Session title: Implementing Live Self Assessment

A new paradigm: easy, transformational self assessment


Details at the foot of the page.

Information for event organisers

In this follow-on session to Preparing for Live Self Assessment, staff begin to produce a Quality Standard to replace the inspection framework as the core of the self-assessment process.

The Quality Standard

The Quality Standard will represent the ‘gold standard’ intended impact of a provider’s work and is produced through a series of carefully choreographed activities and debates. Delegates identify not only the key areas and elements of what they do now, but clearly articulate how provision would look if it were outstanding: representing the ideal learner’s journey.

Once the framework of the Quality Standard has been tested and edited, delegates then go on to define the precise impact they want to have for every aspect of provision.

Providers may wish to stop at this point in the process. They will now have a complete Quality Standard against which to carry out traditional, historical self assessment. Front-line staff will no longer have to ‘interpret’ an inspection framework, or cast around for their strengths and weaknesses. Instead, for each element in the Quality Standard, they will simply ask themselves:

  • What evidence do we have of our impact on learning?
  • What is our judgement about the level of this impact?
  • What effective practice can be learnt from and shared?
  • What are the key issues or ‘howevers’ that prevented us achieving our full impact?

This process is smoother, more intuitive, than traditional self assessment, and staff feel they are writing for themselves rather than for others. However, whilst this will undoubtedly be a far more effective form of historical self assessment, for it to be transformational we need to move on to the next stage.

The Implementation Plan

In this next stage, delegates produce Implementation Plans for key aspects of provision. This process begins by determining how the intended impact will be measured (using hard data or professional judgement), the most appropriate period over which to implement improvement actions, and the milestones needed along the way.

Only when the intended impact and monitoring indicators are complete can delegates begin the most creative part of self assessment: the innovative actions they will use to produce the impact they’ve so carefully defined. Borrowing from the HoT2 session, staff use Maslow’s work on Peak Experience and Csikszentmihalyi’s work on Optimal Flow to understand and plan for immersive learning experiences which fully engage learners and produce memories that last a life time.

With a complete set of Implementation Plans in place, staff will never have to produce a development plan from scratch again.

  • ‘Issues’ will simply be intended impact that was not achieved.
  • SMARTI targets will be unchanged from the Implementation Plans.
  • ‘Actions’ may require only minor alterations.

Publicity information for potential delegates

Did you know that poor retention rates can never be considered an ‘issue’ and that improvements in success rates should never be used to monitor your improvement actions? And do you know why so many staff find it hard to write SMART targets?

To find out why and to look at a system that may fundamentally change your approach to quality, come along to the Live Self Assessment session – it’s all about your day job and creativity…

These sessions will enable delegates to:

  • apply Live Self Assessment
  • create a detailed vision for outstanding education
  • use learning-level data
  • understand the key issues with development plans
  • produce a series of transformational Implementation Plans.

What the delegates say

  • ‘We feel that drawing this (quality standard) up ourselves rather than having it thrust upon us has given us much more understanding and a feeling of ownership.’
  • ‘A Road to Damascus experience.’
  • ‘No more written narrative – just judge myself against the ‘gold standard’.’

Workforce Training

  • ‘Moving from black and white to Technicolor.’
  • ‘A journey into the unknown (or rather something I thought I knew but actually didn’t). My head is spinning with ideas.’
  • ‘I’ve walked around the mammoth with my knife and fork and I’ve a good idea how I’m going to eat it, although I’ve decided my cutlery is not fit for purpose.’

North Hertfordshire College

  • ‘Empowering.’
  • ‘Thinking about the end goal and reverse engineering the actions.Refreshing!’
  • ‘The journey to excellence.’

Harrow College

Why not see what other providers said about this training? Click here, then ‘Filter by session’, and select the title for an overview of providers’ feedback. You may then wish to ‘Filter by provider’ to see further details of the impact it has had on individual staff. These comments can be invaluable when generating curiosity about forthcoming training.

Duration (Indicative outline for guidance only)

Step 1: Introduction and process mapping the Quality Standard framework 1 to 2 days
Step 2: Editing of the framework (provider coordinator and editor only) 1 day
Step 3: Review of the emerging framework
Step 4: Defining the intended impact 1 to 2 days
Step 5: Editing of the impact text (provider coordinator and editor only) 1 to 2 days
Step 6: Implementation planning 1 to 2 days input, then work in teams


To discuss your requirements in detail, please phone or drop us a line.