317

Based on the Ofsted School inspection handbook (from September 2021)

Reference:

Ofsted

https://www.gov.uk/government/publications/school-inspection-handbook-eif/school-inspection-handbook

474

Used by geography subject leaders to evaluate and improve geography education in schools. Pre-loaded with areas to evalute, including: Curriculum, Pedagogy, Assessment, Culture, policies and systems. Based on Ofsted's research review, designed to identify the nature of high-quality geography education in schools. This template can also be customised to include school or trust improvement priorities.

For more information about subject self-evaluation and improvement planning for middle leaders - please contact dan@opeus.org.

Reference:

Ofsted

https://www.gov.uk/government/collections/curriculum-research-reviews

475

Used by mathematics subject leaders to evaluate and improve mathematics education in schools. Pre-loaded with areas to evalute, including: Curriculum, Pedagogy, Assessment, Systems at the school level. Based on Ofsted's research review, designed to identify the nature of high-quality mathematics education in schools. This template can also be customised to include school or trust improvement priorities.

For more information about subject self-evaluation and improvement planning for middle leaders - please contact dan@opeus.org.

Reference:

Ofsted

https://www.gov.uk/government/collections/curriculum-research-reviews

476

Used by science subject leaders to evaluate and improve science education in schools. Pre-loaded with areas to evalute, including: Curriculum, Pedagogy, Assessment, Systems at subject and school level. Based on Ofsted's research review, designed to identify the nature of high-quality science education in schools. This template can also be customised to include school or trust improvement priorities.

For more information about subject self-evaluation and improvement planning for middle leaders - please contact dan@opeus.org.

Reference:

Ofsted

https://www.gov.uk/government/collections/curriculum-research-reviews

477

Used by religious education subject leaders to evaluate and improve religious education in schools. Pre-loaded with areas to evalute, including: Curriculum, Assessment, Systems, culture and policies. Based on Ofsted's research review, designed to identify the nature of high-quality religious education in schools. This template can also be customised to include school or trust improvement priorities.

For more information about subject self-evaluation and improvement planning for middle leaders - please contact dan@opeus.org.

Reference:

Ofsted

https://www.gov.uk/government/collections/curriculum-research-reviews

478

Used by languages subject leaders to evaluate and improve languages education in schools. Pre-loaded with areas to evalute, including: Curriculum, Pedagogy, Assessment, Schools culture and policies. Based on Ofsted's research review, designed to identify the nature of high-quality languages education in schools. This template can also be customised to include school or trust improvement priorities.

For more information about subject self-evaluation and improvement planning for middle leaders - please contact dan@opeus.org.

Reference:

Ofsted

https://www.gov.uk/government/collections/curriculum-research-reviews

482

Used by music subject leaders to evaluate and improve music education in schools. Pre-loaded with areas to evalute, including: Curriculum, Pedagogy and Assessment. Based on Ofsted's research review, designed to identify the nature of high-quality music education in schools. This template can also be customised to include school or trust improvement priorities.

For more information about subject self-evaluation and improvement planning for middle leaders - please contact dan@opeus.org.

Reference:

Ofsted

https://www.gov.uk/government/collections/curriculum-research-reviews

483

Used by history subject leaders to evaluate and improve history education in schools. Pre-loaded with areas to evalute, including: Curriculum, Effective teaching, Assessment and Systems at subject/school level. Based on Ofsted's research review, designed to identify the nature of high-quality history education in schools. This template can also be customised to include school or trust improvement priorities.

For more information about subject self-evaluation and improvement planning for middle leaders - please contact dan@opeus.org.

Reference:

Ofsted

https://www.gov.uk/government/collections/curriculum-research-reviews

415

This template can be used with teachers to help them evaluate their own effectivness and create a plan for professional growth. 

Reference:

The Team at iAbacus

http://www.iabacus.com

527

Used by PE subject leaders to evaluate and improve physical education in schools. Pre-loaded with areas to evalute, including: Curriculum, Pedagogy, Assessment, Subject and whole-school policies. Based on Ofsted's research review, designed to identify the nature of high-quality Physical education in schools. This template can also be customised to include school or trust improvement priorities.

For more information about subject self-evaluation and improvement planning for middle leaders - please contact dan@opeus.org.

Reference:

Ofsted

https://www.gov.uk/government/collections/curriculum-research-reviews

415

Reference:

iAbacus

https://www.iabacus.co.uk

175

How good is our school? is a toolkit for schools to use to engage in evidence-based analysis of what is working well and what needs to improve and have greater positive impact on learners. Use of the framework by staff in differing roles across your school and with partners including colleges, universities, employers, local authorities and Education Scotland will further strengthen your evaluative work.

