Education Scotland

How good is
Denholm House
Almondvale Business Park
Almondvale Way
Livingston EH54 6GA

T +44 (0)141 282 5000

E enquiries@educationscotland.gov.uk

www.educationscotland.gov.uk
our school?
4th EDITION

Education Scotland,
Denholm House,
Almondvale Business Park,
Almondvale Way,
Livingston EH54 6GA

© Crown copyright, 2015

You may re-use this information (excluding images and logos) free of charge in any format or medium,
under the terms of the Open Government Licence providing that it is reproduced accurately and not
in a misleading context. The material must be acknowledged as Education Scotland copyright and the
document title specified.
LOOKING
To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence
INWARDS:
or e-mail: psi@nationalarchives.gsi.gov.uk
knowing
Where we have identified any third party copyright information you will need to obtain permission from ourselves inside
the copyright holders concerned. out through
effective
You will find How good is our school? (4th edition) at self-evaluation
www.educationscotland.gov.uk/resources/h/hgios4/ where it will also be available in Gaelic.
It is available in other languages upon request.
Price: £25.00

ISBN: 978-0-7053-1889-1

LOOKING
FORWARDS: LOOKING OUTWARDS:
exploring what the future learning from what
might hold for today’s happens elsewhere
learners and planning to challenge our
how to get there own thinking
Contents
Foreword03

Introduction05

The Framework 14

The Quality Indicators 15

Leadership and Management 19

Learning Provision 31

Successes and Achievements 47

Appendices55

1
How good is our school? How good is our school?

Chief Executive Officer’s

Foreword
I am delighted to be able to introduce this new, updated
version of How good is our school?, now in its fourth edition.
Since first appearing on the Scottish education scene, How
good is our school? has transformed our approaches to
self-evaluation and improvement. This new edition is the result
of a wide-ranging consultation through which stakeholders
have contributed to the development of a substantially new set
of quality indicators and supporting toolkit.

How good is our school? is designed to promote effective self-evaluation as the first
important stage in a process of achieving self-improvement. The introduction and
the quality indicators are designed to reflect the rapidly developing context within
which schools now operate. This new publication is focused explicitly on making a
strong contribution to our national imperative to continue to improve attainment for
all, whilst also making a decisive shift towards closing the gap in attainment and
achievement between the most disadvantaged children and their peers. This means
a strengthened focus on equality, wellbeing and skills for learning, life and work, all
of which help ensure young people can secure the best possible post-school
destination, and are well-equipped for a future characterised by continued lifelong
learning. These are key aspects of Curriculum for Excellence and they are strong
threads running throughout the new quality indicator framework.

The toolkit of illustrations, exemplar features of highly-effective practice and

challenge questions are intended to be used by all types of practitioners at all
levels, and with a wide variety of different roles and responsibilities. They can be
adapted and used with learners, parents and partners across the school community
to support collaborative enquiry and interrogative approaches to self-evaluation so
that schools are able to identify their own features of effective practice, and develop
a shared understanding of what to do next.

To support such collaborative approaches further, Education Scotland is also

developing a new National Improvement Hub. This will bring together our extensive
range of self-evaluation frameworks and improvement tools, including How good is
our school? into one coherent and integrated digital resource – an education
improvers’ portal, if you like, which will make the best use of digital technology to
promote nationwide collaboration and exchange of knowledge and expertise across
the system. By bringing together these resources and networking opportunities, we
aim to strengthen partnership working and evidence-based, system-wide
improvement at all levels.

The publication of this edition of How good is our school? will be followed up with a
programme of professional learning and support which all practitioners will be able
to access. Please take up these opportunities. I am confident that, used well, this
revised edition of How good is our school? can help you and your colleagues
deliver new levels of excellence and equity for the people this is all ultimately about
– Scotland’s young learners.

Bill Maxwell

2 3
How good is our school? How good is our school?

Introduction
This edition of How good is our school? aims to support the growth of a culture
of self-improvement across Scottish education. It builds on previous editions
and continues the journey of moving Scottish education from being good
overall to being great overall.

“Evidence on the current performance of Scotland’s education system suggests that

we have a good education system, which is performing strongly in a number of
respects. However, we are not yet at the level of achieving consistently excellent
levels of performance which would match the world-leading ambition of our vision.”
Education Scotland Corporate Plan 2013-2016 (p.15).

Achieving this vision requires a sustained focus on improving educational outcomes

for all children and young people and particularly for those who experience high
levels of social, emotional and economic deprivation. We know that physical, social,
emotional and economic wellbeing have a significant impact on children and young
people’s success in school and beyond school. We also know that aspects of these
factors are significant barriers to learning and achievement for a large proportion of
our learners. Closing the gap in attainment, achievement and wellbeing between
children and young people living in our most and least deprived areas is the key
challenge for Scottish education. It is a challenge that requires strong collaborative
approaches within schools, between schools and with colleges, universities,
employers and other partners locally and nationally.

We know that physical, social, emotional and

economic wellbeing have a significant impact
on children and young people’s success in
school and beyond school. We also know that
aspects of these factors are significant
barriers to learning and achievement for a
large proportion of our learners.

Curriculum for Excellence clearly articulates our aspiration to be a nation of

successful learners, responsible citizens, effective contributors and confident
individuals so that everyone contributes to the sustainable economic growth of our
country. Achieving this requires highly effective leadership at all levels which is
grounded in the values of compassion, wisdom, justice and integrity.

4 5
How good is our school? How good is our school?

As a framework that underpins effective self-evaluation, How good is our

school? (4th edition) will support practitioners and school leaders at all
levels to:
z ensure educational outcomes for all learners are improving;
z address the impact of inequity on wellbeing, learning and achievement;
z consistently deliver high-quality learning experiences;
z embed progression in skills for learning, life and work from 3-18;
z further strengthen school leadership at all levels;
z improve the quality and impact of career-long professional learning;

A passionate commitment to ensuring social justice, children’s rights, learning for z extend and deepen partnerships to improve outcomes for all learners;
sustainability and equality are important prerequisites for all who deliver Scottish z increase learning for sustainability; and
education. The themes of leadership, partnership, shared values, wellbeing, social
justice and equality are returned to in different ways throughout this edition of How z tackle unnecessary bureaucracy.
good is our school?. They are the foundation stones of an excellent school and, as
such, need to be firmly embedded within self-evaluation.
Partnership, collaboration and self-improvement
Context Meeting the wide-ranging needs of all children, young people and their families is
the heart of what makes an excellent school. Schools cannot achieve this by
Since the publication of How good is our school? (3rd edition) in 2007, the themselves. As noted in the Building the Curriculum series, strong, effective
aspiration for all schools to be ambitious, excellent schools has continued to be partnerships at local and national level are the key to future improvement in Scottish
driven forward through Curriculum for Excellence and other policy initiatives education. This edition of How good is our school? supports you to evaluate the
including Getting it right for every child (GIRFEC) and Teaching Scotland’s Future. impact of your partnership-working and collaborative activity. You will have a range
Partnership working between key organisations supporting Scottish education has of partners such as the third sector, youth workers, community learning and
strengthened and we are well-placed to strengthen partnerships further at school development staff, colleges, universities and employers who work with you to
and community level, with a continued focus on collaboration to achieve improved deliver learning pathways to meet the needs of all children and young people. Other
outcomes for children, young people and families. The most recent Programme for partners with specialist expertise in additional support needs will also work
the Scottish Government has identified some significant priorities for the next stage alongside you to remove barriers to learning and ensure all children and young
of our improvement journey including the development of a new National people experience success in school and beyond school.
Improvement Framework for Scottish Education along with Developing Scotland’s
Young Workforce and the Scottish Attainment Challenge. This edition of How good This new self-evaluation framework highlights
is our school? aims to support your improvement within this significant agenda
through a continued focus on learning and learner outcomes. partnership and collaboration as significant
features of a highly-effective school and a
high-performing learning system.

6 7
How good is our school? How good is our school?

The virtuous cycle of improvement How good is our school? is a toolkit for schools to use to engage in evidence-based
analysis of what is working well and what needs to improve and have greater
The virtuous cycle of improvement (see Figure 1 below) illustrates the key features
positive impact on learners. Use of the framework by staff in differing roles across
of evidence-based self-improvement at school and at system-wide levels. It shows
your school and with partners including colleges, universities, employers, local
how school and system leaders can empower practitioners to interpret nationally
authorities and Education Scotland will further strengthen your evaluative work.
shared aims, such as the principles of Curriculum for Excellence, and apply them in
Excellent schools have robust internal approaches to self-evaluation and also value
their local contexts in ways which are most appropriate to them. This virtuous cycle
the objectivity which external partners can bring. Excellent schools understand that
is relevant to all sectors of education. Working with the virtuous cycle will help you
self-evaluation should be an ongoing process. They continually reflect and evaluate
to understand the importance of regular and rigorous evidence-based internal and
their work and use the evidence from these activities to plan future improvement.
external evaluation to inform further improvement.
Thus, the direction for future improvement comes from the school and its partners.
Fig. 1: The virtuous cycle of improvement This is the definition of self-improvement.

ared aims an
Self-evaluation: looking inwards
nally sh dg
tio oa
Na ls The significant relationship between effective self-evaluation and school
improvement can also be seen as an “inwards, outwards, forwards” approach to
applied and
help you and your partners answer the questions which remain at the heart of
developed
self-evaluation:
flexibility in
local contexts
z How are we doing?
z How do we know?
z What are we going to do now?

knowledge Through this approach, you will look inwards to analyse your work, look outwards to
impact
spread BETTER evaluated at
find out more about what is working well for others locally and nationally and look
effectively to forwards to gauge what continuous improvement might look like in the longer term.
practitioners LEARNING multiple levels
How good is our school? is intended to support you and your partners in looking
inwards to evaluate performance at every level and in using the information
gathered to decide on what needs to be done to improve.

Fig. 2: Inwards, outwards, forwards

knowledge
es

drawn out
Co

pr about “what
re

co

in t LOOKING INWARDS: LOOKING OUTWARDS:

ci
works” ou
p le t ed knowing ourselves learning from what
s, ec inside out through happens elsewhere to
exp
eri e n exp effective self-evaluation challenge our own thinking
ces and

external research and intelligence

LOOKING
FORWARDS:
exploring what
the future might
hold for today’s
learners and
planning how to
get there

8 9
How good is our school? How good is our school?

Making sound judgements about the Triangulation of evidence

impact on learners should be central
Triangulation is the process used to ensure evaluative statements about strengths
to self-evaluation. and aspects for development are grounded in a robust evidence base. The
triangulation of evidence-based information and data, people’s views and direct
observation of practice should involve all school staff, learners, partners and other
Effective self-evaluation involves a level of reflection and critical enquiry which is
stakeholders. This process leads to a shared assessment of risk and an
best achieved through a blend of internal and external analysis. Making sound
understanding of your school’s capacity for continuous improvement.
judgements about the impact on learners should be central to self-evaluation.
How good is our school? provides national guidance which your school and your Fig. 4: Triangulation
partners can use when working together to evaluate your collective impact on Staff, pupils, parents/carers, partners
Schools collect a wide range of
improving outcomes for the learners in your local community. quantitative data for example and other stakeholders such as the
about attainment, attendance, local authority or governing body
The collaborative action research approaches which featured in the School bullying and prejudice-based should all have regular opportunities
Improvement Partnership Programme (http://www.educationscotland.gov.uk/ discrimination and option to share their views about the
learningandteaching/partnerships/schoolimprovementpartnershipprogramme/intro. choices. Effective self- school. Examples of how

A
AT
people’s views can be

PE
asp) are a key means of increasing innovation and continuous improvement across evaluation includes
gathered include through

ED
rigorous interrogation

OP
classroom, school and local authority boundaries. Such approaches go beyond surveys, focus groups,
of this data by staff
simply sharing good practice. Collaborative enquiry brings depth to practitioners’

TIV

LE
who are data-literate ongoing professional
professional learning and leads to more accurate and honest self-evaluation. dialogue, learning

’S
ITA
and use the data to
visits and minutes

V
recognise emerging

IEW
Effective, ongoing self-evaluation provides a unique and valuable picture of what is of team meetings.

AN
issues and when
specific interventions EVALUATION
having most and least impact on learners in a single class, at a stage, within a

QU

S
school or across a cluster or local authority. It should take place within an are necessary. OF QUALITY
aspirational vision for continuous school improvement where all stakeholders
consider, “How good can we be?” Once the quality of the impact on learners has
been evaluated, then plans for improvement can be drawn up. Looking outwards, in
other words learning from what happens elsewhere, and looking forwards, in other
words exploring what the future might hold for today’s learners, can support the
improvement planning process. Looking outwards and forwards can provide the DIRECT OBSERVATION
justification for moving things in a different direction, and the motivation and Direct observations of practice can take place in a range
inspiration that underpin a school’s vision to be the best it can be. of learning contexts including during learning which takes
place outdoors, in a workplace, at college and during
Fig. 3: Collaborative approaches to self-evaluation excursions and residential experiences. Observations should
be linked to agreed criteria and a shared understanding of
their purpose. All stakeholders including staff, learners,
Ongoing reflection, interrogation of evidence and working with others
are key to successful self-evaluation and self-improvement parents and partners can engage in these structured
observations and give feedback to support self-evaluation.

As school leaders we will We will use our self-evaluation to

As a class teacher I will use the ensure a culture of ongoing strengthen partnership-working Looking inwards through engaging with specific self-evaluation questions
framework to evaluate my work self-evaluation, evaluate evidence within and beyond our local
using robust evidence to support from across the whole school authority through identification of The quality indicator framework is for use by all school staff regardless of their role.
reflection and set my professional and use this to plan change good practice and a shared Other stakeholders should also see quality indicators and themes which relate to
development targets. and further improve. understanding of what needs
further improvement. their role in the school and can use the framework to support evaluations of their
work. The framework emphasises and supports collaborative self-evaluation within
school, between schools and with the wider range of stakeholders who contribute to
children and young people’s learning and development. Children and young
As a learning community or cluster of
people’s active participation in self-evaluation is an important factor. It is not always
As stage partners, departments or
schools we will use our self-evaluation to necessary to use a complete quality indicator or the entire framework for effective
faculties we critically analyse our
evidence and agree priorities for
identify good practice and support each self-evaluation. However, over a three- to five-year period, it would be useful for you
other to be the best we can be. We will
improvement and how we will take these
work together to evaluate how our work to demonstrate self-evaluation using all of the quality indicators. In this way you will
forward together.
impacts on our learners and their families. build a complete picture of your school’s work and its capacity for improvement over
time and ensure no important aspects are overlooked.

