This QI is placed in the ‘impact on learners’ section of the model. It evaluates the impact of the education provided by the school or centre on individual learners.
In evaluating this QI, a holistic, rounded judgement is made on the quality of learners’ experiences. The scope of the QI is given in the Key Features:
This indicator relates to the quality of learners’ experiences. Learners are aware of their strengths and needs as learners and are satisfied that their views are taken into account.
When applying this QI and making judgements on the quality of provision it is important to:
This QI is evaluated primarily by observing the impact of teaching on learners. The impact of other out-of-classroom activities and experiences should also be taken into account.
Other evidence of learners’ responses can be obtained by talking to them, and by using stakeholder questionnaires. Such evidence can support direct observation. In addition, a sense of learners’ broader engagement with the establishment can be found by looking at participation data and exclusion and attendance data. These indicators may be measuring other things as well, and consequently they are not as useful as the first two in supporting direct observation.
If learners are consulted and their views are acted upon, then they may be positively disposed towards learning and hence there may be good learner engagement in the class or playroom. However, this is not of itself a good yardstick for QI 2.1. Similarly, we can seek evidence on the seven well-being indicators — safe, nurtured, healthy, active, achieving, respected and responsible, and included. These are important but they are themselves not primary indicators of effective engagement with learning. Although if any of these factors are absent in some way and adversely affect the learner, then we cannot expect to see effective engagement of learners. These are therefore necessary factors for really effective learning, but they are not primary indicators that effective engagement with learning is taking place. What is crucial is the quality of engagement with learning.
The impact of the school or centre on learners will determine how well they achieve the outcomes in the four capacities. Through active engagement in appropriate tasks, they will be developing as successful, confident and responsible learners who contribute effectively. However, the extent to which they have actually developed the capacities is evaluated in the second theme of QI 1.1.
The second component of QI 2.1 is about the development of children and young people as effective learners. The way teachers and other staff engage with learners and how they take account of learners’ views is important. Effective teaching and learning develops learning skills and this is a good impact measure of teaching. Observations of learning and discussions with learners and teachers will provide further evidence of the development of learners’ skills and their awareness of their own needs as learners.
In making the overall evaluation a balanced judgement would have to be made across these two elements.
This QI is about the response of learners to teaching and to the other activities that the learner is involved with in the establishment.
There is just one theme to this impact QI and the following table provides more information on making an evaluation.
Key Questions |
Sources of Evidence |
Related Process QIs |
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Other evidence can be found from records of:
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