Community justice partnerships: supported and validated self-evaluation
Between 2018 and 2020, we worked in partnership with His Majesty’s Inspectorate of Constabulary in Scotland (HMICS) to support the implementation of the national community justice model through a validated self-evaluation approach. We carried out assurance activities across the following five community justice partnerships, one of which incorporated three local authority areas:
- North Lanarkshire (did not involve HMICS)
- Clackmannanshire
- Ayrshire (North, South and East)
- Shetland
- East Lothian
In summary our activities included:
- support and guidance from a strategic inspector for partnership areas to undertake self-evaluation
- submission of a self-evaluation by the partnership
- analysis of the submitted documents by the Care Inspectorate/HMICS team
- follow-up activities with the partnership to explore any areas of uncertainty (these included visits, interviews and focus groups)
- verbal feedback on the findings to each partnership based on the analysis of all the evidence gathered
- publication of the validation letter.
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Community justice social work: inspections of community payback orders
Between September 2018 and November 2020, we completed five inspections of justice social work services with a particular focus on community payback orders in these areas:
The inspection guide for these inspections summarises the activities involved.
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Learning reviews
The Care Inspectorate, on behalf of the Scottish Government, acts as a central repository for all learning reviews carried out by child protection, adult protection and public protection committees in Scotland.
As part of our general duty of furthering improvement in the quality of social services, the Care Inspectorate is responsible for reviewing the effectiveness of the processes for each learning review and providing observations to individual chief officer groups and protection committees. This forms part of the Care Inspectorate’s improvement remit. The key aim in relation to learning reviews is to assist the sector in its continual development and improvement of the learning review approach.
National Guidance for Adult Protection Committees; Undertaking Learning Reviews was published in May 2022. The revised National Guidance for Child Protection Committees for Undertaking Learning Reviews was published in 2024. Both guidance documents clearly set out that adult and child protection committees should inform the Care Inspectorate of two things. Firstly, the decision about whether they are proceeding with a learning review and if not, the reasons for not doing so. Secondly, the outcome of the learning review, including an anonymised copy of the review report which should be sent to us.
For all situations considered under learning review guidance, a decision notification form should be completed. This electronic notification form should be completed at the point when a decision has been made whether to conduct a learning review, or to detail the reasons for not doing so. Committees are required to notify the Care Inspectorate of their decision to proceed, or not to proceed, to learning review using the learning review notification forms below.
In circumstances where protection committees agree to carry out an alternative review approach for learning they should submit anonymised completed reports or minutes that record learning and recommendations to the Care Inspectorate via secure e-mail to This email address is being protected from spambots. You need JavaScript enabled to view it.. This will enable the Care Inspectorate to use the learning from these alternative approaches to inform the content of annual national overview reports. The Care Inspectorate will not provide observations to partnerships on these types of submissions.
Submission of learning review reports
Please submit the full learning review report via secure email to This email address is being protected from spambots. You need JavaScript enabled to view it.. Any queries can also be directed to this address.
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The focus of our joint inspection
The focus of our joint inspection - children and young people subject to compulsory orders and living at home with their parents
Over the past four years, the Care Inspectorate and scrutiny partners have undertaken 15 joint inspections of services for children and young people at risk of harm. We will shortly be publishing an overview report. Aside from joint inspections, we also undertook a series of thematic reviews on specific topics including secure care; cross border placements; services for disabled children and young people and services for care experienced young people.
The last time that we carried out joint inspections of services for children who are looked after was between 2018 and 2020, in our joint inspections of services for children in need of care and protection. In our overview report we noted that:
- Children and young people subject to compulsory supervision orders and living at home with parents experienced the least improvement in their wellbeing, when compared to children looked after away from home in kinship, foster or residential care.
- Partnerships struggled to find the evidence to demonstrate tangible improvements in the wellbeing of looked after children and young people and in understanding performance trends concerning different looked after groups.
