The quality of what you observe within each indicator can be judged against six levels.
Level
Level 6 |
excellent |
outstanding or sector leading |
Level 5 |
very good |
major strengths |
Level 4 |
good |
important strengths with areas for improvement |
Level 3 |
adequate |
strengths just outweigh weaknesses |
Level 2 |
weak |
important weaknesses |
Level 1 |
unsatisfactory |
major weaknesses |
In education, an evaluation can be arrived at in a range of contexts. We need to bear in mind that awarding levels using a quality scale will always be more of a professional skill than a technical process. However, the following general guidelines should be consistently applied.
An evaluation of excellent applies to provision which is sector leading. Pupils’ experiences and achievements are of a very high quality. An evaluation of excellent represents an outstanding standard of provision which exemplifies very best practice and is worth disseminating beyond the school. It implies that very high levels of performance are sustainable and will be maintained.
An evaluation of very good applies to provision characterised by major strengths. There are very few areas for improvement and any that do exist do not significantly diminish pupils’ experiences. Whilst an evaluation of very good represents a high standard of provision, it is a standard that should be achievable by all. It implies that it is fully appropriate to continue to make provision without significant adjustment. However, there is an expectation that the school will take opportunities to improve and strive to raise performance to excellent.
An evaluation of good applies to provision characterised by important strengths which, taken together, clearly outweigh any areas for improvement. An evaluation of good represents a standard of provision in which the strengths have a significantly positive impact. However, the quality of pupils’ experiences is diminished in some way by aspects in which improvement is required. It implies that the school should seek to improve further the areas of important strength, but take action to address the areas for improvement.
An evaluation of adequate applies to provision characterised by strengths which just outweigh weaknesses. An evaluation of adequate indicates that pupils have access to a basic level of provision. It represents a standard where the strengths have a positive impact on pupils’ experiences. However, while the weaknesses are not important enough to have a substantially adverse impact, they do constrain the overall quality of pupils’ experiences. It implies that the school should take action to address areas of weakness by building on its strengths.
An evaluation of weak applies to provision which has some strengths, but where there are important weaknesses. In general, an evaluation of weak may be arrived at in a number of circumstances. While there may be some strengths, important weaknesses will, either individually or collectively, be sufficient to diminish pupils’ experiences in substantial ways. It implies the need for prompt, structured and planned action on the part of the school.
An evaluation of unsatisfactory applies when there are major weaknesses in provision requiring immediate remedial action. Pupils’ experiences are at risk in significant respects. In almost all cases, staff responsible for provision evaluated as unsatisfactory will require support from senior managers in planning and carrying out the necessary actions to effect improvement. This may involve working alongside other staff or agencies in or beyond the school.