Self-Evaluation Summary 2019-2020School Context We are a 1.5 form entry Church of England controlled school.

The school is in the top 20% of all schools for the proportion of FSM (47.4%).The school is in the top 20% of all schools for the proportion of SEN support (17.9%).The largest ethnic groups are: White - British (64.9%), White - any other White background (7.3%), Mixed - White & Black Caribbean (3.1%), Asian or Asian British - Pakistani (9.2%), Asian or Asian British - any other Asian background (4.6%), Black or Black British - African (3.1%). This school has 13 out of 17 possible ethnic groups. The average number of groups for this phase of education is 9.Our current EAL is 22.16%Mobility in school is highWe currently have 61 children, 18% of pupils involved with our Safeguarding team and or outside safeguarding agenciesWithin school we run our own mini foodbank, toiletries bank, sanitary products and school uniforms banks.In 2017/18, the rate of overall absence (4.60%) was slightly below the national average for schools with a similar level of deprivation (4.73%). There were no permanent exclusions in the last three years. The national average in each of these years was zero.School is currently working with the Maths Hub, English Hub, The Arts Council, Holiday Hub, Opportunities Area (Science, English, Careers, Forest Schools, and The DFE (Recruitment and Retention Pilot. We are a Magic Breakfast School.The school is currently a Stonewall Champion School. We hold the Bronze Games Award, Bronze Food for Life, Bronze Unicef Rights of the Child and we are working towards the Carnegie Mental Health Award (assessment in the autumn term). We have committed to undertake the PSQM

Overall Effectiveness SEF Grade: RI/Good

Summary of strengthsSummary of Areas for Development (SDP Priorities)

Areas of Strength Areas for DevelopmentThere is a shared determination for the school to succeed in all aspects of its work. Improved KS2 results 2019Christian distinctiveness and our diverse community which is welcomed and celebrateLinks with SIP, Maths Hub, English Hub, DFEOpportunities for all staff members to develop professionally to the level of their choosing

Further develop our links with other local schoolsEnhance the profile of the school to improve pupil intakeSupport NQTs and Early Career teachersIncrease parental involvement (PTA/Volunteering)Improve outcomes for all year groupContinually review impact of curriculum and develop as needed

Progress since previous Ofsted Inspection (January 2015)

Key Issues ProgressEngage parents in the importance of attendance.Improve attendance.

Attendance has risen slightly 95.7% (98% without UA)

Increase the number of pupils at KS1 achieving at the higher level Slight increase 2019 but still not equal with National(GDS 11.6% rise in school from 2018)(GDS Writing 4.8% rise)(GDS Maths 4.8% rise)

Some children, particularly those who have joined the school after the beginning of Nursery, are not achieving highly enough by the end of Key Stage 1.

66% EXS 2019 Reading, Writing and Mathematics

There are some wide gaps in achievement between boys and girls in reading and writing in some year groups in the school.

Gaps still exist number of boys on SEND register

Pupils’ overall good achievement in reading and writing is not as strong as it is in mathematics.

Stronger focus on reading and writing. CPD supported by external specialists including Alan Peat, English Hub and LA support. KS2 roughly in line. KS1 Reading inline. KS2 broadly in line with national in writing at the expected and higher levels. KS2 well below national in reading at the expected and higher levels.KS1 reading and writing is well below national at the expected and the higher level.

IDSR 2019 Key stage 2 progress in reading (-2.0) was significantly below national and in the lowest 20% of all schools in 2019 as well as in 2018.Reading progress has declined between 2017 and 2018.The proportion of pupils who met the expected standard (32+) in phonics in Year 1 (65%) was significantly below national and in the lowest 20% of all schools in 2019 as well as 2018. Of the 46 pupils, 12 did not meet the expected standard, with an average

Embed the immersion in text. Develop our delivery of guided reading. Inference training for all staff. Introduce reading squads into KS1. Accessed the English Hub and English OA for additional support.

Whole school training in RWI Programme. Delivery of phonics and the monitoring of phonics has improved. Earlier intervention for children that are struggling with phonetic acquisition.Reading squads in KS1. Accessed the English Hub for additional support.

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mark of 13, and 4 did not sit the test.Mathematics progress has declined between 2017 and 2018.Mathematics progress has improved between 2018 and 2019.

Joined the Maths Hub and have had support to develop the teaching of maths and to develop a teaching for mastery approach.

Progress since previous SIAMS Inspection (2015)

Enrich the very good knowledge of Christian values and concepts by linking them more closely with the narrative and example of Jesus’ life and teaching, and stories of people of faith.Generate opportunities across the curriculum to provide experiences and develop understanding of the diverse nature of the Christian faith.