Identification of strengths and aspects for improvement involves knowing the impact
of our work on learners. Learners are at the heart of effective self-evaluation

10 11
How good is our school? How good is our school?

Headteachers have overall responsibility for ensuring the school has a clearly Some examples of how this might work in practice can be found in Appendix 1.
communicated strategic plan for self-evaluation which is ongoing and evidence-based.
However, all staff are responsible for ensuring active self-evaluation in partnership The forthcoming National Improvement Hub aims to extend this approach by
with all stakeholders is at the heart of school improvement. Self-evaluation should making it easier to access all our self-evaluation frameworks and to select what you
not be seen as an “add-on” or involve lots of additional time and bureaucracy. It need depending on the particular project or strand of work you want to evaluate.
should focus on the key work of your school – learning and teaching. Evidence
gathered should arise from your ongoing work. The most important thing is being
able to demonstrate impact in relation to improved outcomes for your learners. To
achieve this you must continuously track and monitor children and young people’s
successes and achievements and use your self-evaluation to identify where your
school is performing well and where it could do better. Weaknesses in these
outcomes are usually the result of weaknesses within the learning provision or
leadership and management, and often in both. Where outcomes are either not
improving or are deteriorating, you need to take swift action.

To support your self-evaluation strategy, individuals and teams of staff and partners
across the school community will find the toolkit helps them to analyse the impact of
their work on learners. Quality indicators or themes from different quality indicators
can be bundled together to enable a focus on a particular area of work such as
family learning, employability skills or ensuring equity. Developing more specific
self-evaluation questions and identifying relevant partners can create a focused
context for this type of self-evaluation. This approach can help you identify aspects
of school life which need a greater focus through individual professional
development or collegiate working. Similarly, partners can develop their own
bespoke self-evaluation toolkit by bringing together quality indicators or themes
from different self-evaluation frameworks.

Fig. 5: Self-evaluation – taking a closer look

idence for this

ide ev sel
ov f-e
pr va
n l
ca

ua
tio
o

mes will supp

Wh

the
n?

r ort
o ou
Is
Q
rw
ich

or

on we wa
Wh

esti
k?

u nt
q to
e
th

ex
is

plo
What

re?

Who is leading
this self-evaluation
activity?

12 13
How good is our school? How good is our school?

The framework The quality indicators

There is a set of QIs within each of the three categories. These can support you to
The framework consists of a set of 15 quality indicators (QIs) designed to help you take a closer look at specific aspects of your work and can be applied at classroom,
answer three questions linked to important aspects of the work and life of your department, faculty, whole-school, cluster and local authority level.
school. The quality indicators are therefore divided into three categories:
Fig. 7: The quality indicators
z Leadership and Management: How good is our leadership and approach to
improvement?
What is our capacity for improvement?
z Learning Provision: How good is the quality of care and education we offer?
z Successes and Achievements: How good are we at ensuring the best Leadership and Successes and
possible outcomes for all our learners? Learning provision
management achievements
When the evidence from quality indicators related to each of these categories is How good is our How good is the quality How good are we at
combined, it can create a unique and powerful story to answer the central key leadership and of the care and ensuring the best
question: What is our capacity for continuous improvement? Or, in other words, approach to education we offer? possible outcomes for
how good can we be? improvement? all our learners?

Fig. 6: How good are we now? How good can we be? 1.1 Self-evaluation for 2.1 Safeguarding and 3.1 Ensuring wellbeing,
self-improvement child protection equality and inclusion

LEADERSHIP 1.2 Leadership of learning 2.2 Curriculum 3.2 Raising attainment

AND MANAGEMENT: and achievement
How good is our
leadership and
1.3 Leadership of change 2.3 Learning, teaching 3.3 Increasing creativity
approach to
improvement?
and assessment and employability

1.4 Leadership and 2.4 Personalised support

management of staff
What is our
capacity for 1.5 Management of 2.5 Family learning
continuous resources to promote
improvement? equity
SUCCESSES AND LEARNING 2.6 Transitions
ACHIEVEMENTS: PROVISION:
How good are we at How good is the
ensuring the best quality of the care 2.7 Partnerships
possible outcomes and education we
for all our learners? offer?

This diagram illustrates the strong relationship between each of the aspects and the
central question about the school’s capacity for improvement. A range of
appropriate evidence of all three aspects is required to evaluate the school’s overall
performance. It is however possible to use a only a few of the quality indicators or
even a cluster of themes across quality indicators to support self-evaluation related
to very specific aspects of a school’s life and work.

14 15
How good is our school? How good is our school?

The themes Learning Provision

Effective self-evaluation and “looking inwards” means taking a closer look at how How good is the quality of care and education we offer?
well specific aspects of the school are working. The themes within each of the
Quality Indicator Themes
quality indicators support these activities.
2.1 Safeguarding and child z Arrangements for safeguarding,
protection including child protection
Leadership and Management
z Arrangements to ensure wellbeing
How good is our leadership and approach to improvement?
z National guidance and legislation
Quality Indicator Themes
1.1 Self-evaluation for z Collaborative approaches to self- 2.2 Curriculum z Rationale and design
self-improvement evaluation z Development of the curriculum
z Analysis and evaluation of intelligence z Learning pathways
and data
z Skills for learning, life and work
z Ensuring impact on learners’
successes and achievements
2.3 Learning, teaching and z Learning and engagement
assessment
1.2 Leadership of learning z Professional engagement and z Quality of teaching
collegiate working z Effective use of assessment
z Impact of career-long professional z Planning, tracking and monitoring
learning
z Children and young people leading 2.4 Personalised support z Universal support
learning
z Targeted support
1.3 Leadership of change z Developing a shared vision, values and z Removal of potential barriers to
aims relevant to the school and its learning
community
2.5 Family learning z Engaging families in learning
z Strategic planning for continuous
improvement z Early intervention and prevention
z Implementing improvement and z Quality of family learning programmes
change
2.6 Transitions z Arrangements to support learners and
1.4 Leadership and management z Governance framework their families
of staff
z Building and sustaining a professional z Collaborative planning and delivery
staff team
z Continuity and progression in learning
z Staff wellbeing and pastoral support
2.7 Partnerships z The development and promotion of
1.5 Management of resources z Management of finance for learning partnerships
to promote equity
z Management of resources and z Collaborative learning and
environment for learning improvement
z Impact on learners

16 17
How good is our school?

Successes and Achievements

How good are we at improving outcomes for all our learners?
Section 1
Quality Indicator
3.1 Ensuring wellbeing, equality
Themes
z Wellbeing Leadership and
Management
and inclusion
z Fulfilment of statutory duties
z Inclusion and equality

3.2 Raising attainment and z Attainment in literacy and numeracy

achievement HOW GOOD IS OUR LEADERSHIP AND APPROACH TO IMPROVEMENT?
z Attainment over time
z Overall quality of learners’
achievement
z Equity for all learners 1.1 Self-evaluation for self-improvement
1.2 Leadership of learning
3.3 Increasing creativity and z Creativity skills
employability 1.3 Leadership of change
z Digital innovation 1.4 Leadership and management of staff
z Digital literacy 1.5 Management of resources to promote equity
z Increasing employability skills

Level 5 Illustrations
For the purposes of national benchmarking, the six point scale (Appendix 3)
remains an important aspect of How good is our school? For each quality indicator
in the framework there is an illustration of what an evaluation of “very good” might
look like. These illustrations are intended to support professional dialogue and
critical reflection during ongoing self-evaluation. They are broad generic illustrations
which should be able to be applied in any type of school.

Exemplar features of highly-effective practice

The features of highly-effective practice included alongside each quality indicator
are there to help you identify the sorts of evidence which support self-evaluation.
They are specific examples of practice that we have found to be successful in some
schools but they are not a definitive list of the sorts of practice which might evidence
each particular quality indicator. Amongst the examples you will find some that
relate more to a particular sector or to particular groups of staff and stakeholders.
They might not apply to your context. As part of your ongoing self-evaluation, rather
than try to replicate these features of highly-effective practice, you should gather
similar examples from your own setting to indicate the strengths of your work.

Challenge questions
Alongside each indicator there is also a starter set of “challenge questions” to
support professional dialogue and point to aspects of practice which might require
further improvement. Again, some of them are sector specific and they should not
be regarded as the only questions that can be asked. They can be used by
individual practitioners, but will lead to more meaningful reflection when used by
groups of staff, partners and other stakeholders to support a shared understanding
of the school’s strengths and next steps.

18
How good is our school? How good is our school?

1.1 SELF-EVALUATION FOR

SELF-IMPROVEMENT
Themes: This indicator defines rigorous self-evaluation as Features of highly-effective practice: Challenge questions:
a responsibility of all stakeholders. It highlights the
z Collaborative approaches to self-evaluation importance of partnership approaches to self- 4 Self-evaluation is integral to how we work within our 4 How well do all staff understand their responsibility
evaluation and continuous improvement. It community and is an ongoing feature of school life. in improvement through self-evaluation?
z Analysis and evaluation of intelligence and data emphasizes the need for strong leadership and
4 All staff, pupils, parents and partners are fully 4 How well do all staff know and understand the key
z Impact on learners’ successes and robust analysis of a range of intelligence and involved in improving the life and work of the school. tools to be used in self-evaluation activities including
achievements data as essential features of effective continuous the General Teaching Council Scotland (GTCS)
self-improvement. A key factor in this indicator is 4 The whole school community has a shared
understanding of the strengths and improvement Standards and other QI frameworks?
demonstrating the impact of self-evaluation in
needs of the school. 4 How well do we use digital solutions to support the
relation to outcomes for all learners. Their active interrogation of data?
participation in self-evaluation is therefore essential. 4 Across the year, there is focused attention on
monitoring and evaluating learning and teaching and 4 How do we ensure improvement for the learner is
children’s achievements, and to taking improvements central to all self-evaluation activity?
Level 5 illustration: forward. 4 Do all staff have sufficiently high aspirations and
4 Staff work effectively as a team. There is a strong expectations for all children and young people?
z Collaborative approaches to self-evaluation ethos of sharing practice, and of peer support and 4 Do all staff and partners have up-to-date knowledge
All staff understand that self-evaluation is an integral aspect of our approach to continuous challenge. about the local community and understand
improvement. We use a range of effective approaches to ensure all staff, partners, learners, and 4 A range of stakeholders take lead roles in aspects of circumstances affecting children’s lives and
other stakeholders are actively involved in our ongoing self-evaluation activities. Leaders at all school improvement. This includes children and learning?
levels support reflection by individuals, groups of staff, and with partners across our learning young people, parents and partners. 4 How well do we take action to remove barriers to
community. Pupil participation is a strong feature of our approach to self-evaluation and 4 Documentation is sufficiently detailed, evaluative and success?
continuous improvement. Through regular and effective collaboration our community has a shared has a clear purpose. 4 How well have we identified our whole-school,
understanding of the school’s strengths and improvement needs. We have developed very
4 Professional learning activities for all staff are clearly departmental and individual strengths and areas for
effective mechanisms to consult with stakeholders and can show how their views inform change linked to the results of self-evaluation and identified improvement through self-evaluation?
and improvement. areas for improvement. 4 How well do we involve all stakeholders (children,
4 All staff understand the need to be outward and staff, parents and carers, families and partners) in
Analysis and evaluation of intelligence and data
z  forward-looking in their evaluation and improvement self-evaluation and planning for improvement?
Within our school and with our learning community, we engage regularly in effective quality activities. 4 How well do we provide opportunities for staff to be
improvement and moderation activities and have agreed standards and expectations. All staff 4 Staff make effective use of up-to-date research/data involved in and lead aspects of school improvement?
analyse and use evidence very well to ensure a clear focus on those priorities which will have from Scotland and beyond to inform their learning 4 How well do we encourage staff to reflect on and
greatest impact. We have accurate intelligence about the quality of learning and teaching and the and developments. share their own practice?
attainment and achievement of all learners. We gather a range of data and information to monitor 4 Teachers use a range of different assessments to
and track progress for all learners. We regularly interrogate data, making use of digital technology 4 How effective are we at ensuring an inward, outward
measure children’s progress across the curriculum. and forward focus in our evaluation and
to support this where relevant and appropriate. We have taken steps to ensure all planning, They work effectively with colleagues across the improvement activities?
monitoring, tracking and evaluating is manageable and relevant for all involved. We use a wide learning community to moderate standards.
range of local, national and international advice and research to reflect on current practice and 4 How do we know that the changes we have made
4 There is evidence that children and young people are have improved outcomes for children?
evaluate any new initiatives, ideas and changes which have been introduced. We actively seek confidently engaged in reviewing their own learning
out and share good practice within and beyond the school and can demonstrate improvement as a and the work of the school. 4 How well is evidence from self-evaluation being
result. used to drive forward change?
4 Parents have regular opportunities to support
improvement by participating in a range of formal
z Impact on learners successes and achievements and informal activities.
Our self-evaluation focuses on key aspects of learners’ successes and achievements. We can
show clear evidence of improvement based on actions taken as a result of self-evaluation. We can
demonstrate the impact of improvement arising from self-evaluation on learning and teaching and
the attainment, achievement and wellbeing of all learners. All stakeholders, including children and
young people, have shared ownership of this evidence and use it to plan continuous improvement.

20 21
How good is our school? How good is our school?

