A self-evaluation framework to support improvement
Food in schools across Scotland is a quality framework for everyone involved in food provision and food as a context for learning in schools across Scotland. It requires education and catering staff  to work together using relevant, high quality evidence to assess and understand what is working well and identify areas in need of improvement.
The design of the framework is based on a self-evaluation approach which promotes and supports transparency, openness and accountability. When applied to food in schools across Scotland it will support a better understanding between actions taken and the impact these have on children and young people’s health and wellbeing.
The framework is supported and designed by experienced local authority catering and education practitioners, working in partnership with Education Scotland’s Health and Nutrition Inspectors. It takes account of the European Framework for Quality Management and the Public Sector Improvement Framework.
Further more detailed information on self-evaluation can be found on the Educaton Scotlandwebsite.
It is designed to support organisations, partners and individuals to understand what is working (having the intended impact), what needs improvement(and why) and how they might best use resources(including staff) to greatest effect to deliver improvements.
It will enable your staff and partners to better understand their contribution to, and the difference made to the health and wellbeing of children and young people as a result of their involvement .
It will support staff and partners at all levels to become more confident about using evidence to demonstrate the difference they make.
It provides you with reflective questions to prompt discussion about your work.
It complements other evaluation resources allowing evidence to be used interchangeably.
It shares a common language with other evaluation frameworks developed by Education Scotland.
The resource can be used flexibly. You can start by looking at one quality indicator(QI) in particular or by looking briefly through them all. By doing this, you may identify the ones most appropriate to explore in more detail. You might start with a QI which challenges you, or an aspect you feel more confident about. Although you do not need to use every QI, they do relate to one another so looking at more than one or two will give you a broader understanding of the impact you are having. See other suggestions for getting started in the Tools and Resources section.
The self-evaluation resource consists of six quality indicators reflecting important areas of your work. Quality Indicators (QIs) are standardised, evidence based measures of quality which support you to thoroughly examine your work and evaluate what is working well and what could be improved. One Indicator relates to implementing the specific duties and nutritional regulations under the HPN Act related to food in school. The other five are structured around key characteristics of health promotion as they relate to food in school.
The Health Promotion and Nutrition Act
Leadership and Management
Environment and Resources
Ethos and Culture
Curriculum, Learning and Teaching
Each of the quality indicators is equally important. There is a strong relationship between them and all quality indicators contribute to measuring the capacity for improvement. When evidence from different quality indicators is combined it can create a unique and powerful story to answer the key question: How good can we be? The QIs also link to complementary QIs within How Good is Our School? 4thEd .