QI 1.3 p16

Level 5 Illustration

Developing a shared vision, values and aims relevant to the ELC setting and its community • We are committed to an agreed shared vision for our setting and community that reflects the aspirations of children, parents/carers, practitioners and partners. Senior leaders demonstrate that they are highly committed to providing strong leadership to develop and sustain our vision and values. Current thinking and research about quality in early learning and childcare underpins continuous improvements in our setting. Through effective leadership at all levels we consistently achieve high standards in our work and strive to be sector leading. All practitioners show a strong personal and collective commitment to our vision and to their professional values as outlined in professional codes of conduct and standards for registration. By working closely with parents/carers and partners we ensure the highest possible standards for all of our children.

p17

Features of Highly Effective Practice

Children, families, practitioners and partners are all involved in the creation and regular review of the vision, aims and values of the setting. These are revisited and updated in line with setting improvements.

The vision of the setting is ambitious and focuses on improvements in outcomes for all. It is shaped by the needs of our community and is informed by current thinking in early learning pedagogy

Effective, inclusive communication about the vision, aims and values of the setting informs and involves parents and partners in improvements.

Children and families are supported to understand the vision, aims and values of the centre in the most appropriate way

Challenge Questions

To what extent is our vision ambitious and challenging? How do we know?

How well do our vision, values and aims inform our daily practice? What impact do they have on improving the quality of the early learning and childcare we provide?

How effectively do we communicate our vision with children, families and partners? How successful are the approaches used to ensure that everyone has a say in shaping our future direction?

QI 3.1 Quality indicator 3.1: Quality assurance and improvement are led well

p49

This includes the extent to which children’s rights are respected and promoted through the following key areas:

• a shared vision, values, aims and objectives positively informs practice

This indicator highlights the need for leaders to ensure an ambitious, shared vision which focuses on improvements and positive outcomes for all.

Leaders promote and sustain a shared vision for the setting that reflects the aspirations of children, families, partners and the wider community. This helps all staff know what is important for the setting to meet the needs of children and families. Leaders create conditions where all people feel confident to initiate well-informed change and share responsibility for the process.

 

QI 1.3 p24 – Level 5 Illustration

Developing a shared vision, values and aims relevant to the school and its community We are committed to ensuring that we achieve the highest possible standards and success for all learners. All staff show commitment to shared educational values and professional standards. Senior leaders provide strong leadership which has enabled our school and wider community to develop, promote and sustain an aspirational vision which underpins our continuous improvement. Our vision evolves through ongoing reflection and debate across the school and community. As a result of this active collaboration, the school and community have ownership of the vision, values and aims. These are shaped by our clear understanding of the social, economic and cultural context in which children, young people and their families live alongside our awareness of current policy and practice. Through effective leadership at all levels, our school community works together to turn the shared vision into a sustainable reality.

p25 – Features of Highly Effective Practice

Pupils, parents, partners and staff are all involved in the creation and ongoing review of the vision, aims and values of the school.

All staff have a very clear understanding of the social, economic and cultural context of the local community of current educational policy. They use this knowledge well to shape the vision for the school.

The vision of the school is ambitious and focuses on improvements in outcomes for all.

Learners are supported to understand the vision aims and values through the four contexts for learning.

Leaders at all levels motivate and inspire others to sustain collective commitment to the shared vision through daily actions.

All teaching staff regularly reflect on, and show commitment to, the shared values as embedded in the GTCS standards

Challenge Questions

To what extent does our school community have ownership of our vision, aims and values?

What range of data and information do we utilise to understand the social, economic and cultural context of the local community?

How effective are our processes for involving the whole school community in the ongoing review of our vision, aims and values?

What strategies do we employ to translate our vision, values and aims into daily practice within our school? How effective are these?

How well do we use our vision, aims and values when making decisions about future improvement priorities?

 

5.4 p59

Parental involvement includes activities such as parental representation in the development of the vision, policies or improvement plans of the setting and other key decisions

p82

Quality settings have… a clear, shared vision Effective settings have a clear shared vision for what they would like their provision to be and what they want for the children in their care. The vision should be based on the unique needs of your children and families in your setting. Developing a vision that is co-created by us with children and families means that everyone is working together for the best interests of the children. It is important to refresh the vision from time to time to ensure that it remains relevant to the community you work within.

 

p6 Section 4 – School culture values and ethos

The promotion of positive relationships through whole school culture, ethos and values, is fundamental to raising attainment and improving behaviour. Schools that promote positive relationships across the classroom, playground and wider school community have a nurturing ethos and culture that is essential for creating the right environment for effective learning, health and wellbeing. Children and young people are more likely to develop self-confidence, resilience and positive views about themselves where open and respectful relationships exist between adults and other children and young people.

p7

Scottish Border’s ambition for an inclusive ethos and practice across all its learning establishments is firmly rooted in everyone’s contribution being valued and everyone’s voice being heard. Our drive to develop schools with a positive, nurturing ethos is aligned with our drive to raise attainment. The two are inextricably linked. In developing a Nurturing authority and positive ethos we expect Scottish Borders schools to raise their expectations of themselves and their learners; build on current success in attainment and enable greater levels of achievement. As a result, our schools will see higher levels of engagement, and lower levels of exclusion and disruptive behaviour. Please refer to SBC’s Nurturing Approaches document for detailed information and guidance.