Systems & processes - Self Evaluation Guidance

How Successful Are We?

This section provides brief grade descriptions defining the key characteristics of school workforce development under the headings: outstanding, good, satisfactory and inadequate.

It can be used in conjunction with school self-evaluation systems to assess the current quality of workforce development against the following criteria and to consider some of the requirements for improvement. The qualities are based on research evidence about good and successful school workforce development. 

To download a Word version of the table below please see the 'helpful resources' box to the right.





  • Procedures and systems are ill-defined and characterised by too little or too much documentation.
  • Paperwork is likely to be bureaucratic rather than constructive.
  • Successful development is largely achieved by individuals in spite rather than because of the school system.
  • No defined systems so procedures lack consistency, reliability and comprehensiveness
  • Systems are predominantly reactive and dominated by achieving academic performance
  • Systems ensure development occurs largely in isolation with few area or whole school benefits – no or little effective dissemination.
  • Policy and strategy exist but limited awareness of the features by the whole workforce
  • The school has some recognised systems for  identifying needs, deciding on priorities and evaluating provision
  • Dissemination of good practice is considered but these are limited
  • More emphasis on shorter term and new ideas/approaches rather than sustainability but the latter is not ignored.
  • Policy and systems are generally well-understood and adhered to
  • Systems generally operate efficiently and applied consistently
  • Systems help ensure fairly wide involvement in workforce development
  • Clear approaches to identify needs, devising appropriate methods, measuring impact and disseminating practice to the wider school workforce
  • Role of sustaining and embedding is addressed.
  • Policy and systems are fully understood by all along with the underpinning rationale and seen as an integral part of school improvement and morale.
  • Systems are efficient, easy to use and applied consistently
  • Systems promote widespread involvement
  • Effective approaches to identifying needs, devising value-for-money approaches, measuring impact and disseminating practice to the wider school workforce
  • Role of sustaining and embedding is seen as very important. 

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School Improvement Plans
Experienced headteachers and school improvement partners give advice on how to write, deliver and evaluate School Improvement Plans.

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