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GATHER

A useful starting point may be to define what you understand by partners and partnership-working, ensuring this is neither exclusive nor restricted.   Gather evidence to help you look closely at the difference made to food in school by working in partnership with others.

Sources of evidence should include examples of documents, people’s views and any feedback from what you have observed.  Evidence should show clearly 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:

  • Examples of effective partnership working which demonstrates the difference working together makes for example, school food policies, protocols for involving partners, good practice for food based activities or guidance for parent run events
  • Evidence gathered from discussions with staff and partners at all levels showing that they are clear about their roles and contribution to working in partnership.  This many also include examples of partners learning from each other, leading to better outcomes for children and young people.
  •  Successes and achievements demonstrating the value working together has on delivering improved outcomes for children and young people.
  • Evidence of consultation and engagement with children and young people for example though surveys, social media, focus groups or 1:1 interactions.

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