I am pleased to be introducing the second edition of this report as one of the first publications to appear in my time as Senior Chief Inspector. The inspectorate has a unique level of access to seeing, at first hand, how schools and teachers across Scotland are responding to the day-to-day challenges of improving the quality of what they provide for learners. I believe we have a responsibility to make the knowledge that we gain from that access more widely available across the system, so others can take learn from it and improve their own practice as a result.
The reports in the Learning Together series are designed to serve exactly that purpose, by drawing out lessons from real examples of schools which have been successful in driving forward improvement.
This particular report is based on evidence from our ‘follow-though’ programme. ‘Follow-through’ inspections take place when an initial inspection has identified some important weaknesses. They involve an extra level of extended engagement between HMIE and the schools. It is good to see that many of the schools in this situation have been able to make very substantial improvements in the period following their initial inspection.
To produce this report we analysed around 300 HMIE follow-through inspections which were carried out between 2005 and 2008. For this latest edition, we also updated the evidence base with some more recent findings. The results are very encouraging. With support from their local authorities, many schools had addressed key weaknesses effectively and brought the quality of what they were providing up to at least a satisfactory level, often better. The experience of these schools provides important insight into ways in which staff can bring about significant improvements in a relatively short space of time.
We can learn a great deal from their experience. Although there is no single recipe for success, there are consistent ingredients. The first is a clear recognition amongst staff of the need for improvement. The second is the development of a culture of high expectations, where high standards are pursued consistently and relentlessly for all young people. The third is the use of self-evaluation to focus development activity and energy on the areas which make the greatest difference for learning and learners. And perhaps the key ingredient is effective leadership – leadership which secures the strong engagement of all staff in the endeavour to improve with a strong determination to succeed.
Whilst this report shows how ingredients like these have led to improvement in schools which have had specific weaknesses in the past, many of the same ingredients are needed for successful implementation of Curriculum for Excellence now and in the future. It is partly for that reason that I thought it would be particularly timely to issue a second edition now, as schools are busy preparing for the next phase of implementing the new curriculum framework later this year.
I would encourage everyone in schools and local authorities to take time to give serious consideration to the lessons highlighted in this report. I trust you will find them useful as you plan, with your partners, to improve quality and outcomes for your learners.
Dr Bill Maxwell
HM Senior Chief Inspector