Course Cost:

Non Members: £195 (excluding VAT)

Members: £175.50 (excluding VAT)

Course Length: 1 Day

Venue address:
PBM Training and Consultancy (Head Office), Heath House Training and Conference Centre, Cheadle Road, Uttoxeter, Staffordshire, ST14 7BY

Course Date

01 January 2020

Course Time

09:30 to 15:45

How to Write Your Self Evaluation Summary under the New Common Inspection Framework: A Practical Guided Workshop

This course is appropriate for Headteachers, Deputy Heads and other members of school Leadership Teams.

The day is structured to enable participants to gain a greater understanding of the common inspection framework and the impact of the new arrangements on schools’ self evaluation documentation. The course provides a clear view on the expectations of Headteachers and staff during an inspection.

The course is very practical. The afternoon session provides participants with the opportunity to employ the theory and skills covered during the morning session and use them to write the headline sections of their own self evaluation document. Participants will use their own school’s data and collated evidence and begin writing key sections of their school’s self-evaluation summary using a template provided by the tutor. During the practical session the tutor will provide advice, support and guidance to coach participants through the skills for effective, evaluative writing. During the course, participants will gain the skills to enable them to complete their own self evaluation summary upon their return to school.

Delegates will leave with a very clear understanding of the expectations of the common inspection framework and how their self-evaluation can be tailored to the four new judgements.

The course will focus on:

  • The headlines and details of the framework, evaluation schedule and other associated documentation and the way in which inspections are conducted
  • How to make a clear judgement about each of the four key areas and overall effectiveness in the school
  • The best ways of evidencing secure self-evaluation
  • What must be considered in relation to the evaluation of teaching
  • What action is necessary in order to be ready for inspection
  • Effective writing skills


By the end of the day, delegates will:

  • Have a clear understanding of the key aspects that they need to focus on within the common inspection framework, including which aspects they must get to grips with in order to show their school in the best light.
  • Have a clear view of the links made within the new inspection framework between teaching and learning and schools’ assertions about pupil progress.
  • Know exactly what to expect during an inspection and how best to prepare the school’s paperwork.
  • Have discussed a number of ways of collecting and collating information about pupil progress and attainment.
  • Be confident in sharing this information and various examples with colleagues back in school.
  • Receive an electronic self-evaluation template that can be completed upon return to school.

In-School Training Information

In-School Training

This course is available as in-school training. If you would like to find out more about in-school training please go to the in-school training section   CLICK HERE FOR INFORMATION ABOUT IN SCHOOL TRAINING
  or call us on 01889 567 014

Aimed at

Headteachers, Deputy Heads and other members of school Leadership Teams in Primary, First and Middle Schools.

Detailed course outline and session time table

Session 1

  • Summary of the main changes within the inspection Framework, including an insight into the Evaluation Schedule and other key documentation
  • Guidance and discussion as to how key judgements can be made in each of the four key aspects and the crucial points that must be considered in evaluating teaching.

Session 2

  • Best ways of evidencing secure self-evaluation.
  • Preparation for inspection.
  • A detailed guide as to the inspection process under the current Framework and how to best manage the process.

Session 3

  • Participants will use their own school’s data and collated evidence and begin writing the 'Outcomes' section of their school’s self-evaluation, using a template provided by the tutor. The tutor will guide participants through the most effective writing style and model paragraphs to demonstrate the need for clarity in evaluative writing.

Session 4

  • As per Session 3, with participants moving on to writing their evaluation for the ‘Teaching’ and ‘Leadership and Management’ sections.
  • Summing up of the main points from the day and personal action plans/next step statements to ensure participants keep themselves on-track to complete their self-evaluation!
As part of our quality assurance policy, and to ensure courses are always up to date, we reserve the right to update, alter and improve courses without prior notice in order to encompass any emerging changes in legislation, framework, or government guidance.

Tutor information and course feedback

Always enjoy PBM courses – relevant – value for money – excellent venue
Very up to date with very experienced tutor! Thank you for solid relevant advice
Getting to know the new framework and self evaluation summary guidance.
Being precise about what is required on the SEF
Being able to talk openly
Unpicking the Ofsted handbook in relation to self-evaluation
Very up to date and specific
Able to discuss individual situation and get guidance. Also discussion with colleagues during morning presentations.Very pleased with the course. Excellent!
The expertise of the trainer.

Entry requirements

In order to be able to begin writing aspects of the school’s self-evaluation, participants will need to bring the following documentation with them to the course, as well as a laptop/notebook/i-Pad on which to begin formulating their self-evaluation document within the template that will be provided by the tutor:

  • School Inspection Handbook: the version current at the time of the course (containing the Evaluation Schedule)
  • Most recent RAISEonline document for their school:
  • Attainment and progress data for all cohorts currently in school in each of reading, writing and mathematics
  • Any analysis of the attainment and progress of identified groups, including SEN/D pupils and PP/FSM pupils
  • Attainment on entry data for different cohorts, in order to provide a three year picture as the starting point for a judgement on progress
  • Any other evaluation of impact of the school’s work, particularly relating to teaching and behaviour and personal development.

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