School self-evaluation for improvement project


As part of the Welsh Government’s national mission for education, we’re working with OECD, schools, local authorities and regional consortia to develop a self-evaluation toolkit.


About the project

Together, with key stakeholders including pupils, we will create a self-evaluation toolkit to support consistent levels of high quality school improvement work. We will:

  • develop a national definition for school improvement processes
  •  agree a national purpose for this work
  • define a set of principles to support effective school improvement processes.

Working in partnership

The OECD brings extensive expertise and experience and an international perspective of similar work in other countries.

Estyn will use the evidence from inspection findings and our thematic work that identifies what makes self-evaluation and improvement processes effective.

Together we are working with the teaching profession and many other stakeholders from education in Wales on this joint project.

Why is the project needed?

Self-evaluation has historically been the weakest area in school inspections. All schools have areas on which they can improve and the toolkit will encourage improvement of school performance.

Self-evaluation and improvement processes underpinned by an open and honest collaborative culture should be an integral and ongoing feature of the work in all schools, regardless of their current performance/situation. This is a constructive process and should be embedded into the culture and embraced by staff to improve for the future.

Our work will support and address these issues to improve the education for children and young people.

View the structure of the project

Progress

Since March 2018 we have:

  • Developed the project’s strategic vision, structure, governance and broad timeline
  • Worked jointly and engaged with a wide range of stakeholders,  including pupils themselves
  • Aligned this work with other key national developments.
  • Begun to adapt our inspection processes
  • Begun to develop the six sections featuring in the toolkit
  • Piloted the toolkit in several schools with positive results
  • Included the ‘pupil voice’ in feedback of the planned elements of the toolkit

Next steps

Deliver the draft guidance toolkit in Autumn 2019 before rolling out the final improvement process in 2020.

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