Jtoe improvement guides all

A school is good

to the extent that… A school is excellent

to the extent that...

Relationships are consistently friendly and trusting, within a strong sense of equality and fairness. Values are shared throughout the school community. Learners understand their rights and responsibilities and respond to situations accordingly.

As children and young people progress in maturity their personal values and an awareness of wider held social values are understood.

Learning and teaching - Improvement guides

Learning as personal development – meaningful in the lives of children

and young people

Learners enjoy and participate in their learning experiences, some of which are highly motivating. These experiences develop skills in literacy, numeracy, health and wellbeing.

Learning experiences (both in class and out of class) are imaginative, creative, stimulating and challenging. They engage and involve all learners including those at risk of missing out. Staff consistently promote curiosity, independence and confidence. They interact skilfully with children and provide high quality feedback to support and extend their learning.

Staff are aware and take account of young people’s motivations and emotions. They listen to, and take account of, learners’ views. Staff recognise the importance of motivation and emotional responses and how they affect young people’s learning – including their need for concentration and hard work. They actively keep children safe and well looked after.

Staff understand and develop young people’s motivations and emotions. They hear the learners’ voice and make sure it has a positive influence on individuals and on the whole school community. They build on learners’ motivation and feelings and are successful in achieving their sustained attention and commitment to successful learning.

Staff use approaches which promote independent learning and develop children as successful learners, confident individuals, responsible citizens and effective contributors.

Staff use a range of information which they have gathered on children’s progress to provide activities which build on their prior learning. All children know and can discuss their strengths and next steps as learners. They feel safe, successful and confident.

A school is good



Learners experience different approaches to learning and teaching which include personalisation and choice and a sense of achievement.

Learners experience an extensive range of learning and teaching approaches. Contexts for learning are challenging, enjoyable and enterprising and include creative and investigative activities. Young people engage confidently in such activities, and are prepared to risk making mistakes because they understand that they can learn from them. Through these activities they develop skills for learning, skills for life and skills for work.

Teachers’ explanations of new topics make appropriate links with previous learning and are relevant to the lives of the learners. Children are encouraged to explain key ideas and concepts in their own words.

Learners have choices in their learning. Teachers’ explanations of new topics and the skills pupils will learn are very clear. They fully demonstrate the links with previous learning across the curriculum and real-life situations and make new learning meaningful. Children often demonstrate or explain information, ideas, processes and skills to the teacher and to other learners. They understand that excellent learning means being able to show or explain it clearly to others in their own words, orally or in writing or pictures. Learners themselves want to reach the highest possible standards. Younger children will be involved in ‘hands on’ learning.


Promotion of active learning

Teachers’ questions focus on key learning aims and they invite learners to think about them. Learners understand and can describe these aims and success criteria.

Staff questioning is skilled and young people’s responses are always listened to and used to enhance their learning. By being regularly asked open questions, they learn to give considered answers from a personal viewpoint. Children get time to think and reflect before responding and they all expect to be invited to do so. Their answers lead to further questioning and dialogue which form coherent lines of enquiry.

Tasks and activities involve learners in learning through thinking and doing, rather than by rote. Learning can be applied in new situations. Learners can work well independently and as part of a group.

Staff encourage ambition for learners. Young people can solve problems and evaluate environmental, scientific and technological issues.

Learning and Teaching - Improvement guides

Promotion of active learning

Teachers are well organised, ensure that resources are of good quality and focus on the key learning aims.

Teachers adopt approaches which ensure learners are leaders in their own learning. Learners have independent learning skills and can reflect on their own learning. They draw their own informed conclusions. They know what they are trying to achieve and seek help at appropriate times. They persevere with their learning and use a range of resources, including ICT, as they progress.

Class discussions are interactive and involve an appropriate range of pupils within the class. All learners understand that their individual responses will be valued.

Children as well as teachers ask questions – of each other and of the teacher. Those who are not involved in discussion participate actively by listening, thinking and reflecting. The size of the discussion group, and other contextual features, is planned to meet the children’s needs. Discussions with very young children, and with less confident older children, may take place in smaller groups.

Teachers present material actively in a structured way. They continuously monitor the development of pupils’ understanding, tackle difficult concepts in small steps, elaborate, enhance and exemplify.

Pace and challenge of learners experiences ensures sufficient focus on challenging and successful learning for all. Accurate assessment underpins planned experiences for learners enabling all learners to apply learning in active and creative ways.

Teachers spend significant amounts of time actively teaching. They deliver learning personally to individual pupils and groups according to their needs, rather than relying on working only through textbooks.

Staff use the local community to extend and enhance learning. They are fully aware of the involvement of learners in learning outwith the classroom and school and use this in very well planned tasks and activities to raise attainment and achievement further.

A school is good



Teachers have a good understanding of children’s learning and development. They provide learning experiences which are appropriate to the learning needs of all children and young people. Teachers work closely with other agencies, parents and pupils to ensure continuity of learning approaches and experiences at transition stages.

Teachers have a deep understanding of children’s learning and development. They provide high quality feedback personalised for each learner. They observe learners closely, and carefully assess and track their progress and achievements. They use the information to plan next steps. Teachers plan and work closely with other agencies and establishments to ensure continuity and progression for young people at transition times. They work in partnership to develop individual or extended transition programmes as required for particular children and groups of children.

Cooperative learning and group discussion take place on a regular basis.

Young people often engage in high quality cooperative learning and interactive discussion with other learners. Young people learn to work successfully in teams, take on leadership roles and value the different opinions and contributions of others. They are encouraged to show respect for ideas and attitudes which may differ from their own.


Meeting children’s learning needs

Most lessons, activities and episodes of learning proceed at a brisk pace, adjusted as appropriate to children’s needs. Allocations of time and deadlines are clear. Staff establish timetables and class routines to ensure that maximum use is made of learning time.

Children consistently work at a brisk and challenging pace, but are also given sufficient time to develop and make sense of their learning. Teachers think carefully when they allocate time to learning episodes, and signal changes of focus as appropriate. Every opportunity possible is seized for the purpose of learning both within and outwith the classroom.

Teachers design or modify tasks and the necessary support, taking account of the rates of progress and needs of individuals and broad groups of learners. They state objectives clearly, outline the content of the lesson and point to the main ideas and the need to review them. Teachers give clear instructions and explanations and model active practice.

Teaching approaches are flexible and carefully matched to the needs of all learners. Teachers always take account of what motivates learners when planning their lessons. They are very aware of individual interests and needs. Young people are involved in creating and evaluating learning intentions and personal targets. Lessons and activities are always well organised and set in meaningful contexts with challenging outcomes. Materials are imaginatively presented to ensure that learners master basic concepts and are able to move onto appropriate next steps. Staff empathise with the varying needs of all learners and respond sensitively to children and their families. Children and young people feel safe and secure in their relationships with key staff and become more confident in their learning by being given appropriate support and challenge.

Learning and Teaching - Improvement guides

Meeting children’s learning needs

A school is good




Planning the outcomes of learning

Curriculum planning is informed by national and local advice and takes account of the seven design principles identified in Curriculum for Excellence.

Curriculum planning takes full account of the design principles, contexts and entitlements identified in Curriculum for Excellence. It involves a coherent approach to planning the curriculum, learning and teaching and assessment. It is based firmly on a clear identification of the learning needs of all young people and is designed to address and meet these needs and develop all young people as successful learners, confident individuals, responsible citizens and effective contributors.

Staff plan future outcomes after considering what has already been covered, and inform learners of what comes next in the programmes being studied, in as much detail as is appropriate for their stage of development.

Staff work together to plan future outcomes, both curricular and relating to personal development, after reflecting on children’s previous learning. They participate in moderation activities to develop a shared understanding of standards and expectations, They involve young people, parents and other partners in planning future learning.

Staff share targets with learners which guide expectations of what they are going to learn.

Staff agree targets with learners, depending on their age and stage of development. These targets set clear expectations of what and how the young people will learn.

Teachers explain the aims of lessons and activities. Explanations focus on content and coverage and sometimes on the skills which will be developed.

Learners have a detailed awareness of the skills they will learn through engaging in the planned activities, and the kind and quality of work required to meet the aims which have been outlined. Staff work alongside learners as role models, encouraging them to develop a positive attitude to learning. Staff encourage and act on feedback from learners about how successful the planned activities have been in helping them to learn.

THE JOURNEY TO EXCELLENCE

Professional Development Resource

Using assessment to support learning

Practice is good to the

extent that…….

Practice is excellent to the

extent that…

Staff use assessment well to support learning. Learners know what they are expected to learn and what success looks like.

Staff take a joined-up approach to learning, teaching and assessment. They ensure assessment practices follow and reinforce the curriculum so that learners experience relevant, motivating, engaging and challenging activities with assessment supporting learning. Staff develop valid and reliable assessment with learners engaged in sharing and agreeing learning intentions and success criteria. High-quality interactions and feedback lead to planning next steps in learning. Learners are very clear about the kind and quality of work required to achieve success in the agreed outcomes.

