ethanporcaro/eric-fulltext-meta huggingface dataset:
The Health Promoting School: The Conduct of Education about Responsible Personal Relationships and Sexual Health in Scottish Schools--The Response of Schools and Education Authorities in Scotland to Circular 2/2001 and the McCabe Report
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Inspection,Family Life,Best Practices,Health Promotion,Comprehensive School Health Education,Integrated Services,Child Development,Developmentally Appropriate Practices,Parent Participation,Partnerships in Education,Parent School Relationship,Grievance Procedures,Curriculum Development,Sex Education,Interpersonal Relationship,National Standards,Audits (Verification),Benchmarking,Educational Policy,Position Papers,Change Strategies,Educational Change,Educational Quality,Self Evaluation (Groups),Staff Development

The Ethical Standards in Public Life etc (Scotland) Act 2000 placed a duty on councils: (1) to have regard to the value of stable family life in children's development; (2) to provide education appropriate in content and approach to pupils' age, understanding and stage of development; (3) to work with parents and put in place direct procedures for parents to raise concerns; and (4) to review curriculum advice and support materials for schools. The Standards in Scotland's Schools etc. Act 2000 enabled Ministers to issue guidance incorporating the above points in the form of circular 2/2001 on the conduct of education about responsible personal relationships and sexual health in Scottish schools to which local authorities were required to have regard. This act also charged headteachers with the duty of giving parents and pupils the opportunity of making their views known on the school's annual priorities for development which affect pupils' everyday life at school. A Ministerial Working group on education about responsible personal relationships and sexual health produced a group report, called the McCabe report. This report recommended the provision of practical advice and re-stated key principles including the importance of setting education about responsible personal relationships and sexual health. Learning and Teaching Scotland produced and issued to schools and education authorities the practical advice recommended by the McCabe report. Her Majesty's Inspectorate of Education (HMIE) carried out a focussed inspection to evaluate the steps taken by education authorities and schools since the publication of the McCabe report and Circular 2/2001. Action by education authorities, schools and their key partners had shown a commitment to updating and improving the quality of education about sexual health and positive relationships. Examples of good practice from inspection are appended.
How Good Is Our School? The Child at the Centre: The Health Promoting School--The Role of Local Authorities and Their Partners. Self-Evaluation Series
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2004-00-00
Type: Guides - Non-Classroom
Subjects: Health Promotion,Strategic Planning,Sustainability,Partnerships in Education,Integrated Services,Delivery Systems,Leadership,Community Role,Program Administration,Program Descriptions,Self Evaluation (Groups),Comprehensive School Health Education,Foreign Countries

To become effective health promoting establishments which achieve the maximum impact on children, young people and families and on the local community, schools and pre-school centres need to operate within a strategic framework developed at the highest levels within their local council and community area. Effective councils are committed to promoting health. They have high expectations of what establishments can achieve. They provide the practical support that is essential for effective health promotion. It is their responsibility with all their key partners to establish a strategic framework within which joint working can flourish. The development of health promoting schools requires local authorities to establish integrated processes for assessing needs, for service planning and for monitoring and evaluation. It is not enough for individual establishments and community groupings to develop effective partnerships at an operational level. To achieve sustainability and measurable impact, partnership projects need to be built into strategic planning at the highest levels and rigorously monitored through the authority's structures for accountability. Local authorities and key partners need to ensure that the development of health promoting schools is embedded in service planning, school planning and community planning. They need to establish clear links between initiatives and demonstrate how each initiative contributes to the development of health promoting establishments and consequently to better health outcomes for children. Similarly, effective health promoting schools provide important contributions to many other local and national initiatives. Local authorities and key partners themselves need to model the practice they expect to see in establishments by promoting and supporting the health of centrally deployed staff and making clear to establishments their responsibilities for doing the same within their own contexts. (Contains 2 footnotes.)
The Health Promoting School: Tackling Drugs in Scotland--An Inspection Progress Report on the Response of Schools and Education Authorities to the Targets Set out in the Scottish Executives Strategy on Drug Misuse
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Drug Education,Foreign Countries,Inspection,Benchmarking,Drug Abuse,Drug Use,Guidelines,Health Promotion,Integrated Services,Partnerships in Education,Audits (Verification),Program Effectiveness,Program Evaluation,School Policy,Public Agencies,Change Strategies,Behavior Change