School have worked closely with the CDA advisor to ensure that the whole school collective worship and RE lessons allow children to experience this. Also directly linked to school values/FBV/Faith and diversity

SDP Priorities Develop leadership at all levelsImprove Wellbeing of pupils and staffEnsure that the school curriculum meets the needs of all childrenProvide CPD that develops the individual whilst improving the outcomes for pupilsImprove reading, writing and maths progress and attainment in all year groupsImplement recommendations from SEND/Governance/T&L/Pupil Premium reviews

Summary of Quality of Education SEF Grade: RI

Intent (Curriculum design, coverage and appropriateness) Implementation (Curriculum delivery, Teaching, Assessment) Impact (Attain & progress, Reading, School destinations)

Areas of Strength Areas for DevelopmentRelationships – staff/pupil, pupil/pupilPastoral careDeveloping curriculum Pupils are engaged, enthused and know what ‘good learning’ isSchool values compassion, endurance and friendship are evident throughout schoolEnrichment activities to enhance learningSMSCQuality of teaching mostly good or betterMaths Mastery Implementation of the Differentiated Text methodology

Embed and develop whole school curriculum including new SRE guidance and Online SafetyImplement the Read, Write Inc. Phonics programmeDevelop learning support for parentsFurther develop the use of Tier 2 and Tier 3 Vocabulary throughout the curriculum not just English and MathsTargeted CPD for staff to ensure good level of subject knowledgeImprove Writing opportunities in EYFSMonitor more closely the progress of our pupils and build on successful practice and consequently improve the outcomes Address the gap between boys and girls in reading and writing, improving the % of boys achieving the higher levels of attainment and to ensure attainment from previous key stage is being closely monitored. is being closely monitored.

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Self-Evaluation SummaryQuality of Education Owner: Governance Strand:

Action Taken Impact EvidenceMiddle leaders have time each term to review their subject area

Allows subject leaders time to address standards, monitor teaching and resources, gain feedback on their actions

Subject leader action plans Staff meetings/training timetabled when needed

Maths lead and KS1 Phase leader have undertaken training from Maths Specialists and Maths Hub to support Maths Mastery Approach

Maths curriculum has been developed to ensure that it meets the needs of all learners. Maths has been slowed down to ensure greater understanding

Maths planningOutcomes and progress in booksImproved outcomes in KS1 at EXS and GDSMaintained EXS and GDS at KS2

Development of whole school curriculum English, Maths and Science with support from external advisors and specialist teachersDevelopment of Curriculum DriversCurriculum policy

Skills based curriculum developing the knowledge and skills of pupils

Curriculum statementCurriculum mapsPlanningpolicy

Development of PSHE/FBV/Life Skills Curriculum Develop the children to enhance skills of active citizenship and life skills including keeping safe

Curriculum statementCurriculum mapsplanning

Development of Differentiated Text approach to English (Immersion in Text)Creation of sentence type guidance for all key stages following work with Alan Peat.

Improved writing opportunities Development of love of readingImproved high level writing outcomes at the end of KS2 28% in 2019 compared to 18% in 2018.Improved GPS 14% rise in pupils reaching EXS in 2019 and 26% increase in those reaching GDS.

ModerationBooksPlanningTalking to children about texts and authorial aspects

SEND Review Areas for development identified and action plan implemented to address the needs of vulnerable learners

Action plan outcomesLearning walksStaff training

Feedback policy developed by teachers’ key stage specific

Emphasis on in the moment feedback addressing misconceptions during the learning, moving pupils learning forward quicker

Pupil voiceBooks

Research opportunities for all staff. Introduce resource library in the staffroom. TES subscription

All staff will proactively be looking to close their own gaps, as teaching improves so will outcomes for pupils. Good quality CPD/Training provided

Staff meetingsBespoke trainingActive research impacting on whole school policy lead by all staff

Sharing good practice Informal peer triads introduced for all staff. Feedback from staff

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Staff work in small groups to share ideas, teaching pedagogy

Change in practiceMentoring opportunities RQT supporting NQT etc.

Termly moderation of writing from LA advisor Ensuring that staff are focused and developing the art of writing at all key stages

Improved teaching of writing. Writing opportunities frequency and quality improving, editing skills of children improving

External support from SLE for Science to develop curriculum

Ensure that the curriculum is meeting the needs of the learners. Teachers are able to deliver the curriculum. Scientific enquiry improves

Pupil voiceProgress in scienceBooks/including floor books (embedding)

External support from sports specialists to develop curriculum

Ensure that the curriculum is meeting the needs of the learners. Teachers are able to deliver the curriculum

Pupil voiceTeacher confidenceIncreased participation

Introduction of the RWI phonics programme Expected impact: Increase the proportion of pupils achieving the expected standard in the national phonics screening check so it is at least in line with national.

