Level 5 Illustration

• The curriculum has breadth and balance across its various elements. It has a sound rationale that is clearly focused on achieving the school’s aims. In developing the curriculum, full consideration has been taken of best practice as embodied in national advice and local guidance. Good account has also been taken of parents’ and pupils’ views.
• There is effective integration of knowledge, skills and understanding. Personal and social capabilities and cross-curricular aspects, including ICT, permeate the curriculum.
• Timetables enable the curriculum to be offered efficiently, giving appropriate time and emphasis to each curriculum area, subject or mode. There are appropriate opportunities for pupil choice and well planned opportunities for pupils to continue their study of subjects chosen at an earlier stage.

Level 2 Illustration

• The curriculum lacks breadth and balance across its various elements in some important respects. The rationale on which it is based is inappropriate in some respects and not fully consistent with meeting the school’s aims. Limited consideration has been taken of best practice as embodied in national advice and local guidance or of parents’ and pupils’ views.
• There is limited integration of knowledge, skills and understanding. Personal and social capabilities and cross-curricular aspects, including ICT, permeate the curriculum in only a limited way.
• Timetables do not enable the curriculum to be delivered efficiently. Time allocations and emphases to curriculum areas, subjects or modes are not always appropriate. Opportunities for pupil choice are limited or inappropriate. In some cases, pupils are not able to continue their study of subjects chosen at an earlier stage.

 Level 5 Illustration

• Courses or programmes have breadth and balance between the various elements. They give full consideration to national and local guidelines, and are fully in keeping with the school’s aims. There are appropriate opportunities for pupil choice. Programmes contribute to a continuing interest in learning and self-development.
• The various elements of the courses or programmes are planned and taught in an appropriate sequence to meet the range of needs, abilities and aspirations of pupils, and to promote progression and continuity in pupils’ learning. Productive links are made with other curriculum areas or subjects.
• Teachers receive comprehensive and helpful guidance on courses and programmes of work, learning and teaching, support for pupils and assessment and recording.

Level 2 Illustration

• Courses or programmes do not consistently have breadth and balance between the various elements. They give limited consideration to national and local guidelines or school aims. Choice is limited in extent, inappropriate or offered only to certain groups of pupils. Programmes provide insufficient encouragement to pupils to develop a continuing interest in learning and self-development.
• While there is generally an appropriate sequence to the various elements of courses, there are insufficient links between them. More could be done to promote progression and continuity in pupils’ learning. Opportunities to make reference to other curricular areas or subjects are not always taken.
• Teachers receive insufficient guidance on courses and programmes of work, learning and teaching, support for pupils and assessment and recording.

 Level 5 Illustration

• Very good progress has been made towards raising attainment and/or maintaining very high standards of attainment.
• Almost all pupils make very good progress from their prior levels of attainment.
• Performance in terms of 5-14 levels of attainment and/or pupils’ attainment in national examinations is consistently very strong across a range of aspects.
• When looking across the range of related quality indicators listed below there is strong evidence that they have contributed very effectively to the achievement and/or maintenance of high standards of attainment.

Level 2 Illustration

• Limited progress has been made towards raising attainment and/or there is evidence of declining standards of attainment in some areas.
• Pupils generally make limited progress from their prior levels of attainment.
• There are a number of aspects in which performances in terms of 5-14 levels of attainment and/or pupils’ attainment in national examinations is weak.
• Looking across the range of related quality indicators listed below there is only limited evidence that they have contributed to improving standards of attainment.

 Level 5 Illustration

• Teaching plans provide concise and clear specifications of what pupils are expected to learn and how and when learning is to be undertaken. Learning outcomes and assessment strategies are clearly stated. Staff make effective use of assessment information to identify pupils’ needs and plan next steps in learning. Plans take account, as appropriate, of national and local curriculum guidelines and school policies. Activities, including homework, are planned in a way which makes effective use of the pupils’ and teachers’ time. Opportunities for planning with colleagues are used well.

Level 2 Illustration

• Teaching plans provide only a general, or incomplete, indication of what pupils are expected to learn. Insufficient attention is given to how the plans are to be implemented. Learning outcomes and assessment strategies are unclear. Some account is taken of national and localcurriculum guidelines and/or school policies. When planning to identify pupils’ needs and next steps in learning, staff make general reference to assessment information but take insufficient account of it. Activities, including homework, are not always planned in a way which makes effective use of the pupils’ and/or teachers’ time. Opportunities for planning with colleagues are not always available or used well.

 Level 5 Illustration

• Teaching approaches, including the use of ICT, are well matched to pupils’ learning needs and preferred styles of learning. They maximise the opportunities available to work directly with pupils in appropriate and well planned whole-class, group and individual situations. Homework is well planned and well linked to classwork. Teachers successfully develop pupils’ independent learning skills.
• Teachers share the purposes of lessons with pupils. Their explanations, expositions and instructions are unambiguous and pitched at an appropriate level. Discussions with pupils promote learning and build confidence. Pupils’ contributions are encouraged and valued. Praise is used effectively.
• Teachers’ questioning is skilled and pupils’ responses are listened to and used effectively. Care is taken to involve all pupils. Where there are weaknesses in pupils’ knowledge and understanding, efforts are made to ascertain where learning went wrong so that errors can be identified and rectified.

Level 2 Illustration

• Teaching approaches, including the use of ICT, are generally appropriate, although they cover a limited range. They are not always chosen with sufficient regard for pupils’ learning needs and styles. They neglect, or do not make good use of, opportunities to work directly with pupils in appropriate whole-class, group and individual situations. While homework is given, it is not always well planned or well linked to classwork. Teachers neglect to develop independent learning skills.
• Pupils are sometimes unclear about the purposes of lessons. Their explanations, expositions and instructions often require further clarification. Discussions with pupils do not always promote effective learning or build confidence. There are weaknesses such as a reluctance to encourage and value pupils’ contributions or too little, or too ready, use of praise.
• Teachers’ questioning too often requires merely the recall of factual information or lacks direction. Teachers may not listen to or use pupils’ responses effectively or involve all pupils. Weaknesses may include a failure to recognise gaps in pupils’ knowledge and understanding.