- There had been some progress in narrowing the educational attainment gap between looked after children and their peers, however, it remained too great.
- Not all care experienced children and young people had the same opportunities to share their views and meaningfully influence service delivery.
- The collaborative leadership of child protection was much more robust and embedded than that for corporate parenting.
There are also a range of other evidence sources that indicate there is a need for further exploration of the impact of services for children and young people subject to compulsory supervision orders and living at home with parents. In particular, Scottish Government’s publication, Educational Outcomes for looked after children 2022/23, evidences lower school attendance rates, higher school exclusion rates, lower positive destination rates and poorer attainment rates for children looked after at home, when compared to the wider group of looked after children.
By considering the experiences of children who are subject to compulsory supervision orders and living at home with their parents, we aim to better understand what is helping to improve outcomes for children and young people and what is getting in the way.
Our three key lines of enquiry are:
- Children and young people are well supported to live with their families. This support helps to keep them safe, overcome difficulties and makes a positive difference in their lives.
- The services children and young people receive are well planned and delivered in a way which is compassionate and by staff who put children and young people at the heart of decision-making. People in the workforce ensure that children, young people and parents are meaningfully listened to, heard and included.
- Leaders and managers work well together to create and maintain a joined-up system of care which delivers the right services to each child at the right time. This provides children and young people, their parents and the workforce with help, support and accountability.
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Quality improvement framework for the early learning and childcare sectors
The Quality improvement framework for the early learning and childcare sectors is available on the Education Scotland website.
It is important to note that the Care Inspectorate and Education Scotland will begin to use the new framework for inspection from September 2025.
This will allow settings to become familiar with its content and structure. The final version of the framework will be formally launched in autumn 2025.
Read more about this in our latest joint statement, published on 24 June.
Frequently asked questions
Here are some frequently asked questions (FAQs) we have compiled with help from stakeholders to accompany the framework. These address some of the key points raised with us so far. We will keep these FAQs updated as new questions arise.
Where can I access the Quality improvement framework for the early learning and childcare sectors?
The Quality improvement framework for the early learning and childcare sectors is available on the Education Scotland website. PDF versions of the new framework are available to download from the links below:
- Quality improvement framework for ELC
- Quality improvement framework for childminders
- Quality improvement framework for school aged childcare
Will it be clear which quality indicators Care Inspectorate and Education Scotland will focus on?
The Care Inspectorate and Education Scotland have worked together to minimise the burden on settings by reducing the number of quality indicators (QIs) from 28 in the current frameworks to 11 in the new framework.
Both inspectorates have made it clear within the framework which QIs relate to the Care Inspectorate and which relate to Education Scotland. Each organisation will determine how these QIs will be used during their inspections and on shared inspections.
Why are there not weak illustrations for all QIs?
In response to stakeholder feedback, the inspectorates are developing weak illustrations for all QIs and these will be included in the next version of the framework.
Why is there no separate transitions QI?
Both inspectorates recognise the importance of transitions at all stages of development and learning.
Planning, managing and supporting children’s transitions is key to all areas of the framework and should therefore be considered in each QI rather than separately in isolation.
We will provide further support on how this is exemplified in the framework in future engagement sessions with practitioners to support reflection on transitions as part of self-evaluation and during future approaches to inspection.
Can the QIs be numbered for ease of reference?
Our focus is on the quality of children’s experiences across all areas of the framework. In order to meet user accessibility requirements, QIs have not been numbered and we would encourage the use of their full titles. For ease of reference, services should focus on the wording of the QI, for example ‘play and learning’.
We understand the framework may still feel unfamiliar, making it challenging to understand initially. To assist, we have created visual table of the framework's headings and quality indicators. We hope the visuals of the framework support you in seeing the holistic nature of the framework and all the different quality indicators that contribute to quality practice.