1.2 LEADERSHIP OF LEARNING

Themes: This indicator relates to leadership of Features of highly-effective practice: Challenge questions:
improvements in learning and teaching. It
z Professional engagement and collegiate highlights the importance of professional 4 Head teachers empower staff and take steps to 4 How effectively do we create a learning culture
working commitment to improving pedagogy through a develop leadership at all levels to improve the overall within our school?
range of approaches to career-long professional capacity of the school.
z Impact of career-long professional learning 4 To what extent are all staff involved in leading
learning including collegiate working. It focuses 4 Senior leaders create the conditions for effective learning across and beyond our school?
z Children and young people leading learning on leadership which improves outcomes for leadership at all levels and as a result all staff
learners through enabling them to lead their 4 How well do we support staff to make use of the
undertake leadership roles which focus on leading Framework for Educational Leadership and Scottish
own learning. learning. College for Educational Leadership (SCEL) to
4 All staff participate in individual and collective support their learning and development?
Level 5 illustration: professional learning which improves outcomes for 4 To what extent is our professional learning based on
learners. the values and actions within the GTCS professional
z Professional engagement and collegiate working 4 Staff engage regularly in professional dialogue to standards?
Across our school, an ethos of professional engagement and collegiate working is evident. This develop collective understanding. For example, 4 To what extent do our quality improvement
leads to continuous improvement in learning and teaching and improved outcomes for our shared understanding of standards, pedagogy, processes lead to improvements in learning and
assessment and strategies for raising attainment. teaching?
learners. There is evidence of strong leadership of learning by staff at all levels and in a range of
contexts. We build and maintain constructive relationships, within our setting and beyond, which 4 The school has a range of effective systems and 4 How effective are our approaches to collegiate
foster collective responsibility and mutual support. All staff undertake lead roles to motivate, structures to facilitate regular collegiate working to learning? Are we using an appropriate range of
support and inspire others. Our school has a collegiate learning culture demonstrated through, for maximise opportunities for staff learning within and approaches which enable us to learn with and from
beyond the school. each other?
example, collaborative practitioner enquiry, peer learning, constructive feedback, professional
dialogue and debate. All staff work collaboratively with colleagues, learners, partners and parents 4 Senior leaders facilitate a range of approaches to 4 How effective are we at building on individual skills
to take forward improvement priorities and learn with and from each other. professional learning to enable staff to learn with and and talents to lead improvements?
from each other. Where appropriate, this includes
learning with colleagues across sectors and with 4 How effectively do we share our individual and
Impact of career-long professional learning
z  partner agencies. collective learning across the school?
All staff routinely engage in career-long professional learning (CLPL) and develop enquiring and 4 Senior leaders build on the skills and talents of 4 To what extent do we critically engage with research,
coherent approaches which build and sustain our practice. The model of professional learning is individuals to build leadership capacity. policy sources and developments in learning and
understood and used by all staff. Individually and collectively, we plan and evaluate our teaching?
4 There is a very strong focus on improving learning
professional learning directly on the quality of impact on learning and can evidence improvements 4 How do we know that our professional learning is
among staff across the school.
for learners. We develop and use knowledge from literature, research and policy sources to improving outcomes for learners?
support the process of leading and developing learning. We are proactive in extending and 4 There is evidence of clear and measurable impact of
professional learning on outcomes for learners. 4 How reliable is our evidence of impact on pupil
deepening our knowledge and understanding of curriculum areas to ensure our subject knowledge learning?
is up-to-date. We support staff to access high-quality professional learning linked to cross-cutting 4 Staff work collaboratively to strengthen their
understanding and implementation of key national 4 To what extent do we support children and young
themes such as sustainable development education, global citizenship, outdoor learning and
policies including the Scottish Attainment Challenge, people to take responsibility for their own learning
international education. We are improving our approaches to digital learning and teaching. We and progress?
critically reflect on individual and collective professional learning. We work collaboratively to Developing Scotland’s Young Workforce and
Learning for Sustainability. 4 What strategies are we using to develop resilience
enhance teaching which leads to high-quality learning experiences for our learners. Our staff
4 Staff are confident in discussing how they have and confidence in our learners to lead their own and
maintain effective records of their professional learning and development and create a clear
improved their practice as a result of their others learning?
professional learning action plan. We can evidence the impact our professional learning has had
on our work and the progress, achievement and attainment of learners over time. professional learning activities. 4 How effectively are we supporting learners to initiate
4 There is evidence of a range of strategies in use to questions about their own learning and progress?
z Children and young people leading learning support children and young people to take 4 To what extent are our approaches improving
responsibility for their own learning and progress. learning for all?
We provide a wide range of opportunities and support to ensure children and young people can These are enabling children and young people to
take responsibility for their own learning, successes and achievements. Our learners are have greater confidence and skills in leading their
developing the necessary resilience and confidence to enable them to make decisions about their own learning and that of others.
own learning and to lead others’ learning. They demonstrate this in a range of learning contexts 4 Learners regularly engage in challenging dialogue
within the school and community. Children and young people value the professional advice and with others about their learning and progress and
expertise of school staff and others who support their learning and decision-making. They actively use this to set themselves clear targets in learning.
engage in communication and discussions about their next steps and contribute to planning
learning pathways which meet their needs and aspirations.

22 23
How good is our school? How good is our school?

1.3 LEADERSHIP OF CHANGE

Themes: This indicator focuses on collaborative Features of highly-effective practice: Challenge questions:
leadership at all levels to develop a shared vision
z Developing a shared vision, values and aims for change and improvement which is meaningful 4 All staff have consistently high expectations of all 4 To what extent does our school community have
relevant to the school and its community and relevant to the context of the school within learners. ownership of our vision, aims and values?
its community. Planning for continuous
z Strategic planning for continuous 4 Pupils, parents, partners and staff are all involved in 4 What range of data and information do we utilise to
improvement should be evidence-based and the creation and ongoing review of the vision, aims understand the social, economic and cultural context
improvement linked to effective self-evaluation. Senior leaders and values of the school. of the local community?
z Implementing improvement and change should ensure the need for change is well
4 All staff have a very clear understanding of the 4 How effective are our processes for involving the
understood and that the pace of change is
social, economic and cultural context of the local whole school community in the ongoing review of
appropriate to ensure the desired positive impact community of current educational policy. They use our vision, aims and values?
for learners. this knowledge well to shape the vision for the 4 What strategies do we employ to translate our
school. vision, values and aims into daily practice within our
Level 5 illustration: 4 The vision of the school is ambitious and focuses on school? How effective are these?
improvements in outcomes for all. 4 How well do we use our vision, aims and values
z Developing a shared vision, values and aims relevant to the school and its community 4 Learners are supported to understand the vision when making decisions about future improvement
We are committed to ensuring that we achieve the highest possible standards and success for all aims and values through the four contexts for priorities?
learners. All staff show commitment to shared educational values and professional standards. learning. 4 How effective are we at nurturing creativity and
Senior leaders provide strong leadership which has enabled our school and wider community to 4 Leaders at all levels motivate and inspire others to innovation?
develop, promote and sustain an aspirational vision which underpins our continuous improvement. sustain collective commitment to the shared vision 4 Does everyone in the school have a clear
Our vision evolves through ongoing reflection and debate across the school and community. As a through daily actions. understanding of our collective strengths and areas
result of this active collaboration, the school and community have ownership of the vision, values 4 All teaching staff regularly reflect on, and show for development? Are conclusions about these
and aims. These are shaped by our clear understanding of the social, economic and cultural commitment to, the shared values as embedded in drawn from a wide range of data and evidence?
context in which children, young people and their families live alongside our awareness of current the GTCS standards. 4 What strategies do we use to guide the strategic
policy and practice. Through effective leadership at all levels, our school community works 4 All staff are committed to change which results in direction and pace of change? Is this carefully
together to turn the shared vision into a sustainable reality. improvements for learners. planned to ensure sufficient time for embedding
4 All staff are clear on the schools strengths and areas improvements?
Strategic planning for continuous improvement
z  for development based on a range of evidence. This 4 How well do we create collaborative conditions for
Senior leaders create conditions where staff feel confident to initiate well-informed change and are is used to create a clear rationale for future staff to learn with and from others through critical
committed to collective responsibility in the process of change. We ensure proposed changes improvements. enquiry? Are we maximising all opportunities
demonstrate the interconnectedness of the school and community in improving learning and 4 Senior leaders carefully guide the strategic direction available to support peer collaborative learning?
outcomes for children and young people. Senior leaders effectively guide and manage the and pace of change to ensure changes result in 4 How effective are our approaches to evaluating and
strategic direction and pace of change. They take good account of assessment of risk to ensure positive outcomes for learners and are sustainable. monitoring the impact and sustainability of our
we follow through on strategies for achieving change. We protect time for professional dialogue, Careful consideration is given to how best to take professional learning?
collegiate learning and self-evaluation, so that all members of our school community can forward priorities (e.g. use of a range of improvement 4 How effective are our approaches to planning for
contribute to our plans for continuous improvement. methodologies). continuous improvement? How do we ensure a
4 All staff are involved in the process of change and in continued focus on improvements in outcomes for
Implementing improvement and change
z  evaluating the impact of improvements. This is learners?
supported by carefully planned individual and 4 To what extent are our tools for change impacting
Staff at all levels take responsibility for implementing change and promoting equality and social collective career-long professional learning.
justice across all their work. Senior leaders in our school community promote and support positively on staff and improving outcomes for all
4 Senior leaders create conditions to support creativity, learners?
innovation, creativity and practitioner enquiry which lead to positive change. They work
innovation and enquiry.
collaboratively to develop a clear rationale and choose appropriate approaches to effectively
facilitate change leading to greater equity for all learners. We continually reflect on and develop 4 Opportunities for learners and staff to regularly
our practice taking account of our self-evaluation and vision for continuous improvement. Staff, engage in critical and creative thinking are
embedded.
learners and partners engage regularly in critical and creative thinking. As a result, children and
young people have developed increased capacity to respond and adapt to change. Practitioner 4 Practitioner enquiry forms a regular feature of
enquiry and creative approaches are integral to the thinking and practice of staff, pupils and approaches to continuous improvement.
partners. We have effective strategies in place to monitor and evaluate the impact of changes on 4 Practitioners have systematic opportunities to review
outcomes for learners and the work of our school. and refresh their pedagogical practice.

24 25
How good is our school? How good is our school?

1.4 LEADERSHIP AND

MANAGEMENT OF STAFF
Themes: This indicator highlights the importance of sound Features of highly-effective practice: Challenge questions:
governance and fair and proper recruitment and
z Governance framework selection of staff. It focuses on accountability, 4 A governance framework clearly outlines the roles 4 To what extent do our governance arrangements
responsibility and shared values as important and responsibilities of all staff and governing bodies. promote a quality culture?
z Building and sustaining a professional features of building and sustaining a highly-
staff team 4 The vision and values of the school are modelled by 4 How well do all accountable groups and individuals
professional staff team. Effective empowerment all relevant groups and individuals. contribute to high-quality outcomes for learners?
z Staff wellbeing and pastoral support of staff and partners with due regard to wellbeing
and positive relationships is a key feature of a 4 Senior leaders are approachable and operate an 4 How well do we seek feedback about the
open-door policy for staff. effectiveness of our communications and take
successful professional team.
4 All staff make effective use of digital communication account of staff views?
and balance this well with opportunities for face-to- 4 How well can we demonstrate that we learn from
Level 5 illustration: face discussions and collegiate time. complaints?
4 The school monitors its responses to the range of 4 How well does our implementation of recruitment
z Governance framework complaints it receives. and selection policies result in the best candidate for
Leadership of our school is clearly founded on the key governance principles of high-quality the post?
4 Recruitment arrangements are outlined clearly in
learning, learner engagement and quality culture. The roles and responsibilities of groups and policy and procedures documents. They take 4 How effectively do we monitor and track PVG
individuals are defined through our clear framework of governance. The governing body monitors appropriate account of parental involvement Scheme membership including retrospective
the school’s actions rigorously and ensures a prompt response to stakeholders’ concerns and legislation. checking?
suggestions. The governing body works in close partnership with the school. There are clear lines 4 Equalities legislation is adhered to and explicit in 4 How well do we involve parents and ensure they
of accountability for the school’s performance and quality, including young people’s progress and recruitment practices. have had recent training and confidence to
achievements. Strategic leadership leads to high-quality outcomes for children and young people. contribute on appointment panels?
4 The school community is proactive in tackling
prejudice-based discrimination so all staff feel able to 4 To what extent are our approaches to induction and
Building and sustaining a professional staff team
z  be themselves in the workplace. mentoring supporting recently appointed staff?
Our school uses effective and transparent recruitment, selection and performance management 4 All staff have current membership of the Protecting 4 How well do line managers know their responsibility
procedures consistent with current legislation and local and national agreements. Safeguarding Vulnerable Groups (PVG) Scheme. within Professional Update with the GTCS?
procedures are clearly understood and implemented by managers with responsibilities for the
4 Teachers are confident in their application of the 4 How well do PRD and school improvement planning
recruitment of staff. Our appointment procedures give due regard to the skills, aptitudes and
GTCS standards and their professional learning bring about improved outcomes for children and
experience required for the post. We have supportive induction policies and procedures for all leading to Professional Update. young people?
staff. A coaching and mentoring approach to professional review and development is used
effectively by all staff to reflect on their professional knowledge and skills. Staff actively engage in 4 Arrangements for PRD are in line with national 4 How well do we keep staff informed and reminded of
guidance. expectations of their conduct?
professional learning activities to improve their effectiveness. Staff capability, capacity and
leadership are well developed to support the culture of learning. Staff development and career- 4 Student teachers and newly qualified teachers are 4 How well do we promote staff rights and
long professional learning is well coordinated and provides meaningful opportunities to learn from well supported to increase their confidence and responsibilities?
develop sound pedagogies.
each other as well as with others out with school. Development of staff has a direct and positive 4 How well does the staff handbook serve new staff?
impact on outcomes for children and young people. 4 Supply teachers have equal access to PRD and 4 Do our temporary and short-term staff feel well
professional learning opportunities. enough supported?
Staff wellbeing and pastoral support
z  4 Local policies and procedures to manage staff 4 Are our health and safety and risk assessment
Clear policies and procedures are in place to ensure pastoral support and wellbeing of staff. discipline, attendance/absence and grievance are procedures appropriate and implemented
clear and implemented appropriately.
These are shared with staff and well understood. The culture and ethos of our school is positive systematically?
and focused on the needs of all staff, partners and learners. We actively promote equalities for all, 4 A “dignity at work” policy is in place and shared with
so staff feel confident in the workplace. Our staff feel empowered and motivated to take decisions all staff.
and lead aspects of school improvement. The school has clear guidance for setting high
professional standards of conduct as outlined by national policy and local agreements. All staff
take responsibility for ensuring our approaches to communication are wide, varied and effective.
Opportunities to consult, share information and raise concerns are well established and
understood by all staff. Lines of accountability are clear. All staff share information effectively,
listen to others and respond positively to ideas and issues raised with them.

