Self-Evaluation Writing Scaffold

This is a thinking tool, not a storage tool. It uses AI-generated prompts to help you shape evaluative writing as you go. Nothing you enter here is saved — copy your finished text into your school's own recording system.
Which method did you use?
Data and insights
Analysing quantitative data, surveys and trends to test patterns and ask better questions
Record keeping
Reviewing records and systems for quality, completeness and what they reveal
Learning walks
Observing teaching, learning and the school environment to understand what pupils and staff experience
Focus groups
Structured conversations — understanding the school from the inside, what observation and data cannot capture
Work reviews
Reviewing pupils’ work to understand how the curriculum is enacted over time
Individual support plans
Reviewing planning for individual pupils — SEND, pastoral support and pupil premium — for precision and impact
Strategic plans
Reviewing strategic planning documents for coherence, ambition and alignment between intent and practice
Professional reflections
Drawing on leaders’ situated knowledge and daily experience — treating what you see, hear and sense as evidence to be tested
Learning walks — what was the focus?
Climate and culture
Behaviour, ethos and the feel of the school
Leadership priorities
How leaders’ intent lands in practice
Curriculum and teaching
Curriculum quality and implementation
Inclusion
Provision for disadvantaged learners
Focus groups — who are you talking to?
Pupil focus group
Structured conversations with pupils about their experience of school
Staff focus group
Structured conversations with staff about practice and culture
Pupil focus group — what was the topic?
Safety and safeguarding
Whether pupils feel safe and supported
Behaviour and relationships
How pupils relate to each other and adults
Attitudes to learning
Effort, engagement and learning habits
Achievement
Pupils’ progress and outcomes
Personal development
Wider skills, character and values
Inclusion
Experience of SEND and disadvantaged pupils
School engagement
Belonging, participation and pride in school
Learning experience
How pupils experience teaching day-to-day
Reading
Reading culture, fluency and enjoyment
Transitions and future readiness
Preparation for next steps in life
Staff focus group — what was the topic?
Safety and safeguarding
Procedures, confidence and culture of safety
Behaviour and relationships
Consistency of expectations across the school
Curriculum leadership
How curriculum intent reaches the classroom
Workload and wellbeing
Staff experience and sustainability
School priorities
Awareness of and confidence in leadership direction
Inclusion
How well the school supports all learners
Curriculum and teaching
Professional knowledge and classroom confidence
Professional development
Quality and impact of CPD
Culture and climate
Morale, trust and professional environment
Early career experience
Support and development for early career teachers
Prompts for thinking
Questions to shape what you notice and attend to
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Your evaluation
What is happening? → How good is it? → Why is it this way? → So what?
Get AI feedback
Copies your writing with a structured prompt — paste into any AI tool to get feedback on how evaluative your writing is. It can be useful for noticing patterns in your writing over time. Take the response with a pinch of salt: the AI doesn't have the full context of what you observed, and its suggestions won't always apply.