The framework of quality indicators in How good is our school?, third edition, and The Child at the Centre, second edition, is based on the key activities of a school or pre-school centre and what these activities achieve in terms of outcomes for learners. Quality indicators help to explore complex relationships of cause and effect, and assist in the identification of aspects that need to be improved. Indicators sit within different parts of the model: in vision and leadership; in the processes which underpin the work and life of the school; and in outcomes and impacts, which identify the school’s successes and achievements.
The reference QIs and QI 5.9 are located in the model as shown:
Figure 1
Key Features indicate to the user what the QI is about. To help make judgements it is necessary to evaluate the available evidence from all the themes, using the illustrations at levels 5 and 2 to assist benchmarking. In addition, the generic six-point scale, in Annex 1 on page 20, will help to differentiate between levels by considering, for example, whether there are ‘important strengths’ or ‘major strengths’.
Each QI has one or more themes. The themes are used to organise the evidence under different headings. They therefore serve as useful guides for collecting evidence.
The illustrations are statements on the quality of provision at two levels. They are not checklists. They need to be interpreted to take account of the context of the establishment. Establishments do not have to exhibit all of the features in an illustration at a particular level in order to achieve an evaluation at that level. The illustrations are not exhaustive and establishments may exhibit particular strengths or weaknesses which are not in the illustration.
Further information on using quality indicators can be found on pages 6 to 15 of HGIOS and pages 8 to 12 of The Child at the Centre.