26 27
How good is our school? How good is our school?

1.5 MANAGEMENT OF RESOURCES

TO PROMOTE EQUITY
Themes: This indicator highlights the importance of sound Features of highly-effective practice: Challenge questions:
risk assessment which puts the needs of
z Management of finance for learning learners at the centre of decisions about financial 4 Pro-active approaches to financial stewardship and 4 How effective and efficient are our approaches to
and other resource management. The promotion management ensure finances are available and used financial management?
z Management of resources and environment of equity is a shared responsibility held by all most effectively for both short- and long-term
for learning 4 What procedures do we employ to ensure
staff, partners and stakeholders. The school’s priorities. transparency and equity in the use of our financial
management of resources should result in 4 Senior leaders ensure the use of financial resources resources?
building a more sustainable and equitable future are transparent and ensure equity for all. 4 How effective are our systems for managing shared
for all.
4 Expenditure decisions are made in line with the budgets to ensure a clear focus on promoting equity
school’s aims and vision to achieve planned priorities. (e.g. cluster or Parent Council budgets)?
Level 5 illustration: 4 Senior leaders and admin staff develop effective 4 How effectively do we allocate resources to sustain
systems and procedures to enable budgets to be improvement priorities?
z M
 anagement of finance for learning easily monitored and prioritised. 4 To what extent do our approaches to resource
We have effective systems for financial stewardship and management to ensure best value and 4 Procedures for accessing support from those with acquisition and allocation improve outcomes for all
sustainability. We make innovative use of the finances available to allocate resources to take financial expertise are in place and used effectively. learners?
forward our improvement priorities and planned developments. Our available budget is used very 4 There is clear and measurable impact of financial 4 To what extent is financial expenditure focused on
effectively to meet the needs of all learners. Staff, pupils, parents, partners and other stakeholders expenditure on improving outcomes for all learners. improving the quality of learning and teaching?
understand their responsibilities for effective financial management. We are pro-active in seeking 4 Staff have a shared understanding of what impacts 4 How well are our buildings and grounds being used
funding from a range of sources to support specific aspects of our work. We work together to on child poverty and make effective use current to deliver learning experiences and to support
ensure transparency and equity in the use of our financial resources. We take account of local and available data on levels of child poverty apply this to learner, staff and community wellbeing?
national advice in our financial management, seeking support from those with financial expertise ensure equity. 4 How effectively do we monitor the use and impact of
as appropriate. Financial expenditure is carefully planned to improve the quality of learning and 4 The school can evidence that decisions about available resources on learning and teaching?
teaching and increase attainment and achievement for all learners. We systematically monitor and expenditure have resulted in increased attainment
can evidence the extent to which our use of financial resources leads to improved outcomes for 4 How well do we work collegiately with pupils, parents
and achievement. and partners to inform appropriate resourcing
learners.
4 The impact of new resources are carefully monitored decisions?
and evaluated to ensure a positive impact on 4 How effectively do we use our resources to meet the
Management of resources and environment for learning
z  learning. Evidence is used to support future learning needs of all and ensure equity?
We make the best use of available resources, including digital technologies, to create, sustain and resourcing.
enhance a motivating environment for effective learning. The learning environments across the 4 How effectively are learners using a range of
4 When planning future resource acquisition, resources including outdoor spaces and community
school are seen as a resource to fully support learning, teaching and inclusion. We have a wide consideration is given to ensuring best value and resources to support their learning?
range of appropriate resources to support and challenge learners at all levels of their learning. We sustainability of improvement.
encourage our learners to make independent and responsible use of a range of resources. We 4 How effective are our health and safety procedures
4 All available resources, including digital technologies and are they proportionate and enabling?
ensure sustainable, transparent and equitable allocation and use of resources to support the and outdoor spaces, are used effectively to create
learning needs of all. We manage allocated resources proactively and efficiently to meet planned and sustain effective learning environments. These 4 How rigorous are our auditing processes to enable
learning and development priorities. In consultation with relevant stakeholders, resources are are used well to support learning. us to effectively plan, monitor and manage our
sourced, allocated and used efficiently and effectively to meet organisational, local and national resources?
4 Teachers make effective use of a range of resources,
priorities and the needs of the people we work with. We use data and evaluations of the impact of including digital technologies, to provide appropriate
previous planning priorities and learning programmes to inform future resourcing decisions. We support and challenge for learners.
diligently implement relevant health and safety legislation and are vigilant in ensuring the security 4 Resources across the school are well maintained
and safety of all users and visitors. As a result, our buildings are secure and any health and safety and organised to enable effective and efficient use.
issues are identified and addressed promptly.
4 Learners select from a wide range of resources and
use these responsibly and flexibly to meet their
individual needs.
4 School facilities are safe and secure for all.

28 29
Section 2
Learning Provision
LEARNING, TEACHING AND ASSESSMENT

2.1 Safeguarding and child protection

2.2 Curriculum
2.3 Teaching, learning and assessment
2.4 Personalised support
2.5 Family learning
2.6 Transitions
2.7 Partnerships
How good is our school? How good is our school?

2.1 SAFEGUARDING AND CHILD

PROTECTION
Themes: This indicator focuses on the wide range of duties Features of highly-effective practice: Challenge questions:
required of all staff and partners to ensure that all
z Arrangements for safeguarding, including children and young people are safe, well cared for 4 Senior leaders responsible for safeguarding are clear 4 Are approaches to child protection and safeguarding
child protection and enabled to flourish. This indicator looks to how about the expectations of their role, and provide known and understood by all across the school
the school takes account of statutory requirements good support and direction for staff. community?
z Arrangements to ensure wellbeing in relation to child protection to ensure the needs of 4 Robust arrangements are in place to ensure that all 4 How good is the leadership in driving forward this
z National guidance and legislation all learners are met. Safeguarding all children and staff (including volunteers and partners) are aware of important area of practice, and how do we know?
young people requires strong partnerships to be their responsibilities in relation to child protection and 4 How effective are the recording and planning
established between the school and its local equality policies and procedures. processes in delivering positive outcomes for
community. This includes well-planned progressive 4 Safeguarding is an important thread running through children and young people where there are child
learning opportunities so that children and young the school’s self-evaluation. protection or safeguarding concerns?
people can become more resilient and develop a
4 Effective systems provide a systematic and strategic 4 Are safeguarding arrangements regularly reviewed
sound understanding of how they can keep
overview of the number and nature of cause for as an integral part of our self-evaluation processes?
themselves safe. concerns raised, initial referral discussions, child 4 How do we ensure that staff are kept up-to-date with
protection case conferences, and child protection safeguarding practice including, for example,
Level 5 illustration: registrations. e-safety, extremism, female genital mutilation and
4 The curriculum effectively promotes safeguarding child sexual exploitation?
Arrangements for safeguarding, including child protection
z  and wellbeing across all stages, taking good account 4 How well are children and young people supported
We have clear, appropriate and up-to-date policies and procedures in place to ensure the of the context of the school. following a safeguarding or child protection concern?
safeguarding of children and young people including child protection. All staff take part in regular 4 Children feel able to make a complaint against 4 How effectively are incidents related to equalities
professional learning and are confident in responding to any child protection or safeguarding school practice and procedures, and are confident acted upon to prevent future occurrences?
issue, including e-safeguarding, child sexual exploitation and extremism. Arrangements for making their views will be taken seriously and acted upon.
4 How well do staff take account of the views and
a safeguarding or child protection concern are well-publicised and understood by all staff, 4 Unexplained, regular or long-term absence is experiences of children and young people,
partners, learners and parents. Senior leaders have been trained in safeguarding matters to a high supported through a range of approaches and particularly where decisions are to be made that may
level and demonstrate sound knowledge and understanding, acting as models of best practice for strategies. impact on life choices?
staff and the wider school community. Approaches to safeguarding and child protection are an 4 Child protection and safeguarding policies and 4 How effective are our approaches to support
important part of our self-evaluation and improvement activities. procedures reflect current legislation and guidance. wellbeing (e.g. buddies, mentors, safe areas)? How
All policies and procedures are reviewed on a regular do you measure the impact of these approaches?
Arrangements to ensure wellbeing
z  basis.
4 Does the school promote an ethos and culture of
The ethos and vision of the school strongly promotes equality, challenging all forms of discrimination. 4 All child protection records are stored safely and positive engagement and participation with its pupils
Children tell us that they have been able to build up positive relationships with consistent adults securely ensuring all sensitive information is only and parents?
accessible to relevant staff members.
whom they trust enough to talk to when they need help. They have access to a named person to
help them who they can discuss personal issues with, whenever they want to. They feel that they
are supported well to help themselves and are fully involved in decision-making. Our policies for
pastoral care are clear, appropriate and implemented. We have well-embedded systems in place
to promote wellbeing across all aspects of the life of the school. These include highly-effective
systems to support learners to make a complaint. We use learning and teaching approaches and
the curriculum to promote resilience, and responsible citizenship. These approaches are highly
sensitive and responsive to the wellbeing of each child and young person.

z N
 ational guidance and legislation
Children are safe and feel safe in school. There is a strong, robust and proactive response from
adults that reduces the risk of harm to children. Adults working with them know and understand
the indicators that may suggest that a child/young person is suffering or is at risk of suffering
harm. They take the appropriate and necessary action in accordance with local procedures and
statutory guidance. Staff are aware of emerging issues within society such as radicalisation and
child sexual exploitation. Senior leaders and governing bodies, where appropriate, ensure that
they comply with their child protection duties under legislation. Our record keeping for all
safeguarding matters is maintained to the highest standards.

32 33
How good is our school? How good is our school?

2.2 CURRICULUM

Themes: This indicator highlights the importance of Features of highly-effective practice: Challenge questions:
placing the needs of learners at the centre of
z Rationale and design curriculum design and development. The 4 All stakeholders contribute to the rationale, design 4 How much account is taken of local and national
structure and delivery of the curriculum should and ongoing development of the curriculum. policy and guidance when agreeing the rationale and
z Development of the curriculum take good account of local and national Everyone understands what the school is trying to design for our curriculum?
z Learning pathways circumstances. The curriculum is the totality of achieve through its curriculum. 4 To what extent do we take account of all the factors
learning experiences across the four contexts as 4 All stakeholders are able to talk about how the that make our school unique?
z Skills for learning, life and work delivered by the school and its partners. An unique features of the school community inform the 4 Does the curriculum experienced by our learners
effective curriculum results in strong outcomes design of the curriculum. reflect our rationale? How do we know?
for all learners. 4 All staff and partners are ambitious and expect high 4 To what extent do we make effective use of available
levels of attainment and achievement for all learners. support materials and information to inform the
Level 5 illustration: 4 Time is protected for professional learning and development of our curriculum?
collegiate working to develop the curriculum and 4 To what extent does our curriculum promote equity
z R
 ationale and design consider its impact on children and young people. and raise attainment for all children and young
We work together as a school community to develop, promote and sustain an aspirational vision 4 Very good use is made of information and support people?
for our curriculum. The curriculum has a clear vision and rationale shaped by the shared values of materials drawn from a range of local, national and 4 How effective is the leadership of curriculum
the school and its community. Our curriculum is grounded in our commitment to securing children’s international resources to support informed debate development at all levels?
rights and wellbeing. It takes account of learners’ entitlements and the four capacities and reflects on curriculum development.
4 How well are children and young people involved in
the uniqueness of our setting. There is a strategic overview which we use to ensure a shared 4 School leaders provide clear direction through a planning and identifying opportunities for
understanding of the purpose and design of the curriculum. The structure of the curriculum provides manageable and ambitious long-term plan for the personalisation and choice?
equity of opportunity to maximise the successes and achievements of all our learners. We take ongoing development of the curriculum.
very good account of the four contexts for learning and cross-cutting themes such as equality, 4 Is the level of personalisation and choice improving
4 Planning for progression in children and young outcomes for children?
enterprise, creativity, sustainable development education and international engagement. Our people’s learning is in place for the four contexts and
creative and innovative approaches to curriculum design support positive outcomes for learners. shows how knowledge, understanding and skills are 4 Do we have a shared understanding of what
built over time. progression looks like?
Development of the curriculum
z  4 Outdoor learning is a regular, progressive curriculum- 4 To what extent does our school team have a shared
Our curriculum is regularly reviewed and refreshed by an informed awareness of current education led experience for all learners. understanding of interdisciplinary learning and how
to develop it as an important context for learning?
thinking and evolves through ongoing debate within the school community. We work well with 4 There is a clear focus on developing skills of literacy,
partners to ensure creative and innovative approaches to curriculum development are encouraged numeracy, health and wellbeing, creativity, digital and 4 How effective is our whole school overview in
and support positive outcomes for learners. The development of our curriculum is underpinned by employability skills in a progressive way across the ensuring children’s knowledge and skills are built
a coherent whole school approach to learning for sustainability. curriculum. appropriately over time?
4 Learning for sustainability is embedded across our 4 How well do our approaches to profiling develop
Learning pathways
z  curriculum. children’s and young people’s awareness of
themselves as learners and support them to
The curriculum provides flexible learning pathways which lead to raising attainment through 4 Our curriculum has a strong focus on developing the recognise the skills for learning, life and work they
meeting the needs and aspirations of all our learners. Learning pathways support children and skills our young people need in the world of work. are developing to inform the planning of future
young people to build on their prior learning and ensure appropriate progression for all learners. 4 We make our children and young people aware of a learning?
Learning pathways are based on the experiences and outcomes and design principles of range of careers and the skills required for them. We 4 Do we make best use of our partners, including
progression, coherence, breadth, depth, personalisation and choice, challenge and enjoyment and challenge gender stereotypes within careers. international partners, to provide opportunities for
relevance. We ensure children and young people have access to high-quality learning in all
young people to develop skills and achieve?
curriculum areas and through outdoor learning. All staff take responsibility for developing literacy,
numeracy, health and wellbeing and digital literacy across the curriculum. Learners demonstrate 4 How knowledgeable and up-to-date is our school
these skills at a high level in a variety of meaningful contexts. team about career and employability prospects?
4 Is the entitlement of learners to Learning for
Skills for learning, life and work
z  Sustainability being met?
All staff and partners provide very good opportunities to develop children and young people’s skills
for learning, life and work in motivating contexts for learning. We pay particular attention to ensure
children and young people experience increasing levels of challenge as they develop skills for
learning, life and work. Our staff and partners provide well-planned opportunities for learners to
develop an awareness of the world of work. We emphasise enterprise and creativity across all
areas of learning.

