Outstanding descriptors (Solely linked to Personal Development) Key questions to ask yourself (Bold headings link to Healthy School London Bronze Award) What evidence can you use? Pupils are confident, learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school. Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view. Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life. Pupils value their education and rarely miss a day at school. No groups of pupils are disadvantaged by low attendance. The attendance of pupils who 1. Leadership, management and managing change: How do you celebrate pupils’ good attendance? What rewards to you have for good attendance? How do you celebrate pupils with improved attendance? Have you observed learning behaviour in a variety of classes? What has the impact of this been? How do you support teachers to develop a high standard of learning behaviour? How do you record incidences of bullying? What systems and processes are in place to monitor, record and respond to incidents of bullying or derogatory/ aggressive language? How do you know they are effective? How is bullying dealt with at your school? Have you organised PREVENT training for the staff at your school? Behaviour: Current behaviour and rewards policy Anti-bullying policy Records of bullying (type, rate, patterns, action taken) and how effective the response is Pupils: Views of pupils, staff, parents/carers Attitude of pupils and extent of their understanding and response to risk Evidence of strategies employed to improve behaviour, improve attendance & punctuality and deal with extreme behaviour Case studies Pupil voice questionnaires impact of results School Surveys: Schools own analysis and response to behaviour Observation of pupil behaviour Record of support for Evidence of strategies employed to improve behaviour, improve attendance & punctuality and deal with extreme behaviour
behaviour and/or use of derogatory or aggressive language. The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have. Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe What PSHE provision do you provide? 4. School ethos, culture, environment and SMSC development: How do you recognise pupil’s achievements in school? How are these achievements displayed and recognised? How do you provide an arena for open discussion and debate? How do you ensure all pupils’ views are listened to? How do you promote positive learning? 6. Staff continuing professional development (CPD) health and wellbeing: How does your school’s induction process ensure new understand their role in relation to implementing the anti-bullying policy? 7. Partnerships with parents/carers, local communities, external agencies and volunteers to support pupil health and wellbeing: How have health and well-being interventions for groups/individuals extremism, including when using the internet and social media - Knowledge of how to keep themselves healthy, both emotionally and physically, including through exercising and healthy eating - Personal development, so that they are well prepared to respect others and contribute to wider society and life in Britain As well as - Individual Indicators of Concern. Your school can use these % scores to show that you’re in line with or above the Ealing average. You can also use these scores to evidence you have improved a particular area and to also show how you are addressing areas for concern.
from abuse and exploitation. Pupils have an excellent understanding of how to stay safe online and of the dangers of inappropriate use of mobile technology and social networking sites. Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society. positively impacted on progress? How do you know? 8. Identifying need and monitoring impact: Have you surveyed pupil’s attitudes to learning? What evidence do you have of this? Have you surveyed the children based on whether they feel safe at school? Have you surveyed the children based on whether they trust the adults at your school?
Outstanding grade descriptors (Solely linked to Personal Development) Key questions to ask your self (Bold headings link to Healthy School London Bronze Award) What evidence can schools use? The progress across the curriculum of disadvantaged pupils, disabled pupils and those with special educational needs currently on roll matches or is improving towards that of other pupils with the same starting points. For pupils generally, and specifically for disadvantaged pupils, disabled pupils and who have special educational needs, progress is above average across nearly all subject areas Pupils are exceptionally well prepared for the next stage 1. Leadership, management and managing change: How to these specific groups of children compare to the national average? How do their academic results compare? 3. Learning and teaching, curriculum planning and resourcing: What interventions have you provided? What impact have these interventions had? How do you know? 4. School ethos, culture, environment and SMSC development: Do these children feel happy and safe at school? How do you know? Do these children feel supported academically and personally at school? How do you know? Analysis of interventions (before and after) Pupils voice questionnaires Case studies Record and impact analysis of interventions