Other performance information
Education Resources Validated Self Evaluation
Validated Self Evaluation (VSE) is a voluntary process which aims to support work to improve the quality of education provided in South Lanarkshire.
What does VSE involve?
It is a partnership between Education Resources and Her Majesty's Inspectorate of Education (HMIe). Joint evaluation teams are established to focus on agreed aspects of provision and identify areas for improvement.
The evaluation teams apply their knowledge and expertise to support and extend self evaluation and further improve outcomes for children, young people, families and communities.
Validated Self Assessment - Education Psychological Services (2015)
The Council’s Educational Psychology Service used the validated self-evaluation process to build on their recent self-evaluation activities which looked closely at their current service delivery.
The VSE report highlights a number of key strengths such as the:
- ‘Give us a break’ programme
- Early Years Framework of Assessment and Intervention for Attachment and Resilience
- Early Years Collaborative
- Looked After and Accommodated Children (LAAC)/Corporate Parenting Strategy
- Beating Exam Stress; and
- Supports for young people with social, emotional and behavioural needs and attachment informed practice
to name but a few.
Getting it right for every child and the positive impact on children’s health and wellbeing also feature in the report as strengths.
The VSE Report for Education Resources Psychological Service is now available from the Education Scotland website.
Validated Self Assessment - Education Resources (2011)
It was agreed with HMIe that the programme for VSE during January 2011 would form groups (theme groups) to focus on the following four themes:
- Transitions: evaluating the effectiveness of the support provided for children and young people as they move from early years to primary school and from primary school to secondary school
- Closing the gap: evaluating strategies to enhance attainment for all children, but especially those in the lowest attaining 20%
- Stakeholder engagement: taking a close look at the involvement of children, young people, parents, carers, employees and other partners in the development and improvement of services
- Quality assurance: evaluating Education arrangements for delivering continuous improvement
What happened during the process?
During the first stages of the VSE, HMIe Inspectors worked with the theme groups to support group members in a range of self-evaluation activities.
Following the first full VSE week, the senior management team and the theme group chairs met with HMIe to take stock of the initial findings of the VSE. This meeting considered and tested the findings of the VSE so far, the learning that had taken place and the rigour and robustness of the process.
The HMIe and South Lanarkshire joint report includes an assessment of the quality of Education Resources' self evaluation and key strengths. It also includes agreed areas for further improvement. These reflect Education Resources' continuing commitment to improving outcomes for learners and families.
So that we deliver priorities for improvement, Education Resources will continue to:
- build on the Learning Community model as the key mechanism in providing consistently high quality, integrated working across establishments and services
- identify and share best practice, for example in supporting vulnerable young people, and ensure that establishments, learning communities and services are more consistent in using that best practice to support improvement
- ensure that the culture, approaches and impact of self-evaluation for improvement within all establishments and services are more consistent
The report can be accessed from the link below:
The VSE theme reports focus on the four areas identified for evaluation (Transitions, Closing the Gap, Stakeholder Engagement and Quality Assurance). The theme reports can be accessed from the link below:
Each of the four theme groups produced a number of case studies to help illustrate and promote good practice. Links to these are provided below:
- Nursery to primary transition programme
- JOLT (John Ogilvie Learning Together
- Additional Support Needs (ASN) - Nursery to Primary Transitions
- Transition Project - BUGS (Bothwell and Uddingston Groundhogs)
Closing the Gap:
- Closing the gap for effective transitions
- Teacher/pupil engagement approaches
- Closing the Gap: Effective use of attainment data
- Skittles (Lesbian, Gay, Bisexual and Transgender Group
- "The Street": innovative drama - reaching out to the hard to engage
- Family Training Project
- Parent tutors in Calderside Academy
- Pupil voice and promoting personal achievement