 Level 5 Illustration

• The learning environment is stimulating and challenging. Contexts reflect pupils’ interests, previous experiences and future development. Pupils are motivated to work well and enthusiastically without close supervision.
• The pace of learning enables pupils to make good progress in their coursework.
• Pupils take responsibility for, and are active in, their own learning. Pupils frequently think for themselves and reflect on ideas, issues and experiences. They have a very good understanding of what they need to do to improve.Pupils work collaboratively in a variety of circumstances involving groups of differing composition and size.
  

Level 2 Illustration

• The environment lacks stimulation and challenge. Contexts generally reflect pupils’ interests, previous experiences and future development, but one or more of these aspects may be neglected or over-emphasised. While the majority of pupils work well in the absence of close supervision, the attention of others is more easily distracted.
• The pace of learning is frequently either too slow or too fast and does not always enable pupils to make good progress in their coursework.
• Pupils occasionally take responsibility for, and are active in, their own learning. They do what the teacher asks them to do but frequently they are passive listeners or watchers, or undertake tasks which do not require much thought. They are often unclear about what they need to do to improve.
• Pupils rarely work collaboratively and the composition and size of pupil groups lack variety.

Level 5 Illustration

• Tasks and activities are very well matched to the needs of individual pupils, a very good choice of resources is made, and learning and teaching approaches are such that pupils are helped to achieve their next steps in learning. Pupils contribute to setting their own learning targets. Productive links are made to other learning opportunities. Appropriate account is taken of pupils’ linguistic and cultural background.
• Carefully judged provision is made for individuals or groups of pupils with differing abilities or aptitudes, ensuring that all are challenged at an appropriate level.Learning needs are systematically identified and barriers to learning are clearly addressed. Learning support and other specialist staff contribute effectively to meeting pupils’ needs.
  

Level 2 Illustration

• Some steps are taken to match tasks, activities and resources to the needs of individual pupils but learning and teaching approaches are not always helpful for achieving the targets set. Teachers communicate learning targets to pupils but do not involve them in the process of identifying these. Individual tasks and activities are carried out in isolation from other learning opportunities. Insufficient account is taken of pupils’ linguistic and cultural backgrounds.
• Pupils are hindered from achieving appropriate levels of attainment through limited provision for pupils of differing abilities or aptitudes.
• Although in general learning needs are recognised, they are not identified systematically. Little is done to remove barriers to pupils’ learning. The contribution of learning support and other specialist staff is insufficient in range and/or effectiveness.

 Level 5 Illustration

• Methods of assessment are well matched to clearly identified purposes. An appropriate range of approaches to assessment, formal and informal, is employed in making judgements about progress towards curricular targets and there is an effective means of recording and summarising assessment information. Where appropriate, tests are used effectively and in accordance with local and national guidance.
• Teachers are knowledgeable about the pupils and constantly seek to find out how individuals are dealing with key learning aims and tasks, how successful they are and what difficulties they are meeting. Appropriate arrangements are in place to moderate and validate teachers’ judgements.Information as to progress and attainment is regularly transmitted by the teacher to pupils. Pupils themselves are involved in dialogue about their progress and their views are valued. A strong emphasis is placed on valuing individual achievement and identifying next steps in learning. Summaries and records are used periodically to inform pupils, to provide a basis for reporting to parents and to foster continuity of learning from stage to stage. Teachers make full use of assessment information to evaluate the effectiveness of learning and teaching and inform future provision.

Level 2 Illustration

• A limited range of assessment procedures is employed. Some of these are inappropriate for assessing progress towards curricular targets. Assessment information is recorded but is inadequate in some important respects or unhelpful. Local and national tests are used but not in accordance with the relevant guidance, for example, the timing of tests is not well matched to pupils’ progress.
• Teachers’ knowledge of the pupils is uneven. Key strengths and weaknesses are occasionally overlooked and ‘on the spot’ judgements are superficial. There are some important weaknesses in arrangements for moderating and validating teachers’ judgements.
• Pupils occasionally discuss their progress with the teacher but feedback to pupils is irregular. Such feedback as is provided takes insufficient account of the need to acknowledge achievement or to identify next steps in learning. Records are kept but do not cover all key aspects of performance. They are not often used to inform pupils and do not provide an adequate basis for reporting to parents. Not enough use is made of assessment information to evaluate the effectiveness of, and/or to inform, future provision for learning and teaching.

 Level 5 Illustration

• Parents are positively encouraged to communicate with the school about their children’s progress and opportunities to consult with teachers are readily available. Formal occasions are well organised and all arrangements are communicated clearly.
• Written reports to parents are in a helpful format, providing clear information and details of how each pupil is progressing across all aspects of the curriculum, including personal and social development, and indicating the next stages in each pupil’s learning. Parents are encouraged to respond to these reports.
• Parents’ views and enquiries about their child’s attainment and progress are promptly and carefully considered. The school provides an effective response.

Level 2 Illustration

• Parents are informed about how to communicate with the school about their child’s progress but are not actively encouraged to do so. There are opportunities for parents to consult with teachers but they are infrequent and/or the arrangements are not communicated clearly.
• Written reports to parents are unclear or have unhelpful formats. They give information about each pupil’s progress across most aspects of the curriculum but do not indicate the next stages in the pupil’s learning. They tend to focus too much on pupils’ attitudes rather than knowledge and understanding and development of pupils’ skills. Parents are not invited to respond to the reports.
• Parents’ views and enquiries about their child’s attainment and progress receive generalised responses and are not seen as a high priority.

