GSO Test

 

St Paul’s School Vision 

 

St Paul’s School serves the whole community, whatever the individual faiths or beliefs of families are.  Our mission, working together, is to shape the child, and therefore the adult, drawing on Christian insights, to understand how to live fully and ‘shine as lights in the world.’ Philippians 2.16

 

Values:

  • Strive for academic excellence by challenging and supporting all children in their learning (Christian Value: Endurance)
  • Provide a broad curriculum that encourages curiosity and a love of learning (Christian Value: Wisdom)
  • Give excellent care and guidance to help children be safe, to develop physical well-being and emotional maturity (Christian Value: Compassion)
  • Encourage children to become good neighbours and citizens (Christian Value: Service)
  • Nurture a lifelong attitude of awe, wonder and thankfulness (Christian Value: Thankfulness).

Our vision is founded on the Great Commandment in the Bible:

 “Hear, O Israel: the Lord our God, the Lord is one; you shall love the Lord your God with all your heart, and with all your soul, and with all your mind, and with all your strength.” The second is this, “You shall love your neighbour as yourself.”  Mark 12. 29-31

St Paul’s School Three Year Vision:

1. Ensure the intent of St Paul’s curriculum achieves our values - a broad curriculum that encourages curiosity and a love of learning, nurtures an attitude of awe and wonder - and provides access for all children to the best opportunities.

2. Provide all children with the ability to improve their writing to National Levels and beyond, consistent with our value of striving for academic excellence.

3. Sustain a culture that ensures a love of reading is present throughout the whole school to give all children the best chance to access the whole curriculum.

4. Embed our Christian values across the life of St Paul’s that allows all in our community to grow stronger together as good neighbours and citizens.

5. Deliver support and professional development to all staff to ensure that Teaching is at least good across the whole school with a growing proportion outstanding.

6. Maintain a Safeguarding culture throughout the school community of “constant awareness and vigilance” to ensure all children are safe.

 

 St Paul’s School Improvement Priorities 2019-20

Bold priorities are key targets.

Quality of Education

Intent

Leaders adopt or construct a curriculum that is ambitious and designed to give all pupils, particularly disadvantaged pupils and including pupils with SEND, the knowledge and cultural capital they need to succeed in life. This is either the national curriculum or a curriculum of comparable breadth and ambition.

Implementation

Teachers create an environment that focuses on pupils. The textbooks and other teaching materials that teachers select – in a way that does not create unnecessary workload for staff – reflect the school’s ambitious intentions for the course of study. These materials clearly support the intent of a coherently planned curriculum, sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.

Impact

Pupils develop detailed knowledge and skills across the curriculum and, as a result, achieve well. This is reflected in results from national tests and examinations that meet government expectations, or in the qualifications obtained.

  • In KS1 to ensure phonics teaching and instructional readers support phonic knowledge and development to enable at least achievement of the national standard in the phonics assessments.
  • Improve outcomes in writing to bring them more in line with national outcomes.
  • To improve the quality and consistency of the RE teaching by introducing a new curriculum map and design.
  • To ensure curriculum covers statutory changes in Sex and Relationship Education ready for implementation in September 2020.

Behaviour and Attitudes

Pupils behave with consistently high levels of respect for others. They play a highly positive role in creating a school environment in which commonalities are identified and celebrated, difference is valued and nurtured, and bullying, harassment and violence are never tolerated.

  • Children at St Paul’s school demonstrate loyalty to each other, they know they have each other’s backs, they stand up for each other and what they know is right.

Personal Development

The curriculum and the school’s effective wider work support pupils to be confident, resilient and independent, and to develop strength of character.

  • Through the Church School working group establish an affirmation of ‘who we are’ and being ‘OK to be me,’ as part of work on school mission statement
  • Ensure SRE (Sex and Relationship Education) encompasses the diversity and content recommended in statutory guidance
  • Children have the language to describe their attitude to, and experience of learning through our school values, BLP (building learning power) and Growth Mindset.

  

Leadership and Management

Leaders focus on improving teachers’ subject, pedagogical and pedagogical content knowledge in order to enhance the teaching of the curriculum and the appropriate use of assessment. The practice and subject knowledge of staff, including newly qualified teachers, build and improve over time.

Leaders aim to ensure that all pupils successfully complete their programmes of study. They provide the support for staff to make this possible. They create an inclusive culture and do not allow gaming or off-rolling.

  • Establish a ‘Church School Working Group’ that supports the school in celebrating its role as a member of the LDBS and linked with St Mary’s church, that considers our differences and helps develop reflection and spirituality in our school community.
  • Development of teaching and learning guidance document that cements values to curriculum and defines expected practice at St Paul’s in terms of curriculum delivery- to involve all staff in the making of the document.
  • Utilise coaching for school improvement work.
  • Implement a new line management structure that enables better phase/group working and accountability.

 

SIAMS

  • Establish a ‘Church School Working Group’ that supports the school in celebrating its role as a member of the LDBS and linked with St Mary’s Church, that considers our differences and helps develop reflection and spirituality in our school community.

