All posts by Ms Noonan

Self-Evaluation for session 2024-25

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Self Evaluation – Fairview 24.25 final

What is a Self-Evaluation Report?
Key Components of School Self-Evaluation in PKC
Internal Self-Evaluation: 
Schools conduct their own evaluations using national frameworks, often focused on specific areas like health and wellbeing or learning, teaching, and assessment.  

External Validation: 
The process is supported by external scrutiny from the Perth and Kinross Council’s Quality Improvement Officers (QIOs) who review self-evaluations and highlight areas for improvement.  

Stakeholder Engagement: 
Self-evaluation involves gathering views from various stakeholders, including: 

  • Pupils: Through surveys, focus groups, and direct dialogue. 
  • Parents: Via the Parent Council, surveys, and individual conversations. 
Data Analysis: 
Schools and the local authority analyze data on attendance, achievement, and attainment to identify areas where performance can be improved.  

Improvement Planning: 
The findings from self-evaluation directly inform the development of school improvement plans to ensure continuous progress against local and national priorities.  

Focus on Quality Assurance: 
This structured process of evaluation, data analysis, and professional discussion is a key part of the local authority’s broader quality assurance framework.

Self Evaluation for the Session 2024-25

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What is a Self-Evaluation report?

Key Components of School Self-Evaluation in PKC
  • Internal Self-Evaluation: 

    Schools conduct their own evaluations using national frameworks, often focused on specific areas like health and wellbeing or learning, teaching, and assessment. 

  • External Validation: 

    The process is supported by external scrutiny from the Perth and Kinross Council’s Quality Improvement Officers (QIOs) who review self-evaluations and highlight areas for improvement. 

  • Stakeholder Engagement: 

    Self-evaluation involves gathering views from various stakeholders, including:

    • Pupils: Through surveys, focus groups, and direct dialogue. 
    • Parents: Via the Parent Council, surveys, and individual conversations. 
  • Data Analysis: 

    Schools and the local authority analyze data on attendance, achievement, and attainment to identify areas where performance can be improved. 

  • Improvement Planning: 

    The findings from self-evaluation directly inform the development of school improvement plans to ensure continuous progress against local and national priorities. 

  • Focus on Quality Assurance: 
    This structured process of evaluation, data analysis, and professional discussion is a key part of the local authority’s broader quality assurance framework. 

Self Evaluation – Fairview 24.25 final

Quality Improvement Plan 2025-2026

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Key Components and Purpose
  • Standards and Quality Report: 

    A review of the school’s progress, performance, and achievements over the previous school year. 

  • Improvement Plan: 

    A forward-looking document that sets clear priorities, actions, and measurable outcomes to drive improvement. 

  • Self-Evaluation: 

    The process involves schools and education services critically analyzing data, performance, and feedback from various stakeholders to identify strengths and areas for development. 

  • National Improvement Framework (NIF): 

    The SQIP is informed by the NIF, which guides the Scottish education system to focus on improving attainment, closing poverty-related attainment gaps, enhancing health and wellbeing, and promoting pathways to successful futures for all children. 

  • Alignment: 

    Plans are structured to address national priorities from the NIF and local or regional goals, ensuring a coherent approach to improvement. 

How it Works
  1. Evaluation: 

    Schools evaluate their performance using evidence and self-evaluation processes. 

  2. Reporting: 

    The Standards and Quality Report is created to document these findings and the achievements of the past year. 

  3. Planning: 

    Based on the evaluation and reporting, key priorities and improvement actions are identified for the upcoming year. 

  4. Action: 

    The Improvement Plan details specific actions, with measurable outcomes, to achieve these priorities. 

  5. Sharing: 
    The SQIP (or separate documents) is made available to parents and the broader community, as parental involvement is considered crucial for school success. 

Quality_Improvement_Plan_template_2025_2026 (c)

Throwing

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Welcome to Our Social Story: Why We Don’t Throw Things Indoors

This story helps children and young people understand why throwing things inside can be unsafe and upsetting for others. It uses simple language and clear examples to explain how we can make safe choices, protect our environment, and show respect to those around us.

social-story-throwing (1)

Gentle Hands

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Welcome to Our Gentle Hands Social Story

This story is designed to help children and young people understand the importance of using gentle hands. It explains how our hands can be used to show kindness, help others, and keep everyone safe. Through simple language and clear examples, the story encourages positive behaviour and helps build respectful, caring relationships.

social-story-gentle-hands-no-hitting

Pain Visual

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Pain Location Visual Aid

Use this visual to help identify and communicate where pain is being experienced in the body.
It’s designed to support clearer conversations between individuals and staff, making it easier to express discomfort and seek appropriate support.

  • Point to the area where pain is felt
  • Use simple gestures or words alongside the visual
  • Staff can use it to guide discussions and ensure understanding

This tool promotes inclusive, person-centred communication—especially helpful for those who may find verbal expression challenging.

 

Pain Communication – (1)

 

 

 

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Going to the Dentist
This social story helps young people understand what happens when we go to the dentist and how we can get ready for our visit.
The story uses clear words and helpful visuals to show each step — from arriving at the dental surgery and sitting in the waiting area, to meeting the dentist, having our teeth checked, and hearing the special tools they use.
It’s designed to make the experience less worrying and more familiar, helping young people feel calm, confident, and proud of looking after their teeth.

 

Dentist story

Dentist Board

Anger and Emotions

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Understanding Anger and Emotions
This social story helps young people learn about anger and other big emotions, and how to manage them in safe and positive ways.
The story explains that it’s okay to feel angry — everyone does sometimes — but it’s important to understand what makes us feel that way and to find good ways to calm down. It shares simple strategies like taking deep breaths, asking for help, using calming activities, or talking about how we feel.
By exploring emotions through this story, young people can build their emotional awareness, learn self-regulation skills, and develop confidence in expressing feelings appropriately.