Assessment of children’s and young people’s learning involves dialogue between learners and teachers. Dialogue is based on thoughtful questioning which focuses on key points of learning.

Assessment involves planned and high-quality dialogue, tasks and activities and interactions with learners that encourage and challenge them. It is based on thoughtful and probing questions derived from and building on learning achieved to date. Discussions encourage learners to develop confidence in thinking and communicating about learning. Assessment approaches help learners demonstrate their progress across the breadth of learning, in challenging aspects and when applying learning.

Assessment of children’s and young people’s learning involves dialogue between learners and teachers. Dialogue is based on thoughtful questioning which focuses on key points of learning.

Individual learners seek and receive timely, accurate and developmental feedback about what they have learned and how well and how much they have learned. They actively engage in dialogue with teachers about the strengths of their work, the steps they can take to improve it, their individual ways of learning and other approaches they might use. The learners are engaged fully in their learning, collaborating in planning and shaping their learning, agreeing and setting targets and reviewing their progress.

Learners assess their own work and are aware of their main strengths and where they need to improve. They work with their peers and offer them helpful comments on progress and how they might improve their work.

Assessment approaches promote learner engagement and encourage learners to become more independent in their learning. Staff enable learners to develop the skills to evaluate their own and each other’s work against clear and agreed criteria. Through self- and peer-assessment, they build confidence and take more ownership for managing their learning and support and extend each others’ learning. Learners have, or are developing, a very clear awareness of their own learning needs and how well they are progressing towards learning targets. They are aware of how current learning links with previous learning and relates to learning in other curriculum areas, and of any action they need to take to improve their work and inform their next steps.



Assessing progress and achievement


extent that…….


extent that…

Learners and staff use evidence from day-to-day learning activities in planning and agreeing the next steps in learning.

Learners and staff plan for, collect and use a wide range of evidence from learning activities across the four contexts of learning (ethos and life of the school, curriculum areas and subjects, interdisciplinary learning and opportunities for personal achievement). Learners and staff regularly gather, reflect on and evaluate evidence of learning to identify steps for raising learners’ standards of achievement and identifying who can best help.

Assessment is well planned and used to assess the key points of learning.

Staff have a clear assessment strategy to deliver a joined-up approach to planning learning, teaching and assessment. They ensure an appropriate balance between the on-going assessment that supports learning and the periodic assessment that takes a closer look at individual learner’s progress and the assessment of key milestones in learning.

The assessment strategy and planning takes account of individual learner’s needs and preferences and recognises that children and young people progress in different ways. Staff carefully plan to ensure that learners can progress and demonstrate evidence across the breadth, challenge and application of learning with an emphasis on higher order thinking skills.

Staff use a range of assessment approaches to gather evidence of progress. This evidence is appropriate to the context of learning and to the learner. Staff work with colleagues to determine the quality of the evidence in demonstrating standards and expectations.

Staff design assessments which are fit for purpose, and are appropriately valid, reliable and proportionate. Evidence comes from day-to-day learning as well as specifically designed assessment tasks, activities, tests and examinations. The nature of evidence gathered is appropriate to the type of learning being assessed, the learning context and the learners’ preferences about how to show what they know, understand and can do.

Periodically, staff evaluate a range of evidence of learning. By taking a holistic approach and using their professional judgement staff determine the sufficiency and quality of the evidence in demonstrating standards and expectations. They use benchmarking materials and moderation activities. This focuses on significant aspects of learning required to ensure successful progression to arrive at their overall judgements in a consistent way.



Monitoring, recording and tracking success


extent that…….


extent that…

Monitoring, recording and tracking of progress takes place at the level of individuals and the whole class.

Detailed monitoring, recording and tracking of progress takes place at all levels to ensure progress against shared high expectations of attainment and achievement. Consistent approaches to monitoring, recording and tracking achievement across key aspects of learning ensure that appropriate progress is being made by all learners. Staff intervene promptly and effectively if the progress of individuals is not maintained.

Monitoring, recording and tracking includes progress in learning in curriculum areas, interdisciplinary learning and personal achievements.

Monitoring, recording and tracking looks at the learner holistically. Dialogue, with an adult who knows them well, facilitates regular updating of target setting and building of a personal profile.

Departmental and stage teams engage in reflection with partner professionals at other stages and in other establishments and agencies to ensure that standards are shared and discussed.

Teams engage in reflection with their partners to develop a shared understanding of standards and expectations, evaluate approaches to learning and ensure that all partners can maximise their contributions and take action to improve learning where necessary.

Staff use benchmarking effectively to help improve learning. This involves analysing data on whole school attainment levels, using nationally and locally available data.

Benchmarking for improving learning involves analysing data on the achievement of outcomes compared with expectations, using data from groups and schools working in similar contexts, as well as national and international information. Staff and teams reflect on the data and take appropriate action to set the highest expectations and improve learning for all.



Recognising achievement


extent that…….


extent that…

Staff, including in schools and their partners, support learners in reflecting and building on their learning and achievement.

Approaches to recognising achievement promote learner ownership and engagement through reflection on and dialogue about learning. Learners are supported in planning which aspects of their learning outwith school they want to build on through opportunities for personal achievement in the curriculum. On-going dialogue about learning with children and young people helps them to understand what they have learned and recognise their achievements for themselves.

Staff work effectively with partners to provide a range of opportunities for achievement to meet the needs of all learners. These include sporting, cultural, enterprising and citizenship contexts.

Opportunities for personal achievement are an integral component of the planned curriculum. In planning these, staff take account of the principles of curriculum design. Partners are involved in planning outcomes for learning and contribute to recording progress and achievements.

Staff ensure that learners experience a coherent curriculum across the four contexts of learning. By focusing on the standards and expectations in the experiences and outcomes and in qualifications and awards, staff plan opportunities for progression and ensure learners build progressively on all aspects of their learning.

Schools and their partners use a range of ways, such as certificates, awards, displays, use of press and websites, to celebrate achievement and help others recognise learners’ achievement.

Approaches to recognising achievement help learners to articulate the knowledge and skills they have gained to others, for example, in discussion with other learning partners, or with parents and in interviews with potential employers, colleges and higher education. Approaches to recognising achievement are manageable and appropriate for the learners’ age and stage, individual needs and interests and support further learning. Profiles, awards and qualifications are used effectively to recognise and provide accreditation for achievement.

Staff track learners’ participation in the range of activities and opportunities for personal achievement.

Through regular dialogue about learning, learners are supported in reflection. Staff encourage them to participate in a wide range of opportunities ensuring breadth of achievement and that they develop a range of skills for learning, life and work building on their interests, strengths and aspirations. Staff successfully target children and young people at risk of missing out by aiming to address any inequalities of access to opportunities outwith school.



Profiling success in achieving outcomes of learning


extent that…….


extent that…

Learners keep personal records/profiles of their attainment levels and achievement in all curriculum areas.

Learners keep ongoing records/profiles of their achievement so that they can track their pace of development, recognise their success in achieving learning outcomes and assess the effectiveness of their own learning. Children and young people, with appropriate support, produce a learner’s statement for their P7 and S3 profiles and at other times as agreed by the learner, the school and education authority. The learner’s statement clearly articulates their latest and best achievements. Learners in the senior phase use their profiles to validate achievements in their broad general education and beyond to others such as potential employers or colleges.

Staff discuss, agree and track individual learner’s achievements, including attainment, across all curriculum areas.

Profiling, based on on-going dialogue and reflection on learning, is used to produce individual profiles, particularly at P7 and S3 and other agreed stages, as a way of recognising achievement. Profiling develops learners’ skills and capabilities to reflect on their learning, and challenges, motivates and supports them to achieve their best. Profiles are used effectively to support and inform points of transitions in learning. Through professional discussion and moderation activities, staff ensure that profiles contain robust information on achievement in literacy and numeracy and information on the level the learner has achieved in all curriculum areas.



Reporting on success in achieving outcomes


extent that…….


extent that…

Parents receive regular reports identifying their children’s strengths, development needs, subsequent steps in learning and overall levels of attainment and achievement.

Staff use a range of reporting activities effectively to share and exchange information with learners, parents, staff and others. Staff are successful in helping parents to understand and contribute to discussions about their children’s progress and next steps in learning. Parents are clear about any gaps in their children’s progress, ways they can help and the learning and support approaches which are most appropriate for their children’s individual needs. Discussions about learners’ progress involve staff and learners and relate to how much and how well the individual learner is progressing and their levels of achievement in all curriculum areas.

Staff demonstrate accountability for the success of all learners by reporting appropriately at school/establishment level.

