Most recent SEF

Self-evaluation summary: Our Lady of Lourdes Primary School The context of the school November 2014 • Number on role 459 (oversubscribed) • 2 form entry plus nursery • Increasingly diverse community: White British 47% , White European 11%, White Irish 7%, Other mixed 6%, Black Caribbean 4.3%, • EAL 15% (increase of 7%) • SEN 7% (6 statements) • FSM 9.1% (increase of 1.5%) • Attendance 96% (2013-14) • 1 LAC child • Low mobility 4.5% but increased significantly in autumn/ spring 2014 • No fixed term or permanent exclusion in last 3 years.

We believe Our Lady of Lourdes is a good school because our data shows an improving story and embedding of systems to ensure sustainability. Our rigorous self-evaluation has identified the following actions to move our school to outstanding.

1. Further refine our group cohort data across all year groups in the school; make better use of our nursery and reception entry data so that a more accurate picture of pupil progress from their starting points is accessible to key leadership and class teachers (EC/AH/LC/ERM).

2. To continue our rigorous analysis of transient data; especially those children joining and exiting the school in Year 6.

3. To arrange, in light of the revised SDP, more focused opportunities for teacher Personal Professional Development. This to include focused training for Teaching Assistants; especially in writing and lesson observations.

4. Increase the opportunities for teaching staff to acquire more precise lesson observation skills; using in house modelling of outstanding practitioners, collaboration with other local school and where appropriate buying in OFSTED expertise from practising inspectors/LA. 5. To continue with our quality assurance checks using external and LA OFSTED trained consultants to carry out follow up whole school reviews started in July 2014; focus on teaching and learning especially writing for low ability and disadvantaged cohorts to further improve educational outcomes.

6. Arrange bespoke focused training for a dedicated governor leadership team with a focus on data reading so that the school can demonstrate that the governors, in their role as leaders of the school, are able to hold senior leaders to account.

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Pupils’ achievement Suggested grade Good (1); Evidence that supports this judgement EYFS: Attainment at EYFS shows an upward trend for the last 3 years.  In 2014 70% of the pupils attained a ‘Good level of Development’. The average total score increased from 36.5 in 2013 to 39.3 in 2014. This was 3.6 points above the Borough (35.7, 2014). The mean score of the Lowest 20% was 30.8, this was 6.8 above the Borough (24.0).  53% of pupils ‘exceeded’ EYFS expectations in Reading; 42% ‘exceeded’ EYFS expectations in Writing and 40% ‘exceeded’ EYFS expectations in Number.

2014 RAISE online shows that:Yr 1: 90% of Yr 1 pupils met the required standard in Phonics; this shows an upward trend over the last 3 years. 100% of SEN pupils met the required standard. 83% of Pupil Premium pupils met the standard (this was 5 out of 6 pupils). In 2014, 98% of the Year 2 pupils had reached the required standard (only 1 pupil did not achieve the required standard in the Yr 2 catch-ups)  Attainment at KS1 is significantly above national and has been maintained for 6 years. This is especially significant as in this particular cohort only 59% good level of development in 2012.  In 2013 there was an increase in pupils attaining 2C+ (88% - 92%) in writing. This was maintained in 2014 (93%) and the gap between Reading and Writing has been essentially closed. Writing was significantly higher (significant plus) than national for pupils attaining 2A+ and Level 3.  Reading and Mathematics continues to be significantly above national (significant plus) at level 2A+. Both Reading and Mathematics was significantly higher (significant plus) than national at Level 3. Percentage of pupils achieving L2+, 2b+ and Level 3+ has increased in Reading, Writing and Maths. The greatest percentage is the number of pupils achieving L3+ in Reading (an increase of 15%), Writing (an increase of 20%) and Maths (an increase of 15%). Across all core subjects, the APS of both boys and girls are higher than the national APS in Reading, Writing and Maths. Both genders surpassed national (2013 figuresASR) in achieving L2+, L2b+ and L3 in Reading, Writing and Mathematics. In 2014, there were a higher percentage of girls achieving L3 in Reading, Writing and Preparing a school self-evaluation January 2013, No. 120203

