EEQM Framework

1.0 LEADERSHIP
INTERNAL AUDIT V1.0, 2018
Excellent leaders develop and facilitate the achievement of the mission
and vision. They develop organisational values and systems required for
sustainable success and implement these via their actions and
behaviours. During periods of change, they retain a constancy of
purpose. Where required, such leaders are able to change the direction
of the organisation and inspire others to follow

1.0 LEADERSHIP
THE LEADERSHIP CATEGORY FOCUSES ON THE ORGANISATION’S LEADERSHIP, MISSION, VISION AND VALUES,
GOVERNANCE SYSTEM AS WELL AS RESPONSIBILITY TO THE COMMUNITY AND THE ENVIRONMENT
1.0 Leadership – Internal Audit V1.0 ©The Federation for School Improvement 2018
CONTENTS PAGE
1.0 SENIOR LEADERSHIP
1.1 Development of Vision and Mission 1
1.2 Continuous Improvement of Management Systems 2
1.3 Leadership and External Relations 3
1.4 Leadership and Motivation
1.4.1 Leadership and Motivation – Communication 4
1.4.2 Leadership and Motivation – Continuous Professional Development 5
Auditor Guidance – Senior Leadership 6
1.5 Organisational Culture
1.5.1 Organisational Culture – Learning 7
1.5.2 Organisational Culture – Equal Opportunities 8
Auditor Guidance – Organisational Culture 9
1.6 Governance and Social Responsibility
1.6.1 Governance and Social Responsibility – Safeguarding 10
Auditor Guidance - Safeguarding 11
1.6.2 Governance and Social Responsibility - Disadvantaged Pupils 12
1.6.3 Governance and Social Responsibility - British Values 13
1.6.4 Governance and Social Responsibility - Pupil Premium Funding 14
1.6.5 Governance and Social Responsibility - Radicalisation and Extremism 15
Auditor Guidance - Governance and Social Responsibility 16

1.0 LEADERSHIP
1.1 DEVELOPMENT OF VISION AND MISSION
The organisation has developed and articulated the mission, vision and values which align with the vision and mission of the institution,
and guide the decision-making of the organisation at all levels
INADEQUATE PROCESS
REQUIRES
IMPROVEMENT
PROCESS GOOD PROCESS OUTSTANDING PROCESS
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Capacity for securing
further improvement is
poor and the
improvements leaders
and governors have
made are
unsustainable, have
been implemented too
slowly or are overly
dependent on external
support.
Leaders are not doing
enough to tackle poor
teaching, learning and
assessment, which
significantly impairs the
progress of pupils,
especially those who
are disadvantaged, or
who have special
educational needs
and/or disabilities
The vision and mission
are not defined, or are
so general that they do
not guide the work of
the organisation.
The activities are
disconnected and/or
without relation to the
policies defined by the
governing board.
The operations depend
on the will of the
individuals who carry
them out.
Leadership and
management are
not yet good.
The management has
defined the vision and
mission of the
organisation.
The vision and
mission is explained to
the staff, but not
necessarily
operationalised.
The values are
defined, but are vague
or are not
systematically agreed
on by the staff.
There are no follow-up
procedures in place.
Leaders and
governors are
ambitious for all pupils
and promote
improvement
effectively.
Leaders set high
expectations of pupils
and staff.
The vision, mission
and values are linked
to these expectations.
Leaders lead by
example to create a
culture of respect and
tolerance.
The positive
relationships between
leaders, staff and
pupils support the
progress of all pupils
at the school.
The vision, mission
and values are
communicated to, and
approved by, the
management of the
institution.
There is wide
consensus on the
definition of goals,
thus making it easier
to carry out the
associated tactics and
actions and build
strategic partnerships.
Processes defining
and implementing the
vision, mission and
values are reviewed
and readapted
regularly.
The vision and
mission of the school
has been
communicated widely
and supported by
stakeholders
Leaders and governors have
created a vision, mission
and culture that enables
pupils and staff to excel
They are committed
unwaveringly to setting high
expectations for the conduct
of pupils and staff.
Relationships between staff
and pupils are exemplary.
The vision and mission of
the school provides a culture
that embodies this.
Leaders and Governors
focus on consistently
improving outcomes for all
pupils – but especially for
disadvantaged pupils. They
are uncompromising in their
ambition.
Leaders and Governors
have a deep, accurate
understanding of the
schools’ effectiveness
informed by the views of
pupils, parents and staff.
They use this to keep the
school improving by
focusing on the impact of
their actions in key areas.
The formulation of the
vision and mission is
performed by the
management of the
organisation and by the
governing board.
The organisation has
achieved and sustained
outstanding levels of
performance that meet or
exceed the expectations
of all their stakeholders
Senior leaders may
personally communicate
the organisation’s
mission, vision and
values through their
involvement in
employees’ performance
reviews and appraisals,
learning and
development, and
recognition.
The adaptation of values
is assumed to be
essential and obligatory.
The definition and
establishment of the
vision and mission serve
as a reference point for
other educational
institutions
Page 1