Level 5 Illustration

• The school operates agreed policies and procedures which support pupils and protect them from harm, abuse and neglect. All staff have a clear understanding of their roles and responsibilities, are vigilant about pupils’ health and safety and are fully aware of child protection issues. There are clear, well-designed policies and procedures for dealing with bullying, racial incidents, drugs misuse and safe use of the internet, which are implemented effectively. The development of a healthy lifestyle is promoted across the school. Pupils’ needs and concerns are dealt with sensitively, taking account of pupils’ rights, confidentiality (where appropriate), dignity and privacy. Pupils have access to effective complaints procedures. Their concerns are dealt with promptly and fairly and pupils are informed of outcomes.
• Staff work collectively to create a climate where mutual trust, respect and confidence are evident throughout the school. Staff with responsibility for pastoral care including, where appropriate, staff from a range of partner agencies, give full support to family members/carers and keep other staff informed of relevant background information concerning individual pupils. Staff are alert to the emotional, physical and social needs of individual pupils and are sensitive to background information. They address any needs identified at an early stage, using other sources of expertise as appropriate.

Level 2 Illustration

• While the school takes steps to provide a safe and secure environment for pupils, there are important weaknesses in its practice. Policies and procedures cover only some aspects of care and welfare or are out-of-date. Implementation relies on the activities of individual staff. Some staff do not have a sufficient understanding of their roles and responsibilities or of health and safety issues. Staff have some awareness of child protection issues but would benefit from further training. Policies on anti-bullying, racial incidents, misuse of drugs and safe use of the internet lack clarity or are not fully implemented. Health issues are recognised but not always followed through into practical action. While pupils’ needs and concerns are dealt with conscientiously, staff sometimes neglect to take account of pupils’ rights, confidentiality (where appropriate), dignity and privacy. Pupils are not sure how to make a complaint and/or are not confident that it will be dealt with promptly and fairly.
• Approaches to creating a climate of mutual trust, respect and confidence are not fully effective. Staff are not always sensitive to background information and consider response to emotional needs important only in crises or in the case of pupils with obvious difficulties. They provide insufficient support for family members/carers.

 Level 5 Illustration

• The school uses a range of planned and inter-related approaches to developing pupils’ personal and social skills. Teachers are committed to, and active in, promoting whole-school strategies. Common expectations of behaviour are applied consistently across the school. The school provides frequent and regular opportunities for pupils to be praised and for their achievements to be recognised and valued. There are planned opportunities for pupils to show care and consideration for others and to develop the skills of active citizenship. Personal and social skills are developed across all aspects of the curriculum. Planning of programmes and special focus activities such as circle time, anti-bullying and anti-racist campaigns and community action is effective and provides for progression in the development of personal and social skills.
• Almost all pupils are making good progress towards the development of self-esteem, an awareness of personal safety and confidence in their own knowledge, skills and emerging values. They show independence of mind and co-operate well with others both socially and in school work. Their behaviour and social relations show genuine concern for and tolerance of others.
• Pupils are given opportunities and are encouraged to participate in a wide range of extra-curricular and other activities, for example, clubs, study support, membership of youth work organisations, volunteering, presentations to local community groups, residential experiences and activities relating to education industry links. Involvement in such activities supports the development of active citizenship.
  

Level 2 Illustration

• A limited range of approaches is used to develop pupils’ personal and social skills. Teachers vary in their commitment to whole-school strategies and in the standards of behaviour they expect. Opportunities for pupils’ achievements to be recognised and for them to show care and consideration for others are irregular and unplanned. Insufficient planned opportunities are provided for developing the skills of active citizenship. The development of personal and social skills is perceived to be the responsibility of particular teachers or departments. Programmes and special focus activities do not provide effectively for the developing needs of pupils.
• The majority of pupils are making progress towards the development of self-esteem, awareness of personal safety and confidence in their own knowledge, skills and emerging values. Co-operation with others in social and classwork situations is limited. Behaviour and the quality of social relationships are variable overall and a significant number of pupils display unacceptable behaviour, aggression or intolerance.
• Pupils are given limited opportunity to participate in extra-curricular and other activities. They do so as a result of their own efforts rather than being encouraged by the school. This results in limited opportunities for pupils to develop skills in active citizenship.

 Level 5 Illustration

• Preparation for choice at key stages (e.g. S2 to S3, S4 to S5, school leavers) involves a wide range of well-targeted approaches: for example, self-assessment of abilities and interests; very good information and advice about courses and careers; effective use of the careers library; and profitable contact with the careers officer. From S4/S5 and beyond, the ranges of approaches include: opportunities for well-organised work experience/shadowing; very good support for the preparation of a curriculum vitae and for interviews; suitable opportunities to attend careers conventions, or colleges and university open days; and visiting speakers from FE, HE and business. The information and opportunities, including the use of ICT, are readily available to meet the needs of all pupils and their parents (and, where appropriate, adult students).
• Pupils have access to clear, accurate, relevant and up-to-date information and advice about further learning opportunities, career choices and financial awards, for example, through booklets on courses and schemes available at future stages; college and university prospectuses; careers information in publications and other media including ICT; and information packs for school leavers on matters such as employment law, taxation and national insurance.
• Staff with guidance responsibilities are well informed about individual pupils’ overall curriculum needs and liaise with subject departments so that they can discuss appropriate routes in education, training or employment. Exchange of information between staff with guidance responsibilities and careers advisory staff is very effective. Pupils (and parents where appropriate) are offered individual interviews with relevant staff and with careers advisory staff.