Staff demonstrate accountability for the success of all learners by reporting appropriately to the parent body and the community about the performance of groups, as well as of the whole school/establishment. Staff contribute to the wider reporting of the success of schools in the local area in relation to attainment levels, personal achievements and current and future participation rates in education, employment and training post-school. Staff share successes with the community using the local media.



Ensuring quality and confidence in assessment


extent that…….


extent that…

Staff make sure that quality assurance and moderation activities are identified and reviewed as part of self-evaluation and improvement planning.

Staff use quality assurance and moderation guidance in self-evaluation effectively to lead to improvement in the consistency, quality and confidence in assessment judgements about standards and expectations. Staff participate in and are fully involved in a range of quality assurance and moderation activities including planning learning, teaching and assessment prior to delivery, sampling learners’ work and providing feedback on staff’s judgements to inform improvements in practices.

Senior managers provide the opportunity for colleagues to collaborate and participate in professional dialogue and collegiate working.

Senior managers provide formal and informal opportunities for staff to participate in professional dialogue aimed at understanding, applying and sharing standards. Senior managers have established regular forums for effective dialogue for colleagues working at the same stage, department or curriculum area. Schools and their partners, associated schools group and education authority place significant emphasis on effective dialogue at points of transition. Staff regularly engage in moderation activities through local and national networks which lead to sharing and applying standards and expectations consistently, including through the use of the National Assessment Resource. Staff involve a range of partners, e.g. CLD, voluntary sector and colleges, in these activities.

Senior managers work with colleagues to quality assure planned approaches to learning, teaching and assessment by periodically sampling and checking and discussing the quality of learners’ work.

Quality assurance and moderation approaches are embedded in the practices of schools and their partners. All staff including senior managers, departmental faculty heads and principal teachers provide a consistent and structured approach to quality assurance. They carry out learning visits, sampling learners’ work and have professional dialogue with staff about standards and expectations and learners’ progress and achievements. They monitor and track learner’s progress effectively and use benchmarking information well to inform improvement planning and to raise the achievement of all learners.

Occasionally staff involve learners in moderating their own work to help them understand what is expected of them.

Learners regularly contribute to moderation activities across their learning, where appropriate taking account of their additional support needs. This encourages them to reflect on their work and to develop an understanding of required standards and expectations. They are encouraged to develop this understanding by use of self- and peer-assessment and regular dialogue about learning.

A school is good



It aims to promote and develop young people’s capacities as successful learners, confident individuals, effective contributors and responsible citizens.

All staff focus on developing young people’s capacities as successful learners, confident individuals, effective contributors and responsible individuals. They develop these through providing high quality learning and teaching approaches and a variety of experiences both in-school and out-of school.

Staff are encouraged to develop their practice, including leading learning, as part of the school’s vision for improvement.

It nurtures creativity among staff and young people. All members of the school community work together productively to improve learning within and outwith school. Both staff and young people are encouraged to be innovative and to engage in original thinking and improvements through self-evaluation.

Staff have worked with the school community to develop effective practices for promoting positive behaviour. Approaches include agreeing rights and responsibilities and systems of rewards and sanctions.

The school community has a ’can do better’ attitude. Children not only behave well but learn with and support others. Children set demanding personal targets which they strive to achieve, are actively involved in the decision-making processes of the school and feel good about themselves and their school.

Children are encouraged to show tolerance and compassion and to support others. Staff promote inclusion.

It stresses the importance of putting its values into action. Staff and young people act as responsible citizens, showing compassion and support for others and actively promote equity, fairness and justice in their dealings with others.

Vision and leadership - Improvement guides

The nature of vision


The nature of vision

School improvement and pupils’ achievements are part of the school’s vision.

Staff demonstrate through their actions that school improvement and raising standards of achievement are of paramount importance. They consistently promote and ensure equality of opportunity and access for all.

Leaders analyse information, identify appropriate approaches and mobilise teams within the school in order to deliver the vision.

All staff apply consistent approaches across the school, which are supported by policies, systems and structures and which reflect the vision of the school. They consistently promote a collective commitment to the highest possible standards and success for all learners.

A school is good



It aims to provide a clear, strategic vision which takes into account the views of all involved with the school and informs improvement planning.

The direction for the future is ambitious, challenging and ongoing. It is shaped by an informed awareness of current educational thinking and involves recurring reflection and debate among young people, parents, staff and partners and analysis of where the school, department or team is at.

Staff are committed to the vision. It is exemplified in well-established vision statements and school policies which are consistent with such statements. These statements and policies are clearly evident in school practice.

The necessary collective commitment of all staff, young people, parents and the wider community has been secured. Leaders at all levels motivate and inspire others to sustain and demonstrate this commitment through their daily interactions.


Creating the shared vision

A school is good



Staff plan and evaluate effectively at all levels in the school. Leaders keep up-to-date with national and local initiatives, make information about these initiatives available within the consultative structures of the school and use them as drivers to shape policy.

Staff see joint self-evaluation, joint planning and accountability as essential drivers. They base the school’s challenging and ambitious vision closely on the results of accurate self-evaluation. The school’s involvement in national and local initiatives has been carefully planned and is sustainable.

Leaders disseminate information and performance data and routinely consult staff on policies and improvement plans.

Staff recognise the value of using a wide range of data in analysing the impact of the school’s vision for learning. They use the results of their analysis to focus on improvement activities on action which will have significant impact on pupils’ learning experiences.


Sustaining the shared vision

Staff make reference to the vision at key stages in the improvement planning process.

All members of the school community take full account of the school’s vision when reviewing its work, implementing improvements and shaping future direction.


Leading learning

A school is good



Leaders set out an effective learning and teaching policy, developed in consultation with others. They ensure that all staff are aware of its contents.

Leaders ensure that the learning and teaching policy is a core school policy and is referred to in all relevant documentation. The policy sets out clear expectations for standards of teaching and learning in the school. Leaders inspire teachers to meet those standards and expect to see the policy reflected in classroom practice. The policy is kept under regular review to adapt to the school’s changing circumstances and national advice.

Leaders make learning a consistent strand in school improvement planning, along with a range of other priorities.

Leaders ensure that learning and teaching are prioritised as the school’s core business. The school improvement plan focuses clearly on key priorities which will have a positive impact on learners’ experiences. Department and stage improvement plans reflect the school priorities and staff use self-evaluation effectively to review progress and impact on learners.

Leaders plan and organise staff development programmes, in consultation with others, which balance school, group and individual needs and priorities, and which provide opportunities to improve approaches to learning and teaching.

Leaders make very effective use of staff development time to focus on learning. They plan and organise development sessions in consultation with staff, in order to address priorities in the school improvement plan and address needs identified by self-evaluation. Staff learning opportunities are led by respected practitioners from their own school and elsewhere who inspire them to develop their practice. All staff value these opportunities to consult with colleagues and continue to learn.


Leading learning

Leaders recognise the importance of staff development for individuals and create opportunities for staff to develop their expertise and knowledge. They organise a programme of class visits.

Leaders place a high value on staff development and review for individuals. Staff reflect on their practice regularly and willingly. They appreciate the opportunity to discuss their own learning and their contribution to the school’s priorities. Class visits engender helpful discussions on learning and clearly identify areas for development. Staff are given time to share classroom experiences with colleagues to spread good practice. The school encourages staff to keep up to date with developments in learning and provides access to useful research and reading materials. The value placed on staff development is reflected in the quality of these materials.

Leaders structure a curriculum, in consultation with others, which takes account of national and local curriculum principles and priorities.

Leaders share a vision for the curriculum which motivates staff. They structure a curriculum, in consultation with all staff and partners, which takes account of local and national guidelines. Within these guidelines, they introduce considered innovation to suit the needs of their school community. They ensure that the curriculum offers opportunities for all learners to develop skills for learning, work and life.


Building leadership at all levels

A school is good



Leaders consult and delegate effectively, as appropriate to their level of responsibility.

Leaders consult widely and encourage all staff, parents, partners, children and young people to feel that their views are helping to shape the school’s future. Staff in posts of responsibility have clear roles and remits and are encouraged to develop their own ideas to suit the needs of the school. Developments are seen as a collective responsibility which gives the school community ownership of school improvement.

Leaders create effective channels of communication and systems for sharing knowledge and expertise and shaping existing school policy.

Leaders know their staff well and capitalise on the expertise and talents of others to drive school improvement. Staff and pupils know how to voice their concerns and suggest ideas for change. Individuals, teams and working groups are used well to channel initiatives into action which impacts on learners. Leaders inspire confidence in others to deliver.

Leaders provide opportunities for some staff to take leadership roles, for example through a committee structure and consultative mechanisms in school.

Leaders use their knowledge of staff to nurture leadership in others. Staff are encouraged to develop leadership skills through formal training or coaching opportunities, project management and leading working groups on school improvement. Leaders give staff freedom to develop initiatives and offer support and challenge where appropriate. There are opportunities for staff to shadow leaders to experience different leadership styles. Where possible, the school offers acting positions to develop skills and confidence in aspiring leaders.