34 35
How good is our school? How good is our school?

2.3 LEARNING, TEACHING AND

ASSESSMENT
Themes: This indicator focuses on ensuring high-quality Features of highly-effective practice: Challenge questions:
learning experiences for all children and young
z Learning and engagement people. It highlights the importance of highly- 4 The learning environment is built on positive, 4 How well are learners enabled to select and make
skilled staff who work with children, young nurturing and appropriately challenging relationships use of high-quality resources and equipment
z Quality of teaching people and others to ensure learning is which lead to high-quality learning outcomes. including digital technologies?
z Effective use of assessment motivating and meaningful. Effective use of 4 Learners’ achievements in and out of school are 4 How well do we use our community and spaces to
assessment by staff and learners ensures recorded and recognised. They understand how deliver high-quality outdoor learning?
z Planning, tracking and monitoring children and young people maximise their these achievements help them develop knowledge 4 How well do we motivate and engage all learners in
successes and achievements. and skills for life, learning and work. all aspects of school life?
4 Learners play an active role in the school and wider 4 How well are we enabling learners to become
Level 5 illustration: community and regularly take on leadership roles, independent learners and develop the four
including leading learning. capacities?
z L
 earning and engagement 4 Learners receive high-quality feedback and have an 4 How confident are we that all learners experience
The ethos and culture of our school reflects a commitment to children’s rights and positive accurate understanding of their progress in learning activities which are varied, differentiated, active, and
relationships. Our children and young people are eager and active participants who are fully and what they need to do to improve. provide effective support and challenge?
engaged, resilient, highly-motivated and interact well during activities. Learners’ experiences are 4 Learners are able to give effective feedback to peers 4 How well do we communicate the purpose of
appropriately challenging and enjoyable and well matched to their needs and interests. Learners on their learning and suggest ways in which they can learning and give effective explanations for all
exercise choice, including the appropriate use of digital technology, and take increasing improve. learners?
responsibility as they become more independent in their learning. They understand the purpose of 4 Staff access and apply relevant findings from 4 How well do our questioning strategies enhance the
their learning and have opportunities to lead the learning. Our learners are successful, confident educational research to improve learning and learners’ experience and enable higher-order
and responsible. They contribute effectively to the life of the school and wider community in a teaching. thinking skills?
range of well-planned activities. They know that their views are sought, valued and acted upon. 4 Planning is proportionate and manageable and 4 How well do we deploy a wide variety of innovative
clearly identifies what is to be learned and assessed. and creative resources and teaching approaches,
Quality of teaching
z  4 Assessment approaches are matched to the learning including digital technologies?
Our teaching is underpinned by our shared school vision and values. We use a wide range of needs of learners and are used to support them to 4 How well do we apply the principles of planning,
learning environments and creative teaching approaches. Learning is enriched and supported by demonstrate where they are in their learning. observation, assessment, recording and reporting as
our effective use of digital technologies. Our explanations and instructions are clear. We use 4 A quality body of evidence is used to support an integral feature of learning and teaching?
skilled questioning and engagement to promote curiosity, independence and confidence and to assessment judgements and decisions about next 4 How well do we make use of a range of valid, reliable
regularly enable higher-order thinking skills in all learners. We observe learners closely to inform steps. and relevant assessment tools and approaches to
appropriate and well-timed interventions and future learning. We use feedback effectively to inform 4 Processes for assessment and reporting are support the improvement of children and young
and support progress in learning. manageable and very effective in informing people’s learning?
improvements in learning and teaching. 4 How well do we record, analyse and use assessment
Effective use of assessment
z  4 Tracking and monitoring are well-understood and information to identify development needs for
Assessment is integral to our planning of learning and teaching. We use a variety of assessment used effectively to secure improved outcomes for all individual learners and specific groups?
approaches to allow learners to demonstrate their knowledge and understanding, skills, attributes learners, including the most deprived children and 4 How effectively do we involve learners and parents
and capabilities in different contexts across the curriculum. Our assessment evidence is valid and young people and those who are looked after. in planning and evaluating learning?
reliable. At key milestones, our assessments provide reliable evidence which we use to report on 4 All teachers have well-developed skills of data 4 How well do we enable all children and young people
the progress of all children and young people. Across our learning community we have shared analysis which are focused on improvement. to engage in self- and peer-assessment to improve
expectations for standards to be achieved, and have robust arrangements for moderation across their learning? How do we know this benefits
stages and across the curriculum. learning?

Planning, tracking and monitoring

z 
We plan appropriately over different timescales to meet the needs of learners across all areas of
the curriculum. Learners are fully involved in planning learning. As a result of our manageable
processes to monitor and evaluate learners’ progress we have clear information on their
attainment across all curriculum areas. This includes for those facing additional challenges, for
example young carers, looked after children and those living with financial hardship. We use this
data to evaluate the effectiveness of interventions designed to improve outcomes for all learners.

36 37
How good is our school? How good is our school?

2.4 PERSONALISED SUPPORT

Themes: This indicator focuses on the provision of high- Features of highly-effective practice: Challenge questions:
quality support that enables all children and
z Universal support young people to achieve success. It highlights 4 Both universal and targeted learning and support is 4 How well do staff know learners as individuals?
the importance of wellbeing and involving children embedded and is having a positive impact on
z Targeted support 4 Does the school have effective assessment systems
and young people in decisions about how their children’s progression with their learning. in place to identify the ever-increasing diverse needs
z Removal of barriers to learning needs should be met. Strong partnerships with 4 There are high expectations for all learners across of children?
parents and other partners who support children the school.
and young people are essential. Monitoring the 4 Are there robust arrangements in place to ensure all
4 Children requiring additional support have high- learners have regular communication and
impact of interventions and making timely
quality individualised and meaningful progression discussions with a key adult to review their learning
adjustments to practice are key to providing pathways. and plan next steps?
highly-effective universal and targeted support.
4 Learners’ needs are identified through robust 4 How effective are profiling processes across the
assessment information including specialist input school?
Level 5 illustration: where required. 4 Do staff consider whether their learning and teaching
4 Staff make effective use of staged intervention and assessment approaches meet the needs of
z U
 niversal support processes and the named person service to ensure diverse learners?
All children and young people are benefitting from high-quality universal support. We have an children and young people’s needs are met. 4 Are staff able to access effective levels of support
effective strategy for securing positive relationships and behaviour which all staff and partners 4 Relevant support staff are involved in planning and and training to build their capacity to engage with the
take responsibility for implementing. Children and young people are at the centre of all planning, reviewing support for individuals and groups of needs of diverse learners?
as active participants in their learning and development. Our children and young people have learners. 4 How good is our understanding of differentiation? Do
frequent opportunities to discuss their learning with a key adult who knows them well, helping 4 Children and young people and their parents/carers staff and partners use a range of approaches that
them to set appropriate next steps. This enables them to review their own learning and plan for are fully involved in decisions about how their needs meet the needs of all learners?
next steps, gain access to learning activities which will meet their needs, work with a range of will be met. 4 How well does our curriculum planning meet the
partners, and prepares and supports them through changes and choices. Learning targets are in 4 Tasks, activities and resources are effectively needs of different groups of learners?
place specific to individual learners, built on prior learning and reviewed and evaluated differentiated and provide appropriate pace and 4 How effectively do we involve parents and partner
systematically with next steps based on their progress. All staff know and respond very well to the challenge for all learners. agencies to ensure learners benefit from the right
individual needs of children and young people and promote and support their wellbeing. Tasks, 4 Effective partnership approaches are embedded support at the right time including next steps in
activities and resources are effectively differentiated to ensure appropriate pace and challenge for within planned programmes and support processes. learning, changes and choices?
all learners. Our staff and partners work effectively together to increase their ability to meet the
4 There is a strong ethos across the school to 4 How do we know if personalised support is having
needs of our diverse learners through effective use of professional learning, support and specialist
minimise the impact of potential barriers to learning. the desired impact of improving outcomes for
resources. learners?
4 Staff reflect on their own practice and work
collaboratively with others, including stakeholders, to 4 To what extent is our school an inclusive learning
Targeted support
z 
build their capacity to meet the needs of all learners. environment?
Our targeted support builds on robust, embedded universal support. Learners’ needs are identified
4 The school reviews the progress of all children
early through reliable and valid assessment information and ensure appropriate, proportionate and effectively, including those with additional support
timely support including specialist input where required. We fully adhere to legislative needs. They can provide reliable and valid evidence
requirements and provide all children with additional support needs with high-quality targeted to support this process.
support, including highly-able children. We recognise the important role of parents and partners
with specific expertise in supporting children and young people. Children, parents and partners
are fully involved in decisions about learning and support. Well-planned interventions are leading
to positive outcomes for children with additional support needs including those affected by
financial hardship.

Removal of barriers to learning

z 
Staff and partners take positive and proactive steps to ensure that barriers to learning are
minimised. Staff are highly-responsive to the circumstances of at risk children, including young
carers, looked after children and children living in poverty. All children with a disability, health issue
or social and emotional needs benefit from high-quality targeted support. The school works with
key partners to remove barriers to learning and provide an inclusive learning environment.

38 39
How good is our school? How good is our school?

2.5 FAMILY LEARNING

Themes: This indicator focuses on increasing the positive Features of highly-effective practice: Challenge questions:
impact of working with families to improve
z Engaging families in learning learning and achievement. The emphasis is on 4 Creative approaches are used to engage families. 4 To what extent are we sure of what meaningful
schools working in partnership with others in the engagement with families looks like?
z Early intervention and prevention 4 Almost all those engaged in family learning courses
community to support families to secure better
are highly-motivated and actively involved in their 4 What evidence do we have that family learning is
z Quality of family learning programmes outcomes through programmes which enable own learning and development. improving the life chances of the families involved?
them to improve literacy, numeracy and health
and wellbeing. 4 Almost all the children and their parents are included, 4 Are outcomes for children improving as a result of
participating, achieving and progressing very well in their participation in family learning? How do we
their learning. know?
Level 5 illustration: 4 There is clear evidence that the life chances of those 4 How is family learning improving their capacity to
families experiencing particular challenges are being learn?
z E
 ngaging families in learning improved as a result of their engagement in family 4 How can we demonstrate that families are feeling
Families receive high-quality universal and targeted support that enables them to access learning learning. included and that they are participating, achieving
activities which meet their needs. Universal support is open to all families. Targeted support is 4 Almost all learners report improvement in their health and progressing?
offered to those families who have been identified as having singular or multiple needs that are and/or wellbeing. 4 How is our family learning helping promote the
having an impact on their health and wellbeing, development and/or learning. Families have 4 Family learning is responsive to identified needs. wellbeing indicators? How do we know?
regular opportunities to discuss their learning with staff and set appropriate targets for the next 4 Staff have an appropriate shared understanding of 4 How are we ensuring that provision is responsive to
stages. Families are well supported to plan opportunities for personal achievement. Learning Getting it Right for Every Child (GIRFEC) and use the needs of families?
targets are in place specific to the family as a whole and as individual learners, built on prior these approaches to meet the needs of families. 4 How effectively do we use current available data
learning and reviewed and evaluated. Families are at the centre of this planning, as active
4 Family learning promotes equality, fairness and about levels of poverty in our community to help us
participants in their learning and development. Parents and carers are supported to actively and diversity. target interventions?
meaningfully engage in their children’s learning and life at school. Staff work with parents and
carers to reduce potential barriers to engagement and are responsive to the family circumstances 4 There is evidence that family learning is supporting 4 How are we actively promoting equality, fairness and
families to minimise the impact of poverty on learning diversity?
such as families affected by imprisonment, English as an additional language and mental health
and achievement. 4 How effectively do we monitor participation?
issues.
4 Participation in family learning courses are monitored 4 How well do we match the right programme to the
robustly to highlight trends and support effective
Early intervention and prevention
z  right families?
early intervention strategies.
Our staff and partners use available data, analysis and intelligence gathering to inform their 4 To what extent do all staff understand GIRFEC, the
4 Families are matched into the right programme which wellbeing indicators and how these can have a
understanding of community and individual family’s needs and to ensure appropriate timely
is negotiated and addresses identified needs. positive impact on children and their families?
interventions. Our staff are aware of the factors causing child poverty within our community. We
work with parents and other agencies to help parents minimise the effect of poverty on our 4 Families know that whatever their needs they will be 4 How well are families supported in developing
able to access the right support that will enable them
children. Needs are identified and reviewed in consultation with families, partners and stakeholders. strategies which lead to positive relationships, better
to reach their full potential as individuals and as a learning and better behaviour?
Our staff has an informed understanding of local demographics that informs more targeted support
family.
when appropriate. Strong partnership approaches facilitate sustainability and a more robust
service for families. Families benefit from our strong collaboration with colleagues from other 4 Family learning is leading to stronger home-school
links which are improving outcomes for learners.
sectors which supports referrals to and from services and enables tracking and builds trust.
Families are consulted in a meaningful way when staff are looking at progression from their
service. We work well with other services to ensure continued strong support for families.

Quality of family learning programmes

z 
Our courses are stimulating, challenging, relevant and enjoyable. Families are fully engaged and
participate in designing and delivering content. We consult with families to ensure we are meeting
their needs in relation to literacy, numeracy, health and wellbeing and wider family learning
outcomes. Learning outcomes support families through changes and choices. We actively
promote lifelong learning, both in families, and as individual learners. As a result of our family
learning classes, families have increased aspirations as individuals and as a family. They have a
sense of achievement and successes are recorded and celebrated.

40 41
How good is our school? How good is our school?