Level 2 Illustration

• The range of approaches to guide pupils in their choices in education is limited. Basic information about course choice is offered but individual guidance is limited, perfunctory or badly timed. Pupils have only limited access to the careers library and/or careers officer and little opportunity to use ICT. Guidance does not provide equally for the needs of all pupils. For example, those leaving for employment are less well served than those proceeding to higher education. There are opportunities for work experience/shadowing and other outside contacts but the range is limited or some are of poor quality.
• The information produced by the schools about course choice and the range of further learning opportunities available is patchy. For example, it is adequate for S3/S4 courses but poor for S5/S6. Prospectuses, careers information and details of schemes and financial awards are incomplete or out-of-date.
• Staff with guidance responsibilities have insufficient information to form a complete view of pupils’ curriculum needs. They are not readily available to advise pupils and/or consult with parents on curricular and vocational matters. Links with careers advisory staff are not always effective.

Level 5 Illustration

• Key staff systematically track individual pupils’ progress and regularly scrutinise progress reports. Projected and actual performance are compared at regular intervals and trends (positive or negative) are followed up through interviews with pupils and, when appropriate, parents to agree action. Pupils have opportunities to evaluate their own progress and aptitudes and contribute to their own learning plans.
• Pupils’ projected and actual performance is recorded systematically. A comprehensive and useful profile of individual pupils’ aptitudes, progress and attainment is built up, with the full involvement of pupils. Where appropriate, profiles give due credit for achievements outwith the school.
• Key staff make effective use of information gathered to negotiate realistic learning targets and enable pupils to develop their own learning plans. There is effective communication of information about pupils’ achievements between senior managers, class/subject teachers, learning support staff, staff with guidance responsibilities and parents. Pupils use profile information to complete a curriculum vitae and to prepare for interviews. Information is also used to prepare briefings for careers advisory agencies and to produce references.

Level 2 Illustration

• Tracking of individual pupils’ progress and scrutiny of reports are limited. Occasional opportunities are planned for key staff to compare projected and actual performance and discuss findings with pupils or parents. Pupils have limited involvement in evaluating their progress and planning next steps in learning.
• Limited evidence of individual pupils’ achievements is recorded. Records contain information about their attainment over a period of years, but information about motivation, vocational inclination, aptitudes and interests is patchy or absent. Profiles include limited references to achievements gained outwith the school.
• Key staff make limited use of available information. While evidence of attainment and occasional self-assessment exercises are on file, the information is seldom used to negotiate learning targets or their own learning plans. Liaison between senior managers, class/subject teachers, learning support staff, staff with guidance responsibilities and parents is limited. Pupils do not have access to a full range of information to assist them in preparing for interviews or compiling a curriculum vitae. Staff do not use information systematically to prepare briefings for careers advisory agencies or to produce references.

Level 5 Illustration

• Programmes of work are well designed and suitably differentiated to enable all pupils to participate fully and maximise progress across the curriculum. Targets, tasks and activities are carefully selected to take account of pupils’ individual needs. Where appropriate, additional experiences, including the use of ICT, are systematically planned and provided to help identified pupils to overcome significant difficulties in a particular element(s) of the curriculum. Where relevant, the involvement of learning support staff makes a significant contribution to programmes of work.
• Almost all pupils with special educational needs and/or disabilities are making very good progress towards the outcomes and curriculum targets identified within their programmes of work. Taking account of their needs, their overall level of attainment is high.
• Learning support staff fulfil an appropriate range of roles effectively. These include well planned and effective tutorial and co-operative teaching, well-informed advice to senior managers and class teachers about the curriculum, effective individualised programmes of work and strategies to meet pupils’ needs. Effective specialist services are provided to individual pupils. Learning support staff provide high quality staff development to support the implementation of the school’s policies for meeting pupils’ needs.
  

 Level 2 Illustration

• Programmes of work tend to focus narrowly on core skills, particularly in literacy and numeracy. Key elements of the curriculum are adapted in only general ways to take account of the learning difficulties most commonly experienced by pupils. Occasional additional activities are provided for groups of pupils with significant difficulties in a particular element(s) of the curriculum. The involvement of learning support staff does not contribute significantly to programmes of work.
• The majority of pupils with special educational needs and/or disabilities are progressing towards achieving a number of the outcomes and curriculum targets as determined by their work programmes but progress is often slow and overall attainment is weak.
• Learning support staff fulfil only limited aspects of their roles effectively. Tutorial and co-operative teaching is not well planned. Insufficient advice is provided to senior managers and class teachers about the curriculum, individual programmes of work and strategies to meet pupils’ needs. Specialist services to individual pupils address the needs of some pupils effectively. There is evidence of a need for more effective staff development to support implementation of the school’s policies for meeting pupils’ needs.

 Level 5 Illustration

• Senior managers and learning support staff are knowledgeable about, and have a clear understanding of, current legislation and advice relating to the special educational needs and disabilities of pupils.
• The needs of individual pupils, as stated in relevant documentation, inform the development and effective implementation of individualised educational programmes. The support specified in these programmes is delivered effectively. Reviews are undertaken at appropriate times and care is taken to ensure that pupils’ future needs are reviewed properly in line with statutory requirements.
• Effective procedures exist within the school to enable it to fulfil its duties to implement the legislation pertaining to special educational needs and disabilities. Senior managers and learning support staff work closely together to ensure that the procedures and provision for pupils with special educational needs and disabilities are well managed, giving due consideration to the roles of pupils, parents and external professionals.

