Self-Evaluation Form

Inclusion is a process and is not developed overnight. The Inclusion Team will need to develop a clear time plan for developing greater inclusive activities over the forthcoming year. This information will need to be int rated into the school Self-Evaluation Form (SEF). 

The strategy will involve extensive consultation with staff pupils, parents and other stakeholders which will provide useful evidence for the completion of the school Self-Evaluation Form. 

This chapter looks at how measuring and evaluating the effectiveness and impact of your inclusion strategy and policy is an essential part of making inclusion happen. Self-evaluation is now key to the new OFSTED inspection framework. Shorter inspections will mean a much greater focus on the ability of schools to undertake effective self-evaluation. A range of self-evaluation approaches and tools are considered, and advice is offered on how to complete Self-Evaluation Forms. 

Schools are expeaed to complete a Self-Evaluation Form which they should keep up to date. This will be downloaded by inspectors prior to the inspection. 

Evaluating a team is different from evaluating an individual, and it involves two levels of review. The first is to evaluate the overall team success. Then you need to look further to determine the role that each individual team member played in attaining that success. One way you can achieve the second step is to ask the team members to complete both a self-evaluation and an evaluation of each team member. This does not need to be a lengthy evaluation. See Appendix A for an example of an evaluation form that can be used for review of individual team members. 

Keep it simple. The self-evaluation strategy must be manageable within the school and build on existing effective practices. All too often, self-evaluation or monitoring strategies are imposed on staff with little or no explanation. This can cause resentment and stress, especially if they involve a lot of mindless form filling with little or no discernable outcome. The key questions should be ... 

The Office for Standards in Education provides extensive guidance as to how to complete an SEE and schools can log on to its website www.ofsted.gov.uk to complete an interactive form online There are SEF templates for a variety of schools, for example nursery, primary, secondary, special, together with guidance on how to complete these. There are also examples of approaches and case studies which schools have used to approach the completion of SEFs. The guidance contained in the document A New Relationship with Schools Improving Performance through School Self-Evaluation (OFSTED, 2004) is particularly helpful. The main headings which should be included in the SEF are as follows ... 

As mentioned in Section 2, the CPs of solids have to be calculated on the quasi-particle scheme. In order to calculate the quasi-particle states, non-local and energy-dependent self-energy in Equation (13) must be evaluated in a real system. In practice, the exact self-energy for real systems are impossible to compute, and we always resort to approximate forms. A more realistic but relatively simple approximation to the selfenergy is the GWA proposed by Hedin [7]. In the GW A, the self-energy operator in Equation (12) is... 

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