How to Write Your Ofsted Self-Evaluation Form (SEF)

The Ofsted self-evaluation form, or SEF, is one of those documents that sits open on a manager's laptop for months. Some settings treat it as a box-ticking exercise; others use it as the backbone of their improvement cycle. The difference is usually the structure.

A strong SEF is honest, evidence-based and focused on impact. It is not a marketing document. Inspectors read it before they arrive, and they will test whether what you have written matches what staff say and what children experience on the day.

What the SEF is really for

Under the Education Inspection Framework (EIF), Ofsted wants to see that you know your setting's strengths and weaknesses and that you are acting on them. The SEF is your chance to show that self-awareness before the inspector walks through the door.

It should answer three questions:

1. What are you trying to achieve for children?
2. How do you know whether you are achieving it?
3. What are you doing to improve?

If your SEF does not address all three, it is not finished.

A simple SEF structure

Use the same headings as the EIF so an inspector can move straight from your SEF to their inspection handbook.

### 1. Quality of education

• What is your curriculum intent? What do you want children to know, do and remember?
• How is it sequenced? Do activities build on what children already know?
• How do you assess progress without over-burdening staff?

Keep this practical. "We follow children's interests" is not enough. Say what that looks like in your rooms and how you make sure no child misses out on key learning.

### 2. Behaviour and attitudes

• How do children behave most of the time?
• How do staff support children who struggle to manage their behaviour?
• What do you do when attendance or punctuality slips?

Be honest. If behaviour is a current priority, say so — and say what you are doing about it.

### 3. Personal development

• How do you teach children to be kind, confident and independent?
• What do you do for children with SEND, EAL or disadvantaged backgrounds?
• How do you support children's wider development, including oral health, physical activity and emotional literacy?

### 4. Leadership and management

• What are your main improvement priorities this year?
• How do you check that safeguarding is effective?
• How do you develop staff and manage workload?

This is where inspectors look for a clear line from your priorities to your actions.

Turning weaknesses into strengths

Do not hide weaknesses. Inspectors expect to see them. What they want is evidence that you have identified them accurately and are making progress.

Write it like this:

• **The issue:** "Baseline data showed that children with EAL were entering the nursery with lower vocabulary scores than their peers."
• **The action:** "We introduced a vocabulary-rich environment, increased adult modelling, and tracked progress termly."
• **The impact:** "By summer, the gap had narrowed and children were using new vocabulary in their play."

Impact is the part most SEFs miss. Without it, you are just listing actions.

Evidence to keep nearby

You do not need to attach everything to the SEF, but you should be able to point to:

• Summative assessment data
• Progress checks for key groups, including SEND and disadvantaged children
• Staff training records and supervision notes
• Parent feedback and complaints log
• Attendance and lateness patterns
• Safeguarding audits and SCR checks

How often to update it

Little and often beats a yearly panic. Review one section each half term and update the impact box whenever you have fresh data. The SEF should feel like a live document, not a museum piece.

A good SEF does not claim perfection. It claims that you know your setting well and are working on the right things.