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 in making a difference. In this case evaluation focuses on how well monitoring of the environment, resources and facilities impacts on food in schools in Scotland and 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. Add additional columns as required eg goals, responsibilities, timescales and measures of success. Alternatively, you may already have action planning approaches in place that work well for you.

Regularly review your action plan and share updates of progress with partners.   Remember to include success toward achieving your goals and any difficulties encountered. Goals change, whether achieved or altered, and the cyclical process of evaluation will identify other areas for improvement or a change of direction/approach. 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 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 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 for Environment and Resources – level 

    • Our strategic approach to food is evident throughout the whole school environment. Our practices and processes place health and wellbeing at the centre of all decision-making in relation to food and drink.
    • Consistent messaging across food provision, food education and the food experience at school re-enforce learning, enabling children and young people to apply knowledge and skills to make good food choices.
    • Our vision for food in our setting sets high standards which raise awareness of the impact of food choices on health and the environment, including understanding our individual and collective roles in minimising food waste, conserving natural resources and recycling.
    • Children and young people are active participants in applying our standards and expectations. They develop leadership skills through working with their peers to support positive learning and dining experiences for all.
    • The needs, views and participation of children and young people are central to ensuring that everyone can access good quality food in safe, clean, sociable, nurturing and inclusive dining environments.
    • Catering and education staff share their skills, knowledge, expertise and resources to maximise the capacity of food as a context for learning.
    • Parents and a range of relevant partners are involved and fully supportive of the work of the whole school community. This impacts positively on the experiences and learning for children and young people around sustainability in relation to 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.