ABSTRACT
Successful self-evaluation should be guided by a framework that communicates desired outcomes along the path to consistently improving Relationships and Sex Education (RSE) provision and is clear in its aims for developing practice. When the development plan has been agreed and key standard areas of need addressed, the plan will roll out for delivery. Support around planning and resourcing will be needed. It may be an idea to explore schemes of work and training for the staff to access. Most models of self-evaluation present it as a cycle, like a review or audit, taking place at a given time, with planning, data collection, analysis, presentation of findings and agreeing next steps in a set time frame throughout the school year. If the impact of statutory RSE is to have real influence on the outcomes and life chances of the learners then inspections will need proportional focus on RSE.
