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Playback ICE has researched, piloted, evaluated and developed school improvement resources which are designed to engage all key stakeholders, staff, parents and pupils in a rigorous process of self-evaluation leading to improved planning and practice and impacting on children’s learning.

The resources supports the Getting it right for every child agenda (GIRFEC Scotland and Every Child Matters, UK). Understandably practitioners can feel unprepared or reluctant to address the issues of diversity, identity, relationships and community because of the difficult, divisive and somewhat sensitive issues which can arise but can bring valuable opportunities to develop creative and innovative teaching and learning.

Our school improverment resources evolved from an assessment and review of the numerous tools, guidelines, policies and research papers and enables schools to create opportunities for growth, development and learning. They support a school and its staff in building inclusiveness, health and wellbeing, active participation, citizenship and community involvement into everyday practices, actions and behaviours.

Our resource promotes a model of self-evaluation that actively engages and involves not only all staff and pupils, but also parents and the wider community, providing everyone with an opportunity to have a ‘voice’ and contribute to identifying and evidencing areas of good practice and areas for improvement.

Our Resources:

  • support schools to work towards achieving excellence
  • provide tools for rigorous, practical self-evaluation leading to improved outcomes
  • firmly embeds self-evaluation and confirms the benefits and positive outcomes of self-reflection and self-evaluation
  • encourage collegiate working in order to achieve consensus
  • build relationships and offers opportunities for staff to share or model good practice
  • enhance and support school reporting, action and improvement planning
  • actively engage and involve all staff, parents/carers, pupils and the wider community in assessing and developing policy and practice
  • provide a flexible on-going evaluative approach that can adapt to the particular needs of individual schools/settings
  • embed the key components of holistic health and wellbeing and inclusion