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Mathematics than boys. In 2013, this was the reverse situation, where the performance of girls attaining at Level 3 was a focus of the school. While both the boys and girls attainment at L2+ was comparable, 10% more girls achieved L3 than the boys in Writing, 15% more girls achieved L3 in Reading and 9% more boys than girls achieved Maths. Boys writing and reading will continue to be monitored as will the girls performance in mathematics to ensure an increase in the numbers achieving L3 at the end of Year 3. Small percentage of pupils within each class with FSM pupils (5 pupils). The APS of FSM pupils is above national in Reading, Writing and Mathematics. Small percentage of pupils within each class with SEN pupils (3 pupils). The APS of SEN pupils is above national in Reading, Writing and Mathematics. Combined the APS was 15.9 compared to 12.5 nationally; a difference of 3.4. Where attainment is lower, all pupils are identified by teachers on their Raising Attainment Action Plan or IEPS. Of the 2 EAL pupils, all achieved L2+ in Reading, Writing and Mathematics. All of the Black African pupils (4 pupils) achieved L2+ in Reading, Writing and Mathematics. 1 of the 2 Black Caribbean pupils achieved L2+ in Reading, Writing and Mathematics.

Attainment at KS2 ASR and RAISE online both include data of 2 pupils who were recent arrivals from abroad to Year 6, we are awaiting verification that they have been dis-applied from the data. This will be in February when the validated RAISE online comes out.

(Please note the figures below include these 2 pupils, until we have confirmation from the DfE that they have been disapplied.) Attainment at KS2 is above national in all areas has been maintained for 5 years.

The cohort were significantly plus in their attainment at KS1. The APS is significantly above national (significant plus) in All Subjects, Reading, Mathematics and English Grammar, Punctuation and Spelling. While the writing is not significantly above national, (i.e. significant plus), it is still above national and it had increased from 2013, 2012 and 2011. Mathematics continues to be significantly higher (significant plus) than national for pupils attaining L4B+ and L5+. In 2014 is significantly higher than national for L4+ and L6.  Reading continues to be significantly higher (significant plus) than national for pupils attaining L5+.  In 2014, Writing was significantly higher (significant plus) than national for pupils attaining L5+.  EGPS (English Grammar, Punctuation and Spelling) continues to be significantly higher (significant plus) than national for pupils attaining L4+, L4B+ and L5+. There continues to be an upward trend in APS over the last three years in Writing, Reading and Mathematics. Most notably Mathematics has increased 2.0 APS points. Increase of 8% in the number of pupils attaining L4+ in the combined subjects Preparing a school self-evaluation January 2013, No. 120203