Leading the school community

A school is good



Leaders apply well established policies and systems which are successful in maintaining standards of efficiency. They consistently adopt successful management styles, securing the commitment of most staff to the school’s policies and values.

Leaders have established a clear vision and values for the school in consultation with all stakeholders. School policies and curriculum are based on these shared values and staff work together to uphold them. Leaders manage resources and systems efficiently to ensure the smooth running of the school. They use a range of leadership styles to suit differing contexts and take direct action when necessary. They are sensitive to relationships.

Leaders organise and deploy people and resources effectively, within a consultative management system, to establish a mutually supportive school climate.

Leaders continually demonstrate their personal commitment to the core values and ethos of the school through their daily actions. They encourage all to do the same and they create an atmosphere of mutual support and trust. There is a sense of collective responsibility amongst children and staff for the good order and development of the school community. Leaders show themselves to be learners. They continually review management structures to secure the correct mechanisms are in place to maintain relationships and ethos.

Leaders provide opportunities for young people to identify with the aims of the school, to feel proud of the school, to have a say in the running of the school and to achieve. They set the conditions in which children feel safe, valued and included. They are accessible and visible. They respond appropriately and effectively to discriminatory behaviour, misconduct and the disruption of learning.

Leaders value all learners and create systems to remove barriers to success. They set high expectations of behaviour and respect for others and model these standards in their own dealings with people. They are prepared to challenge individual staff and pupils. They encourage young people to have high aspirations and give them opportunities to take on leadership roles. Leaders promote equality and the celebration of diversity within a supportive environment. They establish integrated and coordinated support for pupils. They promote positive behaviour by understanding what motivates learners and by ensuring that learners understand the concept of rights and responsibilities.


Leading the school community

Leaders establish working relationships with all stakeholders and external partners. They support, persuade and praise. They encourage staff to work in partnership with each other and with outside agencies.

Leaders have very good relationships with stakeholders and external partners. They are proactive in seeking their support and involving them in deciding and agreeing upon the school’s priorities. They set up systems to facilitate and promote partnerships within the school and encourage links across departments and stages to impact positively on learners’ experiences.

Leaders show competence in managing and directing staff and young people and are aware of the effect they have on other people. They persuade through demonstrating the appropriate professional knowledge and skills. They deploy resources effectively.

Leaders have high credibility amongst staff, parents and pupils. The school community and its partners have confidence in their leadership. Leaders know themselves well and recognise that they too are learners. They generate trust in their judgement. They remain positive in their approach to change and believe in the school’s capacity for improvement.


Guiding change

A school is good



Leaders plan and sequence innovative activities in consultation with others, and in line with improvement planning processes in order to manage the process of change.

Leaders at all levels encourage staff and young people to engage consistently in rigorous self-evaluation to identify areas for improvement. Leaders encourage them to be innovative in their approach to change while focusing on outcomes for all learners.

Leaders engage departments and teams effectively in the annual planning cycle.

Leaders involve the whole school community in planning for continuous improvement. They encourage individual staff and staff teams to plan for putting ideas into action. They consistently stress the importance of working together for maximum impact on learners.

Leaders respond to national and local initiatives, in most cases using review and analysis as a basis for action. Leaders understand their role in managing change and take account of risks.

Leaders know their school well. They plan for national and local initiatives within the context of their school and ensure coherence with the school’s vision. They manage the pace of change and avoid innovation fatigue amongst staff. They understand that change management means people engaging with new ideas and practices. They win hearts and minds as to the value of change.

Leaders create effective consultative groups and teams to shape and lead developments. They organise programmes which allow staff time to consider proposed changes.

Leaders consult widely on ways of effecting change. They create time for staff to consider the options and come to an agreement on the best way forward for the school. They encourage staff to debate and think creatively. They challenge them in their thinking. They bring about a shared awareness of the reasons for change and a commitment to making it work in the interests of learners. They encourage individual staff and staff teams to lead areas of development and make the changes their own.


Guiding change

Leaders monitor innovations to ensure efficiency and effectiveness.

Leaders monitor the work of individuals and teams in leading change. They offer support and ensure developments happen on time and are of high quality. Most importantly, they ensure that changes have a positive impact on all learners.

A school is good



Links with the community provide experiences which support the curriculum and enhance young people’s learning. Through community projects children and young people develop respect for others and positive relationships.

Partnerships with other establishments, organisations and businesses are used to broaden and deepen young people’s learning and to enable them to achieve success in wider contexts. This work is carefully planned by school leaders to enhance the curriculum and develop the perspectives of both children and staff. Community links are fully embedded into the life and work of the school.

Partnership - Improvement guides

The school in its community

Young people participate in activities and learning experiences within the community that are designed to develop skills in problem solving, decision making and making informed choices.

Staff draw on community resources to develop young people’s leadership skills. All pupils participate in enterprise activities, community involvement, work placements and shadowing, sports leadership awards or similar activities. School leaders ensure that opportunities for this type of learning experience are available for all young people.

Staff make effective use of local facilities and organisations when planning their timetables, lessons and learning activities. Such activities focus on developing a wider awareness of the world beyond school and encourage young people to perceive and use the community as a resource. They also enable young people to make positive contributions to the experiences of other people.

Staff take advantage of opportunities for community involvement which help them to improve their work with young people, provide innovative approaches to learning and address new challenges. Community-based activities are used to develop young people’s confidence and creativity, meet individual and group needs and prepare them for their future roles in society. These projects increase young people’s knowledge and understanding of skills for learning, life and work. Staff actively seek to link community projects to accreditation and award schemes.

Both staff and pupils contribute to local projects and engage actively in the wider life of the community. Members of the local community make use of school facilities.

Staff demonstrate a highly developed understanding and awareness of the needs of their communities. Members of the community see the school as central to community life. The school has a very high and positive profile within the community.


The school in its community

A school is good



All teachers have a good understanding of the needs of their pupils and how some of these would be best met through integrated approaches. They identify key targets and involve other professionals in delivering them.

School staff are fully involved with other professionals in providing integrated services to support children. Staff work closely with community-based projects to identify local objectives which fulfil the specific needs of all the young people they serve.


Working with partners to meet the needs of children and young people

The school has effective transition arrangements, working in partnership with other local educational establishments. These arrangements focus on providing the personal support necessary for pupils to settle in well and approach their learning positively. The arrangements also ensure that all relevant staff are fully aware of the transition needs of young people.

Staff ensure that individuals and groups, including those with additional support needs, the more able and the most vulnerable, are very well supported and that both their learning and emotional needs, are addressed throughout transitions. Young people experience coherent and progressive curricular programmes, consistent learning approaches and appropriate levels of support and challenge when they transfer from one establishment to another.

Vulnerable pupils and their families receive positive emotional and educational support from the school and its partner agencies. They state that their needs are understood.

All agencies work together to ensure that vulnerable children and young people have their needs quickly and accurately assessed. Staff and partnership agencies work effectively together to plan and co-ordinate appropriate support in order to meet these needs. Staff respond flexibly and promptly to the needs identified. All staff work together to fulfil their own roles in supporting all young people.

Where possible the school and local authority organise wraparound care, cross-sectoral and out-of-school learning. These experiences are well organised and productive and part of a well-managed programme.

Staff build their planning of young people’s learning experiences and activities, the school day and, where relevant, the school timetable round the needs of individuals and groups. They adjust their planning to enable cross-sectoral and out-of-school learning to take place in ways which most benefits pupils and enhances their learning.


Working with partners to meet the needs of children and young people

Links with some partners, community representatives and agencies are well established. Specific members of staff manage these links.

Leaders throughout the establishment engage actively with partners, community representatives and agencies and promote and support community partnerships. There is evidence of meaningful community involvement throughout the school.

Through flexible approaches to learning some young people participate in curricular arrangements such as attending college to enhance their vocational and lifelong learning. Where appropriate, pupils may visit colleges or other establishments for specific topic work and enterprise activities.

Staff are skilled at adapting the curriculum and their pedagogy to include opportunities for cross-sectoral and out-of-school learning for particular groups or individuals. Partnership agreements with colleges include arrangements for the monitoring the progress of all young people involved in such interventions. Staff make adjustments quickly when they recognise that young people’s needs are not being fully met.

A school is good



School leaders and staff whose professional responsibilities relate to support for pupils are involved in multi-agency work.

All staff are enthusiastically involved in high quality joint working at a range of levels. They make the very best use of multi-agency working to meet the needs of their pupils.


Multi-agency approaches to improve learning

Joint projects are included in the school or departmental improvement plan and receive appropriate support from school resources. These plans are well monitored and evaluated to ensure impact for learners.

Staff plan jointly with other agencies, youth workers and community groups to co-ordinate specific projects. They plan improvements and make changes together. These projects readily reflect school, local and national priorities and encourage creativity and innovation.