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Attainment at key year groups:

% pupils achieving GLD in Reception % pupils achieving phonics standard in Year 1 % of pupils achieving phonics standard by end of Year 2

2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019School 67.7% 75.0% 75.6% 55.5% School 73% 77% 64% 66% School 86.8% 84% 86.7& 73%National 69.3% 70.7% 71.5% 71.8% National 81% 81% 82% 82% National 91% 91% 92% 92%

% pupils achieving EXS and GDS KS1 Reading % pupils achieving EXS and GDS KS1 Writing % pupils achieving EXS and GDS KS1 Mathematics

2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019School EXS 62% 66% 62% 66% School EXS 55.6% 57% 62% 57% School EXS 68.9% 66% 64% 68%National EXS 74% 76% 75% 75.4% National EXS 65% 68% 70% 69.8% National EXS 73% 75% 76% 76%School GDS 13% 18% 11% 22.7% School GDS 11% 2% 11% 15.9% School GDS 2.2% 18% 13.3% 18.2%National GDS 24% 25% 26% 25.4% National GDS 13% 16% 16% 15% National GDS 18% 21% 22% 22%

% pupils achieving EXS and GDS KS2 Reading % pupils achieving EXS and GDS KS2 Writing % pupils achieving EXS and GDS KS2 Mathematics

2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019School EXS 66% 80% 55% 62% School EXS 66% 73% 73% 75% School EXS 84% 82.5% 50% 71%National EXS 66% 72% 75% 73% National EXS 74% 76% 78% 78% National EXS 70% 75% 76% 79%School GDS 27% 33% 13.6% 15% School GDS 9% 28% 18% 28% School GDS 23% 25% 5% 24%National GDS 19% 25% 28% National GDS 15% 18% 20% National GDS 17% 23% 24%

% pupils achieving EXS and GDS KS2 GPS % pupils achieving EXS and GDS KS2 RWM Progress Scores

2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019School EXS 68% 80% 68% 82% School EXS 50% 70% 39% 58% Reading Sig+ Sig+ Sig-National EXS 73% 77% 78% 78% National EXS 57% 61% 64% 65% Writing Sig+ Sig+ AVSchool GDS 9% 45% 20% 47% School GDS 9% 28% 18% 28% Mathematics Sig+ Sig+ Sig-National GDS 23% 31% 33% National GDS 15% 18% 20% %

EYFS PROFILE

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COMMENTARY: Attainment in EYFS has fluctuated over the last 3 years, due to the nature of the cohorts of children and the decline level at entry.

PHONICS (YEAR 1)

COMMENTARY: The proportion of children in Year 1 achieving the expected standard in the phonics screening check has remained well below national. However, our current proportion of pupils on track to achieve the expected standard will be broadly in line with the National Standard.

End of Y2 Phonics

COMMENTARY: The proportion of pupils who achieve by the end of Year 2 is broadly in line with National over 3 years.

KEY STAGE 1 –

COMMENTARY – The proportion of children achieving the expected standard has been well below National in reading, writing and maths for the last 3 years. The proportion of pupils achieving the higher standard has been well below the national standard for the last 2 years. However, the proportion of pupils achieving the higher standard in reading, writing and mathematics was broadly in line with national at the end of 2019. The proportion of children currently on track to achieve the expected is broadly in line with National for RWM. The expectation to achieve at Greater Depth is currently below National and will be a key focus for 2019 -2020.

KEY STAGE 2 –

COMMENTARY – Key Stage 2 in 2016 and 2017 the proportion of children achieving RWM was broadly in line with National Standards. In 2018 the proportion of pupils achieving the standard was well below National Standard. However, evidence based teacher assessment although indicate below National, it wouldn’t have been as significant as the data would imply.

Progress – Key Stage 2 in 2016 and 2017 was well above National Standard. However, for the reasons cited above the progress in reading was below National and well below for mathematics.

Current Y6 – the proportion of pupils on track to achieve expected standard and the higher standard is broadly in line with National for RWM. The proportion of pupils making typical progress is 90% for reading, 77% for mathematics and 77% for writing. (prior attainers)

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Summary of Behaviour & Attitudes SEF Grade: Good

Attitudes to learning Behaviour, bullying, exclusion, attendance

Areas of Strength Areas for DevelopmentSecure safeguarding procedures in placeHigh expectations of behaviour – rewards & positive praise are used well by staff to create a caring and supportive ethosConsistent behaviour policyChildren know how to keep themselves safe in a variety of situations including onlineSpiritual, moral, social and cultural developmentImproved monitoring of attendanceMental health and well-being cultureSocial policy support for families Pastoral CareStaff/Pupil/Parent RelationshipsLearning MentorsMindfulness and Resilience ApproachCalm, purposeful learning in all classes with good pupil involvement.Good quality behaviour by pupils in lessons and around the school

Ensure that pupils have excellent attitudes to learning and not just good attitudes.Reduce the number of persistent absences and unauthorised absenceEmbed behaviour tracking systemReduce further the numbers of incidents of low level disruptive behaviourTo ensure playtime and lunchtime activities are providing structure and engagement in healthy play

Self-Evaluation SummaryBehaviour & Attitudes Owner: Governance Strand:

Action Taken Impact EvidenceDevelopment of a comprehensive behaviour policy ensuring consistent approaches to rewards and sanctions supported by behaviour flowchart

An ethos that promotes a shared responsibility of good behaviour. Consistent approach regardless of adult. Behaviour everyone’s responsibility

Learning walks, comments from numerous visitors. Comments after children have attended external trips and residentials. Members of public.

Introduction of tracking system for poor behaviour choices. Serious incidents of bullying/violence/racism or derogatory language are escalate to DHT/HT.

Tracking allows leadership to make links and intervene early.

Serious incidents have reduced. Support and additional training has been given to teachers and lunch time staff. External behaviour specialists have been used to provide strategies to support extremes behaviours. Children have been supported both internally and externally when challenging behaviours have persisted. Boxall profiles

Introduction of DOJO system to communicate 2 way communication with parents has % of parents using the dojo system

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both positive and needs work behaviours directly with parents/carers

improved. Systems are clear and parents involved when behaviours warrant

Comments from parents regarding improved communication

behaviour training for all staff including Jason Bangbala, Jenny Mosely, Watermill Special School, LA SEND Advisors

Staff are equipped to deal with all forms of behaviour including de-escalation strategies and a greater understanding of the needs of different pupils including ASD/ADHD/Attachment

Staff are using the strategies and incidents of poor behaviour minimal

Introduction of 2 Learning Mentors. They have undergone numerous specific courses including lego therapy etc.

Support for vulnerable pupils. Referrals are made by teachers, self referral and parentsThis is flexible as to allow for re-referrals and new referrals. It is offered both 1:1 and small group with positive roles models

InterventionsBoxall ProfilesPositive responses from pupils, staff and parents

Younger Mind counselling provided in-house Support for vulnerable pupils. Referrals are made by teachers, self referral and parentsThis is flexible as to allow for re-referrals and new referrals. It is offered both 1:1 and small group with positive roles models

Boxall profilesReduction in CAMHs referralsPositive responses from pupils, staff and parents

Mindfullness training whole school Whole school techniques taught to all children to help them self-regulate and prepare for the days learning

Positive responses from pupils, staff and parentsReduction in inappropriate behaviours disrupting lessons

Introduction of Boxall Profiles Allowing Inclusion team to assess the level of need of vulnerable pupils and see if targeted interventions are having an impact. Set specific targets for individual pupils

Pupil profilesWellbeing plansImproved behaviours

Assistant SENCO To support the SENCo. Improved timetabling, access to interventions. Supporting staff. Training. EHC applications. Sparkles, EH meetings, EHC HUB trial

SEND reviewLearning walksStaff developmentInterventions offeredSEN Files for each class

Safeguarding Officer (DSL plus 3 DDSLs) Support for the most vulnerable children and families including EH, CIN, CP etc. Better relationships with parents/carers which helps to support vulnerable pupils learning/attendanceEnsuring staff are fully trained and policies and procedures are up to date

Safeguarding action plan/auditPrevent action plan/auditComments from parents receiving supportBoxall profiles of pupilsBetter Together Social Worker profilesDiamond Families

Mental health champion Promoting wellbeing and mental health Support offered to pupils/parents and staffLearning, achieving and growing together with God

throughout the school Improved behavioursProactive support

Whole school attachment training Staff have a greater understanding of how the impact of ACES can impact on pupil behaviour. Staff have improved strategies to support vulnerable pupils and to improve trust and relationships

Support offered to pupils/parents and staffImproved behavioursProactive support

Whole school CAMHs mental health training Staff have a greater understanding of the levels of support and responsibility of supporting pupils with their mental health. Staff are not trained counsellors but trained to spot the signs of altered mental health and then pass on to senior members of staff, inclusion team to decide on suitable intervention/support. Staff have improved strategies to support vulnerable pupils and to improve trust and relationships

Support offered to pupils/parents and staffImproved behavioursProactive support

EWO provision introduced weeklyPromotion on the importance of attendance Attendance RewardsAttendance Ambassadors

Supports the HT and Governors in ensuring that attendance is given the highest priority. Supports the HT and governors to actively support families to prevent poor attendance and implement the sanctions when continued poor attendance continuesAll improvements in attendance are celebratedChildren with chronic illness are supported and days in school are celebrated on an individual basis

Parents supported to improve attendanceHigh attendance overall in schoolParents understand that attendance will not be treated with indifference and fines will be issuedChildren promote the importance of good attendance

Artist in Residence attendance focus Promote attendance at school through a before school, lunch time and after school club for selected pupils.

Improvement in attendance of some pupilsComments from pupils and staff

No term time holidays authorised (unless in extenuating circumstances) fines issued in accordance with Attendance code of conduct

To ensure that pupils are not missing too much school. Consistent approach to all families. No ambiguity of the importance of attendance

School attendance has increased to 95.7% Unfortunately parents still take children out of school (attendance would be 98% without UA) Working with external OA consultants on how to improve

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Summary of Personal Development SEF Grade: Good

Spiritual, moral, social & cultural British values Equality & diversity Prepare - next school

Areas of Strength Areas for DevelopmentGreat emphasis is placed on the promotion of pupils’ spiritual, moral, social and cultural development and this in turn leads to a school which is not only supportive of learning and success but also produces a school community built on respect and appreciation of each other’s thoughts, feelings and experiences.

Bespoke PSHE/Life Skills Curriculum to support our pupilsPupil Parliament

Further develop pupil voice (Pupil Parliament)Embed and adapt the PSHE/Life Skills CurriculumFurther develop pupil aspirations for their future education and work.Ensure the mental health of our pupils is a high priority for all staff Ensure all our pupils are aware of how the keep physically healthyEnsure all pupils are given opportunities to discover new talents and interestsEnsure all our children are well prepared for their next stepsEnsure our pupils know what it means to be a good citizen

Self-Evaluation SummaryPersonal Development Owner: Governance Strand:

Action Taken Impact EvidenceIntroduction of Forest Schools (2 members of staff trained)

Opportunity for children to learn externally to the classroom. Skills and safety building/nurturing

Pupil voice they are positive about outdoor learning

A wide and varied range of visitors enhance normal lessons (PCSO/NSPCC/Ambulance Service/Police/Fire Brigade/Red Cross/Drugs and Alcohol Team/Hate Crime Team/Children’s University/MP/Local Councillor/Road Safety Team/Pets at Home/Pupils from Local high schools/Bishop/

Provides opportunities for children to have a greater awareness of personal safety and responsibility towards everyday life and online/technology

Learning journey wall in the hallAssembliesParticipation in road safety assessmentDojo’sParent workshopsPupil voice

Introduction of Values v Violence as a curriculum tool

Promotes values or tolerance and equality, how to keep safe and healthy in different situations at an age appropriate levelOnline tool for Y5/6

Pupil voiceLocal and national press recognitionParent voicePSHE curriculum

Development of pupil voice with school council moving this to a Pupil Parliament with members for learning, e-safety, wellbeing, mental health, attendance,

Children given the opportunity to impact on whole school policy including helping to decide on the school values, outdoor areas, clubs, lead assemblies, decide on charity activities etc.

School council meeting minutesPupil voiceDisplay boardPupil participation and representation in Local Democracy

Children’s roles enable pupils to support staff by offering help around school. litter pickers, bagel monitors, recycling, ABC, play leaders, IT,

Gives children a sense of responsibility High numbers of pupils that apply for rolesRecruitment process

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attendanceCommitment to Careers and Aspirations Children to develop key skills regarding an

understanding of future pathways including college, university, apprenticeships, job prospects locally and further afield. Application forms, life chances. Life long learning.

Display,PSHE curriculumVisits to employersEnterprise days run by businessesVisitors discussing the job/career path they have taken linking to skills and character traitsLinks with local universities and collegesSkills Builder Resources

Children’s University Promote further education and aspiration Children will progress through the further education system from certificate level to doctorate level and have an opportunity to graduate in front of heir family at Staffordshire University

The values of democracy, rule of law, individual liberty, mutual respect and tolerance of those with different faiths, without faith and beliefs is promoted through the curriculum, display, national and internal awareness days, pupil/parent learning opportunities

Everyone feels welcome at St Paul’s. Children and families settle quickly into our community.Families feel supported by school and share this with others in the community

Comments from families including they feel able to approach school to offer their views. They value support given. They don’t know what they’d do without school support.

Strong focus on relationships between all stakeholders throughout school including relationships between pupils/pupils; pupils/staff; staff/staff and staff/parents & carers

St Paul’s is a supportive community where everyone feels valued. All stake holders show mutal respect to others.

DojoParent questionnairesPupil questionnaires

Participating in local, national and global charitable activities

Children are able to be active citizens and understanding of their place in the local, national and global world and their responsibility to participate

Learning journey boardComments from pupils/parentsCertificates in receptionAmount of monies raised increasing each time

Promoting mindfulness/resilience Children are able to self-regulate and have a positive attitude to school and learning. Children understand that failure is ok and that life can be hard sometimes but we can improve self worth/esteem/ability/success

DisplayPupil voiceImproved behaviourCan’t do yet language of pupils

Good use of sports funding monies to promote physical/social/mental wellbeing

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Spiritual, Moral, Social & Cultural Examples of what we do Impact

Spiri

tual

beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values

Bible QuizCultural Days including parentsCelebrating key festivals for a number of religions as well as Christian

Stimulates an interest in exploring, challenging and developing empathy. Meaningful way to manage own feelings.

sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible

Arts Day, French Day, Science Day, Geography DayVarious national and international events (Black History, Mental Health, Red Nose, Children in Need)

Pupils are confident in exploring all aspects of the world and their lives and thrive on new experiences.

use of imagination and creativity in their learning

Insights (Chamber of Commerce)Various musical contributionsDrama ClubDebates in Class

Pupils are able to take responsibility for their own learning and very often choose how to present information and demonstrate their learning.

willingness to reflect on their experiences School CouncilPupil Voice Board PHSE LessonsAssemblies and worships

Pupil voice informs, for example, learning experiences, assimilation of new pupils into school, anti-bullying work and the development of the environment.

Mor

al

ability to recognise the difference between right and wrong and theirreadiness to apply this understanding in their own lives

ABCPlay LeadersAssemblies from ABCEWO Attendance AssemblyChristian Club AssemblyHate Crime AssemblyNSPCCPolice Internet Safety

Behaviour throughout the school is good; pupils respect their peers and adults and are supportive to each other academically and socially.Lunchtime behaviour is good as a result of pupils proactively addressing potential issues and conflicts

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understanding of the consequences of their actions

TripsInternal WOW daysABC CouncilChild Friendly behaviour policyE-safety CouncilY4 – Y6 Relationships without Fear trainingY4 – Junior CadetsHate Crime WorkshopsPolice internet talks in classValues v Violence

Pupils relish responsibility in all areas of school life. Visitors comment on the independence and friendliness of our pupils as do external organisations Pupils know how to stay safe in a variety of contexts

interest in investigating, and offering reasoned views about, moral and ethical issues

PSHE lessonsRE LessonsVarious whole school days including Black History Month/EID/Diwali/Chinese New YearECO CouncilFood CouncilCharity DaysValues v Violence

Pupils of all ages are enthusiastic about sharing and challenging opinions. Their opinions are increasingly backed by reasons and evidence – in a range of moral and ethical issues.

Soci

al

use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds

Democracy DayMeetings with other school councilsStay Safe – Crucial CrewVarious charity days

Our pupils (including head Boy, Head Girl) welcome visitors showing them our school with pride and their behaviour on school visits is always positively commented upon.Our pupils perform well in front of an audience

willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively

ABC Play LeadersCoachesUnderstanding Apprenticeships

Very little conflict needs adult intervention for it to be resolved.Children are happy to cooperate with pupils of different ages and are confident.

interest in, and understanding of, the way communities and societies function at a variety of levels

Democracy DayStoke Bid for City of Culture –work with YMCASleep Over for ARCHStoke on Trent Primary ChallengeSTEMployment days

Pupils respect and can discuss differences and similarities between cultures.

Cultu

ral

understanding and appreciation of the wide range of cultural influences that have shaped their own heritage

Cultural awareness daysRE LessonsPSHE lessonsVisitors into school

Pupils increasingly understand their heritage but more importantly how this can shape their future as their aspirations and expectations of themselves are raised.

willingness to participate in, and respond Rock Band Pupils’ confidence in using these experiences in their own

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to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities

Singing StarsSt Paul’s has TalentSpelling QuizFootball, Change for Life, Bikeability, Enterprise Day, Science DayDancing at Victoria Hall

learning, for example, PE, is clear and theinfluences which they encounter are evident in their work e.g. creativity in drama and high expectations in music lessons

interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities

Church visitsMessy ChurchChristian ClubBlack History MonthHolocaust Awareness DayCultural Family Sessions – EID,Chinese New Year, Jamaican SessionRefugee Awareness

Pupils respect and can discuss differences and similarities between cultures.

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Summary of Leadership and Management SEF Grade: RI

Vision & ethos Staff development, workload, well-being Finance & resources Governance Safeguarding

Areas of Strength Areas for DevelopmentSenior Leaders have a clear and unified vision of what effective leadership is and how these impact on children’s learning, staff development and the wider picture of school improvementSafeguarding procedures are very effective with all staff aware of their responsibility to identify those pupils at risk of abuse, neglect or sexual exploitation.Governance is strong and evolving.Relationships with parents are strong and improvingVisions and Values were created collaborativelyFinancial management is highly effective.Distributed leadership is embedding and capacity developmentPilot school for DFE project on recruitment and retentionCommitment to mental health and wellbeingMental Health First AidersStaff wellbeingLeadership continue to make concerted actions to address areas for developmentA strong Christian ethos pervades the school

Continue to develop leadership at all levels within school and ensure effective succession planning throughout the school.Ensure that the quality of the curriculum, teaching, learning and assessment are consistently good and outcomes for all groups of pupils are at least good.Ensuring consistency across all year groups in securing substantial improvement in progress for disadvantaged pupils and boys and girls.Ensure senior leaders including governors have a consistently accurate picture of pupil’s attainment and progress through the increased use of external standardised tests for all year groups.Further develop links with ITT providersProgress with the intention of school moving into a MATContinue to ensure that staff wellbeing in order to develop further Continue to ensure the highest levels of safeguarding

Self-Evaluation SummaryLeadership and Management Owner: Governance Strand:

Action Taken Impact EvidenceReviewed Vision, Values and Mission Vision, values and mission were reviewed to

add new energy to school to allow change to happen because pupils/staff and parents were involved in defining who we are and what we stand for

Values run through all that we do in schoolChildren designed values charactersValues and vision are the basis for all policies, school development

Improved communication Parental communication has improved HT being available daily for parents and carers. Parent drop in sessions with HT termly. Dojo allows open lines of commination between parents

Feedback from parentsFeedback from staffStaff aware and following the same procedures and protocolsImproved induction processes

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and staff. Staff communication has improved. All staff are informed of important whole school decisions. Staff are involved in developing policies. All staff are treated equally.Weekly diary sheets in staffroom. Weekly morning briefing (at staff request)

Improved use of email

Improved performance management Improved development of all staff to help HT and governors implement whole school priorities.Staff having more control of their professional development and helping to improve the outcomes for pupils.Life -long learning attitude

Improved capacity at all levelsStaff taking ownership and developing whole school systems and policies Staff wellbeingStaff feel valued

Staffing restructure To ensure that effective financial management and improved leadership of the school.

RITSSE processStaff structure fit for purpose

Staff well being Staff have improved work/life balance Staff are supported to proactively support own mental health and wellbeingStaff have direct influence on policy change

Wellbeing groupImproved staff opportunitiesReduced staff workloadProcess improvementsSAS appFlu jabsNurse practitioner appointmentsRemoval of twilightsReduced data dumpsReduced planningImproved feedback policy

Governance review To ensure that the governors leading the school are highly effective and have the relevant skill sets to support the HT implement school priorities but also hold the HT to account

Governors action plan and impactCapacity planningGovernor skills auditsMembership of governing body

SEND review To ensure that school are providing the best possible education and outcomes for all pupils. Leaders and staff focus on the best ways to support vulnerable pupils and to spend high needs funding effectively

SEND review action plan and impactImproved protocols of identificationImproved deployment of interventionsImproved deployment of support staffVulnerable pupils accessing the whole curriculum

PP Review To ensure that leaders are providing the best possible outcomes for vulnerable pupils and

Review on 3/4th October

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ensuring that the pupil premium monies are being spent effectively to provide the greatest impact in improving outcomes for vulnerable pupils

Time for Senior Leaders Senior leaders have release time from class teaching responsibility to have the greatest impact on whole school priorities and development

Senior leaders time tableSenior leaders monitoring plans and impact documentsImprovements to key prioritiesDelegated leadership

Time for middle leaders Middle/Subject leaders have release time from class teaching responsibility to have the greatest impact on whole school priorities and development of subjects

Middle leader/Subject leader time tableTrainingSubject files/action plans/action impact plans/changes to whole school approaches to subjects and phases

DFE recruitment and retention pilot Early entry teachers remain in the profession building capacity at all levels.Staff feel valued School builds links with ITT providers

DFE action/impact planAdditional time out of class for early entry teachersAdditional training for early entry teachersTeacher impact on schoolWork life balance of teachers

Staff Development Staff at all levels have a greater impact on the outcomes of pupils. Staff capacity within school is improving.

