Evaluation is not a description or list of the things you do. It is a judgement or assessment of how effectively the things you do are at making a difference. In this case evaluation focuses on how well monitoring of the HPN Act impacts on the quality of food in schools in Scotland and the difference made to improving outcomes for children and young people.

Following analysis of your evidence you should now know what you are doing well and what needs to be improved. By prioritising what needs to be improved, you can focus on the most important problems first.   A simple table such as the one below can help you keep track of progress. Additional columns could include goals, responsibilities, timescales and measures of success. Alternatively, you may already have action planning approaches in place that work well for you. Review your action plan at regular, agreed intervals, updating progress made toward goals and targets. Achieving or adjusting your goals is part of the process. The cyclical process of evaluation will identify other areas for improvement. Some may be resolved instantly while others may take years depending on the complexity of the improvement required.


What is working well?


How do we know?


Areas for improvement and next steps

The following questions may help you with you with planning:

    • What outcomes do you want to achieve and what will success look like?
    • How clear are the associations between approaches and actions?
    • What examples can you give regarding consideration of potential barriers and necessary support to overcome these?
    • Who will be responsible for delivering specific actions?
    • How will you plan the timeframe in which actions will be undertaken to be achievable?
    • How do you plan to monitor progress?
    • Is your agreed review date realistic?
    • What does evidence gathered along the way tell you?
    • What aspect(s) does the evidence highlight for further improvement?

Illustration of effective practice

For each Quality Indicator there is an illustration of what an evaluation of very good practice might look like. These are broad and generic.  They provide a benchmark or expectation in relation to a national standard.  The illustration and the six-point scale are intended to support discussion and reflection as part of self-evaluation. Very good equates to level 5 on a six-point scale. Further information is available in the Tools and Resources section.

Illustration of very good practice – The Health Promotion and Nutrition Act – level 5

  • Our carefully considered and inclusive approach to food in school is based on inspiring a healthy appreciation of food in children and young people that drives a positive food culture within and beyond school, and throughout life.
  • Mutually supportive relationships between education and catering staff exemplify our whole-school approach to food.  This is evident in the clear, planned connections between learning across the curriculum and available food choices in school.
  • Well-planned collaboration ensures the duties of the HPN Act, to be health promoting and meet nutritional regulations, are fully implemented in school.  We are ambitious and have high expectations of our approach to food in school to deliver positive learning and health outcomes for children and young people.
  • The purpose and style of engagement and communication with all staff and partners around the legislative requirements under the HPN Act has been jointly agreed, is evident and highly effective.  Co-created policies support practice which results in consistency, clarity and transparency around expectations and accountability.
  • The high level of understanding and awareness of individual and collective responsibility is evident in the purposeful engagement to plan, design, deliver and monitor our work.  Evidence supports a high level of compliance with all aspects of the nutritional regulations, also recognising the need to connect to the local context and food culture.
  • Regular and informative communications keep staff and partners abreast of progress towards agreed outcomes.
  • Across all aspects of school life, attitudes and approaches modelled by all staff exemplify the high expectations of our approach to food in school. The contribution made by individuals and teams is highly valued and key to implementing our approach to the highest standard.
  • There is a strong sense of the whole school community working together. A clear narrative supports improved outcomes for children and young people through carefully considered food provision, food experiences and food as a context for learning.

Food = food and drink

You can now complete the CHART which gives a visual picture of your current position, which are areas of strength and where further work is required.