&quot;Tackling Drugs in Scotland: Action in Partnership&quot; (1999) set out a national strategy for all government agencies in response to public concern at the increasing incidence and negative consequences of drug misuse. Targets and monitoring arrangements were publicised to encourage co-ordinated action against drug misuse. By the end of session 2002-2003, all schools were to: (1) provide appropriate education on drugs to every pupil; and (2) put in place written procedures for managing incidents of drug misuse. To enable schools and communities to access guidance and tackle drug misuse, the Scottish Executive working in partnership with a range of national agencies has provided support. This short inspection report outlines schools' progress in meeting their nationally set targets to provide all pupils with appropriate drug education and have in place written procedures for managing incidents of drug misuse. In the course of this focused inspection, Her Majesty's Inspectorate of Education (HMIE) evaluated to what extent schools had provided drug education and written procedures. HMIE also took account of the quality of provision, in terms of meeting pupils' needs.
How Good Is Our School? Inclusion and Equality Part 3: Promoting Race Equality. Self-Evaluation Series
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2004-00-00
Type: Guides - Non-Classroom
Subjects: Evidence,Racial Bias,Reference Materials,Best Practices,Young Adults,Self Evaluation (Groups),School Effectiveness,Guides,Educational Quality,Equal Education,Educational Indicators,Student Diversity,Cultural Pluralism,Standards,Teaching Methods,Foreign Countries

The revised edition of &quot;How good is our school?&quot; (HM Inspectorate of Education, 2002) has been widely welcomed in schools and authorities. This document is one of a series of guides which builds on, but does not repeat, the advice on self-evaluation given in &quot;How good is our school?&quot; The introductory publication to the series, &quot;Planning for Improvement,&quot; outlines how one can use the outcomes of self-evaluation to plan effectively for improvement. This guide can be used when one is ready to evaluate the quality of the school's approaches to tackling racism and promoting race equality, and is one of a series which deals with issues relating to &quot;Inclusion and Equality.&quot; It builds on and updates some of the advice given within the earlier publication &quot;A Route to Equality and Fairness&quot; (HM Inspectors of Schools, 1999). The guide shows how one can use a cluster of quality indicators from &quot;How good is our school?&quot; that focus on key features with particular relevance to preparing children and young people for life in an ethnically and culturally diverse society and providing equality of opportunity. Part 2 of &quot;How good is our school?&quot; provides all the advice one needs about practical approaches to self-evaluation. This guide: (1) describes best practice in preparing children and young people for life in an ethnically and culturally diverse society and providing equality of opportunity, with reference to important sources of advice; (2) asks key questions derived from illustrations within the quality indicators chosen; (3) looks at how one might collect evidence from more than one source in order to provide a robust basis for evaluations; and (4) encourages one to reflect upon and weigh up the strengths and areas of improvement from observations in order to come to an overall evaluation of the quality of provision. One can then use the results of the evaluation and the evidence to plan for improvement and to report on the standards and quality of what one has found. [For &quot;How Good Is Our School? Inclusion and Equality Part 2: Evaluating Education for Pupils with Additional Support Needs in Mainstream Schools. Self-Evaluation Series,&quot; see ED538129.]
How Good Is Our School? Partnership with Parents. Self-Evaluation Series
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: School Effectiveness,Parent Participation,Self Evaluation (Groups),Academic Support Services,Parent School Relationship,Parent Attitudes,Parent Child Relationship,Family Environment,Guides,Foreign Countries

This document is one of a series of guides to self-evaluation that builds on the advice given in the publication &quot;How good is our school?&quot; (2002 edition). This guide should be used to evaluate the quality of parental partnerships and is designed for use by teachers, managers, education support services, parents and the bodies that represent them. It highlights effective ways in which schools can work in partnership with parents, for example to support their children's learning. It stresses the importance of ongoing partnerships to improve parental understanding of how schools work and what teachers do, and schools' understanding of parents' role as the first educators of their children. The guide is intended to evaluate the quality of partnership arrangements. It is essential that parents are active participants in the evaluation process. High quality partnership arrangements will provide parents with good opportunities to express their views and perceptions and raise issues that are important to them and also provide parents with a better understanding of how the school can best help them to support their children at home. This guide: (1) asks key questions derived from themes within selected indicators from &quot;How good is our school?&quot;; (2) looks at how evidence can be captured from more than one source in order to provide a robust basis for evaluations; and (3) encourages staff to reflect upon and weigh up the strengths and areas of improvement from observations in order to come to an overall evaluation of the quality of provision. Appended are: (1) Worked example; and (2) Sources of support. (Contains 2 footnotes.)
How Good Is Our School? The Child at the Centre: The Health Promoting School. Self-Evaluation Series
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2004-00-00
Type: Guides - Non-Classroom
Subjects: Child Care,Integrated Services,Foreign Countries,Program Effectiveness,Self Evaluation (Groups),Partnerships in Education,Comprehensive School Health Education,Health Promotion,Delivery Systems,Child Development,Educational Environment,Educational Administration,Curriculum Development,Learning Strategies,Teaching Methods,Research Methodology,Evaluation Methods,Program Evaluation

