Effectiveness of leadership and management All leaders and governors pursue excellence in all of the school’s activities and this is demonstrated by an uncompromising and highly successful drive to maintain the highest levels of achievement and personal development for all pupils over a sustained period of time. Rigorous accountability for the new leadership team – Ex Headteacher, Deputy Headteacher, Team Leaders & School Business Manager. Consider appointment of Head of School if Ex HT position continues otherwise advertise for position of Deputy Head Teacher. To develop and embed a shared view and understanding of leadership, accountability and across all levels of leadership. To eliminate any variation as well as inter school variation (SJS & SFS). Governing boards to understand the structure and scope of the EX HT and DHT role Review the job description, structure and scope of EX HT and all Leadership Team All subject leaders to drive forward and realise our ambitious, collegiate vision which ensures all children and staff excel To ensure staff at all levels exhibit leadership skills, and that middle/senior managers are identified and developed to support effective succession planning More staff seen to take on leadership responsibilities as evidenced through performance reviews Embed a culture that everyone understands they have a leadership role to play in the school, and that they feel empowered within their area of remit to make a difference. Performance management is highly effective in developing potential leaders as well as maintaining high performance standards. External mini review to look at how well the school’s Leadership Team is working to support and improve learning. Actions from review placed in SDP. Reviews lead to continuous development, identification of schools strength and areas to develop. Evaluate the use of and contribution made by teaching assistants: clear about their role and knowledgeable about the pupils they support Review roles and responsibilities for TAs to adopt across the school. Ensure training budget is assigned for TA development All TAs have consistently high expectations of all pupils. They have the subject knowledge and enable pupils to make very good progress across all subjects. To extend our parental engagement work targeting increased parental involvement in our school. To continue timetable for Parent Workshops. Review parental involvement in the school and implement any actions required. The school has highly successful strategies for engaging with parents to the benefit of pupils, including those who find working with the school difficult. Annual questionnaire.
Catholic Life of the School To provide an education that is religious in its context and content – is at the heart of the curriculum and conduct of our school. Self- Evaluation B: The high focus of leadership of RE leads to outstanding attainment, progress and teaching. Teaching in RE is very good/ outstanding. This will be achieved through regular half term CPD Drop in sessions Lesson observations Book scrutiny INSET on philosophy for children(P4C) P4C integration in RE lessons observed Self- Evaluation C: To help pupils deepen their relationship with God and to develop of a sense of moral responsibility. Review PSCHE scheme to relate ethical and moral choices in everyday life to religious beliefs and values Ensure variety of high quality, planned and spontaneous religious experiences: prayer, meditation, contemplation and ritual which are well supported by the parish priest. To have opportunities for days of reflection for pupils and staff Self- Evaluation A: To strengthen the link between the school and the local community, as well as the local and wider Church. Global citizenship through a of national and international links and charitable activities. Plan further opportunities to explore diversity throughout the curriculum i.e. cultures, disabilities Enhance pupils’ understanding of their place in a culturally diverse United Kingdom and the World through making links with other schools. Set up programme of visits/visitors from different religions and races within worship rota and RE curriculum The moderation visit by the diocese indicates that the grade for ‘The Wider Community’ has moved from good to outstanding and that all other grades are sustained. Personal development, behaviour and welfare Pupils’ behaviour in classrooms and around the school is impeccable. Learning Behaviour -To develop pupils’ basic skills so that they are able to access the curriculum independently -To develop pupils’ Thinking Skills’ through ‘Philosophy for Children (P4C) -To enable pupils to evaluate their own progress in learning and to work independently towards the next steps in their learning -To further develop the children’s leadership roles. Evaluate impact of previous years’ work The children’s thoughts and ideas on how knowledge of learning behaviour Attitudes across the school Use of language used explicitly across school Analyse data in core subjects Focus on ‘Learning Behaviour’ makes a strong contribution to an exceptionally positive climate for learning.