Level 2 Illustration

• Senior managers and learning support staff have limited knowledge and understanding of current legislation and advice relating to the special educational needs and disabilities of pupils.
• The needs of individual pupils, as stated in relevant documents, are not taken fully into account in the development and implementation of individualised educational programmes. The timing and quality of reviews and, where appropriate, of future needs, are not fully effective in meeting statutory requirements.
• The procedures operating in the school for implementing legislation pertaining to special educational needs and disabilities are limited in a number of aspects. Lack of effective collaboration between senior managers and learning support staff results in weaknesses in the management of provision for pupils with special educational needs and disabilities. There are cases of delay in the implementation or revision of relevant documentation and pupils, parents and external professionals are not always fully involved.

 Level 5 Illustration

• Accurate assessment and careful prior consideration of the nature of pupils’ special needs and disabilities result in a very good match between these needs and the placement or provision offered. Pupil placements are closely monitored. Partnership between the local authority, the school, pupils and parents/carers in determining appropriate placements is very effective. Where a placement is not proving successful, onward referral is made promptly to a more appropriate placement or additional or different resources are allocated.
• In mainstream settings an inclusive approach is promoted and pupils with special needs and disabilities are placed in classes which successfully address their curricular and social needs. Within a special school or unit care is taken to ensure that classes contain a manageable balance of pupils with special needs and disabilities with due attention to the age and stage of pupils and to the overall level of resources available.

Level 2 Illustration

• The majority of pupils have special needs and disabilities which lie within the range of needs which the placement or provision is intended to address. Placement of some pupils in the provision is based on insufficiently accurate or incomplete assessment information. The local authority, the school, pupils and parents/carers do not always work together effectively when determining appropriate placements. Once placed, review is limited and/or infrequent. There is too long a delay in dealing effectively with pupils whose placements are proving unsuccessful.
• In mainstream settings, although an inclusive approach has been intended, pupils with special educational needs and disabilities are placed in classes where some of their needs are addressed but others are not. Within a special school or unit, a number of class groups contains combinations of needs which result in difficulty in addressing some of these needs.

 Level 5 Illustration

• The school has strong and productive links with the local authority or other managing body. The respective roles and responsibilities of managers in the school and those in the local authority or other managing body are clearly defined.
• The school has well-developed and effective links with other schools, units, further education colleges and other educational establishments as appropriate. They include effective transfer of assessment information as well as curricular and pastoral aspects. Clear and detailed information about pupils’ learning needs is exchanged at appropriate times.
• There are well-established and productive networks and partnerships with employers, education industry partnerships and other community and specialist agencies to provide a high level of support for pupils.
• The school maintains effective links with statutory agencies, including educational psychologists, medical services, social work and other such agencies. Services work together very well to support pupils in the school.

Level 2 Illustration

• There are weaknesses in the partnership between the school and the local authority or other managing body. Staff have limited understanding of the respective roles and responsibilities of managers in schools and those in the local authority/Board of Governors.
• The school has a limited range of links with other schools, units, further education colleges and other educational establishments. Working relationships are only partially effective. The links focus on pastoral aspects but take insufficient account of key curriculum and assessment information.
• Links with employers, business partners or other community or voluntary organisations provide limited support for pupils.
• While the school maintains some links with statutory agencies, the links are inconsistent or limited in effectiveness. There are weaknesses in the integration of services to support pupils in the school.

 Level 5 Illustration

• Pupils and staff identify strongly with the school and are proud to be associated with it. There are effective arrangements for consulting with pupils and involving them appropriately in decision making about the life and work of the school.
• The reception of parents and visitors is well organised and welcoming. School managers consistently play a very significant part in fostering a good atmosphere throughout the school and this is evident in their dealings with pupils, staff, parents and visitors to the school.
• Pupil and staff morale is high.
• Relationships among and between staff and pupils are very positive.
• Standards of pupils’ behaviour and discipline are very high. Pupils work conscientiously and co-operatively with staff and one another and are very well behaved, polite and courteous. Pupil behaviour and social relationships show concern for and understanding of others. Staff handle any attendance and discipline problems in a sensitive and caring but authoritative manner so that disruption to learning and teaching is minimised.
  

Level 2 Illustration

• Pupils and staff do not fully share a sense of identity or loyalty to the school community. Arrangements for consulting with pupils are limited and not always effective.
• The reception of visitors is not given sufficient attention. School managers are inconsistent in their approach to promoting a good atmosphere within the school. Their relationships with pupils, staff and visitors are, in a number of respects, such as to inhibit the development of a positive atmosphere.
• Morale among a significant number of pupils and/or staff is low.
• Relationships among staff are not always positive. The atmosphere is satisfactory in a number of respects but is not always relaxed or purposeful. Teacher-pupil and inter-pupil relationships lack consistency and are occasionally strained or unsympathetic.
• There are important weaknesses in the standards of behaviour and discipline of a significant number of pupils. These pupils fail to work co-operatively with staff and their behaviour lacks consideration for others. There are inconsistencies in the way poor pupil attendance and behaviour are handled and weaknesses in staff-pupil relationships give rise to occasional indiscipline which could be avoided.

 Level 5 Illustration

• Staff expectations of pupils’ achievement, attendance and behaviour are high. Pupils have positive attitudes to these aspects. The importance of praise as a motivating and positive aspect of school life is well understood. Appropriate use of praise permeates all aspects of the life of the school. Pupils have high expectations of themselves and others. At all stages, they have opportunities to exercise responsibilities and many do so.
• Staff successfully promote a strong ethos of achievement throughout the school. Teachers successfully establish a learning environment with clear expectations for the high quality of pupils’ work. Pupils have high aspirations of achievement, reflected in a positive approach to coursework, attainment in national examinations and self-improvement. Appropriately high standards of achievement in a broad range of areas are expected of all pupils. The school values, recognises and shares these achievements with peers, parents, family members and the wider community.

