Over the course of the last few weeks, I have mentioned various aspects and features associated with the standards meeting which I have attended. This week, I have been considering the progressive use and effectiveness of the self-evaluation form (SEF), where the discussion has centred around who it is for and what is an effective outline and structure for a SEF. For the many documents that I have scrutinised recently, there is no ‘one size fits’ and certainly no blue print. The SEF remains a common feature as one of the tools for leaders in evaluating what practice and approaches in school, have had the desired impact, summarises the analysis of data and incorporates the next steps. Two phrases I have heard myself repeat over the last few weeks is, firstly, how do you describe or quality assure the impact of the statements that are written and, secondly, the actual language of effective practice, providing further acuity and detail to exemplify the work of the school.

This week, I attended the Special Head teachers briefing, which was well attended from our specialist schools; one of the key features of the session was when each school shared and talked about their SEF. It most certainly requires a degree of trust and openness to share the details and analysis of their school, but it was such a rich and compelling dialogue. Again, there was no one size fits all, but we saw very effective short and longer SEFs, which had short cases studies and quotes, to cross-referencing impact and the quality assurance required. The group is well established and know each other well, but the spirit of collaboration and healthy critique was something I now associate with Camden schools as a collective group.

Another effective feature of the work of the special heads is the Peer-to-Peer Review, where all schools and settings have committed to take part in peer reviews using a framework agreed by Camden’s Special Schools. The first review, involving Camden Centre for Learning and Robson House scrutinised how far a new individualised assessment and tracking system was embedded. It compared assessment, tracking, teaching and learning, with practice in class and evidence in books. In the second review, Frank Barnes School for Deaf Children and Swiss Cottage School Training and Development Centre hosted a structured meeting for senior leaders on parental engagement, based on a detailed self-evaluation questionnaire.

I look forward to spending some time with Deputy Heads and Assistant Head teachers next week at their conference in Brighton, always a valuable opportunity for this group to have some protected time to network, reflect and work together.

Jon Abbey

Managing Director, Camden Learning