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School self-evaluation (SSE) six-step process
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Published on
Last updated on
In this step, schools identify wellbeing as the focus for the inquiry.
Schools should consult the Wellbeing Policy and Framework for Practice which can be accessed here .
At an information-gathering stage, schools will consult with and collect information from key stakeholders, including staff, children and young people, and parents/carers, relating to current practice in the key areas of wellbeing promotion. This information is essential in order to highlight positive aspects and strengths in their practice and identify areas for development.
Where data already exists that supports the evidence base for the wellbeing promotion process, this can be drawn upon. Therefore, gathering evidence does not necessarily have to be a ‘from scratch’ exercise for schools.
Useful resources on this website for this step include:
The evidence collected in step 2 is analysed. Schools use the Statements of Effective Practice for each of the four key areas to make judgements on the areas that are already effective and identify those areas that need to be improved. From this process schools will be able to recognise which one of the 4 key areas of wellbeing promotion to focus their attention on.
Useful resources on this website for this step include:
The school prepare a short Report and Improvement Plan, based on the strengths and areas for improvement identified in step 3. The plan details the improvement targets and the actions that will help the school to bring about the improvements. A summary report and plan can be shared with the school community.
A wide range of agencies and services provide wellbeing information and supports for schools. A list of the agencies and services can be accessed here .
Useful resources on this website for this step include:
Embedding the Wellbeing Framework for Practice in schools - see video from SFX Senior School:
This is where individual teachers, subject departments and school leaders implement the agreed actions to bring about the desired improvement. This step will look different in every school and for every evaluation.
Useful resources on this website for this step include:
This step is closely linked to step 5. As the improvement plan is being put into action, the school monitors the actions as they are rolled out. It is important to consider the experiences of school staff and learners as well as the impact of the changes on the selected key area of wellbeing
It is important to remember that sometimes, there may be evidence to suggest that the targets and actions need to be adjusted, reframed or amended. This is all part of the improvement process.
Remember, this is about evaluating what schools are doing as a whole school community to promote wellbeing.
Useful resources on this website for this step include: