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
- 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 2020-2021
Initial description: OFSTED Criteria that feel to fit best with where we are wanting to achieve.
- Bullet points-key objectives
Quality of Education
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.
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 by implementing the plans put in place over the last academic year
- Improve outcomes in writing with the aim of keeping them in line with London and national outcomes, to ensure that the standards and developments in writing over the past academic year continue to support good outcomes for writing across the school.
- Provision for Lower Ability pupils in class to supports progress and achievement through shared and team effort.
- Modify curriculum to enable catch up and coverage of learning lost due to school closure
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.
- Ensure the calm mood and exemplary behaviour in the school is sustained by reviewing practices e.g. soft starts, break times.
- Children have a pride in their work and wanting to showcase their work in the best possible light.
- Work with parents to improve attendance of those children presenting as persistently absent
The curriculum and the school’s effective wider work support pupils to be confident, resilient and independent, and to develop strength of character.
- Ensure SRE (Sex and Relationship Education) encompasses the diversity and content recommended in statutory guidance
- Establishing a regular method of collective worship that enables the school to be together, to be reflective and to celebrate successes and to celebrate community
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.
- Assessing provision and delivery of the curriculum for subjects and ensuring that children are receiving opportunity to experience the breadth and quality of the curriculum planned for.
- Developing new opportunity for community engagement that includes online meeting opportunity and the opportunity to maintain positive community links with school and also with FOSPA.
- To protect the well-being of staff through decision making, and actions; to ensure all efforts are made to keep staff well, to do their best in their work, and to have the energy and resilience to manage rapidly changing circumstances in order to provide care, guidance and education to our pupils.
- Develop the computing stock and curriculum to be more robust, to support blended learning and respond to changing need.
- Continue the cycle of review of the schools work against the SIAMS inspection framework utilising the Church School working group to evaluate the work and inform next steps.
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)
- 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.