How well is the school led and managed?

• how efficiently and effectively the headteacher and key staff lead and manage the school, promoting high standards and effective teaching and learning;
• how well the governing body fulfils its statutory responsibilities and accounts for the performance and improvement of the school;
• how effectively the school monitors and evaluates its performance, diagnoses its strengths and weaknesses and takes effective action to secure improvements;
• the extent to which the school makes the best strategic use of its resources, including specific grants and additional funding, linking decisions on spending to educational priorities;
• the extent to which the principles of best value are applied in the school's use of resources;
• the adequacy of staffing, accommodation and learning resources, highlighting strengths and weaknesses in different subjects and areas of the curriculum where they affect the quality of education provided and the educational standards achieved.

• leadership ensures clear direction for the work and development of the school, and promotes high standards;
• the school has explicit aims and values, including a commitment to good relationships and equality of opportunity for all, which are reflected in all its work;
• there is rigorous monitoring, evaluation and development of teaching;
• there is effective appraisal and performance management;.
• the school identifies appropriate priorities and targets, takes the necessary action, and reviews progress towards them;
• there is a shared commitment to improvement and the capacity to succeed;
• governors fulfil their statutory duties in helping to shape the direction of the school and have a good understanding of its strengths and weaknesses;.
• educational priorities are supported through careful financial management;
• good delegation ensures the effective contribution of staff with management responsibilities;
• effective use is made of new technology, including information and communications technology (ICT);
• specific grant is used effectively for its designated purpose(s);
• the number, qualifications and experience of teachers and support staff match the demands of the curriculum;
• the accommodation allows the curriculum to be taught effectively;
• learning resources are adequate for the school's curriculum and range of pupils;
• there is effective induction of staff new to the school and the school is, or has the potential to be, an effective provider of initial teacher training;
• the best value principles of comparison, challenge, consultation and competition are applied in the school's management and use of resources.