Gather evidence to help you look closely at the impact of the curriculum, learning and teaching on outcomes for children and young people in relation to food in school.

Sources of evidence should include examples of documentation, people’s views and feedback from what you have seen.   Evidence should show clearly what works well and where actions for improvement should be focused.    It should be clear why a particular piece of evidence is relevant.   It should support your evaluation. Labelling and summarising evidence can help identify important pieces and show why they are significant. For practical tips and advice on improving the participation of children and young people go to page 12 How good is OUR school? Part 1

Evidence of demonstrable outcomes may include but is not limited to the following:

  •  Evidence demonstrating whole school approach to food in schools involving education and catering. Examples may include school food policy, lunchtime charters, consistent nutrition messaging, collaborative food based learning, snack guidance, development of practical food skills and awareness of career options.
  • Information which shows  how awareness and understanding of the context of the school and the needs of all children and young people is applied.   Examples may include the use of wellbeing, social and cultural information or approaches to managing food allergy or free meal uptake.
  • Information from children and young people demonstrating the impact of well- planned and delivered learning around food, nutrition and health.
  • Analysed feedback from children, young people, staff, parents and partners on the quality of their experience of food as a context for learning across the school.
  • See also Leadership and Management

Evidence may support more than one QI. Consider how to make use of relevant and supporting evidence gathered for other quality indicators. Where this is the case, it will be helpful to note this on the evidence, being clear about what it is about the evidence, which supports a particular QI.