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We need to be shaping what the agenda is about - grassroots up not top down

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We need to be shaping what the agenda is about - grassroots up not top down

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Should be established to assess the curriculum, not to shape the curriculum.  How do we assess pupil's ability to contribute, demonstrate responsibilities etc.?

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Should be established to assess the curriculum, not to shape the curriculum.  How do we assess pupil's ability to contribute, demonstrate responsibilities etc.?

# data[].attributes.body
There should be a open discussion with all parents from all schools. Even those who are less likely to engage.

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need to shape the culture as much as changing the agency

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need to shape the culture as much as changing the agency

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Must be collaborative and formative - inform and accelerate school improvement through supporting leadership teams, teachers, families and students.

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Must be collaborative and formative - inform and accelerate school improvement through supporting leadership teams, teachers, families and students.

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need to have a broad consultation - not just usual suspects

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need to have a broad consultation - not just usual suspects

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Will this be a meaningful chance or will it just be a rebrand especially when it appears there will not be a change of personnel

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if the real change promised is realised, it's very exciting

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if the real change promised is realised, it's very exciting

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It is essential that we are more visionary and flexible in our assessment approaches. Not a 19th century assessment model for a 21st century curriculum

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Representation of different contexts of education e.g. ENP, ASL, Mainstream, Hearing impaired units etc. Should also involve representation from all stake holders  families, 3rd sector etc 

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Representation of different contexts of education e.g. ENP, ASL, Mainstream, Hearing impaired units etc. Should also involve representation from all stake holders  families, 3rd sector etc 

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Engagement of young people and employers is essential

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Engagement of young people and employers is essential

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totally agree that we need to ensure that the new Qualifications Agency's assessment model meets the needs of all of our young people, including those with additional support needs. To look at supporting our young people into the world of work then we need to hear from employers too. The Foundation Apprenticeships are a great example of this

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welcome the emphasis on CLPL;  keep building on the progress that has been a feature of recent sessions,  continue to link people virtually as an option to widen opportunities

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welcome the emphasis on CLPL;  keep building on the progress that has been a feature of recent sessions,  continue to link people virtually as an option to widen opportunities

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It is so important that practitioners and school leaders are able to know who to contact, where to get up-to-date information and approaches - current Education Scotland website and structure do not make that easy. We also need to avoid overlap with professional learning - that landscape is very cluttered and confusing for staff.

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Local, regional and national offers overlap and it can be overwhelming

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Organisation needs to understand the different educational landscapes across Scotland...

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Organisation needs to understand the different educational landscapes across Scotland...

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Example given - North East staff shortages

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Concern that many of these recommendation will impact very little in classrooms

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The politicisation of education remains a concern for some.

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I remember participating in discussion on initial launch of CfE and how qualifications could be modernised but the opportunity was missed.

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I remember participating in discussion on initial launch of CfE and how qualifications could be modernised but the opportunity was missed.

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Will it be a new organisation or it will it just be the same as currently with a new name - it was previously separate from Education Scotland and that did not seem to work either. Are we going back to the future

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Will there be discussion with authorities and headteachers over how the new inspection model should look?

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Will it still look at results in advance of inspection to decide How Good a School is?

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paragraph 14 is interesting;  would like a focus on improvement at school level that gets away from 'summative' grades and is based on 'formative' feedback on schools approaches to self-evaluation and improvement 

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paragraph 14 is interesting;  would like a focus on improvement at school level that gets away from 'summative' grades and is based on 'formative' feedback on schools approaches to self-evaluation and improvement 

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It shouldn’t be ES with a different hat on doing the same thing? The system needs updated

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The narrative around their core purpose needs to change - we need to move away from words such as inspection and scrutiny and move towards support

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The narrative around their core purpose needs to change - we need to move away from words such as inspection and scrutiny and move towards support

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There needs to be a consistent and moderated approach across 'inspection/scrutiny' teams. Visits and grades are very subjective and grades very variable.

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There needs to be a consistent and moderated approach across 'inspection/scrutiny' teams. Visits and grades are very subjective and grades very variable.

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Consistency & moderation of inspection teams

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Consistency & moderation of inspection teams

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Very different experiences from different teams. Very subjective and would be better focussed on support NOT scrutiny. Will need to massively build trust with the system

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Emphasis MUST be on providing support and less scrutiny.    Also, ditch hidden agendas that Inspection Teams often start a week with.

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Emphasis MUST be on providing support and less scrutiny.    Also, ditch hidden agendas that Inspection Teams often start a week with.

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Not sure about Inspectorate reviewing itself 

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Not sure about Inspectorate reviewing itself 

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Not sure about the inspectorate reviewing itself after 2 years!

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How can we ensure a holistic approach and not such a narrow focus. This will be essential given the focus we need to devote to mental health and wellbeing and supporting our learners' social and emotional needs. Hard for schools when still judged on literacy numeracy or attainment.

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It needs to be more of a critical friend model.  The current model is top down with a culture of fear with little impact on children and young people. 

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It needs to be more of a critical friend model.  The current model is top down with a culture of fear with little impact on children and young people. 

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Would be important to be involved in discussions around curriculum, pedagogy and assessment. Sometimes feel pedagogy is being overlooked.

Similar with the Qualifications Scotland agency, new National Agency for Education and independent inspection.

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keep offering the opportunities to connect people;  discussion and listening helps develop thinking and clarifies views

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keep offering the opportunities to connect people;  discussion and listening helps develop thinking and clarifies views