How good is our school? The Journey to Excellence

2. How good is our school? The Journey to Excellence

3. Working with people – and permeating Outcomes of A Curriculum for Excellence Teaching for effective learning & Learning about Learning Strategies relating to Assessment for learning Curriculum for Excellence Permeating – Inclusion and Success for ALL

4. Good Good Good Good Good Good Good Good Good Good Good Good Good Good Good Good Good Good Great Here Go with the grain School planning

5. Part 3 How good is our school? How good can we be? How do we get there?

6. Successes and achievements Work and life of the school Vision and leadership What key outcomes have we achieved? How well do we meet the needs of our stakeholders? How good is our delivery of key processes? How good is our management? How good is our leadership? 1. Key performance outcomes 1.1 Improvements in performance 1.2 Fulfilment of statutory duties 2. Impact on learners, parents, carers and families 2.1 Learners’ experiences 2.2 The school’s success in involving parents, carers and families 5. Delivery of education 5.1 The curriculum 5.2 Teaching for effective learning 5.3 Meeting learning needs 5.4 Assessment for learning 5.5 Expectations and promoting achievement 5.6 Equality and fairness 5.7 Partnerships with learners and parents 5.8 Care, welfare and development 5.9 Improvement through self-evaluation 6. Policy development and planning 6.1 Policy review and Development 6.2 Participation in policy and planning 6.3 Planning for improvement 9. Leadership 9.1 Vision, values and aims 9.2 Leadership and direction 9.3 Developing people and partnerships 9.4 Leadership of improvement and change 7. Management and support of staff 7.1 Staff sufficiency recruitment and retention 7.2 Staff deployment and teamwork 7.3 Staff development and review 3. Impact on staff 3.1 The engagement of staff in the life and work of the school 4. Impact on the community 4.1 The school’s success in in engaging with the local community 4.2 The school’s success in engaging with the wider community 8. Partnerships and resources 8.1Partnership with the community, etc. 8.2Management of finance for learning 8.3Management and use of resources and space for learning 8.4Managing information

7. Part 4 Planning for Excellence

8. Part 4 Planning for Excellence

9. Building on strengths in planning • Well-established cycles • Direct links to outcomes for learners • Bringing together external expectations and needs of learners • Professional reflection and teamwork • Involvement of school community

10. Agreeing vision and values Aspirational Shared ownership Dynamic Looking to the future environment Rooted in what the school knows about itself Learning and teaching at the heart

11. Agreeing vision and values ‘to encourage the development of the personality, talents and mental and physical abilities of the young person to their fullest potential.’ Standards in Scotland’s Schools etc Act 2000 All children and young people should become successful learners, confident individuals, responsible citizens and effective contributors. Curriculum for Excellence

12. Identifying priorities, specifying outcomes and planning delivery Arising from school’s vision Expressed as outcomes for learners Taking account of CfE capacities Relating to a broad range of achievements Using dimensions and quality indicators Based on data Manageable number Capable of being evaluated

13. Role of EA • Help to formulate vision • Judge when to intervene to support schools • Support creativity and innovation • Make an active contribution at all stages • Make local and national priorities understandable, accessible and practical • Achieve appropriate balance between prescription and providing freedom for schools to respond to the needs of their own communities

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

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

16. The most effectiveplanning • is proportionate • involves the whole school community • builds on identified strengths • focuses on action, not bureaucracy • can be recognised by the extent and quality of its outcomes for ALL children.

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

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

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