Leaders demonstrate a very Leaders plan and implement Leaders manage change Leaders do not demonstrate sufficient strong capacity to plan and change and sustain successfully in some In capacity to plan and implement change implement change and improvement successfully in other areas change is not successfully. Management of the change sustain improvement most respects. They enable embedded successfully and process does not engage staff and other 2 successfully in nearly all staff and other partners to so does not lead to stakeholders effectively. respects. They engage all participate well in the change sustained improvement. The staff and other partners very process. change process does not effectively in the change always engage staff and process. other partners sufficiently. Self- is accurate, Self- evaluation is accurate, Self-evaluation is effective in Self-evaluation lacks rigour and breadth. robust, systematic and well regular and thorough in most some areas but not in It makes a limited contribution to established. Self-evaluation is areas. Self-evaluation makes others. The contribution of improving standards, learning and 3 highly effective in contributing a strong contribution to self-evaluation to improving teaching. to improving standards, improving standards, learning standards, learning and learning and teaching. and teaching. teaching is inconsistent. (3) Leaders and staff are highly Most leaders and staff The analysis and use of There are wide variations in how leaders effective in their analysis and analyse and use performance data and and staff analyse and use performance use of the available performance data, evidence evidence about the quality of data and evidence about the quality of performance data and about the quality of learning learning and teaching and learning and teaching and pupils’ work 4 evidence about the quality of and teaching and pupils’ pupils’ work by leaders and and limited impact on securing learning and teaching and work effectively to identify staff is not always used well improvement. pupils’ work to identify strengths and improvement enough to inform strengths strengths and set priorities. and improvement priorities. improvement priorities.
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.
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