Starting the journey to Curriculum for Excellence - St Margaret's High School

Evaluation of the development is focusing on the impact of the changes on the learning outcomes for young people. Systematic review processes emphasise personalised learning through dialogue, observation and evidence of AifL approaches and include scrutiny of classwork, homework, and use of planners. The role of promoted staff has developed through this process in identifying and sharing good practice, gathering and reviewing evidence, identifying pupils who are failing to make appropriate progress and supporting actions taken by the teacher to address this.

The new pupil support structure enables more frequent engagement with young people at key transition points, helping staff and pupils to know each other better, supporting appropriate progression and recognising and celebrating wider aspects of pupils’ personal achievements.

Improvement planning processes, and associated continuing professional development (CPD) arrangements, are being used to evaluate progress and support change.  Internal school self-evaluation involves the participation of partners and regular external perception monitoring taking account of the views of pupils, parents and staff.