1:1 meetings with HT to discuss individual staff development on top of performance management cycle.Staff encouraged to take risks and proactively develop their own learning journeysStaff are celebrated

Curriculum reviews Improved curriculum opportunities for pupils and improved outcomes for pupils

Maths hub action planEnglish hub action planScience action planExternal consultant support – subject leader reports and action plans Whole school curriculum maps and intentions

Development of CPD All staff have access to high quality CPD that impacts on outcomes of pupils. Less managerial staff meetings focus on learning and knowledge. Improving pedagogy and skills of staff

Bespoke CPDKey priority area cpdSubject specific cpdExternal and internal providers of cpdStaff CPD timetable

HT and SPLASH Team weekly meetings to discuss vulnerable children

Informed decision making around the needs of vulnerable children. Proactively and effectively managing the needs of children and families

Weekly meeting discussion sheets

Weekly leadership meetings extended to include Informed staff see the bigger picture with Leadership minutesLearning, achieving and growing together with God

DHT/Phas Leaders/Safeguarding Office/SENCO/SBM

regards to whole school need and that of individual children and families. Proactive decision making.

Actions and impact of decisions in whole school policy and improvements

Weekly meetings between HT and COG COG fully informed about what is happening within school. COG helping to support and influence decision making and support the HT and SLT effectively and proactively.

COG involvement in school decision makingCOG understanding of whole school context and prioritiesCOG understanding of staffing COG understanding of support given

DSL supported by 3 DDSL (including Safeguarding Lead)

Highest standards adhered to ensuring training, policies, procedures support the safeguarding of all children at St Paul’s. Children at St Paul’s feel secure and safe.

Parent voicePupil voiceExternal agencies praise for the support and safeguarding procedures at St Paul’s

3 Mental health first aiders To help support staff and sign post them to professional support if needed.Internal self-help library for mental health and well being

Improved staff wellbeingImproved staff self regulation

Holiday Clubs for PP pupils Improved access to activities and food for our most vulnerable pupils during holiday times.

Feedback from parents and pupils

Review of all policies Policies and procedures are current and reflect the statutory requirements but also reflect the priorities and whole school vision and values to ensure the best possible outcomes for all pupils

PoliciesPolicy schedule

Very efficient financial management. External audit undertaken 2018. Head of Support Services works to develop new funding streams.

Best possible value for money.Resources are allocated effectively and efficiently to ensure the successful running of the school whilst ensuring the best possible outcomes and opportunities for all pupils

Audit reviewAudit recommendations and impactSuccessful budget planningImprovements to processes and infrastructureReview of administrative protocols by external consultant to improve capacity and efficienciesDevelopment of internal premisesDevelopment of playground facilitiesImproved perimeter security including; gates, pathways; fencing

Learning, achieving and growing together with God

Summary of EYFS SEF Grade: Good

Areas of Strength Areas for Development

High expectations set by all staff working within nursery and reception.Rigorous tracking helps staff to plug gaps in pupils learning.Effective safeguarding.Behaviour and attitudes to learning. Consistently good or better teaching.Development of the outdoor provision

Ensure all children, including SEND, PP pupils and the most able are making substantial and sustained gains so that they are able to achieve ARE at the end of reception.Develop ways to engage parents and carers, in their children’s learning in school and at home.Continue to develop the outdoor provision.Improve opportunities for writing within the EYFSFully implement the RWI Programme into EYFSEnsure that the EYFS is a vocabulary rich environment

Self-Evaluation SummaryEYFS Owner: Governance Strand:

Action Taken Impact EvidenceDevelopment of outdoor provision including playground equipment

Children have a safe and purposeful outdoor experience. Outdoor provision is available come rain or shine.

Outdoor environmentImproved access to the outdoorsOutdoor provision reflects the whole class teaching

Introduction of RWI Nursery Improved early language acquisition Improved early reading

This begins in September impact to be monitored

Introduction of RWI Reception/KS1 Improved early language acquisition Improved early readingMore children enter KS1 with secure early language skills

This begins in September impact to be monitored

Working with parents Parents will have a greater understanding of the early stages in their child’s learning journey.Parents will build up solid and supportive links with school

Parent sessionsFeedback from parentsLearning journeys

Improved tracking systems Regular reviews of knowledge and progress of pupils will ensure that no areas of the early years curriculum are missed and more children will reach and exceed a GLD at the end of

Learning journeysProgress weekly meetingsNumber of pupils achieving/exceeding GLD

Learning, achieving and growing together with God

reception.Improved resources Teachers have good quality and relevant

resources to provide a rich and varied curriculum and learning experiences for pupils in the EYFS

Resources

Support to rising 3’s Supporting vulnerable families and improving the outcomes for vulnerable children

Improved age-related outcomesImproved behaviour

Vocabulary rich development Children from all starting points have access to a rich and varied vocabulary. Improved language acquisition for pupils at all levels

Vocabulary rich environmentsPupils learning journeysImproved speech and language of EYFS pupils.

Learning, achieving and growing together with God