ysis

of b

ehav

iour

in le

sson

s sho

ws a

n in

crea

se in

dis

rupt

ive

beha

viou

r in

Year

5

prev

entin

g ef

fect

ive

teac

hing

and

lear

ning

–

Furthe

revide

ncere

quired

The

scho

ol’s

eval

uatio

n of

its s

trat

egie

s for

su

ppor

ting

stud

ents

who

are

pre

gnan

t sho

w

that

pro

visi

on d

oes n

ot fu

lly a

ddre

ss th

eir

lear

ning

nee

ds –

Dev

elop

men

tissue



ECMout

come–En

joyan

dac

hiev

e

Thisout

comeisatt

hehea

rtofthe

SIP’sro

le.W

hileth

isisase

parateECM

out

come,italsoun

derp

inst

heoth

erfo

ur. W

hendiscus

sing

theot

her

four

out

comes

theSIPmus

talw

aysc

onside

rhow

they

con

tribut

eto

‘Enjoy

and

ach

ieve

’,spe

cific

allypup

ilpr

ogre

ssand

attainm

ent.

Out

com

ePr

ompt

sfor

thescho

olPo

ssibleevide

ncega

ther

edfr

omsch

ool

self-

evalua

tion

SIP’sc

halle

nge

Enjoyan

dac

hiev

eHow

effec

tive

lydoe

sthe

sch

oole

nsur

eth

atle

arne

rs:

Mee

t cha

lleng

ing

educ

atio

nal t

arge

ts

•an

d, in

rela

tion

to th

eir c

apab

ilitie

s and

st

artin

g po

ints

, mak

e go

od p

rogr

ess a

nd

achi

eve

high

stan

dard

s?

Hav

e al

l the

ir ne

eds c

ater

ed fo

r by

the

•cu

rric

ulum

?

Are

enco

urag

ed to

eng

age

in th

eir o

wn

•le

arni

ng a

nd w

ider

scho

ol li

fe?

Hav

e th

eir a

chie

vem

ents

, bot

h in

and

•

outs

ide

scho

ol, v

alue

d?

Like

com

ing

to sc

hool

, enj

oy le

arni

ng a

nd

•ar

e fu

lfille

d by

ach

ievi

ng h

ighl

y?

Dev

elop

pos

itive

att

itude

s to

lear

ning

?•

Thescho

ol’sana

lysiso

f:

Pupi

ls’ a

ttai

nmen

t and

pro

gres

s dat

a•

Brea

dth,

bal

ance

and

rele

vanc

e of

the

•cu

rric

ulum

fram

ewor

k

Staf

f pla

nnin

g, re

cord

ing

and

repo

rtin

g•

Rew

ard

syst

em a

nd it

s im

pact

•Fi

xed

and

perm

anen

t exc

lusi

ons

•Au

thor

ised

and

una

utho

rised

abs

ence

•D

ata

from

less

on o

bser

vatio

ns re

latin

g •

to, f

or e

xam

ple,

pup

il pr

ogre

ss, t

each

ing

and

lear

ning

styl

es, s

ubje

ct k

now

ledg

e,

asse

ssm

ent f

or le

arni

ng

Pupi

ls’ a

ttitu

des a

nd b

ehav

iour

out

side

•

less

ons

The

qual

ity o

f pup

ils’ w

ork

and

reco

rds o

f •

achi

evem

ent

View

s of p

upils

and

par

ents

/car

ers

•Pu

pils

’ par

ticip

atio

n ra

tes i

n fo

rmal

and

•

info

rmal

asp

ects

of s

choo

l life

Invo

lvem

ent o

f out

side

age

ncie

s and

•

othe

r par

tner

s in

prom

otin

g le

arni

ng a

nd

deve

lopi

ng su

bjec

t int

eres

t

Doe

sthe

evide

nceindica

teth

atth

isisan

area

ofw

eakn

essa

ndsoade

velopm

ent

issu

e?Ifso,w

hich

spe

cific

are

asnee

dto

be

tack

led?