Staff identify gaps in the school’s provision to meet the needs of all learners. They engage and work with community groups, partner agencies and others to provide the necessary expertise and give young people access to appropriate learning experiences.

Staff work in genuine partnership with a variety of agencies to provide rich and inclusive educational experiences for pupils. Staff participate actively in initiatives led by other agencies. School staff and partner agencies learn from each other and value each others contributions. External agencies state that they feel their contributions are valued by the school.

School staff involved in teams made up of different agencies are given guidance on how they should fulfil their roles. They take this guidance on board and fulfil their responsibilities effectively.

Staff have a comprehensive understanding of the language, culture and roles of other agencies within a local and national context. Joint training of staff from different backgrounds and agencies helps them to learn from each other, discuss common issues and make joint decisions. Staff are fully aware of the legislative context of their work.

Actions agreed with partners result in improvements in the learning and support of pupils. Progress is carefully monitored and reviewed. Young people and their parents are fully involved in reviewing the progress being made.

Staff use creative ways of working together with partners to benefit pupils. They and their partners identify their individual and shared roles in ensuring that children are safe, healthy, active, nurtured, valued, successful, respected and included. They have an integrated approach to assessment and quality improvement.


Multi-agency approaches to improve learning

Staff have a practical understanding of established limits to joint working and operate within them to provide productive experiences for young people.

Staff work in a solution-focused and ‘can-do’ way to actively reduce barriers and obstacles which hinder joint working.

Staff are open to advice and views expressed by partner agencies and change their practice in response. Consultation and reporting back are ongoing and regular.

Staff and their partners reflect together on their practices and gain from differing perspectives. They listen to each other, share ideas and develop professionally from effective teamwork. They work together to seek improvements.

A school is good



It has established effective links with a range of establishments, agencies, local businesses and voluntary organisations. School leaders and partner agency leaders are clear about the aims of their joint working and communicate these to the staff involved.

Joint activities with other establishments, local businesses, voluntary organisations and training and careers organisations are managed through partnership agreements. These agreements are aspirational and include clear monitoring and evaluating of joint outcomes. A culture of openness and transparency exists between the school and its partners. All staff are aware of the partnership working, which is embedded in the life and work of the school. The well timed implementation of partnership agreements ensure that young people benefit from enrichments to their learning, achieve success and are safe and well supported.


Leadership and coordination

Protocols for information sharing are clear and are followed by staff. They enable the necessary decisions about children’s learning and welfare to be made. Partners, young people and families are consulted regularly and at an early stage in developments.

Management information systems are systematic and enable all partners to have access to the information they need to ensure young people’s emotional wellbeing and improve their learning. Pupils and their families are fully aware of any information held about them and with whom it might be shared. They are regularly consulted about this information. Partners, young people, families and other stakeholders are actively involved in decision making at all stages.

Aims, policies, procedures and guidance make clear the purposes of joint working and the roles and responsibilities of individual partners. They result in consistency in the way children are treated to ensure their wellbeing and safety.

The success of aims, policies, procedures and guidance for partnership working is regularly monitored and evaluated. Necessary improvements are made to ensure that learners’ experiences are maximised. Policies and guidelines encourage innovation and flexibility.

Representatives of the community, agencies and other stakeholders are informed of relevant decisions taken within school committees.

Relevant partners, agencies and stakeholders are represented on school committees and working parties as appropriate to the partnership agreement. Members of joint groups make decisions and commit resources, within agreed parameters. External agencies and partners are regularly asked for their views on the work of the school both formally and informally. These views are used reflectively by the school to inform and improve future practice.


Leadership and coordination

A school is good



Staff invite parents to events in school and ask them for information on their children’s care and welfare needs at transition stages. Parents receive a settling-in report and can contact the school to make an appointment to discuss their children’s attainment, achievement and progress. Staff listen to parents’ views about their children’s learning and progress.

Staff take active steps to encourage parents to engage with the school and, in particular, to reach out to those who may need help to overcome barriers of various kinds. They discuss a range of issues with parents, for example, arrangements for learning, individual aspirations and expectations, learning targets and approaches to learning. Staff maintain particularly close contact during settling–in and vulnerable periods.

Parents receive regular and up-to-date information on aspects of their children’s attainment, achievement and pastoral needs, the progress they are making, and their strengths and next steps. A school handbook provides information on all the school’s policies and procedures.

Staff help parents to understand assessment procedures. Parents have easy access to their children’s current levels of performance. They understand options and progression routes and staff check that their aspirations are being met. Staff use up-to-date information and communications technology (ICT) such as GLOW to communicate, encourage and support parental engagement. For example, they communicate through an interactive school website.

Where possible, staff from the school or partner agencies engage in a less formal way with parents, holding workshops, delivering handbooks and visiting homes. Staff make themselves available, where this is possible, at other times beyond planned parents’ evenings. Regular newsletters detail school and community events, classwork, teaching approaches, learning activities and curriculum developments, and celebrate successes.

Workshops and resource packs illustrate work in all curriculum areas and describe teaching approaches. Parents actively participate in discussions and decisions about changes to the curriculum. Staff encourage parents to take active roles in contributing to their children’s learning and to discuss approaches to learning and teaching. Staff regularly gather parents’ views about their children’s learning. They enlist their help, advice and support. As far as possible, staff meet parents at times which are most convenient for parents.


Works together with parents to improve learning – developing parents’

support to improve their children’s learning

It provides information and guidance to parents about their role in helping their children to learn.

As a result of strong partnership with the school, and, in particular, the quality of support and information they receive, most parents help their children to engage with learning, sustain their attention and develop their confidence. Parents are well informed about their children’s learning targets and are encouraged to have regular discussions with them about their progress towards achieving them.


Works together with parents to improve learning –

developing parents’ support to improve their children’s learning

Most parents feel included and involved in the school, and are confident that they could approach staff if they had any problems. Staff make efforts to tackle disaffection.

Staff establish a culture of inclusion, acceptance and positive discipline. In particular, they reach out to enable disaffected young people and their families to experience success and acceptance. They maintain a particular focus on learners for whom there is little consistent support at home.

In residential learning environments, key workers show interest in what young people have been doing during the school day and are aware of how they might help them learn better.

In residential learning environments, key workers are knowledgeable about young people’s learning needs and are committed to supporting them both in the residence and in the classroom as appropriate.

A school is good



It invites parents into the school to attend social activities, school shows and prize giving.

Parents participate in debates and discussions about education, and use their own skills to contribute to school improvements. Parent representatives are involved in school development groups, working parties and committees. They also represent the school’s views in wider educational debates.

It offers some support to parents in developing their own skills and knowledge, particularly in relation to parenting and supporting their children’s learning. Staff find out what parents want to know and co-ordinate information, events, classes and support groups for parents. The school enables groups of parents who have particular needs to support each other and their children.

It brings together parents with specific needs and interests, working with partner agencies. They form support groups and forums which benefit both parents and their children, focusing on learning as well as common interests.

Parents work with staff and pupils to raise funds for the school. A wide range of parents is involved in social and educational activities, in supporting trips and activities and in assisting the school in sharing its achievements at special events and concerts.

It takes active steps to involve adult helpers in contributing to the life of the school. Some parents help the school promote effective partnerships with other parents and with employers. For example, they provide career/ vocational role models for young people. Parents talk about their work, culture or lifestyle as part of the curriculum, and contribute to careers guidance. They offer opportunities for mock interviews and discussions about employability skills.


Works together with parents to improve learning – active involvement of parents

in school activities

A school is good



It consults parents on key issues relating to school life and provision.

What parents think is important for the school and for their own children has a significant influence on the school’s vision. They help to formulate and agree the school’s priorities for improvement.

It ensures that parents are fully involved as it implements its plans for improvement.

It involves parent representatives alongside pupils and staff in identifying improvements. Parents are confident in contributing ideas, expressing concerns and making suggestions. Parent representatives communicate regularly with the rest of the parent body, systematically canvassing opinions and views.

It actively seeks out the views of parents and the wider community on its strengths and areas for development.

It consults effectively with parents on the improvements and changes it is planning. It asks them for formal feedback on specific events, the quality of education, school leadership and on the way the school is run.


Works together with parents to improve learning – collaboration and representation

A school is good



Annual review and development of staff is based on a culture of coaching and self-evaluation.

Staff at all levels are confident about their roles. They have an accurate rounded view of the most effective practice based on triangulated evidence. This involves analysis of peoples’ views, direct observations of learning and teaching and analysis of quantitative data.

Staff reflect objectively on the extent of their own impact as teachers. They use a range of formal and informal ways to elicit and share views.

The perspective on learning is from learners, staff, parents, education personnel, colleges and partner agencies. They explore the different types of support learners receive outwith the immediate school environment.

