Gather evidence to help you look closely at the effectiveness of processes in place to monitor and evaluate compliance with the duties and regulations of the Act and the impact of these to deliver positive outcomes for children and young people.

Sources of evidence should include examples of documents, people’s views and any feedback from what you have seen. Relevant evidence should show clearly what is working well and identify where to target efforts for improvement.  It should be clear why a particular piece of evidence is relevant.  Labelling and summarising evidence can help identify important pieces and show why they are significant in supporting your evaluation.   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

You may find it helpful to download and record your evidence in a document.  A template has been produced to help with this.  To download click on the link.

Education Scotland Food in schools across Scotland HPN Act monitoring sheets Primary schools.

Education Scotland Food in schools across Scotland HPN Act monitoring sheets Secondary schools.

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

Effectiveness of strategies and policies for example:

  • Whole school policies and local authority guidance, which demonstrate consistent messaging and a united approach to food in schools, and the impact this is having.
  • Examples of work of children and young people’s groups, committees and of parents and partners, which encourage and support consistent high quality messages around food and drinks. Evidence showing the short and longer term impact of promotional activities or events in relation to influencing changes in attitudes, behaviours and expectations?
  • Evidence that demonstrates the impact of targeted professional learning for example, relating to food allergens, food hygiene, specific dietary requirements, child protection, sharing of knowledge and expertise. This could include feedback from staff or parents, or examples of practical food activities linked to lunch menus.

 Compliance with nutritional regulations

  • Documentation which demonstrates the level of consultation undertaken and resulting actions arising for example, analysis of consultations or surveys, or actions from meetings.
  • Documentation  showing how menus are developed and implemented for example, analysis of meal uptake or splits, compliance with standards, information demonstrating use of planning/operational analysis, key findings from consultations/taster sessions, feedback from cooks.
  • Details and analysis of systems in place to protect the identity of those entitled to a free school meal and the influence of these systems on uptake for example analysis of uptake of free school meals, reviews of meal payment systems, partnership approaches to improving uptake.
  • School policies promoting health and wellbeing through a joined-up approach including for example drinking water, fund-raising events, tuck shops, breakfast clubs, reflect the principles and standards of the HPN Act.
  • Analysis of quantitative data for example, uptake of meals, levels of food waste, uptake of fruit/vegetables/bakes and cakes.
  • Documentation that demonstrates the difference made because of joint working between school and education colleagues.
  • See also section on Curriculum, Learning and Teaching.

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.