1.0 LEADERSHIP
1.2 CONTINUOUS IMPROVEMENT OF MANAGEMENT SYSTEMS
The management of the organisation promotes and guarantees the development, implementation, and continuous improvement of the management system
INADEQUATE
PROCESS
REQUIRES IMPROVEMENT
PROCESS
GOOD
PROCESS
OUTSTANDING
PROCESS
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The management of the organisation has not
systematically defined the management system.
The CEO/Head of School is more an administrator
of continuing education than a leader of the work
culture and business processes.
The management of the organisation possesses
the know-how and will to adapt the organisational
structure and the management system to function
effectively.
As a consequence, the management promotes the
adaptation of a management system to the work of
the staff of the organisation.
The management carries out a systematic follow-
up of the key results of the organisation,
communicating and discussing the results
achieved with the work teams.
Improvements and innovations are promoted
The organisation is regarded as an important
instrument in achieving the targets of the institution
by the governing board.
The Management and Leadership Model of the
organisation is a reference for other organisations.
It functions properly from the point of view of
different internal and external factors.
The management is invited to conferences and
events to explain their model for the management
of the continuing education organisation
Page 2
Page 16

2.0 CUSTOMERS
Excellent organisations comprehensively measure and achieve
outstanding results with respect to their customers. The Customer in
this case is the student and their parent/carer. Elements include creating
sustainable customer value, and helping learners to develop and expand
skills and competencies.

2.0 CUSTOMERS
The Customers category focuses on how the organisation understands market and customer requirements,
and future trends to build relationships with customers and create superior customer experiences
2.0 Customers – Internal Audit V1.0 ©The Federation for School Improvement 2018
CONTENTS PAGE
2.0 CUSTOMERS
2.1 Customer Requirements 2
2.2 Customer Experiences 3
2.3 Customer Satisfaction 4