All staff have opportunities to contribute to policy and working groups. They engage in regular monitoring of school performance. Staff maintain aspects of good practice while focusing on bringing some aspects up to ‘very good’. They achieve targets in the development/improvement plan within agreed timescales and are involved in themed audits.

Innovation and change takes account of external advice and expertise. Priorities for development are based on information drawn from a wide range of sources of evidence. It focuses on the impact of learners progress and achievement.

People - Improvement guides

Continuing and critical enquiry

Evidence-informed self-evaluation is an ongoing aspect of school culture and practice, and involves pupils parents as well as staff. Staff at all levels propose and lead developments and improvements. Young people contribute effectively to this work and feel their views are valued.

There is clarity and a shared understanding as to what constitutes excellent practice. Staff widen their perspective and regularly explore and research innovative practice in other schools, areas and organisations.

A school is good



Staff deliver planned improvements and their actions make a difference to young people’s learning experiences.

Staff strongly believe in their ability to make a difference to the experiences of young people and constantly seek to do so. They relish the challenge and support by peers and managers to provide the highest quality learning experiences for all learners. Both staff and learners reflect on lessons and have an increased understanding of the complex relationship between challenge and enjoyment of learning.

Staff maintain good practice and have a planned approach to improvement. Leaders take timely and appropriate action where practice and/or impact fall below expected standards.

Staff are alert to possible positive or negative surprises or lapses. They are focused on looking at learning in the long term and developing learners as citizens now and for the future. They take immediate action to deal with the most urgent issues and reflect with their colleagues and school leaders on any strategic or long-term implications.

Senior managers give advice and support to teachers on providing consistently high quality learning experiences. Learning visits take place in a professional climate. Staff engage in a dialogue and value comments made. Staff are clear of the purpose and intended outcomes of the visit.

Staff achieve sustainability by embedding excellent features while still anticipating further improvements. They help learners reflect on their learning and so develop their learning skills as well as their communication skills and confidence.


Welcoming challenges

Staff have developed planned approaches to identifying and solving problems.

Staff are involved in professional dialogue and take personal responsibility for planning and how to meet their own development needs. Staff demonstrate an individual and collective responsibility towards school improvement. Problem solving is carried out in a resourceful, creative and innovative way that focuses on solutions.

A school is good



It has a planned programme for evaluating classroom practice and a comprehensive learning and teaching policy, which includes a focus on meeting learners’ needs. It is sustainable and regularly reviewed, taking account of national and local advice.

High levels of motivation and success for learners drive improvements and all other policies and practices. Policies provide a framework for ensuring that all learners are treated fairly, equally and with respect, and are included in learning. They ensure that all their needs, including additional support needs, are met.

Leaders create opportunities for sharing good practice across a range of sectors. They are confident, open, objective and transparent about their work.

Leaders are proactive in identifying areas for improvement involving a wide range of stakeholders. Development/improvement plans include priorities relating to learning and teaching and developing children in line with principles and practice of Curriculum for Excellence.

The management team sets a clear agenda for improvement, including a range of partners and an approach focused on ‘Getting it right for Every Child’. Learning visits focus on the experiences of all learners. They establish how well literacy, numeracy, health and wellbeing are developed across the school.

The commitment of staff to identifying areas for improvement and challenges for the future is secured and sustained.

There is a planned programme for evaluating classroom practice with self evaluation embedded into classroom teaching. There is a focus on continuously improving learning and teaching.

Staff discuss their practice, share knowledge of their craft and observe and help one another. Feedback and self-evaluation are embedded into classroom routines so that there is a focus on continuously improving learning and teaching.


A collective commitment

to improvement


A collective committment to improvement

Staff are committed to identifying areas for improvement. Learning permeates priorities in all development/improvement plans at school, department, stage and team level. The school or centre community takes a joined-up approach to improvement across all that it does.

Development plans/improvement plans take full account of challenges for the present and the future.

A school is good



Staff are aware of the aims and priorities for professional development. They have access to effective programmes of professional development designed to raise whole-school expectations and the attainment and achievements of all learners as identified within the school improvement plan.

Staff work as professional teams and are ambitious to do well. There is an ethos of openness, with all learning together. Staff and their managers are always seeking opportunities to improve their knowledge and skills and prepare for positions of responsibility. Self-evaluation is geared to improvement towards excellence.

Staff evaluate the quality of professional development activities. They are aware of the good practice which exists within the school. Staff performance is evaluated. They are given feedback and opportunities for continuing professional development to improve their knowledge of, and practice in, providing the highest quality learning experiences.

Staff learning and professional development is collaborative and collegiate. It is led by valued and respected practitioners. All staff engage in continuous learning. They are committed to raising the bar and closing the gap. Teachers make arrangements for structured observation and feedback by colleagues. Teachers participate in local and national quality assurance and moderation activities to develop a shared understanding of standards and expectations and to apply these consistently. Debate on learning and how it takes place is promoted through planned and sustained professional development and through discussion with peers, school leaders, groups of learners, the wider community and parents.


Continuing professional development

Individual staff have opportunities to play to their strengths and develop their expertise. Roles and responsibilities of all staff reflect the school improvement priorities.

Staff share knowledge and expertise across sectors, through teacher learning communities and/or establishments with learners of similar needs and backgrounds.


Continuing professional development

Staff are fully engaged in identifying the aims and priorities for their own professional development.

All staff are proactive in furthering their own learning and sharing their learning widely with colleagues as appropriate. They evaluate the impact of professional development on learners’ experiences and performance. Staff recognise and continually keep up-to-date on what constitutes excellent practice.

A school is good



Staff use standard sources of data for monitoring progress towards improvement objectives. They take account of attendance, exclusions from schools or lessons and referrals for achievements and behaviour. They undertake regular reviews of data so that potential problems can be identified.

Staff seek and use data and information from a wide range of sources, including from stakeholders and other sources which the school itself has identified as useful to help identify and tackle improvement challenges.

Staff reflect on learners’ progress and achievement in one area of the curriculum compared with how well the same learners perform in other areas. Leaders disseminate information about learners’ progress derived from different sources and gathered at different points. This information may include classroom observations or national and local performance data. They use it for benchmarking performance within the school or with comparator establishments.

Staff address the communication needs of those whose views they seek, including where confidence, motivation, disability, language, motivation, understanding and other difficulties may be barriers. They use performance analysis rigorously to identify strengths and to improve learning and teaching outcomes for young people. They ensure continuity of learning across key transition points from three to 15.


Being data rich

Tracking of individuals ensures high quality across the establishment, including inter-disciplinary contexts.

Staff use comparative data judiciously to reflect on, and take action to improve the learning of all pupils.

A school is good



Pupils have a general idea of their preferred ways of learning. They talk about these with staff who adapt the learning process to assist them.

Pupils are enabled to develop their skills and capabilities as learners. They understand the different ways in which people learn, including themselves, and are encouraged to extend their range of learning styles. As appropriate to their age and stage, they take notes, carry out research and revise, consolidate and apply their learning within and across curriculum areas.

Staff demonstrate that they value young people’s learning through the use of high quality materials and delivery of high quality learning experiences.

Young people are valued as active partners in their learning. Staff encourage them to plan and contribute to the development of their own learning experiences. Staff place high importance on their personal and professional responsibility for the learning of all young people, including those with additional support needs and more able. Learners recognise and value the role of staff as partners in their learning.


Having their capabilities extended

The skills and confidence of newly-appointed staff are developed through well-planned programmes of induction.

Induction takes place within an effective and systematic approach to mentoring and development which aims to develop all staff as successful learners, confident individuals, responsible citizens and effective contributors.

Staff have clearly defined and sustainable remits.

Staff remits are kept under regular review and agreed adjustments are made to improve individual and school effectiveness and to maintain job satisfaction and motivation.

Staff have access to senior managers to discuss professional and, if appropriate, personal concerns.

Leaders know their staff and pupils and their individual circumstances well and set time aside to provide professional and personal support.

A school is good



Staff are involved in developing the school’s vision, values and strategic direction.

Staff and pupils reflect on and debate the purposes of education and schooling and are fully involved in formulating and taking forward the school’s vision and values. This includes thinking about educational futures.

Staff are involved in making decisions on operational and, in some cases strategic, issues.

Staff and young people initiate and are active participants in taking and implementing strategic decisions that influence the school’s future.


Being empowered to influence the future development and

direction of the school

Staff are generally positive about their school and their contributions to its development.

The morale of staff and pupils and their levels of commitment are very high and are sustained through a sense of ownership and active experience of personal responsibility.

Staff regularly participate in, and in some cases chair, review groups and working parties.

Joint (collegial) working is a distinctive feature of school improvement.

A school is good



Specific pupils are given responsibilities for particular activities and aspects of school life. Young people have opportunities to make their opinions known and their views are listened to when decisions are being made.

