1. A Curriculum for Excellence, Scottish Executive, 2004
2 . Improving Outcomes for Children and Young People: the role of schools in delivering integrated children's services, Scottish Executive, 2006
3. Improving Scottish Education, HM Inspectorate of Education, 2006
4. Appendix 6
5. The term 'parents' throughout this publication includes parents, carers, relative carers, foster carers, etc.
6. Appendix 5
7. Key performance data will include trends in literacy and numeracy skills; in attainment levels; in Scottish Qualifications Authority (SQA) results; in other qualifications including for example, The Duke of Edinburgh's Award, Award Scheme Development and Accreditation Network (ASDAN), City and Guilds awards and enterprise awards. It will also include evidence on coursework, data on overall quality of achievement in comparison to similar schools and national data; aspects of personal and social development and achievements such as success in work experience; engagement with Young Scot and associated citizenship activities; residential courses; and additional activities in and beyond the school day. Data will include school leavers' destinations.
8. In evaluating the first two themes, consideration should be given to related quality indicators: QI 5.2, teaching for effective learning; QI 5.3, meeting learning needs; and QI 5.5, expectations and promoting achievement.
9. Account should be taken of QI 2.1, Learners' experiences.
10. Key sources of evidence will include: direct observation of learners; levels of attendance, retention and exclusion; analysis of incidents of violence, bullying and racially-motivated behaviour; rates of participation and progression in sporting, cultural and citizenship activities including out-of-school learning; rates of participation in peer support activities, mentoring schemes and community involvement; the extent to which the needs of all learners are met, including those at risk of missing out such as lower attaining groups; and analysis of focus group comments and questionnaire responses from learners and other stakeholders indicating the extent of their satisfaction with the school's provision.
11. Evidence will come from observation, direct contacts, ongoing dialogue and appropriate documentation, surveys, questionnaires and discussions with representative groups or individuals. It will include evidence about complaints and compliments from parents and attendance rates at parents' meetings.
12. This refers to all staff in the school. For example, it includes social care staff, teachers, youth workers, community police officers, health specialists, therapists, nursery nurses, psychologists and a range of administrative and support staff.
13. Evidence would include data about staff absence rates and staff turnover. It would also include direct observation, documentation and discussion at whole school, departmental or individual level.
14. Evidence will come from data, where available, from surveys and questionnaires, and from discussions with community representatives, training providers, voluntary organisations, employers, agencies and statutory organisations.
15. Evidence will come from developments that have origins in national or international best practice and/or the experience of staff who have been influential in wider developments.
16. Reference should be made to theme 2 in QI 5.8: Care, welfare and development
17. When applying this indicator schools should use information about the achievements and progress of different groups of learners such as: boys and girls; children of different ethnic groups; refugees; Gypsy/Traveller children; looked after children; those for whom English is an additional language; pupils with disabilities; those with irregular attendance caused by illness, family circumstances or respite care; and any other potentially vulnerable groups within the school.
18. In evaluating this QI, due attention should be paid to evaluations of QIs within Key Areas 1 to 4.
19. The impact should be judged via the QIs in Key areas 1-4.
20. In evaluating this QI, reference should be made to QI 3.1, The engagement of staff in the life and work of the school.
21. Refer to QI 1.2, Fulfilment of statutory duties.
22. In evaluating this indicator, consideration should be given to indicators in key areas 1-4 outlining the school's successes and achievements.