2.6 TRANSITIONS

Themes: This indicator focuses on the need for children Features of highly-effective practice: Challenge questions:
and young people to be well supported as they
z Arrangements to support learners and move into school, through school and beyond 4 Transition arrangements ensure children and young 4 To what extent are all children and young people
their families school. Effective partnership working, tracking of people’s wellbeing and raise attainment. supported so that both their learning and social and
progress and robust record keeping are essential emotional needs are addressed?
z Collaborative planning and delivery 4 There are planned opportunities for staff to come
to support continuity in learning at points of together to develop a shared understanding of 4 How effective are our transition arrangements in
z Continuity and progression in learning transition. That continuity is crucial to maximising progress across levels and into the senior phase. raising the attainment of children and young people?
children and young people’s successes and
4 There are clear, shared processes in place for the 4 How effectively do we use transition information to
ensuring the most appropriate post-school
transfer of information about all children and young plan progressive learning pathways for all children
destination. people’s learning and achievements across the and young people?
curriculum. 4 To what extent do staff have opportunities to develop
Level 5 illustration: 4 Information about children and young people’s a shared understanding of: progress in learning
learning and achievements is used effectively to across levels and into the senior phase; and effective
z A
 rrangements to support learners and their families ensure continuity in learning across the curriculum approaches to learning and teaching?
for all children and young people. 4 How effective are the opportunities we provide for
Children, young people and their parents and carers are actively engaged in transitions at all
stages of learning. Children and young people’s mental, emotional, social and physical needs are 4 Profiling, including the P7 and S3 profiles, is used to children and young people to discuss their progress
taken very good account of when we are planning transitions, including during any shared inform and improve future learning. They are used with key adults in supporting continuity in learning at
with children and young people to discuss their transitions?
activities and experiences. There are effective arrangements in place to involve families and
progress to support continuity in learning at 4 To what extent are we using information from
relevant agencies in designing transitions for those requiring additional support. We take account
transitions. profiling and personal learning planning to ensure
of what makes for effective transitions into, during and beyond any stage of our children and
young people’s learning. This includes, where appropriate, shared placements and arrangements 4 Children and young people are able to articulate their continuity in learning for all children and young
progress to key adults as they make the transition people?
for interrupted learners where there are particular transition considerations. There is also a strong
from one stage of learning to another. 4 To what extent do our processes for: involving
focus on ensuring a high level of social and emotional support for all children and young people.
Children and young people demonstrate high levels of resilience and confidence during transitions 4 Children, young people and their parents and carers children and young people; parents, carers and
and continue to make progress. They are supported and enabled to make informed choices about are actively involved in planning transitions. families; and partners and other agencies ensure
effective transitions for all learners?
their next phase of learning, including preparation for further and higher education and the world 4 Children and young people are supported to make
of work and future careers. informed choices about the next phase of their 4 To what extent does our curriculum provide
learning, this includes: preparation for further and opportunities for support and induction into the next
higher education; and the world of work and future phase of learning?
Collaborative planning and delivery
z 
careers. 4 To what extent do transition arrangements offer
There is a comprehensive, well-planned programme of transition arrangements in place. We plan
children and young people opportunities to learn
and work with partners and other agencies to ensure transition arrangements are effective for all
about change in a positive way?
learners, including those requiring additional support and in line with legislative requirements.
These plans take account of transitions for cohorts of learners as well as individuals. We work 4 How effectively are we ensuring learners achieve
collaboratively across our learning community to ensure effective information sharing about sustained positive destinations when they leave
school?
learners’ progress and needs. We have sound arrangements for transferring information from one
named person to another to ensure continuity of plans such as a Child’s Plan or coordinated
support plan. We have agreed shared approaches to record keeping and passing on of
information using digital technology to support this as appropriate.

Continuity and progression in learning

z 
There is continuity and progression in learning across all curriculum areas at all stages of learning.
We plan collaboratively to develop a shared understanding of progress both within our
establishment and with others. We make very good use of tracking and monitoring, profiling and
personal learning planning to help children and young people identify strengths and next steps in
learning. As a result, our children and young people continue to build their knowledge, skills and
attributes and maintain an appropriate pace of progress. Working with partners we effectively
support all young people into sustained positive post-school destinations.

42 43
How good is our school? How good is our school?

2.7 PARTNERSHIPS

Themes: This indicator aims to capture the school’s Features of highly-effective practice: Challenge questions:
success in developing and maintaining strong
z The development and promotion of partnership approaches which improve outcomes 4 Partnership work with stakeholders, including 4 How do we ensure that relationships with parents,
partnerships for learners and continued self-improvement for parents and carers, the local community, third sector, carers and families, the local community and
the school and community. All partnerships are public sector and business organisations, is based partners are characterised by trust and respect?
z Collaborative learning and improvement based on mutual trust and respect for the on mutual trust and respect. 4 How well do we enable parents, carers and families
z Impact on learners particular contribution each partner brings. 4 The school consistently involves parents and carers and the local community to contribute to the life of
Partnerships are integral to the way a highly- in shaping policy and services to improve impacts. the school and be involved in school improvement?
effective school works.
4 Staff support parents/carers to actively engage in 4 How effectively do we support parents and carers to
their children’s learning, attainment and achievement. participate in, contribute to and understand their
Level 5 illustration: 4 All parents/carers are fairly represented by the child’s learning? How effectively do we communicate
Parent Council and any views or complaints are about progress, attainment and achievement?
z T
 he development and promotion of partnerships acted upon in an effective and timely manner. 4 Is our Parent Council representative of all the
Our partnerships are firmly based on a shared vision, values and aims which put the needs of all 4 The school’s learning pathways take account of key parents and carers in the school and their social,
learners at the core of our partnership working. Partners understand and appreciate the different features of the local community. economic and cultural backgrounds? If not, what are
we doing to address this?
contexts in which we work and value the range of expertise our learners can benefit from. All 4 The school understands and plays a significant role
partners invest significant time and energy to establish and build positive sustainable in the life of the local community. 4 How well do we understand our local community?
relationships. Engagement and communication between partners is regular, structured, supportive Are the key features of the local community reflected
4 Partnerships have clear agreements where the in our learning pathways?
and efficient. We have a clear strategy for growing our existing partnerships and for establishing purpose, aims, roles and responsibilities are clear
new partnerships. We are clear about the purpose of our partnerships. All partners are clear about and understood by all involved. 4 How well do we seek out and respond positively to
their roles, responsibilities and contributions. Our partnership agreements set a framework within potential partnerships which will lead to better
4 The school jointly plans and evaluates shared outcomes for the children and young people we work
which our joint working and shared learning can thrive. All partners demonstrate high levels of projects with partners.
commitment to improving outcomes for all learners. with?
4 The school and partners share skills, knowledge and 4 How clear are the partnership agreements we enter
experience and take part in joint professional into? Do we involve partners at the earliest stages of
Collaborative learning and improvement
z 
learning opportunities. They learn from effective planning?
Our partnerships include structured opportunities for collaboration. We work together effectively to partnership practice elsewhere.
plan, deliver, monitor and evaluate joint work. Partners jointly participate in action research and 4 How well do we identify priorities, communicate,
4 Feedback from partner organisations indicates plan, monitor and evaluate our work with partners?
practitioner enquiry. We undertake joint professional learning and share expertise so that we learn strong and effective relationships with the school. Are we clear what added value each partnership
with each other and from each other. Together we evaluate the impact of our professional learning
4 The school engages effectively with partners to brings?
on learners, our school and community. Our partnership working is strengthening leadership at all
promote a coherent whole school approach to 4 How well do we share skills, information, knowledge
levels within our school and for our partners. learning for sustainability. and experience across partners and partnerships?
4 The school can demonstrate the impact of How well do we learn from successful partnerships?
Impact on learners
z  Do we engage in shared professional learning
partnerships through improved outcomes for
Through effective partnership working we have improved our learning provision and secured learners. opportunities with partners?
positive impacts for children, young people and families in our community. Our partnerships have 4 What opportunities do our learners and staff have to
increased parental engagement in their children’s learning. Their involvement has a positive work with others to contribute effectively to their
impact on raising attainment and achievement particularly in literacy and numeracy. As a result of communities as active citizens?
our effective partnerships all our learners have access to an extended range of learning pathways
through which they are developing skills for learning, work and life and securing sustainable
positive destinations.

44 45
Section 3
Successes and
Achievements
HOW GOOD ARE WE AT ENSURING THE BEST POSSIBLE OUTCOMES
FOR ALL OUR LEARNERS?

3.1 Ensuring wellbeing, equality and inclusion

3.2 Raising attainment and achievement
3.3 Increasing creativity and employability
How good is our school? How good is our school?

3.1 ENSURING WELLBEING,

EQUALITY AND INCLUSION
Themes: This indicator focuses on the impact of the Features of highly-effective practice: Challenge questions:
school’s approach to wellbeing which underpins
z Wellbeing children and young people’s ability to achieve 4 The whole learning community has a shared 4 How well do all staff know and understand GIRFEC,
success. It highlights the need for policies and understanding of wellbeing and the children’s rights. the wellbeing indicators, and the United Nations
z Fulfilment of statutory duties practices to be well grounded in current Convention on the Rights of the Child?
4 All stakeholders promote a climate where children
z Inclusion and equality legislation and a shared understanding of the and young people feel safe and secure 4 How well do all staff understand their role and
value of every individual. A clear focus on responsibility in supporting learners’ health and
ensuring wellbeing entitlements and protected 4 All staff and partners model behaviour which
promotes and supports the wellbeing of all. wellbeing?
characteristics supports all learners to maximise
4 All staff and partners are sensitive and responsive to 4 How well do we know and take account of local and
their successes and achievements. national documents and guidance?
the wellbeing of each individual child and colleague.
Level 5 illustration: 4 Staff, children and young people know, understand 4 How well do we ensure that all children feel safe,
healthy, achieving, nurtured, active, respected,
and use the wellbeing indicators as an integral
feature of school life. responsible and included?
Wellbeing
z  4 How well do children and young people show
4 Staff and partners have created an environment
As a result of our approach to ensuring the wellbeing of all children and young people and their consideration for others and demonstrate positive
where children and young people feel listened to and
families, we are improving outcomes for children, young people and their families. Our school are secure in their ability to discuss personal and behaviour and relationships?
community has a shared understanding of wellbeing and in the dignity and worth of every sensitive aspects of their lives because they feel 4 How well do we listen to and involve children and
individual. We know and can demonstrate that all of our children and young people feel safe, cared about. young people in making decisions about their
healthy, achieving, nurtured, active, respected, responsible and included. All staff and partners feel wellbeing, their lives and their future?
4 All staff and partners take due account of the
valued and supported. Our learners benefit from the high-quality education which we provide for legislative framework related to wellbeing, equality 4 How well do we ensure that all staff undertake
all children and young people. Relationships across the school community are very positive and and inclusion. regular professional learning around legislation,
supportive, founded on a climate of mutual respect within a strong sense of community, shared statutory requirements and codes of practice?
4 All staff engage in regular professional learning to
values and high expectations. All staff and partners are proactive in promoting positive ensure they are fully up-to-date with local, national 4 Can we be sure that all staff guidance is fully
relationships in the classroom, playground and wider learning community. We consider each child and, where appropriate, international legislation relevant and up-to-date?
and young person as an individual with his/her own needs, risks and rights. We ensure children affecting the rights, wellbeing and inclusion of all 4 How well do we communicate with parents, partners
and young people are active participants in discussions and decisions which may affect their lives. children and young people. and learning across these key themes?
4 The curriculum provides children and young people 4 How well do we know the steps we have taken have
Fulfilment of statutory duties
z  with well-planned and progressive opportunities to improved outcomes for children?
We comply and actively engage with statutory requirements and codes of practice. Our staff, explore diversity and multi-faith issues, and to
learners, parents and partners know what is expected in these areas and are involved in fulfilling challenge racism and religious intolerance. 4 How well can we demonstrate improved attainment
for groups and individuals facing barriers to learning,
statutory duties to improve outcomes for children and young people. 4 Children and young people are knowledgeable about including poverty?
equalities and inclusion. They feel able to challenge
z Inclusion and equality discrimination, xenophobia and intolerance when 4 Have we successfully established an inclusive
they come across it. learning environment? How do we know?
We ensure inclusion and equality leads to improved outcomes for all learners. All learners are
4 Outdoor spaces are used effectively to promote 4 To what extent does our school celebrate diversity?
included, engaged and involved in the life of the school. All children and young people feel very
well supported to do their best. Learners, parents and carers, staff and partners feel that they are positive relationships and wellbeing. Staff take 4 How well does our school ensure that the curriculum
treated with respect and in a fair and just manner. We understand, value and celebrate diversity account of research linking benefits of outdoor is designed to develop and promote equality and
learning and green space with wellbeing. diversity, eliminate discrimination?
and challenge discrimination. In our school age, disability, gender reassignment, marriage and civil
partnership, pregnancy, race, religion or belief, sex and sexual orientation are not barriers to 4 How do we ensure there is an ethos and culture of
participation and achievement. We have effective strategies in place which are improving inclusion, participation and positive relationships
attainment and achievement for children and young people facing challenges such as those from across the whole learning community?
our most deprived areas, young carers, those who are looked after and those with additional
support needs.

48 49
How good is our school? How good is our school?

