Define what you understand the meaning of, and relationship between, ethos and culture. Gather evidence that looks closely at the impact of ethos and culture on experiences and outcomes for children and young people in relation to food in school.

Sources of evidence should include examples of documents, people’s views and any feedback from what you have observed. Evidence should clearly show what works well and where to focus efforts for improvement.   It should be clear why a particular piece of evidence is relevant and how it supports 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:

  • The school/service/organisation has well-documented evidence showing progress being made towards its aims to improve the quality of food provision and food as a context for learning. . For example, development of a shared vision for food in school and the difference this is making.
  • Evidence showing the processes undertaken to develop, implement and review intentions in relation to food in school and food as a context for learning
  • Evidence that demonstrates ownership, responsibility and leadership at all levels in applying our vision in practice.
  • Observations of practice showing staff demonstrating and modelling behaviour from policy into practice
  • Feedback demonstrating views on culture and ethos
  • May include staff audits that should ask about staff feeling respected and their input  .


   Evidence can support more than one QI. Where this is the case, it will be helpful to note this on the evidence.