2.0 CUSTOMERS
The Customers category focuses on how the organisation understands market and customer requirements,
and future trends to build relationships with customers and create superior customer experiences
2.0 Customers – Internal Audit V1.0 ©The Federation for School Improvement 2018
2.1 CUSTOMER REQUIREMENTS
The school fully understands the pupil’s current and future requirements. The market and customer requirements have been identified in strategic plans
INADEQUATE PROCESS REQUIRES
IMPROVEMENT
Pupils’ lack of engagement,
persistent low-level and/or
high-level wilful, disruption,
contribute to reduced
learning and/or disorderly
classrooms.
A significant minority of
pupils show a lack of respect
for each other or staff and a
lack of self-discipline. Pupils
ignore or rebut requests
from teachers to moderate
their conduct. This results in
poor behaviour around the
school.
Pupils show negative
attitudes about the value of
good manners and
behaviour as key factors in
school life, adult life and
work.
Attendance is consistently
low for all pupils or groups of
pupils and shows little sign
of sustained improvement.
The organisation
does not
understand the
customer’s
expectations or
requirements. The
pupils’ and
parents’ voice is
not heard
There are no
systems in place to
gather information
on the customer’s
requirements or
expectations.
Parents/Carers
and pupils do not
engage with the
organisation
outside of school
hours, for example
school fete
Communication
channels between
customers and the
organisation is
inadequate.
Information is
inaccurate
Pupils’ personal
development and
welfare are not yet
good and/or behaviour
in the school is not yet
good.
The organisation is
beginning to collect
information about the
customer’s
expectations or
requirements.
However, this has not
successfully informed
strategic plans, action
plans or policies
Pupils’ and parents’
voice is not heard
Parents/Carers and
pupils do not engage
with many of the
organisation’s out of
hour activities, for
example school fete
Communication
channels between
customers and the
organisation is variable,
with information being
inaccurate
Pupils are confident
and self-assured. They
take pride in their work,
their school and their
appearance.
Pupils’ attitudes to all
aspects of their learning
are consistently
positive. These positive
attitudes have a good
impact on the progress
they make.
Pupils show respect for
others’ ideas and views.
Pupils value their
education. Few are
absent or persistently
absent. No groups of
pupils are
disadvantaged by low
attendance. The
attendance of pupils
who have previously
had exceptionally high
rates of absence is
showing marked and
sustained improvement
The organisation
fully understands the
customer’s
expectations and
requirements and
build loyalty
The organisation has
good listening
channels – but these
could be expanded
to fully understand
the needs and
expectations of their
customers.
The translation has
been completed of
customer information
(e.g. needs,
expectations and
potential
requirements) into
strategic plans.
Including the
inclusion of
customer information
in strategic plans,
action plans, or
policies
Pupils are confident,
respectful, self-assured
learners. Their excellent
attitudes to learning
have a strong, positive
impact on their progress.
They are proud of their
achievements and of
their school.
Pupils understand how
their education equips
them with the
behaviours and attitudes
necessary for success in
their next stage of
education, training or
employment and for
their adult life.
Pupils value their
education and rarely
miss a day at school. No
groups of pupils are
disadvantaged by low
attendance. The
attendance of pupils
who have previously had
exceptionally high rates
of absence is rising
quickly towards the
national average.
The organisation fully
understands the
customer’s expectations
and requirements and
build loyalty
The organisation’s
listening channels may
vary for different
customers. They include
customer focus groups,
interviews with
customers, customer
feedback channels,
social media and web-
based technologies
The translation has been
completed of customer
information (e.g. needs,
expectations and
potential requirements)
into strategic plans.
Including the
inclusion of customer
information in strategic
plans, action plans, or
policies
Page 1

3.0 STRATEGY
Excellent organisations implement their mission and vision by
developing a stakeholder-focused strategy that takes account of the
market and sector in which it operates. Policies, plans, objectives and
processes are developed and deployed to deliver strategy.

3.0 STRATEGY
The Strategy category focuses on the development and implementation of strategic plans based on the
organisation’s external environment and internal capabilities. The plans should address current and future challenges
as well as the organisation’s mission and vision
3.0 Strategy – Internal Audit V1.0 ©The Federation for School Improvement 2018
CONTENTS PAGE
3.0 STRATEGY
3.1 Stakeholder Input into Strategic Planning 1
3.2 Performance Indicator Input to Strategic Planning 2
3.3 Designing, Communicating and Validating the Strategic Plan 3
Auditor Guidance – Strategy Development 4
3.4 Implementation of Policies and Strategy and Updating the Strategic Plan 5
Auditor Guidance – Strategy Implementation 6

