SEF Summary 2021



Quality of Leadership and Management

Quality of Education

Quality of Behaviour and Attitudes

Quality of Personal Development including SEMH


SLT crystal clear vision and relentless pursuit of excellence, shared through the SIP

High level of staff engagement in surveys and satisfaction evidence

Excellent and robust financial management maximises impact of resources on pupil outcomes

Unique team around the child and family approach – in house multi- disciplinary team impacts on EHCP outcomes, monitored through IEP's and referral and reporting system.

Clear provision mapping in relation to level of support and intervention needed for pupils to meet potential – universal- targeted- specialist

School self -review, engagement and weekly evaluation demonstrates ambitious and aspirational practices for improvement - task planners for SLT each.

Extremely high expectations for all staff  via rigorous appraisal and monitoring systems.  Three targets, whole school, class based and personal for everyone.

Enhanced middle leadership via Lead learning teams

Clear  career progression pathway supports  continued professional development at all levels supported by needs led training.

Teaching of extremely high quality tailored expertly to individual needs – pupils well prepared for learning beyond school

Focus on mastery and generalisation of skills

Highly unique, outcome led - child centred approach to curriculum across 5 key stages – One size fits one model

Bespoke planning linked to developing meaningful skills for life – Whose learning is it anyway model - focus on individual outcomes

Exceptional expert based provision in relation to 4 areas of SEND – teams of experts support quality provision model

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

Teachers show great expertise in building on prior learning and planning next steps.

Staff teams have exceptional knowledge of pupils needs across all areas of learning and development

Pupils behave exceptionally well in lessons taking a real pleasure in their learning and that of their peers - lesson observations and learning walks

Knowledge of pupils by staff teams allows maximum engagement in learning – pupils are active participants

Staff expertly use range of teaching methods to support engagement and readiness to learn –‘ Regulate to Educate’

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

School invested in Attachment and Trauma approach resulting in pupils enhanced ability to recognise and regulate emotions


Achieved nurture accreditation

Focus on developing independence and resilience – no barrier that we are not determined to overcome – EFL, case studies, IEP independence targets, MDP

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 can be evidenced

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.

Staff excel in providing Incidental learning opportunities across all aspects of school life in relation to PSD, as well as access to a relevant and appropriate PHSE curriculum.

In depth careers preparation, tracked from Y9 with work experience in College.



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

Wellbeing Culture for All - Shared Accountability via forums and feedback

Supporting an emotionally intelligent organisation at all levels.

Comprehensive systems in place to support staff wellbeing at all levels 

Significant impact on enhanced role of Wellbeing Support Team for pupils, staff and families.

Significant investment in training to support  mental health and wellbeing – Nurture accredited

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

Whole school supervision and support model in place for all staff

Pupil Outcomes :

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

Destination led model of assessment


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


Destination led model of assessment ensures effective preparation for next steps




 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

School noted for its huge impact on outcomes for CLA

Quality of Safeguarding:

Culture of risk management and awareness in place

‘Safe Children Achieve and thrive’

High quality training ensures staff address concerns effectively

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

 FOCUS  2020-2021

Re-engaging the whole school community to support emotional mental health and wellbeing.


Whole School Systems to support staff wellbeing and engagement are updated and reviewed for IMPACT


Middle leaders can evidence IMPACT on learner outcomes via effective leadership of their learning teams

High quality teaching re-establishes the key skills of engagement , readiness for learning independence and social interaction via the recovery curriculum


Challenging behaviour and emotional dysregulation is addressed as a learning need via targeted interventions - "regulate to educate“

Linked to Trauma and attachment aware approach


The new PHSE/SRE/E Safety curriculum is embedded across school to support the development of all pupils Personal , Social , Emotional  Mental Health  and wellbeing.



Continuation Target: Middle Leaders accountable for pupil progress and team performance

4. Systems in place to develop a culture of psychological safety.  Staff able to:

  • Give and receive feedback
  • Actively participate
  • Offer appropriate challenge

In relation to school improvement and professional development.

1. Curriculum focus reviewed to ensure teaching and learning focuses on generalisation and mastery of relevant functional skills across home, school and the community.

2. Review assessments undertaken to develop more impact based and streamlined individual assessment pathways

Holistic Approach to Attachment and Trauma Implemented via 3 tier provision model to support our "Regulate to Educate" philosophy (linked to Leadership and Management)

1. Staff using emotion coaching to support co-regulation leading to increased self-regulation

2. Pupils begin to use emotional literacy vocabulary and recognise, label and manage emotions - systems to support this are consistent across school


Strategic Lead:

Rachel Kay

Monitored via :

School Improvement plan, Self- Evaluation Committee , Appraisal , Advisor visits



Evidence Base-Key Performance Indicators:

Staff Survey / Advisor Reports

See updated SEF Section 1 and School Improvement Plan  

Strategic Lead:

Helen Smith

Monitored via :

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


Evidence Base-Key Performance Indicators:

Advisor reports / lesson observations / external validation

Tracking of progress data in relation to ECHP – IEP outcomes

Lead learning teams action planning and progress tracking

See updated SEF Section 2 and School Improvement Plan 

Strategic Lead:

Corinne Spear  

Monitored via :

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


Evidence Base-Key Performance Indicators:

Data analysis shows reduced incidents / case studies

MDP referral system and impact of interventions

See updated SEF Section 3 and School Improvement Plan 

Strategic Lead:

Carole Hodgson /Jacki Johnson

Monitored via :

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

Evidence Base-Key Performance Indicators:

MDP referral system and impact of interventions

Case studies / parental feedback and surveys

See updated SEF Section 4 and School Improvement Plan 

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