How good is our school? The Journey to Excellence. Working with people – and permeating. Outcomes of A Curriculum for Excellence. Teaching for effective learning & Learning about Learning. Strategies relating to Assessment for learning. Curriculum for Excellence.
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The Journey to Excellence
Outcomes of A Curriculum for Excellence
Teaching for effective learning & Learning about Learning
Strategies relating to Assessment for learning
Permeating – Inclusion and Success for ALL
Go with the grain
How good can we be?
How do we get there?
Work and life of the school
Vision and leadership
What key outcomes have we achieved?
How well do we meet the needs of our stakeholders?
How good is our delivery of key processes?
How good is our management?
How good is our leadership?
1. Key performance outcomes
1.1 Improvements in performance
1.2 Fulfilment of statutory duties
2. Impact on learners, parents, carers and families
2.1 Learners’ experiences
2.2 The school’s success in involving parents, carers and families
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
5.9 Improvement through self-evaluation
6. Policy development and planning
6.1 Policy review and
6.2 Participation in policy and planning
6.3 Planning for improvement
9.1 Vision, values and aims
9.2 Leadership and direction
9.3 Developing people and partnerships
9.4 Leadership of improvement and
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
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 school’s success in in engaging with the local community
4.2 The school’s success in engaging with the wider community
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
Planning for Excellence
Looking to the future
Rooted in what the school
knows about itself
Learning and teaching
at the heart
‘to encourage the development of the personality, talents and mental and physical abilities of the young person to their fullest potential.’
Standards in Scotland’s Schools etc Act 2000
All children and young people should become successful learners, confident individuals, responsible citizens and effective contributors.
Curriculum for Excellence
Arising from school’s
outcomes for learners
Taking account of
Relating to a broad range
Using dimensions and
Based on data
Capable of being
- 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 ofexamples of excellent practice: JTE Parts 2 and 5 (website)- is flexible and responsive to changing circumstances
- are high level- have a small number of priorities relating to learning and achievement- interpret EA and community priorities within the school’s own context- present these priorities as outcomes for ALL learners- result in demonstrable impact on ALL learners