1. How will we decide if we are ready?
Use the Challenge Award Framework as an audit tool to evaluate your practice against the criteria. If you meet about 90% of the criteria and have action planned for the rest then consider applying. Ensure that The Challenge Award and the commitment to support AGT pupils is a whole school undertaking.

All schools should have the following minimum grades from a Section 5 Ofsted or Independent Schools Inspectorate report within the last three years.

• Overall Effectiveness: Grade 1 or 2
• Teaching and Learning: Grade 1 or 2
• The Quality of Provision: Grade 1 or 2
• Achievement and Standards: Minimum of grade 3 (generally Awarded schools achieve) a grade 1 or 2
• All progress measures should generally show a year on year upward trend

If it is over three years since your last inspection then your SEF (Self Evaluation Form)  should show a minimum of grades, as above, and be verified by your School Improvement Partner.

2. Should we apply if our school has been identified as a National Challenge School?
You will also need to demonstrate that the school secure conversion rates at least in line with or better than standards achieved at the end of Key Stage 2 at Key Stage 3; and the same with conversion rates from Key Stage 3 to 4. You will also need to demonstrate that the school is on track in that year to exceed the current DCSF ‘floor target’. Refer closely to the criteria of Element 3 to support your planning and self evaluation. Also see FAQ 1.

3. Standards and Achievement are graded as a 3, should we apply?
It is unlikely that your grade for Overall Effectiveness will be a one or two if the overall grade for Standards and Achievement is 3. However in a minority of schools this can be the case.  Expectations for Assessment are that monitoring and tracking is robust and should show that the majority of inclusion groups, particularly the G&T inclusion group, are achieving in line / better than age related expectations and that these pupils are also making expected / better than expected progress. For any inclusion groups that are not making expected progress you will need to demonstrate to the Assessor that the school has put in place appropriate and robust intervention measures that are starting to have a positive impact.  If you are unsure contact NACE directly for further advice.

4. What’s involved in the Assessment?
The assessment process occurs in two stages, scrutiny of the portfolio and an assessment day at your school. The Scrutiny of the portfolio will occur at least 3-4 weeks in advance of the Audit day. For more detail click here

5. How big is the Assessment team?
This should be no larger than your Challenge Award folder. You will also be asked to also submit your School Development Plan and Prospectus. Make sure you include evidence that shows that you have audited your practice against the criteria of the Framework and check that the evidence meets the Challenge Award requirements for each Element. Please refer to the summary of Elements in the introductory section of your Challenge Award file and ‘Applying for Assessment’ to find out more.

6. How big should the portfolio be?
This should be no larger than your Challenge Award folder. You will also be asked to submit your School Development Plan and Prospectus. Make sure that you include evidence which shows that you have audited your practice against the criteria of the Framework and check that the evidence for each meets the Challenge Award requirements for each Element. See the summary of Elements in the introductory section of your Challenge Award file.

7. What kind of evidence should we include?
The assessors will want to see evidence that demonstrates policy into practice and how that practice is monitored and evaluated. Ensure that the portfolio contains 'real' documents not templates or illustrative evidence. The assessors will want to see documents that are in use such as annotated plans, notes from staff meetings etc.

8. How should we organise the portfolio?
You will need to include evidence for each of the criteria. It is useful to collate the evidence under each element and sub element but make use of cross referencing to save repetition within the portfolio. It can also be useful to 'signpost' evidence to direct the assessor's attention.

9. What happens on the Audit Day?
Exact timings are agreed with the school but an assessment day has the following components carried out in this order:

8.00am Arrival and set-up
Interview with parent/s and governor/s
Lesson observations
Interviews with able pupils from each key stage
Interviews with staff
Interview with A, G and T coordinator
Team meeting and work scrutiny
Feedback to Headteacher
4.30pm Close

Top Tips:

• Get detailed advice about portfolios from Challenge Award Supporting Document 18 on 'Guidance Document on Evidence Gathering'
• Use the 'What is Good Teaching and Learning?' matrix (Challenge Award Supporting Document 1) as a benchmarking tool. Cross-reference your own tools for evaluating teaching and learning against it.
• Ensure that evidence is included from across the school to illustrate that this is a whole school undertaking
• Book a NACE 'Pre-Assessment' visit through our CPD services (contact cpd@nace.co.uk)

Challenge Award Supporting Documents 1 and 30 are available to Challenge Award website subscribers. Click here to subscribe.