Staff demonstrate that they value young people by focusing on their learning and attainment. They display pupils’ work in classrooms and in some public areas.

Young people are proud of their learning, attainment and achievements. Their work is displayed in classrooms, in public areas and, where possible, in the wider community. Achievements are recognised, valued and celebrated.

Staff are committed and caring, and use praise to promote positive relationships and to improve learners’ self-esteem.

Staff create a positive and purposeful climate characterised by mutual respect, trust and confidence. Interactions between all members of the school community are relaxed and friendly but also productive and focused on success.

A range of formal and informal activities contributes to the development of positive attitudes and self-assurance amongst learners. Activities both within and out of school hours are varied.

Children and staff develop self-confidence, self-esteem and positive views about themselves and their school, through participation in an extensive and varied programme of activities both within and out of school hours. The world beyond the school is regularly used as a source of learning for all young people.

Young people are treated in a fair and inclusive manner, made aware of their rights and responsibilities and encouraged to respect and understand the views of others.

Young people have frequent opportunities to reflect on and to discuss their rights and responsibilities and to demonstrate concern for and acceptance of others. Young people and staff respect differences and value diversity. Older pupils willingly act as role models.

Staff and learners acknowledge diversity and difference. The curriculum includes information about different cultures, religions and viewpoints in society. Staff receive appropriate training and take action to prevent discrimination.

Staff and parents have a very good understanding of policies on equality and equal access to the curriculum. The curriculum and culture promote a positive appreciation of equality, social justice and diversity in society. Incidents of inequality, racism, sectarianism, bullying and discrimination are dealt with openly, promptly and consistently.

The management of all aspects of inclusion is effective and well planned. The budget is sufficient and appropriate and staff agree about the broad allocation of resources and the delegation of responsibility.

Support facilities and accommodation are of very high quality. They are located at the very heart of the school. Physical and human resources are allocated fairly to ensure equality of opportunity and access to the curriculum.

Young people learn to work in groups and know how to resolve conflicts or get help to do so. They also work productively with teachers and are confident in accessing support and advice from adults.

Young people and staff work confidently with each other, for example, through arts and sports activities and activities such as charity work. A culture of active citizenship is fully embedded throughout the school.

Approaches to promoting positive behaviour are clear and consistent. Young people contribute to establishing, reviewing and revising the school’s rules or code of conduct, as appropriate to their age or stage of development. They are clear about rewards and sanctions. Praise and reward are used to encourage good behaviour, as appropriate to the age and stage of the children.

Expectations of behaviour are clear, unambiguous and shared by all staff, learners and parents. Young people demonstrate self-discipline in their interactions with staff and with each other and are protective and respectful of one another. Behaviour procedures are applied consistently. Appropriate behaviour is reinforced and inappropriate behaviour is always challenged. Adults working in, or associated with the school uphold its standards and expectations. Learners and their families receive support through the provision of effective behaviour support programmes. Staff understand factors which affect pupils’ motivation, and take action to improve motivation.

Young people who face communication barriers receive the appropriate support needed to interact with staff and with their peers.

Staff use a range of means to meet the communication and other needs of learners and their families. Staff teach children how to understand and communicate with those who have difficulties. They have strong links with staff who provide family learning and literacy support. Information is provided in a number of formats to meet people’s needs.

Staff are aware of the need for confidentiality when dealing with sensitive issues except where there are concerns about risk of harm. Approaches to supporting learners provide for a safe and secure environment.

Children had confidence to ask for help when they needed it and that adults would use their power to help them

Children trust adults in school to respect confidentially but also share information appropriately to ensure the children get the help they need. They are confident that professionals work together effectively on their behalf..

Clear procedures are used to identify learners’ needs.

Staff take positive and proactive steps to ensure that factors, such as the learning environment, family circumstances, health or disability, or social or emotional factors which may hinder learning are promptly identified and addressed effectively. Staff regularly review these needs and consider the adequacy of the support.

External agencies are involved in supporting pupils.

Staff address learners’ needs through a variety of approaches including: prompt intervention; approaches to learning and teaching matched to their needs; curricular flexibility; deployment of support staff; and engaging the expertise and resources of all possible partner agencies and organisations, including voluntary. Effective multi-agency approaches are in place which provide a high level and quality of support to learners and their families through positive, planned intervention.

Most staff know learners well. Individual learners have clear support plans which specify clear targets and timescales. Care and welfare arrangements for learners are effective. Parents know the name of, and have access to, the staff member responsible for supporting their child.

Every child knows whom they can approach with a problem and that they can be assured of effective support. Staff know each learner well. When a factor hindering learning has been identified, key members of staff become responsible for ensuring positive outcomes for individual learners and for working with parents and other agencies. Record-keeping is of a very high quality. Young people and parents are actively involved in planning future support where required.

All staff accept responsibility for contributing to the wider personal and social development of all learners. There is a planned programme of personal and social development and health education. The health education programme is relevant to the age and stage of learners and covers key health issues, in line with local and national advice.

Staff focus on developing and delivering a wide range of activities, opportunities and learning experiences to meet the learning, personal and social development needs of all young people, and enabling them to become successful learners, confident individuals, responsible citizens and effective contributors. Staff recognise their personal and professional responsibility for the personal and social development and health education of all children and young people and act on it.

Children and young people have access to up-to-date, accurate and relevant resources for personal and social development and health education.

Children, young people and their parents know where such information and advice is located within the school. Children, young people and their parents use the information to make informed choices and protect their health and well-being.

It aims to be a health promoting school. Pupils have access to fresh drinking water and healthy eating options.

Healthy living is built into the school’s culture. The work of the school reflects in all that it does the health needs of the community and health issues which impact on the lives of young people. Staff perceive health education and promotion as a high priority. Cross-curricular experiences ensure that learners develop a broad understanding of personal health and safety and are confident in their own knowledge, skills and emerging values. Learners are given responsibility for planning and evaluating aspects of the programme.

External specialists contribute to learning and teaching in some aspects of the health curriculum. Parents are informed and consulted on health education, particularly with regard to positive relationships and sexual health.

A wide range of other agencies is engaged in delivering aspects of the health curriculum. Across agencies, staff are involved in productive teamwork to ensure positive outcomes for learners. Staff work closely with parents and other partners, engaging families in improving the well-being of their children.

Staff participate in health and well-being activities.

Staff are actively encouraged to improve their own health and well-being, by a planned programme of activities for all staff. The school as a whole is committed to meeting the standards of Scotland’s Health at Work (SHAW) or equivalent. Staff have access to regular health checks.

Most young people feel safe, secure and valued. The school promotes their self-esteem and encourages them to express their views within clear boundaries. They are given sound models for developing their work.

Through experiencing regular success, young people become confident individuals developing self-respect and physical, mental, spiritual and emotional well-being. They hold well-grounded and secure beliefs and values and can clearly express their ambitions for the future. They have planned opportunities and experiences to develop decision-making skills based on sound and valid evidence.

It encourages young people and provides them with sufficient and relevant knowledge to develop responsibility for their personal actions, health-related behaviour and lifestyle choices.

The whole school community takes an active role in promoting the care and welfare of others. There is a planned approach to the integration of positive health choices within the curriculum. All young people are encouraged to develop healthy habits, laying the foundation for lifelong participation in health promoting communities. Staff demonstrate positive attitudes and make positive health choices.

Young people have access to accurate, relevant, up-to-date information and advice about future learning opportunities and career choices, as appropriate to their age and stage.

Young people are proactive in developing ideas about their future and have acquired the skills and knowledge to plan their careers effectively.