This document is one of a series of guides to self-evaluation that builds on the advice given in the publications &quot;How good is our school?&quot; and &quot;The Child at the Centre.&quot; It also shows how the relevant &quot;National Care Standards&quot; can be applied when evaluating the effectiveness of your establishment as a health promoting school or centre. The Scottish Executive Education Department has made a commitment that schools, working in partnership with local authorities, NHS boards and the wider community, should be health promoting. The support and encouragement of each local authority, NHS Board and local authority partner agencies is crucial in meeting this commitment. It is the responsibility of all these services and agencies to establish the framework within which necessary partnerships can be established and flourish. Each council, in particular, has a key role in gaining the commitment of key partners and in laying the foundations for planning, implementation and evaluation within a number of contexts: councils, schools, communities and, other key agencies. These partnerships must be established at a strategic level with the local health and community health partnerships in particular, so that joint planning and activities at an operational level can be fully effective. This commitment to partnership working also underpins the development of integrated community schools and learning communities, and is integral to the planning and delivery of integrated services for children within individual councils and communities. Many pre-school centres are already introducing effective approaches to improving the health of children and their families. Staff in these centres may wish to take on board those aspects that develop the health promoting aspects of their own establishments. The materials in this document are designed for: (1) staff in schools and pre-school centres; and (2) staff in councils, NHS Scotland and other agencies. (Contains 2 footnotes.)
How Good Is Our School? Quality Indicators in Enterprise in Education. Self-Evaluation Guide
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2004-00-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,School Effectiveness,Self Evaluation (Groups),Educational Quality,Educational Indicators,Career Education,Entrepreneurship,Business Education,Career Readiness,Courses,Learning Experience,Educational Attainment,Academic Achievement,Student Needs,Need Gratification,Individual Development,Social Development,Career Guidance,School Guidance,Educational Improvement,Educational Planning,Elementary Schools,Secondary Schools,Special Schools

This guide has been prepared to support planning for improvement in enterprise in education. It has been designed for use by classroom teachers, school managers and staff from a wide range of agencies involved in enterprise in education, reflecting the increasing emphasis on multi-agency approaches and integrated strategies to meet pupils' needs. &quot;Determined to Succeed&quot; identified enterprise in education as evolving from what had previously become known in Scottish schools as &quot;education for work and enterprise.&quot; &quot;Determined to Succeed&quot; gave the clear signal that enterprise had to be given much higher prominence in Scottish schools, as an approach which had proven worth educationally and which had a vital part to play in promoting a more entrepreneurial national culture in Scotland. Successful schools had confirmed that effective programmes of enterprise in education were integral to their core business of meeting the needs of all pupils, including those with additional support needs. The guide recognises and underlines the importance of enterprise in education as playing a key part in the education of all young people. It provides a route for schools to plan for improvement and report on standards and quality in a key area of national policy. Seven quality indicators have been selected from the 33 in &quot;How good is our school?&quot; as capturing the essential features of programmes for enterprise in education. These quality indicators help schools answer the question: are we  an enterprising school? Questions have been provided to support evaluations, related to illustrations of very good performance. These guiding questions focus on essential features of high quality provision in the specific context of enterprise in education. Finally, a worked example of each quality indicator provides illustrations of effective practice. The seven selected quality indicators correlate closely with those areas of a school's work that are the focus of inspections by Her Majesty's Inspectorate of Education (HMIE). Evidence gathered by schools for evaluations of these key quality indicators will therefore be relevant to inspections. (Contains 5 footnotes.)
How Good Is Our School? Inclusion and Equality Part 4: Evaluating Educational Provision for Bilingual Learners. Self-Evaluation Series
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Evidence,Bilingualism,English (Second Language),Elementary Secondary Education,Inclusion,Equal Education,Self Evaluation (Groups),Second Language Learning,Language Fluency,Educational Quality,School Effectiveness,Foreign Countries

