Each child who can form his or her views on matters affecting him or her has the right to express those views if she or he so wishes. (The Children (Scotland) Act 199511)
The boxes on these pages contain snapshots from schools.
Staff are valued by being involved in decision making and are empowered to use resources wisely. They revisit, review or develop policies together. Working teams are created for target setting and enterprise activities. All of these activities create a team spirit that permeates the school. |
The school listens and responds to pupils. A very strong feature of the school’s approach to personal and social development is that staff take account of pupils’ interests and preferences in designing and adjusting activities and materials. They all take account of pupils’ personal circumstances in day-to-day learning and other activities. |
All members of the school community are valued, and everyone is part of the school team. The school actively promotes the development of the skills of staff as teachers and of pupils as learners. All staff are encouraged to undertake development to enhance their skills, including award-bearing courses. The school ensures that pupils develop an understanding of the different ways in which they learn, and how to study, revise and carry out research tasks effectively. Staff and pupils are encouraged to bring forward new initiatives for the whole school, teams or classes. |
Headteachers are good when they are prepared to take the ideas of pupils and use them in the school. (former pupil)
Key features
Dimension 8: Values and empowers its staff and young people
In excellent schools, staff and pupils feel valued, and know that their views will be taken seriously. They receive opportunities for making decisions which result in action. Decisions which result in improvements in learning are among the most important of these.
Everything was there — plans, systems, all teacher-friendly and easy to follow. Everything was well organised. I came on so much in my first year teaching. The principal teacher spent a lot of time helping me with planning. It was only later I realised that she must have had all her own work but never mentioned it. (teacher)
Age is foolish and forgetful when it underestimates youth. (J K Rowling)
A headteacher should be someone who can connect with pupils. A person who you can go and talk to, and know they will really listen to you. (former pupil)
Staff are valued by being engaged in genuine dialogue about the future direction of the school. Their views and opinions are sought and valued. The senior management team’s leadership style is inclusive and encouraging. |
The staff and pupils feel that the strength of the school lies in the strong leadership and excellent management team who were seen as being forward thinking and caring about all staff and pupils. They value everyone’s views. |
The school sets the agenda through a collaborative approach to decision making which values and involves staff, pupils, partner agencies, and parents. The vision and aims of the school provide a clear and useful framework for day-to-day work and future planning. |
The management style within the school has made staff and pupils feel they have ownership over its direction. Regular meetings are held which all staff attend. These, along with meetings for pupils, provide an effective means of communication and consultation. The headteacher is consultative, and staff work very hard in groups to develop the school, with the wide involvement of pupils. Staff and pupils are committed and enthusiastic. |
Nursery staff used praise effectively and encouraged children to make choices and develop skills of independence. |
A pleasure to work within a school where you are valued and supported. (janitor)
Having their capabilities extended
Developing pupils’ skills and capabilities as learners: understanding the ways in which they, and others, learn; high quality and focused induction and professional development for staff; having professional and personal concerns considered and addressed.
A school is good to the extent that… |
A school is excellent to the extent that… |
Pupils have a general idea of their preferred ways of learning. They talk about these with staff who adapt the learning process to assist them. |
Pupils are enabled to develop their skills and capabilities as learners. They understand the different ways in which people learn, including themselves, and are encouraged to extend their range of learning styles. As appropriate to their age and stage, they take notes, carry out research and revise and consolidate their learning. |
Staff demonstrate that they value young people’s learning through the use of high quality materials and delivery of high quality experiences. |
Young people are valued as active partners in their learning. Staff encourage them to contribute to developing their own learning experiences. Staff recognise their personal and professional responsibility for the learning of all young people, including those with additional support needs. Learners recognise and value the role of staff as partners in their learning. |
The skills and confidence of newly appointed staff are developed through planned programmes of induction. |
Induction takes place within a systematic approach to mentoring and development for all staff. |
Staff have clearly defined and sustainable remits. |
Staff remits are kept under regular review and agreed adjustments are made to improve individual and school effectiveness and to maintain job satisfaction and motivation. |
Staff have access to senior managers to discuss professional and, if appropriate, personal concerns. |
Leaders know their staff and pupils and their individual circumstances well and set time aside to provide professional and personal support. |
I was encouraged to do the probationer certificate that was about reflective practice — I focused on raising achievement in writing and overcoming barriers to learning. I felt this made me a better teacher. (probationary teacher) |
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Being empowered to influence the future development and direction of the school
Contributing to monitoring, reviewing and revising the vision for the school; being involved in planning sustainable change and improvement; contributing to decision making at appropriate times and levels; questioning constructively how things are done in the school.
