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

3 Part 1: Aiming for Excellence Part 2: Exploring Excellence

4 Working with people – and permeating
Outcomes of A Curriculum for Excellence Strategies relating to Assessment for learning Teaching for effective learning Permeating – Inclusion and Success for ALL, MCMC, GIRFEC

5 Learning & Teaching Vision & Leadership Partnerships People Ethos & Culture

6 Learning & Teaching Vision & Leadership Partnerships People Ethos & Culture OUTCOMES





11 Part 3: How Good is our School 3 Child at the Centre 2

12 The indicators within How good is our school
The indicators within How good is our school? focus specifically on the impact of schools in improving the educational experience and lives of Scottish pupils. The emphasis on impact and outcomes reinforces the principle that self-evaluation is not an end in itself. It is worthwhile only if it leads to: improvements in educational experiences and outcomes; and maintenance of the highest standards where these already exist.

13 To be successful, self-evaluation must be a reflective process based on a shared understanding of quality and a shared vision of aims at all levels of the school community. individual level; collegiate level; and whole school level.

14 Good Great The great challenge It was great that it became better,
but it would have been better had it become great. Mollehave Good Great 14



17 Part 4 Planning for Excellence

18 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

19 Planning for Excellence

20 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

21 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 .

22 Effective Planning - is based on the evidence of ongoing self- evaluation (JTE Part 3 – HGIOS3, TCAC) - focuses on delivery - builds on the positive and makes use of examples of excellent practice: JTE Part 2 and 5 (website) - is flexible and responsive to changing circumstances - results in demonstrable impact on learners










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35 Perspective movies



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40 Case Studies

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43 Professional Development packs – forthcoming titles ....
Effective self-evaluation Working with parents to support / improve learning Working with parents in the pre-school setting Working in partnership with the community and agencies Valuing and empowering staff and young people Ensuring a focus on outcomes to maximise success for learners Developing a common vision Delivering high quality learning and teaching Promoting well-being and respect 43

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48 Next … CLD & FE QIO JtE events EA conferences EA rollout strategies
Further filming Further Professional Development Packs Re-vamped DVD – Connected & HMIe Glow & JtE ………………………

The Journey to Excellence 49

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