This document is one of a series of guides to self-evaluation which builds on the advice given in the publication &quot;How good is our school?&quot; (2002 edition). This guide should be used to evaluate the quality of educational provision for bilingual learners, principally those who are learning English as an additional language (throughout the document the term &quot;bilingual learners&quot; is taken to mean learners for whom English is an additional language). The guide is designed for use by headteachers, senior managers, teachers, specialist English as an additional language (EAL) staff and education authority officers. It highlights effective ways in which schools can fully support bilingual learners. &quot;Bilingual learners are pupils who function in more than one language in their daily lives. The term &quot;bilingual&quot; emphasises that learners already have one language and that English is a second or additional language. The term does not imply an equal or specified level of fluency in two or more languages.&quot; This self-evaluation guide will help in evaluating current practice and identifying strengths and areas for further development. This guide: (1) asks key questions derived from themes within selected indicators from &quot;How good is our school?&quot;; (2) looks at how evidence can be captured from more than one source in order to provide a robust basis for evaluations; and (3) encourages one to reflect upon and weigh up the strengths and areas of improvement from observations in order to come to an overall evaluation of the quality of provision. One can then use the evaluations and evidence to plan for improvement and to report on the standards and quality of what one has found. [For &quot;How Good Is Our School? Inclusion and Equality Part 3: Promoting Race Equality. Self-Evaluation Series,&quot; see ED538122.]
How Good Is Our School? Ensuring Effective Transitions. Self-Evaluation Series
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,School Effectiveness,Self Evaluation (Groups),Educational Quality,Educational Indicators,Transitional Programs,Elementary Schools,Secondary Schools,Preschool Education,Courses,Developmental Continuity,Educational Attainment,Teacher Effectiveness,Learning Experience,Student Needs,Need Gratification,Student Evaluation,Staff Development,Personnel Evaluation,Instructional Leadership

This is one of a series of guides to self-evaluation building on the advice given in the publications &quot;How good is our school?&quot; and &quot;The Child at the Centre.&quot; It also shows how the relevant National Care Standards can be applied alongside performance indicators and quality indicators to evaluate the effectiveness of cross-sector partnerships. The guide focuses on transition arrangements from primary into secondary and from pre-school to P1. Some of the exemplification, along with other material, such as evidence from inspections by HM Inspectorate of Education (HMIE) and research evidence about transitions, is accessible through hyperlinks. Though the guide directly addresses the &quot;traditional&quot; transition times, the principles and much of the exemplification are relevant to all other transitions in schools--that is, those in which children move from one class to the next or from one school to another. The guide uses the term &quot;children&quot; to refer to both those in pre-school and in school education. Sometimes the term &quot;pupil&quot; is used, where the context is clearly primary and/or secondary school, rather than a pre-school centre. This guide: (1) summarises the key issues relating to provision for effective transition; (2) asks key questions about the quality of transition arrangements and collaboration with other establishments, derived from illustrations within the selected quality indicators and performance indicators; (3) looks at how one might collect evidence from more than one source in order to provide a robust basis for evaluations; and (4) encourages one to reflect upon and weigh up the strengths and areas of improvement from observations. One can then use the results of the evaluation and the evidence to plan for improvement and to report on the quality of what one has found. (Contains 1 footnote.)
How Good Is Our School? Inclusion and Equality Part 2: Evaluating Education for Pupils with Additional Support Needs in Mainstream Schools. Self-Evaluation Series
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2004-00-00
Type: Guides - Non-Classroom
Subjects: Students,Total Quality Management,Special Schools,Self Evaluation (Groups),Educational Quality,Educational Administration,Elementary Schools,Secondary Schools,Inclusion,Special Needs Students,Mainstreaming,Foreign Countries

This document is one of a series of guides to self-evaluation. It builds on the advice given in the publications &quot;How good is our school?,&quot; HM Inspectorate of Education, revised edition 2002 and &quot;Quality Management in Education&quot; (QMIE), HM Inspectors of Schools, 2000. The introductory publication to the series, &quot;Planning for Improvement,&quot; (HM Inspectorate of Education, 2003) outlines how school staff can use the outcomes of self-evaluation to plan effectively for improvement. This guidance document focuses on how to evaluate the quality of experiences and achievements of pupils with additional support needs in order to identify strengths which might be shared more widely and actions which are required for improvement. The materials are designed to be used by: (1) headteachers and staff in mainstream and special schools and units who have the responsibility for meeting the educational, social and care needs of pupils with additional support needs in their schools; and (2) officers in the council with responsibility for the strategic and operational direction of provision for pupils with additional support needs. This guide provides formats that school staff can use as they stand or adapt for their own school.