SEF Summary



Quality of Leadership and Management

Quality of Education

Quality of Behaviour and Attitudes

Quality of PSD


‘Continuous Improvement is better than delayed perfection ‘

SLT crystal clear vision and relentless pursuit of excellence - we are a restless school

Inspirational approach to develop school community using creative approaches

Recognised by external agencies and parents as forward thinking and meeting needs of children and families to thrive and succeed

Embedded systems to support continuous improvement and engagement forum

Vision shared by all stakeholders

School self -review, engagement  and evaluation demonstrates ambitious and aspirational practices for improvement

Extremely high expectations  via rigorous appraisal and monitoring systems at all levels

Enhanced middle leadership via Lead learning teams

Investment in ongoing cycle for PD all levels-Inbuilt career stage development – workforce investment


Let them find the answers for themselves – where success is judged in how well we stand back

Teaching of extremely high quality tailored expertly to individual needs

Highly unique, child centred approach to curriculum across 5 key stages building on previous skills and based around outcomes and next steps. – One size fits one model – focus on independence and mastery of skills- review and updates to reflect needs

Exceptional provision in relation to 4 areas of SEND – underpins all provision

Staff exceptionally knowledgeable  about learning needs of students- using child centred approach – significant buy in

Ground breaking work in relation to specialist provision eg. talk tools, sign-along- unprecedented gains

Teachers show great expertise in building on prior learning and planning next steps. All staff now developing expertise in this area

Staff excel in providing Incidental learning opportunities across all aspects of school life esp in relation to PSD


Developing self- regulation and control is the key to effective engagement and embedded learning ‘

Empowering pupils and families to Thrive

Exceptional progress in communication and interaction – year on year – focus on individual pupil’s voice

Observations show the overwhelming majority of pupils behave exceptionally well in lessons taking a real pleasure in their learning and that of their peers.

Staff expertly use range of teaching methods to support engagement and readiness to learn

Proactive approach to behaviour management and self -regulation has resulted in dramatic drop in incidents of RPI


‘ Never do for a student something they have a chance to do for themselves’

Focus on developing independence and resilience – no barrier that we are not determined to overcome – testimonials

Pupils make outstanding personal gains – above and beyond expectations- evidence reduce levels of staffing over time

Personal success stories are overwhelming and truly life changing – whole family impact

Resilience of older students surpasses expectations in relation to mainstream peers – case studies

Core values and ethos shine through in all aspects of work – children’s health and wellbeing at the centre including pupil voice

Exceptional success rate in pupils transferring from other settings- case studies evidence impact

Emphasis in all aspects of learning on developing independence, resilience and emotional regulation.




High level of challenge in evidence from GB

Outstanding support and knowledge base of governing body

Relevant skills to offer robust, effective  challenge and support – self- motivated to improve school

Wellbeing Culture for All

Focus on developing culture of healthy challenge and feedback . OFI

Supporting an emotionally intelligent organisation at all levels

Comprehensive systems in place to support staff wellbeing at all levels and enhance engagement and performance – 3 tiered approach to ensure buy in 

Significant impact on enhanced role of Wellbeing Support for pupils ,staff and families – ground breaking  TAF 

Significant investment in training to support  mental health and wellbeing – nurture school approach

All visitors to school comment on the overwhelming sense of school being a happy , welcoming environment

Whole school supervision model in place for all staff


Outcomes :

Bespoke assessment pathways measuring what matters – ensures success that is valued and linked to EHCP outcomes


Specialist Provision :

Outstanding early years provision – excellent preparation for school life –core areas

Innovative Outcome/destination led life skills curriculum for our FE students – moving into adulthood- Highly experienced and qualified school -based transition worker



Parental Support and Engagement :

Ongoing and evolving opportunities for parent training

Hugely innovative pastoral support team- support family wellbeing and engagement – TAF culture embedded- impacting  LT outcomes

Unique Early support and intervention model  via in house multi agency referral panel ensures families cope better and outcomes improve quickly

Parents feel engaged and supported – overwhelmingly positive results from survey/feedback – LPPA /Wellbeing award

School noted for its huge impact on outcomes for CLA

Quality of Safeguarding :

‘Safe Children Achieve and thrive’

Safeguarding for all is golden thread running through all aspects of our work- staff highly attuned to attitude of healthy challenge

Pastoral support ensures rapid response /early intervention

DSL offer robust challenge to secure appropriate external support -persistence



Ofsted Action – Year 3

‘ Middle leaders understand and meet their roles fully and are accountable for implementing change’


Everyone in school can understand and articulate INTENT and IMPACT of our curriculum ( year 2 of 3)

Pupils’ Target  :

Pupils have regular opportunities in lessons/across day to get stuck and persist in finding solutions (enquiry- based learning)

‘ I will learn it is okay to get things wrong and try again


The new curriculum shows meaningful functional and embedded learning

Staff at all levels can effectively measure , show and explain this IMPACT

Ongoing Phase 2 : Embed and Sustain

Continue to embed proactive positive behaviour support

Pupils own their behaviour and develop character and resilience

Phase 2 : Embed and sustain

Pupil voice is enhanced via the use of a range of augmentative communication methods – so each child has access to the best means to communicate

Phase 2 : Embed and sustain

Effective systems are embedded to support pupil wellbeing and resilience


Strategic Lead:

Rachel Kay / Keith Kirby

Monitored via :

School improvement plan, Self- Evaluation Committee , Appraisal , Adviser visits

Evidence Base-KPI  and Impact :

Lines of leadership and management transparent – outcomes relating to school improvement achieved

Staff clear about expectations and how to achieve improved practice

Impact is clear and measurable – governors knowledgeable about school improvement


Staff Survey / Advisor Reports

See updated SEF Section 1/SIP

Strategic Lead:

 Paula Barlow / Graham Robinson

Monitored via :

Lesson observations, lesson study, Appraisal , Advisor visits, visits by lead governor, Self – Evaluation committee

Evidence Base- KPI and Impact :

Observations show staff  supporting effective learning and progress

Observations show pupils are engaged in their learning and know what to do to improve

Staff use outdoor spaces effectively to enhance learning



Advisor reports/ lesson observations/ external validation

See updated SEF Section 2/SIP

Strategic Lead:

Karen Wells

Monitored via :

Termly tracking and intervention , robust data analysis ,target setting and intervention , progress files, Health and Safety Committee

Evidence Base-KPI  and Impact :

Pupils make clear progress against outcomes set

Pupils know what they have to do to improve their learning

Pupils show pride in their own and others successes

Dialogue between staff is effective in ensuring pupils move forward in their learning

Data analysis shows reduced incidents/ case studies

See updated SEF Section 3 /SIP

Strategic Lead:

 Carole Hodgson /Jacki Johnson

Martin Casewell/Julia Johnson

 Monitored via :

IEP targets, incident data, case studies, safeguarding audit , visits from Lead governor, Self – Evaluation committee , awards framework

Evidence Base KPI -and Impact :

IEP targets met, behaviour targets met, evidence of increased independence , parents comments reflect changes , 

Pupils develop self -esteem and resilience/ Pupils are able to act with increasing independence

Positive impact on learning and progress and engagement


Case studies / parental feedback/

See updated SEF Section 4/SIP

Mayfield School and College, Gloucester Road, Chorley, Lancashire PR7 3HN