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How good is our school?

The Journey to Excellence

Working with people and permeating Outcomes of A Curriculum for Excellence

Curriculum for Excellence

Strategies relating to Assessment for learning

Teaching for effective learning & Learning about Learning

Permeating Inclusion and Success for ALL

Go with the grain

Good Good Good Good Good Good Good Good Good Here

School planning

Good Good Good Good Good Good Good Good Good Great

Part 3 How good is our school?

How good can we be?

How do we get there?

Successes and achievements


What key outcomes have we achieved? How well do we meet the needs of our stakeholders?
2. Impact on learners,

Work and life of the school


How good is our delivery of key processes?
5. Delivery of education 5.1 The curriculum 5.2 Teaching for effective learning 5.3 Meeting learning needs 5.4 Assessment for learning 5.5 Expectations and promoting achievement 5.6 Equality and fairness 5.7 Partnerships with learners and parents 5.8 Care, welfare and development

Vision and leadership


How good is our leadership?

How good is our management?

1. Key performance outcomes 1.1 Improvements in performance 1.2 Fulfilment of statutory duties

parents, carers and families 2.1 Learners experiences 2.2 The schools success in involving parents, carers and families

6. Policy development and planning 6.1 Policy review and Development 6.2 Participation in policy and planning 6.3 Planning for improvement 7. Management and support of staff 7.1 Staff sufficiency recruitment and retention 7.2 Staff deployment and teamwork 7.3 Staff development and review

9. Leadership

9.1 Vision, values and aims 9.2 Leadership and direction 9.3 Developing people and partnerships 9.4 Leadership of improvement and change

3. Impact on staff 3.1 The engagement of staff in the life and work of the school

4. Impact on the community 4.1 The schools success in in engaging with the local community 4.2 The schools success in engaging with the wider community

5.9 Improvement through self-evaluation

8. Partnerships and resources 8.1Partnership with the community, etc. 8.2Management of finance for learning 8.3Management and use of resources and space for learning 8.4Managing information

Part 4 Planning for Excellence

Part 4 Planning for Excellence

Building on strengths in planning


Well-established cycles
Direct links to outcomes for learners Bringing together external expectations and needs of learners Professional reflection and teamwork Involvement of school community

Agreeing vision and values


Shared ownership Aspirational

Dynamic

Rooted in what the school knows about itself

Looking to the future environment

Learning and teaching at the heart

Agreeing vision and values


to encourage the development of the personality, talents and mental and physical abilities of the young person to their fullest potential.
Standards in Scotlands Schools etc Act 2000

All children and young people should become successful learners, confident individuals, responsible citizens and effective contributors.
Curriculum for Excellence

Identifying priorities, specifying outcomes and planning delivery


Taking account of CfE capacities Arising from schools vision Expressed as outcomes for learners

Relating to a broad range of achievements Using dimensions and quality indicators Based on data Manageable number

Capable of being evaluated

Role of EA
Help to formulate vision
Judge when to intervene to support schools

Support creativity and innovation


Make an active contribution at all stages Make local and national priorities understandable, accessible and practical Achieve appropriate balance between prescription and providing freedom for schools to respond to the needs of their own communities

What HMIE look for in schools


Planning which: - is based on the evidence of ongoing self- evaluation (JTE Part 3 HGIOS3, TCAC) - makes use of a wide range of data - is ambitious and aspirational, and based on a real vision for the school - involves parents, learners, partners and staff - focuses on delivery - builds on the positive and makes use of examples of excellent practice: JTE Parts 2 and 5 (website) - is flexible and responsive to changing circumstances

What HMIE look for in schools


Plans which: - are high level - have a small number of priorities relating to learning and achievement - interpret EA and community priorities within the schools own context - present these priorities as outcomes for ALL learners - result in demonstrable impact on ALL learners

The most effective planning

is proportionate
involves the whole school community

builds on identified strengths


focuses on action, not bureaucracy can be recognised by the extent and quality of its outcomes for ALL children.

MAKING USE OF JTE

When planning for improvement building on strengths, suggesting action points When discussing how to develop learning for pupils and CPD for staff groups and individuals As source of best practice: places, people, published research Use the movie clips in talks (parents and staff) and as illustrations of best practice add to them on the EA website? Use the learning trails for individual CPD and within inservice sessions

Future developments

Continuing support to EAs, pre-school centres and schools, further filming focused on specific themes and additional learning trails New JTE development officer (joint HMIE/LTS): Sally Fulton to work from LTS (the Optima building, Glasgow) JTE CLD development officer: Angus Williamson (D&G) adapt resource for CLD JTE FE development officer: Bob Murray adapt resource for FE

www.hmie.gov.uk
www.ltscotland.org.uk www.journeytoexcellence.org.uk