Reference:

Education Scotland

https://education.gov.scot/improvement/self-evaluation/HGIOS4

286

Reference:

Department for Education

http://schoolself-evaluation.ie/primary/sse-2016-2020/looking-at-our-school-2016-a-quality-framework-for-primary-schools_english_web/

320

Reference:

Department for Education

https://www.education.ie/en/Schools-Colleges/Services/Quality-Assurance/SSE-Primary-and-Post-Primary/School-Self-Evaluation.html

525

Based on the Estyn Guidance Handbook - for inspections from 2022

Reference:

Estyn

https://www.estyn.gov.wales/inspection-process/our-new-inspection-arrangements-schools-and-prus

526

Based on the Estyn Guidance Handbook - for inspections from 2022

Reference:

Estyn

https://www.estyn.gov.wales/inspection-process/our-new-inspection-arrangements-schools-and-prus

203

Reference:

The Education and Training Inspectorate (ETI)

http://www.iabacus.me/guidance/ETI%202017/isef-primary.pdf

204

Reference:

The Education and Training Inspectorate (ETI)

http://www.iabacus.me/guidance/ETI%202017/isef-post-primary.pdf

9

Reference:

Department for Education

https://www.gov.uk/government/publications/teachers-standards

434

Reference:

Department for Education

https://www.gov.uk/government/publications/national-standards-of-excellence-for-headteachers/headteachers-standards-2020

206

Reference:

Various

https://neu.org.uk/advice/professional-standards-teaching-assistants

273

Reference:

Ofsted

https://www.gov.uk/government/publications/early-years-teachers-standards

364

Based on the Ofsted Non-association independent school inspection handbook (from September 2021)

Reference:

Ofsted

https://www.gov.uk/government/publications/independent-schools-inspection-handbook-eif

365

Based on the Ofsted Further education and skills inspection handbook (from September 2021)

Reference:

Ofsted

https://www.gov.uk/government/publications/further-education-and-skills-inspection-handbook-eif

366

Based on the Ofsted Early years inspection handbook (from September 2021)

Reference:

Ofsted

https://www.gov.uk/government/publications/early-years-inspection-handbook-eif

384

Reference:

Ofsted

https://www.gov.uk/government/publications/inspecting-education-skills-and-work-activities-in-prisons-and-young-offender-institutions-eif

453

Reference:

Ofsted

https://www.gov.uk/government/publications/initial-teacher-education-ite-inspection-framework-and-handbook

448

Reference:

Department for Education

https://www.gov.uk/government/publications/review-your-remote-education-provision

92

Reference:

Independent Schools Inspectorate

https://www.isi.net/

210

Reference:

Department for Education

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/695516/External_Review_of_Governance_-_Tool_for_Facilitated_Self-Review.pdf

260

Based on the Evaluation Schedule (from September 2018).

Reference:

SIAMS

https://www.churchofengland.org/about/education-and-schools/church-schools-and-academies/siams-school-inspections

22

Reference:

Department for Education

31

Reference:

Department for Education

67

Reference:

Jasbir Mann - Educational Consultant

139

Reference:

The Education Endowment Foundation (EEF)

https://educationendowmentfoundation.org.uk/tools/guidance-reports/making-best-use-of-teaching-assistants/

161

Reference:

​

280

Reference:

The Health and Safety Executive

https://www.hse.gov.uk/stress/standards/

333

Reference:

The Whole School SEND Consortium

https://www.sendgateway.org.uk/

334

Reference:

The Whole School SEND Consortium

https://www.sendgateway.org.uk/

15

Based on criteria developed by the team at OPEUS and GridMaker

Reference:

OPEUS

www.opeus.org

244

Reference:

GTC

https://www.gtcs.org.uk/professional-standards/self-evaluation/self-evaluation-career-long-professional-learning.aspx

245

Reference:

GTC

https://www.gtcs.org.uk/professional-standards/about-the-standards.aspx

246

Reference:

GTC

253

Reference:

Education Scotland

https://education.gov.scot/improvement/learning-resources/stem-self-evaluation

256

Reference:

Education Scotland

https://education.gov.scot/improvement/self-evaluation/How%20good%20is%20our%20early%20learning%20and%20childcare?

257

Reference:

Education Scotland

https://education.gov.scot/improvement/self-evaluation/Whole%20school%20and%20community%20approach%20to%20learning%20for%20sustainability%20(LfS)%20-%20Self-evaluation%20and%20improvement%20framework

258

Reference:

Education Scotland

https://education.gov.scot/improvement/self-evaluation/How%20good%20is%20our%20college

259

Reference:

Scottish Library and Information Council

https://scottishlibraries.org/advice-guidance/how-good-is-our-school-library/

261

Reference:

Scotland's Enterprising Schools

http://enterprisingschools.scot/professional-reflection/

296

Reference:

The Care Inspectorate

https://www.careinspectorate.com/index.php/news/5267-updated-quality-framework-for-children-and-young-people-in-need-of-care-and-protection

298

Reference:

Scottish Government

https://www.gov.scot/publications/health-social-care-standards-support-life/

370

Reference:

