Course Options: 1 Day, Half Day, Twilight

Recommended Max People:

Full day from:
£930.00 + VAT to £1230.00 + VAT

Half day from:
£730.00 + VAT to £930.00 + VAT

Add additional participant for as little as £33.00 + VAT per person per day

Please Note:
Course costs are based on 15 participants

This course can be tailored to your individual requirements

School summary record of self-evaluation:

Effective manageable systems with accurate and concise documentation

Make the process manageable; secure continual improvement; involve leadership at all levels; ensure crisp, concise and accurate documentation

The course is one of a group of courses aimed at helping school leaders to develop effective school self-evaluation.

The course focuses on the collation, organisation, and communication of self-evaluation data so that judgements can be made and school improvement priorities validated. It explores the communication genre used when discussing and reporting findings with inspectors, colleagues, and other relevant stakeholders, and looks in detail at written communication skills. It provides effective models and templates for structuring the review process and for collating and organising data gathered from learning walks and audit trails.


  • The purpose of school self-evaluation and the implications for leadership.
  • Collecting, collating and presenting the evidence.
  • Oral and written communication skills, with the focus on evaluation not description.
  • Proving effectiveness, showing improvement.
  • The use of national assessment and other data including data relating to non-academic outcomes.
  • Making and profiling judgements: diagnosing strengths and weaknesses.
  • Planning for improvement.

Aimed at

This one-day CPD training course is designed for headteachers and senior managers in primary and secondary schools.

Detailed course outline and session time table

School summary record of self-evaluation:

Effective manageable systems with accurate and concise documentation

Session 1

  • Monitoring and school self-evaluation
  • Monitoring and school self-evaluation
  • Documentation and the evaluation pyramid
  • What should be evaluated?
  • Evaluation focus
  • Summarising
  • Grade boundaries
  • Gathering the evidence
  • Starting points
  • The communication genre
  • A guide to proportions
  • Collating and communicating the evidence
  • Rigorous self-evaluation: the School Inspection Handbook
  • Planning to gather the evidence
  • The annual programme for school self-evaluation
  • Characteristics of effective learning
  • Summarising the basic evidence
  • Quality writing: individual evidence forms
  • Quality writing: evidence collation forms

Session 2

  • Quality writing: the summary record
  • Linking issues, diagnosis, and priorities for improvement
  • Writing the school’s summary of self-evaluation
  • Writing a summary report: achievement
  • Behind the description
  • Being systematic
  • Collation forms
  • Auditing basic characteristics: SEN
  • Auditing basic characteristics: ethnicity
  • Summary record: basic characteristics

Session 3

  • Desk top audits
  • Desk top audits using the evaluation schedule
  • Learning walks: collating and using the evidence
  • Current progress: synthesising the evidence
  • The summary record; the achievement of pupils at the school
  • Profiling teaching using the inspection criteria
  • Using summative data to evaluate the impact of teaching
  • Collating evidence from lesson observation
  • The quality of teaching at the school

Session 4

  • General principles
  • School records
  • Observation
  • Discussions
  • Feeling safe
  • Using school records to create simple benchmarks
  • Creating benchmark data using percentile ranking
  • Behaviour
  • Creating benchmark data using percentile ranking and point scores
  • Profiling using grades only
  • The logical relationships
  • The quality of leadership in, and the management of, the school
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 feedback


Bruce McAlpine has managed the Company for 18 years. He writes and develops training materials and tutors many of the courses. He is an experienced lead inspector and was an additional inspector. Before becoming an inspector, he taught in infant, primary and middle schools and was a headteacher for seventeen years. His specialist areas include English, mathematics, art, the Foundation Stage, educational management, special educational needs, and English as an additional language. He has an excellent track record as a consultant and trainer. We reserve the right to replace the advertised tutor with another appropriately experienced tutor.


  • “An excellent and informative day delivered in a supportive way which will enable us to produce a much more useful self evaluation tool which will be far more manageable, useful and effective than the SEF.”
  • “Clear messages, excellent materials to take away and excellent systems/ forms that we can adapt and use.”
  • “The second course I have been on here, so up to date, comprehensive and focused on improvement. Will continue to recommend to others.”
  • “Once again I took away knowledge and understanding and example ways of working that will make a difference.”
  • “Well organised materials that will enable me to tackle self-evaluation”.
  • “The systematic approach...clear consistent strategy for approaching self-evaluation..simple but detailed”.
  • “Wealth of useful information. Many thanks- extremely helpful”.
  • “Pulled together lots of information...very easy to understand...we would love more advice on making our SEF great”.
  • "Suggested realistic methods of achieving the desired outcomes"
  • "Knowledge of the trainer, quality of materials, venue and lunch"

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