Young people are involved in making decisions about the future life and work of the school. Their views are regularly sought, discussed with them and taken account of. They receive feedback, and when their suggestions are not taken on board they are given clear explanations. Pupils are given responsibility, for example, for the management of a project budget. Pupils’ concerns and complaints are recorded and taken seriously. Feedback is provided to pupils who make complaints. Pupils have confidence in the actions taken by the school to address their concerns. Staff ensure that the views of all pupils are considered.

Young people are encouraged to become involved in activities with the wider community, including youth work opportunities, organised competitions and participation in the arts and sport.

Young people willingly assume positions of responsibility and become involved as active and responsible members of the community. They are given support and training in developing the necessary skills. They take part in activities such as pupil councils and eco committees, action against bullying, and peer support and mentoring schemes. They take active roles in charitable work, building strong local partnerships and developing and sustaining international links. School leaders ensure that opportunities for these types of experiences are available for all pupils.


Giving pupils a voice and enabling them to take responsibility

Young people suggest improvements to the school environment and wider community through mechanisms such as pupil councils.

Many young people, staff, parents and members of the wider community plan, consult and work collaboratively to improve the school environment and the experiences the school provides for its pupils. The pupil council, or equivalent, takes on challenging issues and is successful in having a positive impact on important aspects of school life, such as learning and teaching and on the wider community.

Culture and ethos - Improvement guides

Being encouraged through a vibrant and progressive school culture and climate

A school is good



Staff regularly express and share the need for high expectations and standards.

Staff and pupils internalise and exemplify high expectations and professional standards in all their daily routines.

All staff are encouraged to contribute to the development of good quality programmes and materials.

Staff and pupils are creative and innovative, working in a context where there is neither a blame culture nor a fear of failure. They have a problem-solving and ‘can-do’ approach to challenges.

It recognises the contributions of all staff, including those of support staff.

It routinely and systematically shares and celebrates the contributions and achievements of staff, pupils, and the wider community.

Leaders seek regular feedback on their performance and listen to staff opinions and concerns.

Leaders systematically seek and act on feedback on their performance and communicate the outcomes to staff and pupils.


Promoting positive, healthy attitudes and behaviours

A school is good



All children and young people feel safe, secure and valued. The school promotes their self esteem, encourages them to express their views without prejudice and gives them clear boundaries. They are given well-thought out and reliable models for developing their learning.

Through experiencing regular success, children and young people become confident individuals. They are developing self-respect and their physical, mental, spiritual and emotional well-being needs are addressed well. They hold well-grounded and secure beliefs and values and can clearly express their ambitions for the future. They show tolerance and respect for each other. They are able to plan opportunities and experiences to develop decision-making skills based on sound and valid evidence.

The school constantly encourages children and young people to do their best. It provides them with sufficient and relevant knowledge to develop responsibility for their personal actions, health-related behaviour and lifestyle choices.

The whole school community takes an active role in promoting the care and welfare of others. There is a well-planned approach to the integration of positive health choices within the curriculum. All children and young people are encouraged to develop healthy habits, laying the foundation for lifelong participation in health promoting communities. Staff show positive attitudes and make positive health choices which are apparent to all.

Young people have access to accurate, relevant, up-to-date information and advice about future learning opportunities and career choices, as appropriate to their age and stage.

Young people are proactive in developing ideas about their future and have acquired the skills and knowledge to plan their careers effectively.

A school is good



Children and young people who face barriers in communication receive the support they need to interact with staff and with their peers.

Staff use a range of means to meet the communication and other needs of learners and their families. Staff teach children and young people how to understand and communicate with those who have difficulties. They have strong links with staff who provide family learning and literacy support. Parents are encouraged to contribute fully to their child’s experience in school. Their hopes and wishes are dealt with sensitively. Information is provided in a number of formats to meet individual needs.

Staff are aware of the need for confidentiality when dealing with sensitive issues except where there are concerns about risk of harm. Approaches to supporting learners provide for a safe and secure environment.

Children and young people have confidence to ask for help when they need it and know that adults will use their power to help them in the best way possible. Children and young people trust adults in school to respect confidentiality but also appreciate that they will share information appropriately to ensure they get the help they need. They are confident that professionals work together effectively on their behalf.

Clear procedures are used to identify learners’ needs.

Staff take positive and proactive steps to ensure that factors, such as the learning environment, family circumstances, health or disability, or social or emotional factors which may hinder learning are promptly identified and addressed effectively. Staff regularly review these needs with families and consider if support is good enough.


Supporting children and young people

External agencies are involved in supporting children, young people and their families.

Staff address learners’ needs through a variety of approaches including: early intervention strategies; a curriculum and approaches to learning and teaching which are very well matched to the needs of all learners; deployment of support staff; and engaging the expertise and resources of all possible partner agencies and organisations, including the voluntary sector. Effective multi-agency approaches are in place which provide a high level and quality of support to all learners and their families through well planned highly effective and prompt intervention.


Supporting children and young people

Most staff know learners well. Individual learners have clear support plans which specify clear targets and timescales. Care and welfare arrangements for learners are effective. Parents know the name of, and have access to, the staff member responsible for supporting their child.

Every child knows whom they can approach with a problem and that they can be assured of effective and prompt support. Staff know each learner very well. When a factor hindering learning has been identified, key members of staff become responsible for ensuring positive outcomes for individual learners and for working with parents and other agencies. Record-keeping is of a very high quality to ensure consistency in progress. Children, young people and parents are actively involved in planning future support where required.

A school is good



All staff accept responsibility for contributing to the wider personal and social development of all learners. All staff are aware of their responsibilities regarding health and wellbeing. There is a planned programme of personal and social development and aspects of health and wellbeing. The health education programme is relevant to the age and stage of learners and covers key health and wellbeing issues, in line with local and national advice.

Staff consistently focus on developing and delivering a wide range of activities, opportunities and learning experiences to meet the learning, personal, social, health and wellbeing needs of all children and young people. They enable them to become successful learners, confident individuals, responsible citizens and effective contributors. Staff recognise and develop their personal and professional responsibility for the personal and social development and health education of all children and young people and ensure they act on it.

Children and young people have access to up-to-date, accurate and relevant resources for personal and social development and health and wellbeing.

Children, young people and their parents know where such information and advice is available and can be found within the school. Staff are sensitive to the needs of children, young people and their families and respond appropriately. Children, young people and their parents are helped to use the information to make informed choices and protect their health and wellbeing.


Providing the whole school community with positive experiences that promote

and protect their health

It aims to be a health promoting school. Pupils have access to fresh drinking water and healthy eating options.

Healthy living is built into the school’s culture. Approaches to healthy living are actively promoted within the school. The work of the school reflects in all that it does the health needs of the community and health issues which impact on the lives of children and young people. Staff perceive health and wellbeing and its promotion as a high priority. Interdisciplinary learning activities ensure that learners develop a broad understanding of personal health and safety and are confident in their own knowledge, skills and emerging values. Learners are given a high level of responsibility for planning and evaluating aspects of the programme.


Providing the whole school community with positive experiences that promote and protect their health

Staff participate in health and wellbeing activities.

Staff are actively encouraged to improve their own health and wellbeing, by a carefully planned programme of activities for all staff. The school as a whole is committed to meeting the standards of Healthy Working Lives or an equivalent programme for improvement. Staff have access to regular health checks.

External specialists contribute to learning and teaching in some aspects of the health and wellbeing curriculum. Parents are informed and consulted on health education, particularly with regard to positive relationships and sexual health.

A wide range of other agencies is engaged in delivering aspects of the health curriculum. Across agencies, staff are working with school staff in productive teamwork to ensure positive outcomes for learners. Children and young people as a result are more aware of and enthusiastic about their health and wellbeing. Staff work closely with parents and other partners, engaging families in improving the health and wellbeing of their children and young people. Early intervention is provided to improve experiences for children and young people at an early stage and is given a very high priority by staff.

A school is good



Staff demonstrate that they value children and young people by focusing on their learning, progress and attainment. They display children’s work in classrooms and in some public areas.

Children and young people are proud of their learning, their progress, attainment and achievements. Their work is displayed well in classrooms, in public areas and, where possible, in the wider community. Achievements both within and outwith the school are recognised, valued and celebrated.

Staff are committed and caring, and use praise to promote positive relationships and to improve learners’ self-esteem.

Staff’s commitment to creating a positive and purposeful climate characterised by mutual respect, trust and confidence is strong. Interactions between all members of the school community are positive and focus on the needs of children and young people. Communications among staff and the school community are frequent, relaxed and friendly but also productive and focused on success.

A range of formal and informal activities contributes to the development of positive attitudes and self-assurance amongst learners. Activities both within and out of school hours are varied.

Children, young people and staff develop self-confidence, self-esteem and positive views about themselves and their school, through taking part in an extensive and varied programme of activities both within and out of school hours. The world beyond the school is regularly used as a source of learning for all children and young people.