The following become long term actions from last SIAMS

  • (LM) To ensure an understanding of the school’s distinctive Christian vision is fully understood by all . (£300)
  • (CW) To develop opportunities for children to be involved in the overall planning, monitoring and evaluation of worship.
  • (RE) To develop children’s understanding of the global dimension of Christianity.
  • (RE) To ensure that RE lessons are fully designed to better meet the needs of all abilities. (CW/PSHCE/RE) To utilise the blue hide and garden area to create a space for outdoor reflection (£200) (mirrors/water/chimes/statuary)

 

Living the Values

Using our mission statement, staff considered how the experience of being at St Paul’s may impact on individual learners without any specific direct input or subject impetus.We used our key values to consider how our learners might experience the values through our everyday work.Our links are considered as a progression through the school, beginning in Reception/KS1, Lower KS2 and Upper KS2

 Value- Give excellent care and guidance to help children be safe, to develop physical well-being and emotional maturity- Christian Value- Compassion

  • I am welcomed at school every day. I know routines for starting the day –                adults help me settle.
  • I know what is acceptable behaviour; this is supported by clear messages in            the room; collective worship; circle time PHSCE; policy posters around school;          individual / class behaviour plans. I know the school communicates with my              parents/carers
  • I can approach older pupils and staff who will help me if I need support.
  • I know who to ask for help if I am hurt or feel bullied. I know that adults will                listen to me or I can use a ‘worry box’ to let someone know.
  • I am given some class responsibilities to show that I can be reliable and care            for others. ( monitors/ class manager)
  • I learn how to eat healthily and the school provides fruit or veg; a healthy                school lunch to help me with my choices.
  • build positive relationships with adults and peers and learn to manage                      emotions.
  • Individual behaviour plans
  • Reflection sheets
  • Reward systems (Moving up charts/house points/dojos)
  • Links with a specific adults
  • PE extra-curricular (Fun run/Swimming gala/football/netball/interhouse)
  • PE equipment/Music equipment for the playground.
  • School council (Pupil voice)
  • Chicks.
  • Meditation sessions through the Church, Y6 daily meditation, Y5 ten minutes          peace meditation, Y6 gratitude journal
  • Sports opportunities: swimming, CSSA inter-school sports, fun-run
  • External sleep specialist session
  • PSHE curriculum
  • SRE curriculum
  • Playground buddies
  • Responsible ICT use: parent session, internet safety week
  • Restorative conversations post behavioural incident

Value- Nurture a lifelong attitude of awe, wonder and thankfulness.  Christian Value- Thankfulness

  • I am given opportunities to visit the amazing places which London and beyond        have to offer
  • I am given opportunities to reflect on and voice my appreciation of myself and        others and their successes – Great Wall of Positivity, WOW cards, Reflection               Book
  • I have witnessed the wonder of nature and creation – hatching eggs and                  butterflies and keeping chickens, visiting the seaside, observing the changing          seasons
  • I take part in celebrations of thankfulness throughout the year – Harvest,                  Remembrance, Christmas, Mother’s Day, Easter, daily prayers before lunch
  • I have opportunities to express and challenge myself through music, art,                  drama, dance, sport and after-school clubs
  • Cultural capital (Art/Classical music/Opportunities for discussion around                  morals/Class parliaments)
  • Opportunities to present to parents/classmates.
  • Charity work
  • Regular reflections on what we are thankful for/identifying service.
  • Write prayers
  • Explicit opportunity to reflect on one’s life. E.g.: writing on back of poppies for          display.
  • School trips.
  • Gratitude journals
  • Church sessions
  • Residential trips: Y5 Brancaster, Y6 Isle of Wight
  • Unique trip opportunities
  • Y6 leaving ceremonies
  • Club participation: chess, running
  • Teacher’s sharing personal experiences
  • Community: FOSPA events

Value- Encourage children to become good neighbours and citizens Christian Value- Service

  • I am taught about sharing, turn-taking and looking after my classmates.
  • If someone is sad or hurt, I know how to look after them and I know which                adults to approach to help.
  • I am learning how to look after my class and school environment (resources              are  clearly labelled).
  • I am aware that there are people less fortunate than I am.
  • I am learning to be a thoughtful citizen by School Council, reading and writing        prayers, reflecting on how to care for our immediate environment and the                planet
  • Participate in school events e.g. International evening.
  • Modelling positive behaviours
  • Assemblies/collective worship
  • Respecting our environment
  • Charity work (House captains/School council/Bowa/ Carol singing
  • Class contracts
  • Recycling (Other green initiatives)
  • Top table-lunchtime
  • Lunch helpers
  • Church helpers
  • Church sessions
  • Y5/6 taking Y1/R to church
  • Mixed seating arrangements: Y5 random seating arrangement

Value- Strive for academic excellence by challenging and supporting all children in their learning- Christian Value- Endurance

  • Children learn to settle and concentrate in a school environment, focus for                increasingly longer periods of time.
  • Build positive relationships with adults who are not primary carers.
  • Draw upon learning behaviours in order to be resilient – be proactive in their            own learning- resourceful and show initiative; to reflect in more depth their              outcomes and strive to improve.
  • Environment of BLP (growth mindset)
  • Rewards for positive attitudes to learning
  • Success criteria outlined for each piece of learning
  • Self/Peer assessment
  • Challenge Tops table/X factor
  • SATs prep
  • Extra support for learning
  • Open ended challenges praise, assemblies, good work on Variety of learning            display, Dux trophy, environments and experiences: trips
  • GT intra-school competitions
  • Celebrating achievements: verbal

Value- Provide a broad curriculum that encourages curiosity and a love of learning-Christian Value- Wisdom

  • Explore my own interests and imagination and share these with their peers.
  • Children have access to trips, visitors and experiences. Whether in the                      immediate locality or further afield.
  • Opportunities to act in class assemblies, plays and performances
  • Hook lessons.
  • Investigations (Particularly Science and Maths).
  • Themed weeks- Science/Maths or other curriculum week.
  • International evening.
  • Hatching Chicks.
  • After school clubs, Gardening (Dig It), Breakfast club, Summer school.
  • Shining Stars/Head teacher’s awards/Constellations/Galaxies.
  • Inter-house contests: tops tables, sports contests, swimming gala.
  • P4C (Philosophy for Children) Y5 discussion sessions.
  • The Week newspaper delivery.