Level 2 Illustration

• Staff expectations of pupils’ achievement, attendance and behaviour are variable. Pupils do not always have positive attitudes to these aspects. Where praise is used, there is limited understanding or recognition of its value or it is used inappropriately. Pupils’ expectations of themselves and others are limited. Opportunities to exercise responsibilities are restricted, for example, limited to older pupils only. Teachers promote a positive environment but do not make sufficiently clear to pupils the quality of work expected or set appropriately high standards.
• Steps taken to promote an ethos of achievement are limited. Although high quality achievement is valued in some areas, this is not extended across all aspects of school life. Pupils’ aspirations of their achievement may be unnecessarily modest. Achievement in a broad range of areas is only expected of specific groups of pupils within the school. Opportunities for recognition and sharing success with peers, family members or the wider community are infrequent.

 Level 5 Illustration

• The promotion of equality of opportunity and a sense of fairness is strongly evident in the work of the school at all levels. Equality issues are discussed openly and constructively among and between pupils and staff. Ethnic, religious, cultural and linguistic diversity is recognised, valued and promoted as a positive feature of the school and its community. Pupils are well prepared for their future lives in society.
• Positive steps are taken to ensure that pupils, parents, and staff are treated equally, with respect and in a fair and just manner. Culture and language, disability, gender, race, religion, sexual orientation and special educational needs are not barriers to participation. There is a whole-school approach to issues of equality and fairness, such as racial harassment and sexual discrimination. Pupils are assisted to feel confident in recognising and addressing discrimination. Staff, pupils and visitors to the school feel valued, safe and secure.

Level 2 Illustration

• Equality of opportunity and a sense of fairness do not feature significantly in the work of the school. Discussion of equality issues among and between pupils and staff tends to take place on an ‘ad hoc’ basis. Participants do not always engage in open or constructive discussion. Ethnic, religious, cultural and linguistic diversity is generally ignored or undervalued. There are important weaknesses in the way pupils are prepared for their future lives in society.
• It is assumed that pupils, parents, and staff are treated with respect and in a fair and just manner, but few positive steps are taken to ensure that this happens. Some groups of pupils may be under-represented in school activities. Although the school addresses issues of equality and fairness, such as racial harassment and sexual discrimination, there are variations in the extent to which individual teachers and departments approach them. Pupils are not consistently assisted to recognise and address discrimination. In general, staff, pupils and visitors to the school feel safe and secure, but some doubt the extent to which they are genuinely valued.

 Level 5 Illustration

• Parents support, and participate in, the life of the school in a planned and purposeful manner. They are actively encouraged to be partners in their children’s learning in a variety of ways, for example, in homework, classroom activities, participation in out-of-school visits and other extra-curricular activities. Positive steps are taken to enable all parents to participate effectively in their children’s care and education.
• The school uses a wide range of effective methods for communicating with parents. These methods take full account of the needs of minority language groups. Parents readily engage with the school concerning its work within a framework of effective two-way communication.
• Clear and well-presented information about a wide range of aspects of the work of the school, such as the aims, organisation, future developments and levels of achievement are readily available to parents.
• The headteacher has well-developed links with the School Board. The school actively encourages Board members to be knowledgeable about and involved in the life of the school and its community. The partnership generates substantial benefits and is valued by all concerned.
• The school makes a strong contribution to the life of the community and works with it by, for example, participating in events and contributing to the local media. The school mounts a range of events which the community can attend. Where appropriate, it enables members of the community to engage in educational experiences and/or contribute to decision-making.

Level 2 Illustration

• Although the school accepts the help parents offer it does not actively involve them in a planned or purposeful way. Parents are given some encouragement to be involved in their children’s learning, for example, through homework, but are given insufficient guidance as to how best to help them. Few positive steps are taken to enable all parents to participate in their children’s care and education.
• The school uses a limited range of methods for communicating with parents and does not encourage parents to take the initiative. It takes little account of the needs of minority language groups.
• Information is made available to parents about a number of aspects of the work of the school. It is of limited value to parents, for example, being poorly presented, difficult to interpret or limited in scope.
• There is little evidence of constructive activity or positive benefits from the partnership between the school and its community and the School Board.
• The range of the school’s contribution to the community is narrow and there are only a few events which the community can attend. Opportunities provided for members of the community to engage in educational experiences or contribute to decision-making are limited.

Level 5 Illustration

• The accommodation and facilities provide a safe, pleasant and stimulating environment, well suited to supporting the curricular activities of pupils, the work of staff, and social and leisure activities, where applicable. Appropriate space is available for the size of classes involved. There are suitable work areas for teachers and adequate social provision for pupils. Storage provision and facilities for display are plentiful and convenient. Accommodation is very well maintained. Fixtures, fittings, and furniture match educational needs, are of high quality and are in very good condition. Access is suitable to the needs of all users.
• The school has very effective arrangements for ensuring appropriate security of buildings and for ensuring that health and safety aspects of accommodation and facilities are identified and addressed.
  

 Level 2 Illustration

• The accommodation and facilities provide a safe environment but some adaptations are needed to support learning and teaching activities and social and leisure activities. Although the majority of teaching areas are of an appropriate size, restricted space in some areas limits the range of learning and teaching strategies. Storage and display facilities need improvement. Accommodation is in need of decoration in places. Fixtures, fittings and furniture are functional but they do not fully match educational needs or are in only fair condition. A number of aspects of maintenance require review. Access may be difficult for some users.
• Arrangements for monitoring the security of school buildings are not sufficiently rigorous. Whilst some health and safety issues relating to accommodation have been identified, they have not always been addressed effectively.

 Level 5 Illustration

• Available finance provides a very good basis for supporting the work of the school or team.
• A plentiful stock of up-to-date resources, including books, practical materials, audio-visual resources, photocopying and information and communications technology equipment is available. Resources match the educational context, are in very good condition and provide suitable support for the work of the school or team.
  

