Self Evaluation
Therese Laing
QIO Primary
Key Features
This indicator relates to the school’s
arrangements for improvement through selfevaluation 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.
Themes
1. Commitment to self-evaluation
2. Management of self-evaluation
3. School/centre/learning community
Improvement
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?
Who are the Stakeholders?
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How do we make Stakeholders aware
of resulting strengths and areas for
development and improvements made?
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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?
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?
What Self Evaluation do we already
do?
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What do we need to introduce/do
more of to take account of the
Increased Expectations?
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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?
What does this look like in your setting?
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Bedtime Reading – Education Scotland (Inspection
and Review)
• Inspection Advice Note 20132014
• GTC Teaching Scotland New
Professional Standards
• Curriculum for Excellence
National Expectations: self
evaluation resource 5.1 and 5.9