All schools are now expected to engage in a rigorous and reflective process of self-evaluation against the characteristics of a good school set out in Every School a Good School. Self-evaluation leading to sustained self-improvement is at the core of school improvement.
The Education and Training Inspectorate (ETI) have recently broadened and strengthened the inspection of school governance to include a self-evaluation stage by Boards of Governors and the reporting of one of three confidence levels:
- high degree of confidence;
- limited confidence.
ETI have designed guidance, ‘Quality Indicators for use in the self-evaluation of Governance’ to help governors make judgements about the overall effectiveness of the governance of an organisation/school. In completing a pre-inspection questionnaire, the governors are asked to self-evaluate the effectiveness of their work against the quality indicators provided by ETI.
The self-evaluation outcomes will form the basis of the discussion with governors on inspection and will include how well governors understand performance data, and whether they have an accurate picture of their school’s performance against benchmarks and for different groups of learners.
It is intended that the self-evaluation is not just in preparation for inspection but is used by all Boards of Governors in implementing a rigorous and effective self-evaluation process as part of their own quality assurance arrangements, to determine their effectiveness and areas for development.