3.0 STRATEGY
The Strategy category focuses on the development and implementation of strategic plans based on the
organisation’s external environment and internal capabilities. The plans should address current and future challenges
as well as the organisation’s mission and vision
3.0 Strategy – Internal Audit V1.0 ©The Federation for School Improvement 2018
3.1 STAKEHOLDER INPUT INTO STRATEGIC PLANNING
The needs and expectations of stakeholders (teachers, learners, companies, organisations, staff and society) are taken into account in the process of strategic planning
INADEQUATE PROCESS REQUIRES IMPROVEMENT PROCESS GOOD PROCESS OUTSTANDING PROCESS
Analysis of needs of the stakeholders is not
based on a plan
Some studies of the needs of stakeholders
have been made.
These studies are not systematic.
The information obtained is only partially
used in the organisation’s operations.
There is a systematic methodology in place
to observe and identify stakeholder needs.
Meeting objectives based on identified needs
and expectations of stakeholders is
systematically assessed, and society is
included as one stakeholder of the
organisation.
Systematic monitoring of needs and
expectations of stakeholders leads to
changes in the organisation, in accordance
with the results to be achieved.
The results are gathered in real-time and
required resources are used as economically
as possible to obtain indicator data for future
planning.
Indicators are systematically compared with
those obtained by other institutions of
reference.
The indicator data is accurate, reliable and
available.
Page 1

4.0 HUMAN RESOURCE
MANAGEMENT
Organisations manage, develop and release the full potential of their
people at individual, team-based, and organisational levels. They
promote fairness and equality, and involve and empower their people.
They care for, communicate to, reward, and recognise staff to motivate
and build commitment – to ultimately have them use their skills and
knowledge for the benefit of the organisation.

4.0 HUMAN RESOURCE MANAGEMENT
The Human Resource Management category focuses on how the potential of employees is effectively
harnessed to achieve excellence
4.0 Human Resource Management – Internal Audit V1.0 ©The Federation for School Improvement 2018
CONTENTS PAGE
4.0 Human Resource Management
4.1 Human Resource Management 1
Auditor Guidance – Human Resource Planning 2
4.2 Competence Development of Staff 3
Auditor Guidance – Employee Learning and Development 4
4.3 Internal Communication 5
4.4 Teachers’ Standards 6
Auditor Guidance – Employee Performance and Recognition 7
4.5 Staff Commitment and Involvement 8
Auditor Guidance – Employee Engagement and Well-Being 9

The organisation has processes to recruit and manage its human resources.
INADEQUATE PROCESS REQUIRES IMPROVEMENT PROCESS GOOD PROCESS OUTSTANDING PROCESS
The institution recruits staff for the
organisation. The organisation’s
management does not participate in the
definition of criteria for personnel recruitment
and management.
Strategies are not coordinated with staff
recruitment.
The request for staff includes a definition of
the profile required for positions other than
management.
The institution does not allow staff to take
part in the selection process.
People are mainly seen as an expense.
The organisation has defined tasks for each
employee. Management’s processes include
necessary competencies required for the
tasks and their development.
Staff policy is considered within the context of
the strategic plan.
The staff policy is agreed upon by the
management and work teams and reviewed
regularly
.
The organisation defines competency profiles
for the future.
It has a diverse, multidisciplinary, innovative,
and international combination of human
resources.
Innovativeness is a shared value of the
organisation.
People are seen as an investment.
There is consensus among the staff,
management, and the governing board on
human resource management policy.
The staffing policy is used as a benchmark,
and becomes a national and international
point of reference.
Page 1

AUDITOR GUIDANCE – HUMAN RESOURCE PLANNING
How the organisation develops HR plans to achieve strategic goals and ensures high performance of employees
To meet the Excellence criteria threshold at this point, Auditors need substantial evidence that the following has been embedded:
• Human Resource (HR) plans support the organisation’s strategic goals by developing workforce capabilities to meet current and future needs.
• The plans cover areas such as talent management and retention, as well as employee engagement, satisfaction and development.
• There are talent management plans and programmes to groom future leaders at all levels.
• The learning and development needs of employees are identified and effectively addressed to drive organisational productivity and personal growth.
• The organisation understands the contribution of the employees to the organisation’s success, their needs and expectations, and how best to care for them.
• The organisation encourages and measures employee participation and engagement to ensure high levels of satisfaction.
• There is a performance management system that effectively measures, recognises and rewards high performance and innovative behaviours.
• The HR plans and policies are aligned to strategic goals and organisational values – these are based on external factors such as changes in operating environment and internal
factors such as employee demographics, performance absenteeism, turnover and satisfaction levels.
• The HR plans support the achievement of strategic goals by developing workforce capabilities to meet current and future needs
Page 2

