1. Self Evaluation Therese Laing QIO Primary

2. Key Features This indicator relates to the school’s arrangements for improvement through self- evaluation and its commitment to this. It highlights the importance of gathering and responding to the views of all partners and stakeholders and involving them. It focuses on the extent to which a school knows itself well and improves the successes and achievements of learners, and the school community more widely.

3. Themes 1.Commitment to self-evaluation 2.Management of self-evaluation 3.School/centre/learning community Improvement

4. Theme 1:Commitment to self-evaluation Are all staff, partner agencies, learners and other stakeholders: ▫involved in Self Evaluation? ▫Aware of resulting strengths and development needs ▫committed to take action to affect improvement? Does the school have strong leadership at all levels with a vision for the outcomes of change? Does the school provide good quality support for career-long professional learning to support improvement?

5. Who are the Stakeholders?

6. How do we make Stakeholders aware of resulting strengths and areas for development and improvements made?

7. Discussion As a result of your professional learning, how has your practice developed in order to improve outcomes for all learners? How do you know? What evidence of impact do you have? What does this tell you about your practice?

8. Theme 2: Management of Self Evaluation Does self-evaluation give a high priority to the quality of learning and teaching? Does self-evaluation focus on key aspects of learners’ successes and achievements in a rigorous, systematic and transparent way? Do staff reflect on current practice and evaluate new initiatives, ideas and changes? Are staff engaged in a range of quality assurance and moderation activities at school/cluster level? Has self- evaluation helped us to share good practice?

9. What Self Evaluation do we already do?

10. What do we need to introduce/do more of to take account of the Increased Expectations?

11. Theme 3: School/centre/learning community improvement Are staff committed to acting on the results of robust and rigorous self-evaluation? Can staff show clear evidence of improvement based on self-evaluation? Do improvements focus particularly on continuing improvements to learning and teaching and the achievements of all learners?

12. What does this look like in your setting?

13. Bedtime Reading – Education Scotland (Inspection and Review) Inspection Advice Note 2013- 2014 GTC Teaching Scotland New Professional Standards Curriculum for Excellence National Expectations: self evaluation resource 5.1 and 5.9