Any improvement journey always begins with reflection on what working well and what isn’t. Evidence based self-evaluation should be an on-going process and provides the direction for future improvement planning. Self-evaluation must involve representation from everyone in a learning community even those who often have little or no ‘voice’. A range of resources are available to support self-evaluation and reflection by practitioners at all levels. Self-evaluation which focuses on behaviour must also reflect on culture and ethos, the quality of relationships, and on the wellbeing of learners, families and staff.

How good is our school fourth edition - HGIOS 4

Creating an Ethos and Culture based on Positive Relationships – Reflective Questions

'How Good is OUR School'

Youth Voice Toolkit

Engaging parents and families - A toolkit for practitioners

Learner participation in educational settings

Recognising and Realising Children’s Rights

Improvement questions

These reflective questions invite you to consider the impact of your own practice, and your educational setting’s approaches, to building relationships and promoting positive behaviour.

• How effectively do I build relationships with learners?
• How well do I look beyond behaviour to understand needs?
• How well do I involve children and young people in planning learning that meets their needs and interests and is sufficiently challenging?
• How well do we as an education setting recognise and plan for learners who are at risk of disengaging or being excluded?
• To what extent do we take account of adverse experiences which may impact on behaviour and how effectively do we respond to this?
• How well do our policies align to values around building positive relationships and children’s rights?
• How consistent is the understanding of relational approaches across all staff? To what extent are our staff trained in these approaches?