5.0 PROCESS PLANNING
Excellent organisations design, manage and improve processes in order
to fully satisfy and generate increasing value for customers, staff and
other stakeholders.

The Process Planning category focuses on the management of key and support processes to achieve the organisation’s strategic goals
5.0 Process Planning – Internal Audit V1.0 ©The Federation for School Improvement 2018
CONTENTS PAGE
5.1 Innovation Capabilities 1
5.2 Process Management 2
5.3 Supplier and Partnership Management 3

The Process Planning category focuses on the management of key and support processes to achieve the organisation’s strategic goals
5.0 Process Planning – Internal Audit V1.0 ©The Federation for School Improvement 2018
5.1 INNOVATION CAPABILITIES
The organisation gathers, evaluates and implements innovative ideas for products, services and related processes to create value. It involves key
stakeholders in generating and implementing innovative ideas and solutions
INADEQUATE PROCESS REQUIRES
IMPROVEMENT
Capacity for securing
further improvement is
poor and the
improvements leaders
and governors have
made are
unsustainable, have
been implemented too
slowly or are overly
dependent on external
support.
The organisation does
not design new products,
services and systems
from research and
development or other
concept developments
There are innovative
ideas – however leaders
do not take action on
harvesting them
Leadership and
management are not
yet good.
The organisation is
beginning to design
new products, services
and systems from
research and
There are innovative
ideas – however these
have not been fully
harvested
Leaders set high
expectations of pupils
and staff. They lead by
example to create a
culture of respect and
tolerance.
Leaders and governors
have an accurate and
comprehensive
quality of education at
the school. This helps
them plan, monitor and
refine actions to
improve all key aspects
of the school’s work.
The organisation
designs new
products, services
and systems from
research and
development or
other concept
developments
Innovative ideas are
harvested through
various
approaches,
including gathering
inputs and feedback
from employees,
customers, partners
and suppliers, and
performing research
and comparative
studies. These
ideas have not yet
been fully embedded
into the school to
ensure effectiveness
have created a culture
that enables pupils and
staff to excel.
They are committed
unwaveringly to setting
high expectations for the
conduct of pupils and
staff.
have a deep, accurate
school’s effectiveness
informed by the views of
pupils, parents and staff.
They use this to keep
the school improving by
focusing on the impact
of their actions in key
areas.
The organisation designs
new products, services
and systems from
research and
Innovative ideas are
harvested through various
approaches, including
gathering inputs and
feedback from
employees, customers,
partners and suppliers,
and performing research
and comparative studies

6.0 KNOWLEDGE
The Knowledge category focuses on how the organisation harnesses
information for learning, planning and decision-making, which includes
competitive analysis and benchmarking. This helps the organisation to
determine performance and drive improvement and innovation for
superior performance.

6.0 KNOWLEDGE
The Knowledge category focuses on how the organisation harnesses information for learning, planning and decision-making, which
includes competitive analysis and benchmarking. This helps the organisation to determine performance and drive improvement and
innovation for superior performance
6.0 Knowledge – Internal Audit V1.0 ©The Federation for School Improvement 2018
CONTENTS PAGE
6.0 KNOWLEDGE
6.1 Knowledge Management 1
6.2 Analytics for Performance Management 2