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(Reading, Writing and Mathematics). (2013 82%, 2014 90%)  Increase of 10% in the number of pupils attaining L4b+ in the combined subjects (Reading, Writing and Mathematics). (2013 73%, 2014 83%) Increase of 8% in the number of pupils attaining L5+ in the combined subjects (Reading, Writing and Mathematics). (2013 32%, 2014 40%) Upward trend in percentage of pupils attaining L4+ and L5+ in all subjects.  In Mathematics there was an increase in L6 (2013 13%, 2014 19%). In EGPS there was also an increase (2013 3%, 2014 13%). In 2014, 1 pupil achieved L6 Reading (School 2%, nationally the figures are so small that 0% achieved L6 in Reading.) Value added score for KS1 to KS2 has increased to 101.2 (2013, 100.4) for all subjects combined, this is significantly above national (significant plus). Mathematics is also significantly above national (101.9). The APS for boys and girls is above national in all areas. The value added score for both genders is above national, with the girls being significant above (significant plus) national (school 101.5, national 99.8). Both boys and girls achieved higher than national in achieving L5+ in Reading, EGPS and Maths. The most marked difference is in Mathematics where the boys achieved 28% higher than national and the girls achieved 31% higher than national. Both genders are significantly above national (significant plus). The boys achieved 22% higher than national in reading and 26% higher than national in EGPS, this is significantly above national (significant plus). The girls achieved 21% higher than national in writing, this is significantly above national (significant plus). In Writing, at Level 4+, the boys are above national and they outperformed national by 9%, the girls at L4+ only outperformed national by 1%. At Level 5+ there is a difference of 2% between boys and national, Boys (24%) and National (26%); girls achieved 21% higher than national. The writing of boys will continue to be monitored in 2014-2015.  Small percentage of pupils within each class with FSM pupils (6 pupils, 3 of these pupils are also SEN pupils). The APS of FSM pupils is above national in All subjects combined, Reading, Mathematics and EGPS. The FSM pupils performed slightly lower than national in writing. (FSM 26.0APS, national 26.3 APS). The value added score for FSM pupils (101) is above national (99.7), this is an improvement as last year the FSM pupils (99.3) were below national (99.8). The FSM pupils (103.0) were significantly above (significant plus) national (99.7) in mathematics. While there is a difference of 29% between the non FSM and FSM pupils attaining combined L4+ (Non FSM pupils 96%, FSM pupils 67%) in both groups 2 pupils didn’t achieve the combined 4+ in Maths, Reading and Writing, 1 FSM pupil accounts for 17% and 1 non-FSM pupil accounts for 1.9%.  There was a difference of 44% of SEN pupils and Non SEN pupils attaining L4+ combined in Maths, Reading and Writing (Non SEN pupils 98%, SEN pupils 50%). This gap has reduced by 21%. There was 1 non SEN pupil and 3 SEN pupils who didn’t achieve the combined L4+, however 1 SEN pupil accounts for 17% and 1 non- SEN pupil accounts for 1.9%. The value added score for EAL pupils (100.3) is below national (100.8). There were Preparing a school self-evaluation January 2013, No. 120203

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6 EAL pupils, one of these pupils was a recent arrival, and therefore this figure should change as 3 of these pupils achieved Level 5. (The second new arrival, arrived in March after the January census, where the contextual information is obtained for RAISE online.) In 2015, the prediction all of the 6 EAL pupils will make their 2 levels progress in reading, 5 pupils will make the progress in writing and maths. The pupil who is not on track to make his progress is identified on the Raising Action Plan (RAAP). The value added score is significantly above national (significant plus) for pupils with prior ‘high’ and ‘middle’ attainment at KS1.

Why achievement is not the grade (above/below) . ASR and RAISE online both include data of 2 pupils who were recent arrivals from abroad to Year 6, we are awaiting verification that they have been disapplied from the data. This will be in February when the validated RAISE online comes out.

(Please note the figures below include these 2 pupils, until we have confirmation from the DfE that they have been disapplied.) Attainment at KS2 is above national in all areas has been maintained for 5 years.

The cohort were significantly plus in their attainment at KS1. The APS is significantly above national (significant plus) in All Subjects, Reading, Mathematics and English Grammar, Punctuation and Spelling. While the writing is not significantly above national, (i.e. significant plus), it is still above national and it had increased from 2013, 2012 and 2011. Mathematics continues to be significantly higher (significant plus) than national for pupils attaining L4B+ and L5+. In 2014 is significantly higher than national for L4+ and L6.  Reading continues to be significantly higher (significant plus) than national for pupils attaining L5+.  In 2014, Writing was significantly higher (significant plus) than national for pupils attaining L5+.  EGPS (English Grammar, Punctuation and Spelling) continues to be significantly higher (significant plus) than national for pupils attaining L4+, L4B+ and L5+. There continues to be an upward trend in APS over the last three years in Writing, Reading and Mathematics. Most notably Mathematics has increased 2.0 APS points. Increase of 8% in the number of pupils attaining L4+ in the combined subjects (Reading, Writing and Mathematics). (2013 82%, 2014 90%)  Increase of 10% in the number of pupils attaining L4b+ in the combined subjects (Reading, Writing and Mathematics). (2013 73%, 2014 83%) Increase of 8% in the number of pupils attaining L5+ in the combined subjects (Reading, Writing and Mathematics). (2013 32%, 2014 40%) Upward trend in percentage of pupils attaining L4+ and L5+ in all subjects.