Level 2 Illustration

• While available finance is sufficient to provide the minimum necessary support for the work of the school or team, in several respects the level of finance available adversely affects the quality of learning and teaching, restricts decision making or delays developments.
• The stock of resources supplied to the school or team is in reasonable condition but some resources are outdated and/or there are deficiencies in quantity, range or suitability. This limits several aspects of the work of the school or team.

 Level 5 Illustration

• Resources, including space and resources from outwith the school, are efficiently and effectively organised for use by teachers and pupils. Staff know what resources are available and have easy access to them.
• Very good use is made of resources, including ICT, the local environment and resources from outwith the school, to provide high quality support for learning and teaching, and enriching additional experiences. Pupils are encouraged to make regular independent use of resources including specialist resources, where appropriate. ICT is used well to provide effective administrative support for staff, including support for the management of assessment information. The management of resources is consistent with sustainable development.
• Well-presented and regularly changed displays of pupils’ work and other items of interest support learning and teaching. They are attractive and help to create a stimulating atmosphere.
  

Level 2 Illustration

• Staff and pupils are not fully aware of what is available. Access to resources is at times unnecessarily difficult or restricted.
• The use made of resources supports the delivery of the curriculum at a basic level but is at times not well matched to the purpose intended and does not provide high quality support for learning and teaching or for enriching additional experiences. There is insufficient encouragement of pupils to make independent use of resources. ICT is used but for a limited range of purposes. The potential of ICT for providing efficient administrative support for staff is not being realised in a number of areas. The management of resources pays too little attention to the need for sustainable development.
• There is a limited amount of display of pupils’ work and items of interest, but this is seldom changed and insufficient attention is paid to its contribution to learning and teaching. Overall, the effect is unstimulating.

 Level 5 Illustration

• There is sufficient teaching staff to provide an appropriate curriculum for all pupils including provision of support from specialist agencies for pupils with special educational needs. Teachers are complemented in their work by the provision of sufficient ancillary and auxiliary staff and other professionals, as appropriate. The school has ready access to appropriately qualified supply staff and has good arrangements for ensuring that they are able to operate effectively when they are in the school.
• There is a very good balance of experience among staff. Individual members of staff are well qualified and, taken as a whole, they have a range of qualifications, skills and training relevant to their responsibilities and the needs of the school and its pupils. Teachers are knowledgeable about the processes of child development and learning.

Level 2 Illustration

• There is sufficient teaching staff to provide for almost all aspects of the curriculum. There is insufficient staff to provide adequate support to pupils with special educational needs. Teachers are complemented in their work by ancillary and auxiliary staff and other professionals, as appropriate, but the level of provision needs to be improved in some important aspects. The school often fails to access suitably qualified and experienced supply staff when they are needed. Arrangements for supporting supply staff when they are in the school sometimes fail to ensure that they are able to work effectively with the classes they are allocated.
• Individual members of staff are adequately qualified but the range or distribution of their qualifications, skills, experience and training causes difficulties in meeting the needs of the school and its pupils. Teachers have a limited knowledge of the processes of child development and learning.

 Level 5 Illustration

• Teachers make very effective contributions to the work of the school or team. Where appropriate, teachers work well together in teams.
• In allocating staff to classes, account is taken of the qualities, experience and expertise of teachers and matching these to curricular objectives. Where applicable, the deployment of learning support staff and visiting specialist teachers is carefully planned and regularly reviewed to good effect.
• A planned system allows for regular and effective liaison among all staff jointly involved with any particular pupil or group of pupils. Where applicable, learning support staff and visiting specialist teachers and other specialists or therapists work effectively with class teachers.
• Where applicable, auxiliary staff duties have been carefully defined and are clearly understood by all staff. Auxiliary staff make a very effective contribution to the work of the school. They undertake a range of appropriate administrative and other tasks which release teachers’ and senior managers’ time from routine administration. Within the context of clearly defined duties, auxiliary staff working in classrooms contribute effectively to pupils’ wider education.
  

Level 2 Illustration

• The quality and effectiveness of teachers’ contributions to the work of the school or department varies. Teachers do not always work together well in teams where it is appropriate that they should do so.
• The deployment of teachers to classes does not always make best use of their experience and qualifications. Where applicable, learning support staff and visiting teachers are not used to best effect.
• Liaison among staff responsible for delivering the curriculum to any particular pupil or group of pupils is irregular or only partially effective. Where applicable, learning support staff and visiting specialist teachers and other specialists and therapists do not always work effectively with class teachers.
• The duties of auxiliary staff are not sufficiently well defined and are not clearly understood by all staff. Support is not fully effective. Teachers and senior managers sometimes spend time on routine administrative and other tasks which would be more appropriately and efficiently undertaken by auxiliary staff. Auxiliary staff working in classrooms lack clear remits and are not fully effective in contributing to pupils’ wider education.

 Level 5 Illustration

• All members of staff have a clear and well focused remit. Information from staff review and other sources is used to inform the school’s self-evaluation and planning process. Senior staff have clear responsibilities for, and a commitment to, staff review and development. The development needs of all staff are identified effectively. The provision of support for staff development takes full account of, and carefully balances, whole-school, team and individual needs. The system for identifying and acknowledging successes and needs is applied at all levels. Staff are fully aware of the aims and priorities for staff development.
• Well-designed procedures for review are being implemented for all staff. These meet or exceed the key principles of best practice highlighted in local and national guidelines.
• Staff development is well planned and matched to the identified needs of individuals and of the school or team. The continuing professional development programme makes effective use of staff, local and national expertise as appropriate to the school. Activities are followed up and evaluated and the findings are used to influence future planning. New staff, including newly appointed managers and probationer teachers, experience an effective induction process.