3.2 RAISING ATTAINMENT

AND ACHIEVEMENT
Themes: This indicator focuses on the school’s success in Features of highly-effective practice: Challenge questions:
achieving the best possible outcomes for all
z Attainment in literacy and numeracy learners. Success is measured in attainment 4 Almost all children and young people are attaining 4 How well are our approaches to raising attainment
across all areas of the curriculum and through appropriate levels and a few have exceeded these. improving outcomes for children and young people?
z Attainment over time the school’s ability to demonstrate learners’
4 Attainment levels in literacy and numeracy are a 4 How well is our focus on literacy and numeracy
z Overall quality of learners’ achievement achievements in relation to skills and attributes. central feature of the school’s priorities for leading to raising attainment across the curriculum?
Continuous improvement or sustained high improvement and are raising attainment.
z Equity for all learners standards over time is a key feature of this 4 How well do we use evidence from tracking
4 Very good progress is demonstrated through robust meetings, professional dialogue and assessments to
indicator.
tracking of attainment over time in all curriculum measure progress over time and in particular at
areas and at all stages. points of transition?
Level 5 illustration: 4 The school’s data demonstrates our current learners 4 How well is assessment evidence used to inform
are making very good progress. teacher judgements?
Attainment in literacy and numeracy
z  4 Confident teacher judgements together with 4 How well do we recognise and value the personal
Learners make very good progress from their prior levels of attainment in literacy and numeracy. benchmarking and an appropriate range of achievements of all learners?
We have raised attainment in literacy and numeracy for all learners. assessments are leading to improvements in 4 How well do we track and recognise achievements?
attainment.
4 How well does our work with partners and
Attainment over time
z  4 All young people are successful in moving on to a businesses ensure positive outcomes for our young
Across all curriculum areas we have raised attainment continuously over time and/or maintained sustained positive destination on leaving school. people?
consistently high standards of attainment for all learners. Learners make very good progress from 4 Children and young people are fully engaged in their 4 What progress and achievement do children and
their prior levels of attainment. Our staff make effective use of assessments and their shared learning and participate in decision-making about young people gain from our outdoor learning
understanding of standards to make confident professional judgements about how well children their learning pathways and future career aspirations. experiences?
and young people are learning and progressing. A robust tracking system together with effective 4 The school empowers children and young people to 4 How well are we removing barriers to learning and
interventions ensures continuous progress for learners across the curriculum and at all phases in have a say in the quality of their learning experiences ensuring equity for all?
their education, including points of transition. The attainment of individuals and groups has and how to improve.
improved consistently over time. 4 How well do we utilise accreditation where
4 Attendance levels are high and improving. Exclusion appropriate, to recognise and celebrate
rates are low and inclusion is successful for all. achievement?
z Overall quality of learners’ achievement 4 There is evidence that children and young people 4 How well are we capturing the impact of children and
Overall, our learners are successful, confident, exercise responsibility and contribute to the life of are applying and increasing their achievements young people’s achievements on our community?
the school, the wider community and as global citizens. They are personally and socially adept through active participation in their local community.
and have achieved a range of skills and attributes through a wide range of activities. As they move
through their learning pathways they take increasing responsibility for ensuring they continue to
add value to their achievements.

Equity for all learners

z 
We have effective systems in place to promote equity of success and achievement for all our
children and young people. We have raised the attainment of all our learners and in particular our
most disadvantaged children and young people. All our learners consistently move into sustained
positive destinations when they leave school.

50 51
How good is our school? How good is our school?

3.3 INCREASING CREATIVITY

AND EMPLOYABILITY
Themes: This indicator focuses on a range of significant Features of highly-effective practice: Challenge questions:
skills for learning, life and work which children
z Creativity skills and young people should increasingly be able to 4 Creativity skills are recognised, articulated and 4 Do learners and practitioners engage in dialogue
demonstrate as they move through their learning valued by practitioners and learners. about the development of creativity skills?
z Digital innovation pathways. A key feature is learners’ ability to
4 Creativity is practically applied as a higher-order 4 Are opportunities to develop creativity skills evident
z Digital literacy apply their skills in a range of contexts, including thinking skill. across all areas of the curriculum?
in unfamiliar settings. Learners understand the
z Increasing employability skills importance of these skills to their future lives and 4 Partnerships are used effectively to deliver highly- 4 Are learners transferring their creativity skills to new
engaging creative learning. contexts?
to local, national and global economies.
4 Learners are able to demonstrate their ability to 4 How well do we support learners to demonstrate and
transfer creativity skills to new contexts. apply their creativity in international contexts?
Level 5 illustration:
4 Learners are able to challenge the status quo 4 How well are learners’ creative endeavours at home
constructively and generate ideas, including, if and in the community acknowledged and
Creativity skills
z  appropriate digital solutions to improve it. celebrated?
Creativity, entrepreneurship and innovation is increasingly embedded across learning. Children
4 All children and young people have the opportunity 4 Does the use of digital technologies enhance
and young people benefit from learning and teaching through partnerships with education, to develop and apply more sophisticated learning and give young people the skills to
employers, creative industries and cultural sectors. Learners are confident and ambitious with high computational thinking skills. understand, apply and create new digital solutions of
levels of self-esteem. They are motivated to explore and challenge assumptions. Children and their own?
4 Young people make informed choices about the way
young people take ownership of their own learning and thinking. They are imaginative, open- digital technology can and should be used. 4 Is the development of digital skills underpinned by
minded, confident risk-takers, and appreciate issues from different perspectives. They can ask computing science, enabling children to be skilled
questions, make connections across disciplines, envisage what might be possible and not 4 The school is proactive in addressing gender
imbalances across the curriculum and challenging users and creators?
possible, explore ideas, identify problems and seek and justify solutions.
any prejudice-based choices about future careers 4 Do young people develop an understanding of the
and learning pathways. general principles that underpin all digital
Digital innovation
z  technology?
4 The development of digital skills enables children
Children and young people work individually and in teams creating both digital and non-digital and young people to be creative and use digital 4 Are digital technologies used to support and improve
solutions. As their digital literacy becomes more sophisticated they embed computation to solve technologies to meet a personal or social need. communication and collaboration with others to
problems. Increasingly they apply the core principles underpinning digital technologies to develop achieve a common goal?
4 Young people understand the importance of
their own ideas. Their skills are up-to-date with technological advances informed by a range of developing their own digital skills for learning, life 4 How well are we working with learners, parents and
sources including the expertise of the young people themselves. and work. carers, employers, colleges and other partners to
4 The school audits practice using the entitlements develop an effective approach to careers education
z Digital literacy and expectations in the Career Education Standard. which supports them into sustained positive
Children and young people are innovative, confident and responsible in the use of technologies destinations?
4 Young people experience rich work-based learning.
and staying safe online. They critically examine and make informed choices about the use of This enables them to make informed career choices. 4 How well do we support learners with additional
digital technology to enhance and personalise learning in school and where appropriate, beyond support needs and those leaving care to access
4 There are clear expectations for young people, sustained positive destinations.
the school day. They anticipate and respond to new opportunities and threats caused by
employers, schools, local authority, parents and
developments now and in the future. carers before, during and after work placements. 4 Do young people make effective use of relevant
digital and online resources to help them make
Increasing employability skills
z  informed decisions about future pathways?
Our young people are ambitious and better prepared for the world of work through progressive 4 Are young people aware of choices to work where
learning that connects them more directly to employment. They are resilient, adaptable and they want to live through remote working
understand the value of the skills they are acquiring. They feel supported to make suitable, opportunities available using digital technologies?
realistic and informed choices based on their skills, strengths and preferences. They are
supported to develop an international mind-set equipping them for the rapidly changing and
increasingly globalised world.

52 53
Appendices
How good is our school? How good is our school?

Appendix 1: Using the Toolkit to engage with

specific self-evaluation questions
Who is leading What is the Which quality indicators or Who can provide Who is leading What is the Which quality indicators or Who can provide
this self- question we themes will support our evidence for this this self- question we themes will support our evidence for this
evaluation want to explore? work? self-evaluation? evaluation want to explore? work? self-evaluation?
activity? activity?
Class teacher Why has the 1.2 Leadership of learning z Children and their Employability How well do our 1.1 Self-evaluation for self- z Learners in the senior
progress of my most 2.3 Learning, teaching and parents/carers partnership group partnerships support improvement phase
able learners slowed assessment young people in the 1.4 Leadership and management
z Classroom assistants z Teaching and pupil
down this year? senior phase to of staff
z Partners working with support staff
secure positive
2.3 Curriculum
these children sustained z All partners
destinations? 2.7 Partnerships
z Peer observers
3.1 Raising attainment and
z Staff who worked with achievement
these learners last year
3.3 Improving creativity and
Equalities working How well embedded 1.2 Leadership of learning z All staff, children and employability
group is our school’s policy 1.3 Developing a shared vision, parents Faculty head Why is there so 1.1 Self-evaluation for self- z All learners within the
on equalities? values and aims relevant to the z Staff responsible for the much variability in improvement faculty
school and its community log on bullying and subject uptake 1.2 Leadership of learning z Teaching staff
1.4 Staff wellbeing and pastoral prejudice-based across my faculty?
1.3 Management of resources to
support discrimination z Staff who have observed
promote equity
1.5 Management of resources to lessons in the faculty
z Partners who work with 2.1 Safeguarding and child
ensure equity children and young z Partners who work with
protection
2.1 Safeguarding and child people in a range of teachers in the faculty
contexts in and beyond 2.2 Curriculum
protection z Parents
school 2.3 Learning, teaching and
2.3 Curriculum
assessment
2.4 Personalised support
2.4 Personalised support
2.5 Engaging families in learning
3.1 Improving wellbeing, equality
2.6 Arrangements to support and inclusion
learners and their families
3.2 Raising attainment and
3.1 Inclusion and equality achievement
3.2 Raising attainment and
achievement
Parent Council How well does the 1.2 Leadership of learning z Sample groups of
school support 2.3 Learning, teaching and parents and pupils at
children and young assessment different stages
people to become
3.3 Improving creativity and z Class teachers
independent
employability
learners? z Partners who work with
children and young
people in a range of
contexts in and beyond
school

56 57
How good is our school? How good is our school?

Appendix 2: Glossary of Terms Digital literacy encompasses the capabilities required for living, learning and
working in a digital society. It includes the skills, knowledge, capabilities and
attributes around the use of digital technology which enable individuals to develop
to their full potential in relation to learning, life and work. It encompasses the skills
Within the context of this publication, the terms we have to use technology to engage in learning through managing information,
used mean: communicating and collaborating, problem-solving and being creative, and the
appropriate and responsible use of technology.
Attainment refers to the measurable progress which children and young people
make as they progress through and beyond school. This progress is in relation to Digital technology is the term used to describe those digital applications, services
curriculum areas and in the development of skills for learning, life and work. and resources which are used to find, analyse, create, communicate, and use
information in a digital context.
Achievement refers to the totality of skills and attributes embedded within the four
capacities of Curriculum for Excellence and developed across the curriculum in Digital teaching means educators providing and supporting enhanced learning
school and through learning in other contexts. opportunities through use of digital technologies.

Creativity is a process which generates ideas that have value to the individual. It Employability is the combination of factors and processes which enable people to
involves looking at familiar things with a fresh eye, examining problems with an progress towards employment, to stay in employment and to move on in the
open mind, making connections, learning from mistakes and using imagination to workplace.
explore new possibilities.
Equity means treating people fairly, but not necessarily treating people the same.
Career-long professional learning (CLPL) is a continuous process through which Equity in education means that personal or social circumstances such as gender,
teachers take responsibility for their own learning and development, exercising ethnic origin or family background are not obstacles to achieving educational
increasing professional autonomy enabling them to embrace change and better potential and that all our young people are well supported to secure wellbeing, skills
meet the needs of children and young people. for learning, life and work and the best possible post-school destination.

Child’s Plan refers to single plan of action drawn up for a child where evidence Equality is the removal of barriers and the widening of opportunities for those for
suggests that one or more targeted interventions are required to meet the child’s whom access is limited. Where equality is embedded in practice, there will be no
wellbeing needs. This is managed and reviewed through a single meeting structure prejudice-based discrimination.
even if the child is involved in several processes.
Family learning is a powerful method of engagement and learning which can foster
Child Protection is protecting a child from child abuse or neglect. Abuse or neglect positive attitudes towards life-long learning, promote socio-economic resilience and
need not have taken place; it is sufficient for a risk assessment to have identified a challenge educational disadvantage.
likelihood or risk of significant harm from abuse or neglect.
Governance framework is what defines levels of accountability in relation to
Child Protection Plan is a multi-agency plan for children who are believed to be at leadership and management of the school. It supports strategic leadership and
risk of significant harm. This plan will be incorporated into the Child’s Plan. ensures all stakeholders know who is responsible for the school’s performance.

Child Protection Register is a central register of all children who are the subject of Inclusion means taking positive action and intervening in order to enable
a multi-agency Child Protection Plan. achievement for all by building and fulfilling the potential of every child, young
person and adult.
Closing the gap refers to the gap in progress, attainment and achievement
between those living in Scotland’s least and most disadvantaged homes. Many Key adult refers to the entitlement of all children and young people to have
children and young people from lower-income households do significantly worse at frequent and regular opportunities to discuss their learning with an adult who knows
all levels of the education system than those from better-off homes. This is often them well and can act as a mentor, helping them to set appropriate goals for the
referred to as the “attainment gap”. next stage in learning.

Collaborative practitioner enquiry means working together with others to develop Learning community means the cluster of neighbouring schools and other
knowledge, skills, dispositions and understanding about learning and teaching. An partners delivering learning for the children, young people and their families.
example of this would be engaging in professional learning communities to
undertake a piece of action research. Learning for Sustainability (LfS) is an approach to life and learning which enables
learners, educators, schools and their wider communities to build a socially-just,
Data are facts and statistics collected together for reference or analysis. sustainable and equitable society. An effective whole school and community
approach to LfS weaves together global citizenship, sustainable development
Digital learning is learning which is supported and enhanced by a range of digital education, outdoor learning and children’s rights to create coherent, rewarding and
technology and approaches. It can focus on one or more particular technologies. It transformative learning experiences.
may focus on classroom use or anywhere-anytime access. It may include features
and approaches that are used to develop independent learners.

58 59
How good is our school? How good is our school?

Named person is a single point of contact who can work with a child and his/her Stakeholders are all those who are affected by the work and life of the school.
family to sort out any additional help, advice or support if they need it. The Getting it
right approach includes making a named person available for every child, from birth Targeted support refers to additional or targeted support, tailored to children and
until their 18th birthday (or beyond, if they are still in school). Depending on the age young people’s individual circumstances. This could be at any point of their learning
of the child or young person, a health visitor or senior teacher, already known to the journey or, for some, throughout the journey. It encompasses children and young
family, usually takes the role of named person. people requiring more choices and more chances to achieve positive, sustained
post-school destinations. This “targeted” support is usually, but not exclusively,
Outdoor learning is an approach to learning embedded within the curriculum. It delivered by staff with additional training and expertise.
takes place in a range of contexts such as the school grounds, local areas, on day
excursions or field trips and residential experiences. Its purposes include Transitions are times of change within children and young people’s learning
developing environmental understanding, encouraging physical activity, health and journey. Transitions can have a major impact on learners since they usually include
wellbeing and personal and social development. new people, new learning environments and new circumstances. All children and
young people experience points of transition when they move into school, through
Partners include all individuals or organisations that deliver learning and contribute school and beyond school.
to the life and work of the school. These may include CLD services, colleges,
universities, employers, third sector, community organisations, and libraries. Universal support is the responsibility of all practitioners and partners within their
own teaching environments. It includes children and young people’s entitlement to
Personalised support means learning, teaching and assessment are planned to conversations about learning, reviewing progress and planning next steps as part of
meet the needs of learners as individuals. It includes ensuring that all learners have effective personal learning planning. It means ensuring planned opportunities for
regular opportunities to discuss their learning and progress and can influence achievement which focus on the learning and progress made through activities
decisions about what and how they learn. across the full range of contexts and settings in which the curriculum is
experienced.
Practitioner enquiry means developing knowledge, skills, dispositions and
understanding required to become the kind of professionals who are able to
question, challenge, understand and know deeply about teaching and learning. It
means continually asking critical questions about your own practice.

