The following describes key characteristics at each of six levels.
An evaluation of excellent will apply to performance which is a model of its type. The outcomes for children and young people and the wider community along with their experience of provision will be outstanding and sector-leading. An evaluation of excellent will represent an outstanding standard of performance across care and education which will exemplify very best practice and is worth disseminating beyond the service or sector. It will imply these very high levels of performance are sustainable and will be maintained.
An evaluation of very good will apply to performance characterised by major strengths. There will be very few areas for improvement and any that do exist will not significantly diminish the experience of children and young people and the wider community. While an evaluation of very good will represent a high standard of performance, it is a standard that should be achievable by all. It will imply that it is fully appropriate to continue the service provision without significant adjustment. However, there will be an expectation that practitioners in residential special schools and secure accommodation services will take opportunities to improve and strive to raise performance to excellent.
An evaluation of good will apply to performance characterised by important strengths which, taken together, clearly outweigh any areas for improvement. An evaluation of good will represent a standard of performance in which the strengths have a significant positive impact. However, the quality of outcomes and experiences of children and young people will be diminished in some way in either or both care and education by aspects where improvement is required. It will imply that the service should seek to improve further the areas of important strength, but take action to address the areas for improvement.
An evaluation of adequate will apply to performance characterised by strengths, which just outweigh weaknesses. An evaluation of adequate will indicate that children and young people have access to a basic level of service. It represents a standard where the strengths have a positive impact on the experiences of children and young people. However, while the weaknesses will not be important enough to have a substantially adverse impact, they will constrain the overall quality of outcomes and experiences. It will imply that practitioners in the sector should take action to address areas of weakness which may be evident in either or both care and education, while building on strengths.
An evaluation of weak will apply to performance which has some strengths but where there will be important weaknesses. In general, an evaluation of weak may be arrived at in a number of circumstances. While there may be some strengths, the important weaknesses, either individually or collectively, are sufficient to diminish the experiences of children and young people in substantial ways. It may imply that some children and young people may not have their needs met or be left at risk unless action is taken. It will imply the need for structured and planned action on the part of the service. It will almost always mean that there are weaknesses across both care and education.
An evaluation of unsatisfactory will apply when there are major weaknesses in performance in critical aspects requiring immediate remedial action. The outcomes and experiences of children and young people will be unsatisfactory in significant respects. In almost all cases, practitioners responsible for provision evaluated as unsatisfactory will require support from senior managers in planning and carrying out the necessary actions to effect improvement. It may also mean that senior managers require support to manage more effectively. This may involve working alongside other staff or services. Urgent action will be required to ensure the children and young people have their needs met across both care and education.
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