Level 2 Illustration

• Remits are not entirely clear or well focused. The link between staff review and other sources and the planning process is not well formed. Responsibility at senior management level is not clearly specified. The development needs of staff are not effectively recognised. Support to meet the needs of the individual members of staff and the school is not fully balanced or well matched. The system for identifying and acknowledging successes and needs is not applied at all levels. Staff are not fully aware of the aims and priorities for staff development.
• Procedures for the review of staff are in place, but reviews are not carried out in a sufficiently systematic or effective manner and/or are not applied consistently.
• Staff development is not well planned and does not always meet needs effectively. The continuing professional development programme for staff sometimes neglects to draw on areas of expertise. Evaluation and follow up of activities are uncommon. New staff are not always well supported.

 Level 5 Illustration

• The headteacher and school budget managers have a sound understanding of school funding mechanisms. The arrangements for operating the budget take full account of local and national guidelines or schemes of operation. All staff and, where appropriate, the School Board are aware of funding arrangements.
• There is a financial calendar linked to important school planning dates. Arrangements for managing the school’s budget are open and fair and can be shown to be successful in practice. Key staff discuss resource information to ensure economy, efficiency and equity through budget decisions. All staff have an appropriate involvement in consultation at a suitable level of detail. The system set up for the day-to-day financial management of the school enables the headteacher to balance the time spent on financial management with other duties. Administrative systems from outwith the school provide timeous and helpful information for budget management and allocation of resources.
• Spending priorities and the use of financial resources are clearly linked to school planning priorities and reflect the school’s educational objectives. Where appropriate, realistic and clearly costed and focused bids for funds linked to local and national priorities are made. Budgets are used imaginatively and are focused on improving the quality of pupils’ learning and supporting specific developments. Expenditure under specific budget headings is monitored effectively to ensure value for money.

Level 2 Illustration

• The headteacher and school budget managers have only a limited understanding of overall school funding mechanisms. The arrangements for operating the budget take insufficient account of local or national guidelines or schemes of operation.
• The financial calendar does not always articulate sufficiently with important school planning dates. Arrangements for managing the school’s budget are not fully successful in practice or lack openness and fairness. A number of staff are not consulted appropriately about financial arrangements. This includes key staff whose discussion of resource information is necessary to ensure economy, efficiency and equity of budget decisions. The system set up for day-to-day financial management of the school is such that the headteacher and school budget managers are involved unnecessarily with financial detail. Information from administrative systems outwith the school does not always arrive in time to be useful or does not always cover all the necessary aspects of the budgeting process.
• The use of financial resources in the school is not always clearly linked to the school planning priorities. When bids are submitted for funds linked to local and national priorities, they have often not been considered in sufficient depth, with the result that costings may be inaccurate or objectives too diffuse. Budgets tend to be used for short term or limited priorities which have only a general link with improving the quality of pupils’ learning or the implementation of specific developments. It is assumed that value for money is being achieved, but this is not monitored at the level of budget headings.

 Level 5 Illustration

• Staff, pupils and parents have a clear understanding of school aims, core purposes, values and how these are being taken forward. All have been engaged in the process of their development. Aims are concise and have an appropriate focus on improving the quality of pupils’ learning experiences and maximising standards of attainment. They offer a very good starting point for the construction of policies and guidelines and provide clear reference points for evaluation. The aims have a positive impact on the work of the school. School and team aims are consistent with those of the local authority or other governing body.
• Staff participate actively in the development and review of policies and guidelines. The school takes full account of the views of parents and pupils, as appropriate.

Level 2 Illustration

• The aims outline the values of the school in a general sense. It is not clear how they will be taken forward in some important respects. Their significance and importance have not been fully shared with pupils and parents. Aims have a limited focus on providing learning experiences of high quality and lack a clear emphasis on improving attainment and enabling all pupils to achieve the highest standards. School aims do not systematically inform the construction of school policies or provide good points of reference for evaluation. They have a limited impact on the work of the school. School and individual team aims have some overlap with those of the local authority aims or other governing body but they are not well linked.
• Staff have some involvement in the development of policies and guidelines. While some policies have been reviewed, a number of policies in important areas are out-of-date. The school takes some account of the view of parents and pupils.

 Level 5 Illustration

• Staff are fully involved in reflective and systematic self-evaluation which has the explicit purpose of improving the quality of pupils’ experiences and standards of attainment. Self-evaluation is rigorous and generates valid and reliable evidence which contributes significantly to procedures for assuring quality. Its results are used effectively to identify priority areas for action. Performance measurement and review take appropriate account of best practice as embodied in local and national guidance. Positive steps are taken to gather the views of parents, pupils and others about the quality of service provided by the school. Effective action is taken in response to these and to other comments. Parents, pupils and others help to identify school strengths, development needs and planning priorities.
• Promoted staff monitor teachers’ plans, evaluate pupils’ classroom experiences, track pupils’ attainment and evaluate their progress towards meeting agreed targets. Senior managers systematically monitor the effectiveness of school teams. Staff systematically monitor and evaluate progress in implementing the development plan and in meeting agreed targets.
• Self-evaluation provides valid, comprehensive and reliable evidence for reporting on standards and quality. Arrangements for reporting on standards and quality are based on concise and accurate evaluations of performance across key areas, and clearly convey strengths and areas for improvement.

Level 2 Illustration

• Self-evaluation is regarded largely as the responsibility of senior managers and does not significantly involve the majority of staff. Approaches to self-evaluation lack rigour and are not sufficiently systematic. Weaknesses may include insufficient focus on the quality of pupils’ experiences and standards of attainment. Evidence gathered is incomplete or is insufficiently reliable to contribute effectively to procedures for assuring quality. Performance measurement and review take too little account of best practice as embodied in local and national guidance. Although the school receives some feedback, it d