Promoting positive relationships within a

learning, caring and inclusive school community

Children and young people are treated in a fair and inclusive manner, made aware of their rights and responsibilities and encouraged to respect and understand the views of others.

Children and young people have frequent opportunities to reflect on and to discuss their rights and responsibilities and to demonstrate concern for and acceptance of others. Respect for diversity and understanding of differences and values are given a high value in the life of the school. Children and young people are given encouragement to share their views and act as positive role models for others.


Promoting positive relationships within a learning, caring and inclusive school community

Staff and learners acknowledge diversity and difference. The curriculum includes information about different cultures, religions and viewpoints in society. Staff receive appropriate training and take action to prevent discrimination.

Staff and parents have a very good understanding of policies on equality and fairness and equal access to the curriculum. The curriculum and culture promote a positive appreciation of equity, equality, social justice and diversity in society. Diversity is promoted and celebrated within and outwith the school community.

The management of all aspects of inclusion is effective and well planned. The budget is sufficient and appropriate and staff agree about the broad allocation of resources and the delegation of responsibility.

Incidents of inequality, racism, sectarianism, bullying and discrimination are few but if they happen they are dealt with openly, promptly and consistently. Support facilities and accommodation are of a very high quality. They are located at the very heart of the school. Physical and human resources are allocated fairly to ensure equality of opportunity and access to the curriculum.

Children and young people learn to work in groups and know how to resolve conflicts or get help to do so. They also work productively with staff and are confident in accessing support and advice from adults.

Children and young people and staff work confidently with each other, for example, through arts and sports activities and activities such as charity work. A culture of active citizenship is fully embedded throughout the school.


Promoting positive relationships within a learning, caring and inclusive school community

Approaches to promoting positive behaviour are clear and consistent. Children and young people contribute to establishing, reviewing and revising the school’s rules or code of conduct, as appropriate to their age or stage of development. They are clear about rewards and sanctions. Praise and reward are used to encourage good behaviour, as appropriate to the age and stage of the children.

All staff, learners and parents have high expectations of standards of behaviour. These standards are clear, unambiguous and shared by all. Children and young people demonstrate self-discipline in their interactions with staff and with each other and are protective and respectful of one another. They show understanding and empathy towards each other. Positive behaviour approaches are applied consistently. Appropriate behaviour is reinforced and praised and inappropriate behaviour is always challenged and discussed. Adults working in, or associated with the school uphold its standards and expectations. Learners and their families receive support through the provision of effective behaviour support programmes. Staff understand factors which affect the motivation of children and young people, and take action to improve and encourage an enthusiasm for learning and positive behaviour.

A school is good



All children, young people and their parents know and understand the school’s expectations. The criteria for rewards are fair and clear.

All young people can receive rewards for achieving attainable but demanding targets. These targets relate to the outcomes of being successful learners, confident individuals, effective contributors and responsible citizens. All staff implement their agreed common understanding of how to promote positive relationships and behaviour, so that all children can learn. Teachers agree classroom rules and procedures with children to ensure high quality learning experiences for all. Staff successfully use a range of strategies to motivate and encourage children to do better.

Staff understand the links between relationships, good behaviour and learning.

The use of praise is well judged and discriminating. It targets the personal achievements and attainment of individual children and groups of children. Children value this well-earned praise which motivates them to do better.

Staff use praise regularly and effectively to motivate and encourage children. Children respond well to such praise.

Staff have the highest expectations of learners. Learners have high aspirations and concrete goals for themselves. They know where they are in their learning and what to do to improve. The school is outward looking and staff are constantly seeking examples of the very best practice to help it to improve further. The school is aiming for excellence in all its practice. It uses a wide range of imaginative approaches for reporting on and celebrating the success of individuals, groups of young people, staff and the school community as a whole.


Aiming high


Aiming high

Staff expect young people to do well. Children are ambitious and have set realistic goals. Most young people want to do well. The school constantly seeks to improve how it develops ambition and high aspirations among its learners through looking at examples of best practice in other schools. The school celebrates the successes of its young people in a variety of ways including promotion in the local media.

Staff work closely with partners and agencies who observe young people within and outwith school to ensure they are challenged to meet their potential.

Staff refer to a range of evidence of young people’s achievements in school to come to a balanced judgement of their potential and what they should aim for.

Staff work closely with partners and agencies who observe young people within and outwith school to ensure they are challenged to fulfil their potential.

Staff successfully plan the curriculum to ensure that young people gain the knowledge and skills for learning, life and work that they need. In doing so they enable all children to find and develop their own talents and interests. Young people are confident that their own skills are being identified and optimised. They are keen to succeed. Expectations of the performance of all staff and learners are very high.

Specialist provision, where available, is used to develop learners’ talents and interests. Staff expect and help children to find something to be ‘good at’. A programme of additional activities, drawing upon skills available locally, encourages them to develop new skills and interests. Staff celebrate children’s achievements outwith school.

Staff have a broad understanding of the strengths and needs of individual children. They review their progress with them at regular intervals and when they report to parents.

Staff know their children very well and react to any unexpected slowing in progress.

A school is good



Staff take good account of the social and environmental backgrounds of learners.

All staff believe that all young people can learn and improve and that it is possible to improve the performance of the lowest attaining learners. They demonstrate this belief in their attitudes and work. They do all they can to ensure that young people are not at risk of missing out on educational opportunities.

The performance of young people who are “looked after” or from particular ethnic and language backgrounds is monitored.

Staff take prompt and well-focused action to address any under-achievement identified, drawing on advice and expertise from outwith the school as appropriate.

Staff recognise that some children have additional needs, including the more able, and adapt their practice to ensure that these children are supported.

Staff recognise that ability and achievement are not pre-determined. They continuously monitor, and respond appropriately to, young people’s readiness to be included in more challenging tasks. Staff use flexible approaches to the curriculum and teaching to meet the needs and learning styles of all learners.


Enabling all children and

young people to achieve

Staff take steps to prevent exclusion and to reintegrate learners who have experienced difficulties accessing the curriculum, because of their learning or their behaviour.

Staff provide specific support, and nurturing, for vulnerable learners and those at risk of exclusion or under-achievement. Exclusion from school is rare and seen as a measure of last resort. Staff work to avoid any gaps whatsoever in support and provision particularly of education, for all pupils. Relationships between staff and challenging children are characterised by patient and determined professionalism.

A school is good



Staff recognise enterprise as an important purpose and outcome. They plan the curriculum to ensure that all children and young people have opportunities to undertake enterprise activities. Staff regularly discuss, implement and evaluate new approaches to learning, teaching and meeting needs.

Staff are enterprising and think creatively about ways of achieving the school’s aims. They are willing and have the ability to work in fluid and flexible teams that cut across stages and curricular areas. Staff are innovative in their approaches to learning, teaching and meeting needs. They take calculated risks and monitor, evaluate and improve on developments. They model a culture of enterprise.

Enterprising behaviour is evident in important aspects of the school’s work. Most staff are increasingly using technology to enhance their teaching. Technological solutions are applied in situations where other schools have shown them to be successful.

Enterprise and flexibility are evident in all areas of the school’s work, including its management, the structure of the curriculum, quality assurance and processes of continuous improvement. Staff carefully and critically consider the contributions of technology and alternative approaches to learning. Strong links with local businesses, Careers Scotland and further and higher education help to develop a spirit and practice of enterprise among both staff and learners.


Encouraging enterprising attitudes and behaviour

Children and young people have positive experiences of enterprise in education both within school and in out-of-school learning activities. They also have increasing opportunities to take responsibility and to build their leadership and team-working skills.

Children and young people engage in enterprise in education that extends their confidence as learners and contributors to society. The vocational and enterprise curriculum meets the needs of learners and the community. It is progressive and continuous, motivates learners, promotes a sense of achievement and adds relevance to learning. Creativity, experimentation and imagination are nurtured through open-ended learning experiences.


Encouraging enterprising attitudes and behaviour

Children and young people have a range of opportunities for expressive activity and performance. Situations are created that allow pupils to develop and practise a range of citizenship skills and abilities.

A coherent relationship between enterprise, creativity and citizenship has been established and is being fully exploited. Citizenship and creativity are embedded in school, stage and departmental improvement plans. Learning and teaching approaches are creative and creativity can be observed in all areas of the curriculum. School organisation and curriculum structure reflect creative thinking at all levels including the provision of a wide range of artistic and cultural opportunities.

Staff and pupils work in high-quality teaching areas, and have access to a range of resources appropriate to their stage and needs.

Staff and pupils have access to, use and evaluate a range of resources to support innovative approaches to learning and teaching.

From: http://www.journeytoexcellence.org.uk/whatisexcellence/improvementguides.asp

Accessed 17 June 2012

http://www.journeytoexcellence.org.uk/whatisexcellence/improvementguides.asp

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