Early learning and childcare
Heading |
Leadership |
Children thrive and develop in quality spaces |
Children play and learn |
Children are supported to achieve |
| Quality indicators |
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Childminding
Heading |
Leadership |
Children thrive and develop in quality spaces |
Children play and learn |
Children are supported to achieve |
| Quality indicators |
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School-aged childcare
Heading |
Leadership |
Children thrive and develop in quality spaces |
Children play and learn |
Children are supported to achieve |
| Quality indicators |
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Will the Care Inspectorate and Education Scotland use shared grading criteria?
The Care Inspectorate and Education Scotland worked together to develop shared grading criteria.
This will be considered during the pilot phase and further discussion will take place between the two bodies regarding a consistent approach to the evaluation of adequate/satisfactory.
The Care Inspectorate will retain the term ‘adequate’ for the time being, in order to align with the National Standard, and Education Scotland will retain the term ‘satisfactory’.
Will the framework be tested and is there an opportunity to provide feedback to inform any further refinement?
The Care Inspectorate and Education Scotland will test content of the framework in a number of settings during the next pilot phase of the project. This piloting will be undertaken both separately and jointly.
During the pilot phase, both the Care Inspectorate and Education Scotland will ask for feedback from settings about the QIs to inform any further refinements needed.
What are the arrangements for settings involved in the pilot phase?
The Care Inspectorate and Education Scotland invited settings to volunteer to be part of the pilot phase to test the new framework. We had a great response with more than 200 settings offering to participate.
We will reflect on the best way to involve as many settings as possible while also ensuring a balanced sample of visits. We will notify those settings that have been selected to participate in advance. Participants will be provided with guidance and information to support them during the pilot so that they know what to expect.
What is the timeframe for full implementation the framework?
The Quality improvement framework for the early learning and childcare sectors was released online on January 14 2025. This will allow settings to become familiar with its content and structure. The final version of the framework will be formally launched in autumn 2025.
The Care Inspectorate and Education Scotland will begin to use the new framework for inspection from September 2025. Our inspections will continue to focus on the experiences and outcomes for children and young people.
What happens to How good is our early learning and childcare and A quality framework for daycare of children, childminding and school-aged childcare?
The current frameworks will continue to be used for inspections until implementation of the new framework.
From September 2025, the Care Inspectorate and Education Scotland will begin inspections using the new the Quality improvement framework for the early learning and childcare sectors only. This framework replaces both How good is our early learning and childcare and A quality framework for daycare of children, childminding and school-aged childcare.
When do we need to start using the new framework?
We understand that settings will adopt the new quality improvement framework when it best suits them, and that there will be a transition period as settings move away from using the existing frameworks.
You may want to continue to use the existing framework until you are ready to adopt the new framework fully.
Both inspectorates will engage with settings to support them to become familiar and confident in using the new framework for self-evaluation.
Will there be support for settings with their own self-evaluation using the new framework?
The Care Inspectorate and Education Scotland will deliver sessions on self-evaluation using the new framework from spring 2025. We will provide further detail of these sessions in due course.
Will there still be separate inspections? If yes, will they have their own frameworks?
Both inspection bodies will use the new framework for separate and shared inspections from September 2025. There will be no other frameworks used for inspection from that point on.
The QIs that each inspectorate body may use in the final inspection methodology will be confirmed when the new approach to inspections has been developed and agreed. In the framework, we have made it clear which QIs relate to the Care Inspectorate and which relate to Education Scotland.
How will childminders who offer funded ELC be inspected?
Both inspectorates have agreed that the childminding-specific content in the new framework is appropriate for the requirements of the National Standard and that the Care Inspectorate will continue to inspect childminders (including those delivering funded places).
Childminders do not need to self-evaluate using any other QIs from the framework. Education Scotland do not have any plans to inspect childminders.
Is there a Gaelic version of the new framework?
The new framework for the early learning and childcare sectors will continue to be developed and refined as we move through the pilot phase. We will ensure a Gaelic version of the framework is available when the framework is launched in autumn 2025.
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