Protected characteristics is the term used in the The Equality Act 2010 to
describe who is protected by law. Protection varies depending on whether a person
is at work or using a service. There are eight protected characteristics of people
who use services. These are: disability; sex (gender); gender reassignment;
pregnancy and maternity; race; religion or belief; sexual orientation; and age.

Risk is the likelihood or probability of a particular outcome given the presence of

factors in a child or young person’s life. What is critical with respect to child
protection is the risk of significant harm from abuse or neglect.

Safeguarding is a much wider concept than child protection and refers to

promoting the welfare of children. It encompasses: protecting children from
maltreatment; preventing impairment of children’s health or development; ensuring
that children are growing up in circumstances consistent with the provision of safe
and effective care, and taking action to enable all children and young people to have
the best outcome. Child protection is part of this definition and refers to activities
undertaken to prevent children suffering, or likely to suffer, significant harm.

School community refers to all children and young people, staff, parents/carers,
families and partners who are connected to the school.

Senior leaders refers to all staff in formal leadership roles, for example, head
teachers, depute head teachers, principal teachers, principal teachers, curriculum
faculty heads etc. This can also be used to refer to those aspiring to be in senior
leadership posts and those working towards the standards for leadership and
management.

60 61
How good is our school?

Appendix 3: The six-point scale Satisfactory An evaluation of satisfactory means that the strengths within this
aspect of the school’s work just outweigh the weaknesses. It indicates
that learners have access to a basic level of provision. It represents a
The six-point scale is a tool for grading the quality indicators. It is mainly used standard where the strengths have a positive impact on learners’
by Education Scotland, local authorities and other governing bodies for the experiences. While the weaknesses are not important enough to have
a substantially adverse impact, they do constrain the overall quality of
purpose of national and/or local benchmarking across a number of establishments. learners’ experiences. The school needs to take action to address
It is not necessary for individual schools to measure themselves against the areas of weakness by building on its strengths.
six-point scale although they may choose to do so. It should be noted that, when
a grading is applied, it is for the whole quality indicator. Individual themes Weak An evaluation of weak means that there are important weaknesses
within this aspect of the school’s work. While there may be some
should not be graded. In education, an evaluation can be arrived at in a range
strength, the important weaknesses, either individually or collectively,
of contexts. We need to bear in mind that awarding levels using a quality scale are sufficient to diminish learners’ experiences in substantial ways. It
will always be more of a professional skill than a technical process. However, implies the need for prompt, structured and planned action on the part
the following general guidelines should be consistently applied. of the school.

Unsatisfactory An evaluation of unsatisfactory means there are major weaknesses

Excellent An evaluation of excellent means that this aspect of the school’s work within this aspect of the school’s work which require immediate
is outstanding and sector-leading. The experiences and achievements remedial action. Learners’ experiences are at risk in significant
of all children and young people are of a very high quality. An evaluation respects. In almost all cases, this will require support from senior
of excellent represents an outstanding standard of provision which managers in planning and carrying out the necessary actions to effect
exemplifies very best practice, based on achieving equity and inclusion improvement. This will usually involve working alongside staff in other
and a deep professional understanding which is being shared beyond schools or agencies.
the school to support system-wide improvement. It implies that very
high levels of performance are sustainable and will be maintained.

Very good An evaluation of very good means that there are major strengths in
this aspect of the school’s work. There are very few areas for
improvement and any that do exist do not significantly diminish
learners’ experiences. An evaluation of very good represents a high
standard of provision for all children and young people and is a
standard that should be achievable by all. There is an expectation that
the school will make continued use of self-evaluation to plan further
improvements and will work towards improving provision and
performance to excellent.

Good An evaluation of good means that there are important strengths within
the school’s work yet there remains some aspects which require
improvement. The strengths have a significantly positive impact on
almost all children and young people. The quality of learners’
experiences is diminished in some way by aspects in which
improvement is required. It implies that the school should seek to
improve further the areas of important strength, and also take action to
address the areas for improvement.

62 63
How good is our school? How good is our school?

Appendix 4: Bibliography Education (Additional Support for Learning) (Scotland) Act 2009
http://www.legislation.gov.uk/asp/2009/7/contents

A Stronger Scotland: The Government’s Programme for Scotland 2015-16 Education Working For All! Commission for Developing Scotland’s Young Workforce
http://www.gov.scot/Resource/0048/00484439.pdf Final Report
http://www.gov.scot/Topics/Education/edandtrainingforyoungple/
Adult Literacies in Scotland 2020: Strategic guidance commissiondevelopingscotlandsyoungworkforce/finalreport
http://www.scotland.gov.uk/Resource/Doc/339854/0112382.pdf
Engaging with Families
Advice on Gaelic Education http://engagingwithfamilies.co.uk/
http://www.educationscotland.gov.uk/resources/a/advicegaeliceducation.asp?strR
eferringChannel=educationscotland&strReferringPageID=tcm:4-615801- Equality Act 2010
64&class=l1+d86716 http://www.legislation.gov.uk/ukpga/2010/15/contents

Amazing Things: a guide to youth awards in Scotland Framework for Educational Leadership
http://www.awardsnetwork.org/ http://www.scelscotland.org.uk/framework/index.asp

Assessment resource GTCS Professional Standards

http://www.educationscotland.gov.uk/learningandteaching/assessment/index.asp www.GTCS.org.uk/standards/standards.aspx

Better Eating, Better Learning – A New Context for School Food Health and wellbeing across learning – Responsibility of all – Learning and teaching
http://www.gov.scot/Publications/2014/03/1606 http://www.educationscotland.gov.uk/resources/m/makingthelinks.asp?strReferrin
gChannel=learningandteaching&strReferringPageID=tcm:4-628521-
Better Relationships, better learning, better behaviour 64&class=l3+d139741
http://www.gov.scot/Publications/2013/03/7388
How good is our third sector organisation? (HGIOTSO)
Building the Curriculum series http://www.educationscotland.gov.uk/communitylearninganddevelopment/support/
http://www.educationscotland.gov.uk/learningandteaching/thecurriculum/ selfevaluation/hgiotso/index.asp
buildingyourcurriculum/curriculumplanning/whatisbuildingyourcurriculum/btc/
How Good is Our Community Learning and Development? (2)
Career-long Professional Learning http://www.educationscotland.gov.uk/resources/h/genericresource_
http://www.educationscotland.gov.uk/resources/c/genericresource_tcm4735771. tcm4654473sp?strReferringChannel=educationscotland&strReferring
asp?strReferringChannel=educationscotland&strReferringPageID=tcm:4-615801- PageID=tcm:4-615801-64
64&class=l1+d86716
How good is our culture and sport?
Children and Young People (Scotland) Act 2014 http://www.educationscotland.gov.uk/Images/HGIOC&S%20-%20251012_tcm4-
http://www.legislation.gov.uk/asp/2014/8/contents 712897.pdf

Community Learning and Development Regulations Learning for Sustainability within the standards
http://www.educationscotland.gov.uk/communitylearninganddevelopment/about/ www.GTCS.org.uk/standards/learning-for-sustainability.aspx
ssi/index.asp
National Parenting Strategy
Strategic Guidance for Community Planning Partnerships: Community Learning and http://www.scotland.gov.uk/Resource/0040/00403769.pdf
Development
http://www.educationscotland.gov.uk/communitylearninganddevelopment/about/ National Practice Guidance on Early Learning and Childcare
policy/cldregulations/index.asp http://www.gov.scot/Publications/2014/08/6262/0

Curriculum for Excellence Briefings 11 & 12 National Guidance for Child Protection in Scotland (2014)
http://www.educationscotland.gov.uk/resources/c/genericresource_tcm4783185. http://www.gov.scot/Publications/2014/05/3052/downloads
asp?strReferringChannel=learningandteaching&strReferringPageID=tcm:4-
851848-64&class=l4+d218660 National Guidance on Professional Review and Development (2014)
http://www.educationscotland.gov.uk/professionallearning/prd/index.asp
http://www.educationscotland.gov.uk/resources/c/genericresource_tcm4809709.
asp?strReferringChannel=learningandteaching&strReferringPageID=tcm:4- Parents as Partners in their Children’s Learning
851848-64&class=l4+d218660 http://www.gov.scot/Resource/Doc/147410/0038822.pdf

64 65
How good is our school?

Practitioner Enquiry
www.GTCS.org.uk/professional-update/practitioner-equiry/practitioner-enquiry. Appendix 5: How does this
aspx
framework reflect the European
Promoting Diversity and Equality: Developing Responsible Citizen’s for 21st
Century Scotland
Framework for Quality Management
http://www.educationscotland.gov.uk/resources/p/genericresource_tcm4747991.
asp
(EFQM)?
Quality assurance and moderation resource This quality framework has been developed to reflect the nine criteria set out
http://www.educationscotland.gov.uk/learningandteaching/assessment/ in the EFQM excellence model. It focuses on high-quality leadership and
qaandmoderation/index.asp provision as the enablers which can secure excellent results in terms of
positive outcomes for all children and young people. Use of the framework
Recognising and Realising Children’s Rights alongside other Education Scotland frameworks will support collaborative
http://www.educationscotland.gov.uk/resources/r/childrensrightsresource.asp
self-evaluation and partnership working focused on improvement across
Religious and Moral Education 3-18 impact report services for children and families. l In this edition of How good is our school?,
http://www.educationscotland.gov.uk/resources/0to9/rme/report.asp the EFQM criteria have been embedded within the framework so that each
criterion is reflected in a number of quality indicators. The EFQM framework
Scottish Attainment Challenge places a high priority on the perception of people in judging whether an
http://www.educationscotland.gov.uk/inclusionandequalities/sac/index.asp
organisation is excellent or not. For schools this means that perceptions of
Scottish Council for Voluntary Organisations children, young people, staff, parents/carers and families and other
http://www.scvo.org.uk/ stakeholders is a key measure of how good a school is. This is embedded
across How good is our school?
Scottish College for Educational Leadership (SCEL)
www.scelscotland.org.uk
EFQM criterion How is this reflected in How good is our school?
Skills in Practice resource (4th edition)
http://www.educationscotland.gov.uk/resources/s/skillsinpractice/ 1. Leadership The quality indicators within leadership and
introduction.p?strReferringChannel= educationscotland&strReferringPageID=tcm: management clearly define expectations for high
4-615801-64 quality leadership at all levels. Collaboration and
effective partnership working are highlighted as
Standards in Scotland’s Schools etc. Act 2000 being key to excellent leadership.
http://www.legislation.gov.uk/asp/2000/6/contents
2. Strategy The framework includes a strong focus on learner
outcomes as the heart of the life and work of the
Supporting Children’s Learning Code of Practice (Revised edition)
school. Across leadership and management and
http://www.gov.scot/Publications/2011/04/04090720/0
learning provision, there is an emphasis on the
unique context of the school and its community and
Teaching Scotland’s Future
meeting the needs of its diverse stakeholders.
http://www.gov.scot/resource/doc/337626/0110852.pdf
Effective self-evaluation is presented as the
necessary foundation for planning change and
Transforming lives through learning: Corporate Plan 2013-2016
improvement.
http://www.educationscotland.gov.uk/about/remitandframework/corporateplan.asp
3. People Leadership and management of staff highlight the
Voluntary Action Scotland: Find your Third Sector Interface importance of sound approaches to building and
http://www.vascotland.org/tsis/find-your-tsi sustaining an effective staff team. Highly effective
leadership should ensure a collegiate culture
Wellbeing (GIRFEC) through shared professional standards, high-quality
http://www.gov.scot/Topics/People/Young-People/gettingitright professional review and development and blended
approaches to career long professional learning
UN Convention of the Rights of the Child underpinned by strong care and welfare and
http://www.unicef.org.uk/UNICEFs-Work/UN-Convention/ equality as illustrated in the framework.

66 67
How good is our school? How good is our school?

4. Partnerships and There is an expectation that schools develop and 9. Business results The school’s capacity for continuous improvement.
resources maintain a range of partnerships based on mutual This is evaluated through the impact of leadership
respect and a shared vision, aims and values. and management and learning provision on the
Management of resources to promote equity successes and achievements which encapsulate the
illustrates the importance of decisions that ensure outcomes expected for all children and young
continuous improvement and provide high quality people. As a tool for effective self-evaluation, the
learning for all children and young people. Effective framework supports schools to evaluate their
use of digital technology to manage information and performance at any point in time and how well they
support innovation is highlighted in a range of have improved over time. This includes how
quality indicators. successfully the school has managed its finances
and other resources.
5. Processes, products The learning provision quality indicators illustrate the
and services highest quality of care and education. Learner voice
and participation in development and evaluation
activities which improve the provision is a significant
feature of highly effective practice. In best practice,
children, young people and their families are
recognised and valued as key service users of
education and the school community puts meeting
their needs at the core of their work.
6. Customer results Evidence for any quality indicator should include the
views of all stakeholders and partners. The quality
indicator Ensuring wellbeing, equality and inclusion
focuses on the impact of approaches to ensure
learners feel safe, healthy, achieving, nurtured,
active, respected, responsible and included. It is a
significant indicator in relation to children’s and
young people’s perceptions of their school and the
quality of care and education provided by the
school. Raising attainment and achievement and
increasing creativity and employability are significant
performance measures for schools.
7. People results Key sources of evidence include the impact of
processes such as professional review and
development and career long professional learning.
The impact should be evidenced through high-
quality learning provision and outcomes for learners.
The extent of staff engagement in self-evaluation
and leading change, innovation and improvement
are significant performance indicators.
8. Society results Parental engagement, effective partnership working
and impact on the wider community are key
indicators of the school’s performance in this area.
The school’s performance in relation to
safeguarding, wellbeing, meeting the requirements
of legislation and the management of finances and
other resources will have significant impact on how
the school is perceived by others.

68 69