Fore

xample:

The

qual

ity o

f tea

chin

g is

judg

ed b

y th

e sc

hool

to

be

good

but

20%

of l

earn

ers j

udge

less

ons

to b

e bo

ring

so re

duci

ng le

arne

rs’ m

otiv

atio

n – Fu

rthe

revide

ncere

quired

16%

of s

tude

nts l

eft s

choo

l with

out

a qu

alifi

catio

n pr

even

ting

them

from

ha

ving

evi

denc

e of

any

ach

ieve

men

ts –

Dev

elop

men

tissue

The

scho

ol is

in th

e to

p qu

artil

e w

ith re

gard

to

att

ainm

ent a

t the

end

of K

ey S

tage

4. T

he

atta

inm

ent o

f lea

rner

s in

publ

ic c

are

is in

line

w

ith th

e at

tain

men

t of o

ther

gro

ups w

ithin

th

e sc

hool

– M

aint

enan

ceissu

e



ECMout

come–Mak

eapo

sitive

con

tribut

ion

Out

com

ePr

ompt

sfor

thescho

olPo

ssibleevide

ncega

ther

edfr

omsch

ool

self-

evalua

tion

SIP’sc

halle

nge

Mak

ea

positive

co

ntri

buti

on

How

effec

tive

lydoe

sthe

sch

oole

nsur

eth

atle

arne

rs:

Form

stab

le p

ositi

ve re

latio

nshi

ps w

ith

•ot

hers

?

Man

age

chan

ge in

thei

r ow

n liv

es?

•Ex

pres

s the

ir vi

ews a

nd p

artic

ipat

e in

•

deci

sion

mak

ing

abou

t the

ir ow

n an

d sc

hool

life

?

Show

a c

omm

itmen

t to

supp

ortin

g ot

hers

•

in sc

hool

, the

loca

l and

wid

er c

omm

unity

?

Enga

ge w

ith th

e sc

hool

’s vi

ew a

bout

wha

t •

mak

ing

a po

sitiv

e co

ntrib

utio

n m

eans

?

Are

able

to e

ngag

e in

vol

unta

ry a

ctiv

ities

•

with

in/b

eyon

d th

e sc

hool

?

Hav

e th

e kn

owle

dge

and

unde

rsta

ndin

g •

to b

ecom

e in

form

ed c

itize

ns?

Thescho

ol’sana

lysiso

f:

Lead

ersh

ip o

f, an

d pa

rtic

ipat

ion

in, e

xtra

-•

curr

icul

ar a

ctiv

ities

Com

mitm

ent t

o a

posi

tive

scho

ol

•et

hos,

for e

xam

ple,

by

fulfi

lling

pos

ts o

f re

spon

sibi

lity,

par

ticip

atin

g in

the

scho

ol

coun

cil,

enco

urag

ing

lear

ning

, pup

il m

ento

ring

Prom

otio

n of

the

scho

ol p

rofil

e su

ch

•as

supp

ort f

or sc

hool

eve

nts a

nd

part

icip

atio

n in

ope

n ev

enin

gs

Fund

rais

ing,

ent

erpr

ise

activ

ity a

nd

•vo

lunt

ary

wor

k

Obs

erva

tions

of p

upils

’ soc

iabi

lity

and

•to

lera

nce

Proj

ects

to ra

ise

awar

enes

s of

•en

viro

nmen

tal i

ssue

s

Citiz

ensh

ip p

rogr

amm

e•

Invo

lvem

ent o

f stu

dent

s with

out

side

•

agen

cies

to su

ppor

t vol

unte

erin

g

Past

oral

car

e re

cord

s•

Pupi

l nur

turin

g, m

ento

ring

•Le

arne

rs’ p

repa

ratio

n fo

r tra

nsiti

on

•be

twee

n al

l pha

ses

Lear

ners

’ vie

ws

•

Doe

sthe

evide

nceindica

teth

atth

isisan

area

ofw

eakn

essa

ndsoade

velopm

ent

issu

e?Ifso,w

hich

spe

cific

are

asnee

dto

be

tack

led?

Fore

xample:

A le

vel s

cien

ce s

tude

nts a

t the

scho

ol

effe

ctiv

ely

wor

k w

ith Y

ear 6

lear

ners

from

the

feed

er p

rimar

y sc

hool

s to

enric

h th

e pr

ovis

ion

and

mot

ivat

e le

arne

rs’ e

ngag

emen

t in

the

subj

ect –

Maint

enan

ceissu

e

Insu

ffic

ient

num

bers

of o

lder

boy

s are

vo

lunt

eerin

g as

men

tors

to s

uppo

rt th

e Ye

ar 7

w

ritin

g cl

ub –

Dev

elop

men

tissue

A si

gnifi

cant

maj

ority

of l

earn

ers i

n th

e Ea

rly

Year

s sho

w a

com

mitm

ent t

o su

ppor

ting

othe

rs in

all

aspe

cts o

f sch

ool l

ife –

Maint

enan

ceissu

e



ECMout

come–Ach

ieve

eco

nomicw

ell-b

eing

Out

com

ePr

ompt

sfor

thescho

olPo

ssibleevide

ncega

ther

edfr

omsch

ool

self-

evalua

tion

SIP’sc

halle

nge

Ach

ieve

ec

onom

ic

wel

l-being

How

effec

tive

lydoe

sthe

sch

oole

nsur

eth

atle

arne

rs:

Dev

elop

skill

s to

lear

n in

depe

nden

tly,

•w

ork

coop

erat

ivel

y an

d m

ake

deci

sion

s?

