Journey To Excellence

Dimension 9 • Promoting positive relationships within a learning, caring and inclusive school community • Supporting children and young people • Providing the whole school community with positive experiences that promote and protect their health • Promoting positive healthy attitudes and behaviours Dimension 8 • Having their capabilities extended • Being empowered to influence the future development and direction of the school • Giving pupils a voice and enabling them to take responsibility • Being encouraged through a vibrant and progressive school culture and climate

Dimension 2 • Planning the outcomes of learning • Assessing the outcomes of learning • Reflecting on and recording success based on outcomes • Reporting on success in achieving outcomes

T

Values and empowers its staff and young people

Dimension 1 • Learning as personal development – meaningful in the lives of children and young people • Promotion of active learning • Meeting children’s learning needs

Develops a culture of Ambition and Achievement

g for effective lea hin rni c n ea Engages young people in the highest quality learning activities

Successful Learners Effective Contributors

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Dimension 7 • Continuing and critical enquiry • Welcoming challenges • A collective commitment to improvement • Continuous professional development • Being data rich

Promotes Well-being and Respect

Dimension 10 • Aiming high • Enabling all children and young people to achieve • Encouraging enterprising attitudes and behaviours

Confident Individuals Responsible Citizens

Focuses on outcomes and maximises success for all learners

Reflects on its own work and thrives on challenge

Works together with parents to improve learning

Dimension 6 • Developing parents’ support for their children’s learning • Active involvement of parents in school activities • Collaboration and representation

Develops a common vision among children and young people, parents and staff

Dimension 3 • The nature of the vision • Creating the shared vision • Sustaining the shared vision

Fosters high quality leadership at all levels

Works in partnership with other agencies and its community

Dimension 5 • The school in its community • Working with partners to meet the needs of all children and young people • Multi-agency approaches to improve learning • Leadership and co-ordination

Dimension 4 • Leading learning • Building leadership at all levels • Leading the school community • Guiding change

Everyone bent over backwards ... whatever was needed was provided ... he felt just like the other children. (parent of a child with additional support needs) PARTNERSHIP

ETHOS AND CULTURE

www.hmie.gov.uk VISION AND LEADERSHIP

Creativity is built in. We’re never satisfied. We are ambitious; we want to do better.

Keep them updated. Parents should be asked for feedback through questionnaires and letters. (classroom assistant)

(headteacher)

LEARNING AND TEACHING

The full document is available on the HMIE website: www.hmie.gov.uk Further information is available from: HM Inspectorate of Education Denholm House Almondvale Business Park Almondvale Way Livingston EH54 6GA

Staff need to be more flexible, less defensive, more willing to tackle what is new. (nursery teacher)

| AIMING FOR EXCELLENCE

A RESOURCE FOR SCHOOLS AND EARLY EDUCATION IN SCOTLAND ISBN: 0-7053-1082-5

Exploring Excellence

Journeys to Excellence

HOW GOOD ARE WE NOW?

Planning FOR EXCELLENCE

Tel: 01506 600 200 Fax: 01506 600 337

Reflecting on practice is a shared process – a culture of self-evaluation is built in.

Email: [email protected]

(principal teacher)

I like to make the teacher and my Mum and Dad proud. (P3 child)

PEOPLE

Learning and Teaching Scotland, The Optima, 58 Robertson Street, Glasgow G2 8DU T: Customer Services 08700 100 297 E: [email protected] www.LTScotland.org.uk

HOW GOOD IS OUR SCHOOL?

THE JOURNEY TO EXCELLENCE