6.0 KNOWLEDGE
The Knowledge category focuses on how the organisation harnesses information for learning, planning and decision-making, which
includes competitive analysis and benchmarking. This helps the organisation to determine performance and drive improvement and
innovation for superior performance
6.0 Knowledge – Internal Audit V1.0 ©The Federation for School Improvement 2018
6.1 KNOWLEDGE MANAGEMENT
The organisation collects and manages information for strategy development, decision-making and organisational learning
It ensures the accuracy, reliability and accessibility of information
INADEQUATE
PROCESS
PROCESS
GOOD
PROCESS
OUTSTANDING
PROCESS
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Insufficient information is available –
therefore it does not fully support the
planning, decision-making, and track
performance relative to the strategic goals
The information used by the school is
inaccurate
Insufficient information is available – therefore it
does not fully support the planning, decision-
making, and track performance relative to the
strategic goals
The school is beginning to collect and manage
information (e.g. business development and
financial growth) for strategy development and
performance improvement – however the systems
in place are ad hoc
There are some systems to capture information
and knowledge, which are shared with
stakeholders and are used for organisational
learning and value creation
Relevant information is selected and used to support
planning, decision-making, and track performance
relative to the strategic goals
There is an effective approach for collecting and
managing information (e.g. business development and
financial growth) for strategy development and
performance improvement
There are systems to capture information and
knowledge, which are shared with stakeholders and
are used for organisational learning and value creation
These are robust to ensure the accuracy, reliability
and accessibility of information
Relevant information is selected and used to support
planning, decision-making, and track performance
relative to the strategic goals
There is an effective approach for collecting and
managing information (e.g. business development
and financial growth) for strategy development and
performance improvement
There are systems to capture information and
knowledge, which are shared with stakeholders and
are used for organisational learning and value
creation
These are robust to ensure the accuracy, reliability
and accessibility of information
These systems have been fully embedded with a
quality review completed for continuous improvement

7.0 RESULTS
The Results category focuses on the organisation’s performance in key
areas. This includes qualitative and quantitative results, as well as
comparative data and competitive analysis. The indicators should go
beyond current levels to include relevant indicators of future success

7.0 RESULTS
The Results category focuses on the organisation’s performance in key areas. This includes qualitative and quantitative results, as well as comparative
data and competitive analysis. The indicators should go beyond current levels to include relevant indicators of future success
7.0 Results – Internal Audit V1.0 ©The Federation for School Improvement 2018
CONTENTS PAGE
7.0 RESULTS
7.1 Results 1

7.0 RESULTS
The Results category focuses on the organisation’s performance in key areas. This includes qualitative and quantitative results, as well as comparative
data and competitive analysis. The indicators should go beyond current levels to include relevant indicators of future success
7.0 Results – Internal Audit V1.0 ©The Federation for School Improvement 2018
7.1 RESULTS
The organisation can identify, compare and improve on its own performance in key areas
INADEQUATE
PROCESS
PROCESS
GOOD
PROCESS
OUTSTANDING
PROCESS
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There are insufficient key performance
indicators to track customer, financial and
market, people and operational results
These indicators are not linked to the
organisation’s strategic goals.
Any data is inaccurate and not utilised
There are key performance indicators which track
customer, financial and market, people and
operational results. However, they are not
regularly updated and may therefore be
inaccurate.
The indicators are linked to the organisation’s
strategic goals.
There are trends which show that the organisation
consistently meets or exceeds targets
There are reasons provided for adverse trends and
improvement actions have been taken or planned
for.
Improvements have not yet been fully embedded
into the management system
operational results
The indicators are linked to the organisation’s strategic
goals.
They include both actual results and projections to
demonstrate organisational sustainability
Comparisons are carried out within the industry and
across industries, and the results indicate high
performance relative to competitors or industry
standards
improvement actions have been taken or planned for.
Improvements have not yet been fully embedded into
the management system
operational results
The indicators are linked to the organisation’s
strategic goals.
They include both actual results and projections to
demonstrate organisational sustainability
Comparisons are carried out within the industry and
across industries, and the results indicate high
performance relative to competitors or industry
standards
improvement actions have been taken or planned for
Page 1

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