Quality of Teaching, Learning & Assessment The highest quality teaching, never less than good and frequently outstanding underpinned by high quality and targeted professional development and training thereby creating aspirational, creative, independent and resilient learners. A rich, relevant, broad and balanced curriculum, contributes to outstanding learning and achievement, significant growth in pupils’ knowledge, and excellent attitudes to learning Review pedagogical practices for Teaching Assistants in an effort to enhance pedagogical practice across the school that is data-informed and Monitor teaching to ensure that agreed pedagogical approach is being applied across the school. Ensure new members of staff are inducted into school expectations. Review school pedagogical approaches for outstanding teaching /learning opportunities Monitor teaching to ensure that agreed pedagogical approach is being applied across the school. Ensure new members of staff are inducted into school expectations Excellent pedagogical skills, subject knowledge and assessment ensure that all children are receiving the right level of support and challenge from all adults. To embed a shared pedagogical practice which leads to 100% good teaching with at least 50% outstanding across the school. Best practice is identified, modelled and shared – staff peer coaching and individualising CPD Whole staff (teacher & TA) inset on coaching, mentoring and directing. Coaching techniques for pupils at KS2 introduced. Peer learning partnerships established. All teachers have consistently high expectations of all pupils. They plan and teach lessons that enable pupils to learn exceptionally well across the curriculum. Monitoring by LT and Subject Leaders and any weakness identified, brought to the attention of LT and action to address weakness LG to monitor planning in all subjects at least termly Monitoring by all Subject Leaders ( opportunities for reading, writing and Maths where appropriate are evident) . Monitoring shows that teaching of the curriculum is well planned with high expectations, creative, inspiring, relevant and matched to the pupils’ interests. Core skills of English & Mathematics are developed through all areas of the curriculum Review Homework policy with staff, parents and children Monitor consistent adaption of the school homework policy. Regular, challenging homework is set across subjects.
Consistently high quality marking and constructive feedback from teachers ensure that pupils make significant and sustained gains in their learning. Embedding AfL Practice: Review Marking/Feedback Feedback from teachers clearly informs pupil on how they could improve their work or their next steps Pupils interacting with feedback evident in books Pupils knowledgeable about how they can improve their work Overarching individual curricular targets in maths, writing and reading. Develop foundation subject assessment for foundation subjects in the New Curriculum Monitor and evaluate practices implemented Monitor and evaluate and review practices implemented The learning outcomes that children produce are always of a high quality and the effective marking and feedback given to children ensures that they are able to assess clearly where they are in their learning, in any subject, and are able to identify their next steps
Early Years Provision School’s vision is clearly articulated and shared so that it is owned, understood and is embodied in the day to day workings of EYFS. Teaching for EYFS: Have outstanding knowledge of early years pedagogy based on up to date theory and practice and can inspire others to develop their skills through insightful feedback, mentoring and coaching High expectations for T& L in the early years which are understood by all staff Clear understanding of high quality child initiated and adult led activities and monitor their effectiveness on a regular basis Parental Engagement: Proactively seek to engage with parents at the earliest opportunity and value their contribution to their child’s learning, development and progress – maintaining an dialogue Provide a wide range of useful information and guidance to parents including workshops, drop-ins, leaflets and the internet Ensure that parents are very well informed about the provision and pay particular attention to parents that find it hard to engage through formal processes Performance Data: Systematically collect and analyse insightful on entry data to identify starting and assess progress over time Ensure that all practitioners collect and analyse insightful formative progress data through observation and dialogue Moderate judgements across the setting and with similar settings to ensure quality and consistency Systematically collect and analyze summative pupil progress data to enable the early identification of underachievement and next steps for all learners EYFS is an outstanding setting Rigorously monitoring and evaluation of the achievement and attainment of different groups of pupils and planned interventions which closed gaps to ensure that no pupils are disadvantaged Planning for the EYFS: Provides a range of memorable experiences and rich opportunities for high quality learning that motivate, engage and stimulate all pupils Pupil to achieve high levels of development in communication, reading, writing and mathematics and apply these effectively in all their learning Inclusion: Supports pupils with disabilities, special needs and learning difficulties enabling them to be fully integrated into all aspects of learning Celebrate diversity, create and promote positive strategies for developing good relationships Regularly review the EYFS safeguarding and welfare provision and ensure they meet the highest possible standards Ensure that well thought out and resourced interventions are put in place to promptly address weaknesses and monitor their effectiveness Set very challenging targets for improvement at all levels, monitor progress towards these targets and take remedial action where required to ensure that they are achieved
Provision To improve the indoor and outdoor environment for the pupils to ensure they are able to access an exciting broad and balanced curriculum that is planned to utilise all resources in the school School Boiler replacement (oil to gas) Completion of electrical code 1 &2 from condition report Investigate interest of opening a 15hour Forest School in Sean’s Shelter in January 2018. Identify building and refurbishment needs in KS2 building block to ensure a modern, safe, well-equipped and stimulating learning environment Y5 & Y6 rooms to be refurbished Acoustic ceiling New flooring Removal of unused sinks Redecoration Update re decoration timetable Footsteps Nursery redecoration Rigorously monitor and evaluate the achievement and attainment of different groups of pupils and use planned interventions to close gaps and ensure that no pupils are disadvantaged To be fully informed of the Diocesan’s Academy agenda and its implications To join the Diocesan MAT. Governors to work alongside CEO of St. Frassati academy in the best interests of St. Joseph’s School. School to be part of the diocesan MAT and co-operative work enhances all areas of school life.