As the new academic year approaches, many headteachers are asking the same question:
Should we stick with our current SEF (Self-Evaluation Form) and SIP (School Improvement Plan) formats, or adapt now to the potential new Ofsted framework headings?
Recent discussions among school leaders reveal a range of approaches — from waiting for final guidance, to aligning closely with Ofsted, to developing entirely bespoke systems that centre on pupils’ needs. This blog summarises those perspectives and provides clear, compliant guidance.
1. Understanding the Current Landscape
Statutory Context
- Ofsted Framework: At the time of writing, changes to the Education Inspection Framework (EIF) have been proposed but not finalised. Schools are advised to monitor updates on the Ofsted website.
- SEF: Not a statutory requirement, but strongly recommended as good practice and often used to structure inspection conversations.
- SIP: Falls under the governing body’s duty to ensure the school’s improvement planning supports standards and pupil outcomes (Education Act 2002).
- Links to Other Guidance:
- Keeping Children Safe in Education (KCSIE) – safeguarding priorities must be reflected.
- SEND Code of Practice – inclusion and provision for pupils with SEND must be planned for and evaluated.
- The Equality Act 2010 – equality objectives and inclusive practice should be embedded in improvement planning.
2. Options School Leaders Are Considering
A. Wait Until the Dust Settles
Pros:
- Avoids unnecessary rework if the proposed framework changes again.
- Allows time to analyse final published wording.
Risks:
- May miss early opportunities to align staff with new priorities.
B. Align Now with Ofsted Headings
Pros:
- Ensures plans are directly inspection-ready.
- Makes it easier to evidence progress during governor meetings and inspections.
Risks:
- Could require further edits if headings shift before publication.
C. Go Bespoke
Pros:
- Freedom to design a framework that matches the school’s ethos, priorities, and context.
- Can incorporate thematic ‘golden threads’ (e.g., oracy, inclusion) that connect curriculum, teaching, and culture.
Risks:
- Requires careful mapping to Ofsted headings so that inspection evidence remains clear.
3. Best Practice for SEF & SIP Design
To meet both compliance and effectiveness standards:
SEF
- Structure: Whether using Ofsted headings or a bespoke model, ensure it covers:
- Quality of education
- Behaviour and attitudes
- Personal development
- Leadership and management
- Safeguarding
- Evidence: Link to quantitative data (attainment, attendance) and qualitative feedback (pupil voice, stakeholder surveys).
SIP
- Priorities: Limit to 3–5 measurable, high-impact objectives.
- Actions: Assign responsibilities, timelines, and success criteria.
- Monitoring: Schedule termly reviews with SLT and governors.
- Integration: Cross-reference with safeguarding, SEND, and equality objectives.
4. Practical Recommendations
- If you’re risk-averse: Continue with your current format until the new framework is confirmed.
- If you’re inspection-focused: Map your SEF/SIP to the draft headings now, but keep it flexible.
- If you’re pupil-focused: Lead with your school’s priorities, then translate them into Ofsted language when finalised.
- Embed statutory priorities: Safeguarding, SEND provision, equality duties, and staff development must feature in both documents.
- Maintain a ‘golden thread’: A unifying theme can increase staff and pupil engagement while making your plans more memorable.
Final Thought
Your SEF and SIP are more than inspection tools — they’re your strategic compass. By ensuring they are:
- Legally compliant
- Tailored to your school
- Flexible to adapt
- you will be ready for both Ofsted scrutiny and the day-to-day challenge of raising standards.
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References
Department for Education. Keeping Children Safe in Education: Statutory Guidance for Schools and Colleges. London: DfE.
Retrieved from: https://www.gov.uk/government/publications/keeping-children-safe-in-education
Department for Education. Special Educational Needs and Disability Code of Practice: 0 to 25 Years. London: DfE.
Retrieved from: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
Department for Education (2014). The Equality Act 2010 and Schools: Departmental Advice for School Leaders, School Staff, Governing Bodies and Local Authorities. London: DfE.
Retrieved from: https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools
Department for Education (2002). Education Act 2002. London: The Stationery Office.
Retrieved from: https://www.legislation.gov.uk/ukpga/2002/32/contents
Ofsted. Education Inspection Framework. London: Ofsted.
Retrieved from: https://www.gov.uk/government/publications/education-inspection-framework
Department for Education. School Governance Handbook. London: DfE.
Retrieved from: https://www.gov.uk/government/publications/governance-handbook