A school is good to the extent that… |
A school is excellent to the extent that… |
Staff are consulted on the school’s vision, values and strategic direction. |
Staff and pupils reflect on and debate the purposes of education and schooling and contribute to formulating and taking forward the school’s vision and values. |
Staff are involved in making decisions on operational and, in some cases strategic, issues. |
Staff and young people initiate and are active participants in taking strategic decisions that influence the school’s future. |
Staff are generally positive about their school and their contributions to its development. |
The morale of staff and pupils and their levels of commitment are very high and are sustained through a sense of ownership and active experience of personal responsibility. |
Staff regularly participate in review groups and working parties. |
Joint (collegial) working is a distinctive feature of school improvement. |
People raise achievement. Staff have ownership of everything we do. Support staff are valued and their importance to the success of the school is recognised. (headteacher) |
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Giving pupils a voice and enabling them to take responsibility
Pupils’ involvement in genuine decision making that is relevant to them; supporting other pupils; ensuring that the views of all pupils are taken into account through effective consultation.
A school is good to the extent that… |
A school is excellent to the extent that… |
Specific pupils are given responsibilities for particular activities and aspects of school life. Pupils have opportunities to make their opinions known and their views are listened to when decisions are being made. |
Young people are involved in making decisions about the future work of the school. Their views are regularly sought, discussed with them and taken account of. They receive feedback, and when their suggestions are not taken on board they are given explanations. Pupils are given responsibility, for example, for the management of a project budget. Pupils’ concerns and complaints are recorded and taken seriously. Feedback is provided to pupils who make complaints. Pupils have confidence in the actions taken by the school to address their concerns. Staff ensure that the views of all pupils are considered. |
Young people are encouraged to become involved in activities with the wider community, including youth work opportunities, organised competitions and participation in the arts and sport. |
Young people willingly assume positions of responsibility and become involved as active and responsible members of the community. They are given support and training in developing the necessary skills. They take part in activities such as action against bullying, and peer support and mentoring schemes. They take active roles in charitable work, building strong local partnerships and developing and sustaining international links. |
Young people suggest improvements to the school environment and wider community through mechanisms such as pupil councils. |
Many young people, staff, parents and members of the wider community plan, consult and work collaboratively to improve the school environment and the experiences the school provides for its pupils. The pupil council, or equivalent, has taken on challenging issues and has been successful in having a positive impact on important aspects of school life and on the wider community. |
Everyone gets a turn, it’s not always the same people giving suggestions and making decisions. (P7 pupil) You learn a lot more when you go out and do things. (P7 pupil) |
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Being encouraged through a vibrant and progressive school culture and climate
Recognising and praising excellent work done by all members of the school community; promoting professional trust and confidence; encouraging creativity, problem-solving and innovation.
A school is good to the extent that… |
A school is excellent to the extent that… |
Staff regularly express and share the need for high expectations and standards. |
Staff and pupils internalise and exemplify high expectations and professional standards in all their daily routines. |
It recognises the contributions of all staff, including those of support staff. |
It routinely and systematically shares and celebrates the achievements of staff, pupils, and the wider community. |
Leaders seek regular feedback on their performance and listen to staff opinions and concerns. |
Leaders systematically seek and act on feedback on their performance and communicate the outcomes to staff and pupils. |
All staff are encouraged to contribute to the development of good quality programmes and materials. |
Staff and pupils are creative and innovative, working in a context where there is neither a blame culture nor a fear of failure. They have a problem-solving approach to challenges. |
Recognition of good practice and achievement are key components of self evaluation but the "no blame" culture built on quality feedback enables problem areas to be tackled effectively and professionally. (principal teacher) |
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