Improving careers education and guidance (CEG) – Self Evaluation
(Based on the Ofsted self evaluation framework – adapted by Andrew Walkling)
A The characteristics of CEG
- What are the main characteristics of CEG, particularly those that distinguish it from other departments?
- What features have changed since the last inspection?
- What levels of attainment do pupils have when they join your department?
B Monitoring and evaluation processes
- What steps do you take to monitor the performance of CEG?
- What steps do you take to evaluate the quality of teaching?
C The overall effectiveness of the department
- Is there any assessment and other performance data that tells you about the strengths and weaknesses of CEG?
- Considering this analysis, any other aspects of pupils’ achievements you consider important, and comparisons with other departments, what can you say about the overall effectiveness of CEG?
D Improvement since the last inspection
Taking into account the key issues and other headline judgements from the last inspection, and the internal and external evaluations you have undertaken since-
- What are the main improvements that have taken place?
- what has contributed to them?
- What remains to be done?
E Priorities for development
- What are the most significant educational priorities and targets for CEG?
- How are they decided and acted upon?
- How are their outcomes evaluated?
F Pupils’ personal development
- How do you keep track of pupils’ personal development in career learning?
- How well do you think their attitudes, values and personal development reflect the aims of CEG and the school?
G Teaching and learning
- How do you go about improving the quality of teaching and learning in CEG?
- How do you judge the impact of the CEG programme?
- Of which areas of teaching and learning are you most proud?
- In which areas does work still need to be done?
H What CEG offers its pupils
- How does CEG make sure that its curricular and other provision, in the broadest sense, matches the interests, aptitudes and special needs of pupils?
- What specific provision do you make for particular groups of pupils?
I Equality of opportunity
- How do you set about ensuring that CEG provides equal opportunities for all?
J Guidance and support
- What contributions do your procedures for caring for and supporting pupils make to their development of new knowledge, understanding and skills, and their personal development?
- How do you judge the effectiveness of these procedures?
K Partnership with parents
- How do you evaluate the effectiveness of the relationships CEG has with the parents of your pupils?
- How do you make use of the resulting information?
L Leadership and management
- What formal and informal methods do you have to help you understand how effective you and the other staff are in raising standards?
- How have these improved the way CEG is led and managed?
M The senior management and governing body
- How well informed is the Senior management and governing body about the work of CEG, including the outcomes of monitoring and evaluation?
- How well does the senior management and governing body use this information to shape and support the direction and provision for CEG?
How well are pupils taught? Impact on learning
Impact on learning and what makes it successful.
e.g. Are pupils interested, on task, bored, keen?
How well are literacy and numeracy taught?
e.g. Does dept. contribute to literacy/numeracy skills?
How well does teaching meet the needs of pupils?
e.g. Gifted, special needs, gender, etc.
How well do pupils make progress?
e.g. Present knowledge and discuss subject with students
e.g. Effective, clear objectives
Challenge, inspire pupils, expectations
e.g. Deepen knowledge/understanding
e.g. Range of strategies used in classroom
Management of pupils
Use of time, others, resources, ICT
e.g. Effective support
e.g. Use to assess pupils’ work, inform planning, progress, set targets
Use of homework
e.g. To support, extend learning