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1. North Lanarkshire Council Learning and Leisure Services Quality Improvement Framework 3rd December 2009 PowerPoint Guidance Layout for title or holding page By Creative Services Text should be ranged left, used in white only and main headings be set in 30 point Arial. Smaller references or subheadings should be set in 14 - 18 point, No text should be placed in white background areas and no other organisation logos should be added. Creative Services can assist with requests for partnership presentations, email us at marketing@northlan.gov.uk.

2. School improvement based on self-evaluation Originally this was based on How Good Is Our School, then How Good Is Our School 2. It still is but the latest version of How Good Is Our School is set within a wider framework - The Journey to Excellence

3. HMIE - The Journey to Excellence package Part 1: The concept of excellence and the 10 dimensions Part 2: Examples of each dimension Part 3: How good is our school? and Child at the Centre Part 4: Planning for excellence Part 5: Case studies of excellent practice - HMIE website

4. How good is our school? and Child at the Centre Provide a set of 30 Quality Indicators (QIs) which are the core tools for self-evaluation schools. They are designed to help staff evaluate their current performance and to identify priorities for action.

5. The six point scale LEVEL 6 excellent - outstanding or sector leading LEVEL 5 very good - major strengths LEVEL 4 good - important strengths with areas for improvement LEVEL 3 adequate - strengths just outweigh weaknesses LEVEL 2 weak - important weaknesses LEVEL 1 unsatisfactory - major weaknesses

6. Quality Indicators For each QI there are illustrations at each of Level 5 - very good – major strengths and Level 2 weak – important weaknesses

7. 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 engaging with the local community 4.2 The school’s success in engaging with the wider community 8. Partnerships and resources 8.1 Partnership with the community, etc. 8.2 Management of finance for learning 8.3 Management and use of resources and space for learning 8.4 Managinginformation What is our capacity for improvement?: How good can we be?

8. Self-evaluation At the heart of effective self-evaluation the are three questions How are we doing? How do we Know? What are we going to do now?

9. Self-evaluation • From pupil, staff and parent surveys • From analyses of pupils’ performance • From observations of learning and teaching combines evidence from a number of sources……..

10. Review of the Quality Framework-2007 The Journey to Excellenceprovided the context for a review of theQuality Framework as part of a series of measures being taken to improve the support and challenge offered to schools and centres to allow us to secure a consistently high quality of educational provision throughout all of our schools and nursery centres.

11. The Quality Framework Three elements • School (or Centre for early years establishments) Improvement Report • School Improvement Plan • School Improvement Visit

12. School Improvement Report Organisation 1.Key strengths 2.Good Practice 3.Evaluation – evaluative narrative under the 6 high level HGIOS questions 4.Assigning levels using QIs 1.1, 2.1, 5.1, 5.3 & 5.9 5. Areas for improvement

13. School Improvement Report The report must be based on an on-going process of improvement through rigorous, effective self-evaluation based on consideration of impact and outcomes for children and young people.

14. School Improvement Report • Key strengths of the school / centre, a few key strengths each described in a sentence. 2. Good Practice This should be a brief narrative about an example of good practice chosen by the school / centre.

15. School Improvement Report 3.Evaluation of the school / centre under the following six HGIOS 3 questions: What outcomes have we achieved? This should be split into attainment and achievement How well do we meet the needs of our school community? How good is the education we provide? How good is our management? How good is our leadership? What is our capacity for improvement?

16. School Improvement Report 3.Evaluation This section should consist of narrative which is descriptive, evaluative and indicates the impact of the work of the school in terms of outcomes for children and young people . At the heart of the this evaluation should be the answers to the three questions: How are we doing? How do we Know? What are we going to do now?

17. School Improvement Report 4.Reporting on QIs The core QIs are: 1.1 Improvements in performance 2.1 Learners’ experiences 5.1 The Curriculum 5.3 Meeting learning needs 5.9 Improvement through self-evaluation A table should be used to indicate levels assigned to the above QIs.

18. School Improvement Report 5. Areas for improvement These should be the priorities for improvement and should articulate with the school improvement plan.