Acqu

ire b

asic

skill

s of l

itera

cy, n

umer

acy

•an

d IC

T?

Acqu

ire a

n un

ders

tand

ing

of e

nter

pris

e,

•bu

sine

ss a

nd th

e ec

onom

y, b

ecom

ing

finan

cial

ly li

tera

te?

Are

prep

ared

for a

dult

life,

incl

udin

g an

•

info

rmed

vie

w a

bout

car

eer o

ptio

ns a

nd

wor

kpla

ce si

tuat

ions

?

Dev

elop

hig

h ex

pect

atio

ns th

at le

ad to

•

econ

omic

wel

l-bei

ng?

Are

able

to e

ngag

e w

ith o

utsi

de a

genc

ies

•to

supp

ort e

cono

mic

wel

l-bei

ng?

Enga

ge in

furt

her e

duca

tion,

trai

ning

or

•em

ploy

men

t aft

er le

avin

g sc

hool

?

Thescho

ol’sana

lysiso

f:

Pupi

l pro

gres

s and

att

ainm

ent d

ata

•re

latin

g to

key

skill

s – c

omm

unic

atio

n,

ICT,

inte

rper

sona

l ski

lls/t

eam

wor

king

, in

depe

nden

ce/li

fe sk

ills

Care

ers a

dvic

e an

d gu

idan

ce•

Dat

a on

thos

e no

t in

educ

atio

n,

•em

ploy

men

t or t

rain

ing

(NEE

Ts)

Prog

ress

ion

rout

es to

furt

her/

high

er

•ed

ucat

ion,

trai

ning

and

em

ploy

men

t

Link

s to

rece

ivin

g sc

hool

s, FE

/HE

•pr

ovid

ers a

nd b

usin

ess

Wor

k-re

late

d le

arni

ng in

clud

ing

•in

volv

emen

t in

wor

k ex

perie

nce

Soci

al a

nd e

cono

mic

aw

aren

ess,

incl

udin

g •

min

i-ent

erpr

ise

Scho

ol c

ounc

il m

inut

es•

Invo

lvem

ent o

f out

side

age

ncie

s and

•

othe

rs

Busi

ness

and

ent

erpr

ise

curr

icul

um

•Br

eadt

h of

cou

rse

prov

isio

n an

d st

uden

t •

take

up

The

rang

e of

acc

redi

tatio

n, in

clud

ing

•vo

catio

nal q

ualif

icat

ions

and

stud

ent

outc

omes

Doe

sthe

evide

nceindica

teth

atth

isisan

area

ofw

eakn

essa

ndsoade

velopm

ent

issu

e?Ifso,w

hich

spe

cific

are

asnee

dto

be

tack

led?

Fore

xample:

The

outc

ome

of a

min

i ent

erpr

ise

proj

ect

for Y

ear 6

show

s tha

t lea

rner

s hav

e an

und

erst

andi

ng o

f pro

fit a

nd lo

ss –

Maint

enan

ceissu

e

The

anal

ysis

of t

he o

utco

mes

for c

hild

ren

in

care

show

that

they

are

dis

prop

ortio

nate

ly

repr

esen

ted

in th

e N

EETs

gro

up –

Dev

elop

men

tissue

The

hom

ewor

k cl

ub, r

einf

orci

ng le

arni

ng fr

om

the

sour

ce le

sson

s, h

as se

en a

n in

crea

se in

at

tend

ance

by

75%

sinc

e it

was

ope

ned

at

lunc

htim

es –

Maint

enan

ceissu

e

Ever

y Ye

ar 1

0 st

uden

t had

acc

ess t

o w

ork

expe

rienc

e, to

pra

ctic

e ke

y sk

ills i

n th

e w

orkp

lace

, but

35%

of s

tude

nts w

ere

criti

cal

of th

e ra

nge

of o

ppor

tuni

ties –

Dev

elop

men

tis

sue

AcknowledgementsWe gratefully acknowledge the contribution from the DCSF, Ofsted and local authority participation within the working group in assisting in the production of Evaluating every child matters - the SIP’s role in engaging the school.

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Audience: Primary, secondary and special SIPs, SIP managers and LA officers with responsibility for ECM Date of issue: 09-2008 Ref: 00618-2008DWO-EN-01

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