Education Scotland

https://education.gov.scot/improvement/learning-resources/an-empowered-system

375

Care Inspectorate Quality Framework (Draft published October 2019)

Reference:

The Care Inspectorate

https://www.careinspectorate.com/index.php/news/5432-consultation-on-the-draft-quality-framework-for-early-learning-and-childcare-services

319

Reference:

Department for Education

https://www.education.ie/en/Schools-Colleges/Services/Quality-Assurance/SSE-Primary-and-Post-Primary/School-Self-Evaluation.html

322

Reference:

Department for Education

https://www.education.ie/en/Schools-Colleges/Services/Quality-Assurance/SSE-Primary-and-Post-Primary/School-Self-Evaluation.html

323

This abacus template is based on the framework: "Looking at Our School 2016: A Quality Framework for Primary Schools". This framework is designed to underpin both school self-evaluation and school inspections. The idea of a quality framework in any area is to provide standards that can help schools assess how good practice is and point the way towards improvement where needed.

Reference:

Department for Education

https://www.education.ie/en/Schools-Colleges/Services/Quality-Assurance/SSE-Primary-and-Post-Primary/School-Self-Evaluation.html

324

Reference:

Department for Education

https://www.education.ie/en/Schools-Colleges/Services/Quality-Assurance/SSE-Primary-and-Post-Primary/School-Self-Evaluation.html

379

Reference:

Department for Education

https://www.education.ie/en/Schools-Colleges/Information/Information-Communications-Technology-ICT-in-Schools/DLF.html

327

Reference:

Department for Education

https://www.education.ie/en/Schools-Colleges/Information/Information-Communications-Technology-ICT-in-Schools/DLF.html

330

Reference:

Educate Together

https://www.educatetogether.ie/

372

Reference:

Department for Education

https://www.education.ie/en/Schools-Colleges/Services/Quality-Assurance/SSE-Primary-and-Post-Primary/School-Self-Evaluation.html

381

Reference:

Department for Education

https://www.education.ie/en/Publications/Policy-Reports/wellbeing-policy-statement-and-framework-for-practice-2018%E2%80%932023.pdf

271

Reference:

Estyn

https://www.estyn.llyw.cymru/y-broses-arolygu/arweiniad-arolygu?sector=47&_ga=2.64143727.158986863.1618310626-1107902632.1618310626

276

Reference:

Estyn

https://www.estyn.llyw.cymru/y-broses-arolygu/arweiniad-arolygu?sector=38&_ga=2.251124422.1397338070.1618482749-1485513366.1618482749

277

Reference:

Estyn

https://www.estyn.gov.wales/inspection-process/inspection-guidance?sector=38

278

Based on the five professional standards for teaching and leadership

Reference:

Estyn

https://hwb.gov.wales/professional-development/professional-standards/

287

Reference:

Estyn

https://www.estyn.gov.wales/inspection-process/inspection-guidance?sector=47

313

Reference:

Estyn

https://www.estyn.gov.wales/inspection-process/inspection-guidance?sector=41

321

Reference:

Estyn

https://www.estyn.gov.wales/inspection-process/inspection-guidance?sector=37

328

Reference:

Estyn

https://www.estyn.gov.wales/inspection/safeguarding-0

329

Reference:

Estyn

https://hwb.gov.wales/professional-development/professional-standards

387

Reference:

Estyn

https://www.estyn.gov.wales/inspection-process/inspection-guidance?sector=34

135

Professional competences required to be an effective teacher

Reference:

The Education and Training Inspectorate (ETI)

https://www.eani.org.uk/node/4615

152

Reference:

The Education and Training Inspectorate (ETI)

https://www.etini.gov.uk/publications/inspection-and-self-evaluation-framework-isef-effective-practice-and-self-evaluation

154

Reference:

The Education and Training Inspectorate (ETI)

https://www.etini.gov.uk/publications/inspection-and-self-evaluation-framework-isef-effective-practice-and-self-evaluation-2

156

Reference:

The Education and Training Inspectorate (ETI)

https://www.etini.gov.uk/publications/inspection-and-self-evaluation-framework-isef-effective-practice-and-self-evaluation-5

157

Reference:

The Education and Training Inspectorate (ETI)

https://www.etini.gov.uk/publications/inspection-and-self-evaluation-framework-isef-effective-practice-and-self-evaluation-2

160

Reference:

The Education and Training Inspectorate (ETI)

http://www.etini.gov.uk/index/what-we-do/support-material/support-material-general-documents-non-phase-related/support-material-general-documents-documents-required-for-inspection/governance-guidance-for-governors-2014.pdf

233

Reference:

Estyn

https://www.estyn.gov.wales/inspection-process/inspection-guidance?sector=47

219

Reference:

Estyn

https://www.estyn.gov.wales/inspection-process/inspection-guidance?sector=38