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 In Mathematics there was an increase in L6 (2013 13%, 2014 19%). In EGPS there was also an increase (2013 3%, 2014 13%). In 2014, 1 pupil achieved L6 Reading (School 2%, nationally the figures are so small that 0% achieved L6 in Reading.) Value added score for KS1 to KS2 has increased to 101.2 (2013, 100.4) for all subjects combined, this is significantly above national (significant plus). Mathematics is also significantly above national (101.9). The APS for boys and girls is above national in all areas. The value added score for both genders is above national, with the girls being significant above (significant plus) national (school 101.5, national 99.8). Both boys and girls achieved higher than national in achieving L5+ in Reading, EGPS and Maths. The most marked difference is in Mathematics where the boys achieved 28% higher than national and the girls achieved 31% higher than national. Both genders are significantly above national (significant plus). The boys achieved 22% higher than national in reading and 26% higher than national in EGPS, this is significantly above national (significant plus). The girls achieved 21% higher than national in writing, this is significantly above national (significant plus). In Writing, at Level 4+, the boys are above national and they outperformed national by 9%, the girls at L4+ only outperformed national by 1%. At Level 5+ there is a difference of 2% between boys and national, Boys (24%) and National (26%); girls achieved 21% higher than national. The writing of boys will continue to be monitored in 2014-2015.  Small percentage of pupils within each class with FSM pupils (6 pupils, 3 of these pupils are also SEN pupils). The APS of FSM pupils is above national in All subjects combined, Reading, Mathematics and EGPS. The FSM pupils performed slightly lower than national in writing. (FSM 26.0APS, national 26.3 APS). The value added score for FSM pupils (101) is above national (99.7), this is an improvement as last year the FSM pupils (99.3) were below national (99.8). The FSM pupils (103.0) were significantly above (significant plus) national (99.7) in mathematics. While there is a difference of 29% between the non FSM and FSM pupils attaining combined L4+ (Non FSM pupils 96%, FSM pupils 67%) in both groups 2 pupils didn’t achieve the combined 4+ in Maths, Reading and Writing, 1 FSM pupil accounts for 17% and 1 non-FSM pupil accounts for 1.9%.  There was a difference of 44% of SEN pupils and Non SEN pupils attaining L4+ combined in Maths, Reading and Writing (Non SEN pupils 98%, SEN pupils 50%). This gap has reduced by 21%. There was 1 non SEN pupil and 3 SEN pupils who didn’t achieve the combined L4+, however 1 SEN pupil accounts for 17% and 1 non- SEN pupil accounts for 1.9%. The value added score for EAL pupils (100.3) is below national (100.8). There were 6 EAL pupils, one of these pupils was a recent arrival, and therefore this figure should change as 3 of these pupils achieved Level 5. (The second new arrival, arrived in March after the January census, where the contextual information is obtained for RAISE online.) In 2015, the prediction all of the 6 EAL pupils will make their 2 levels progress in reading, 5 pupils will make the progress in writing and maths. The pupil who is not on track to make his progress is identified on the Raising Action Plan (RAAP).

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The value added score is significantly above national (significant plus) for pupils with prior ‘high’ and ‘middle’ attainment at KS1.

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The quality of teaching Suggested grade Outstanding (1) Evidence that supports this judgement ‘…the vast majority of lessons experienced by children at the school are good or better.’ LA review November 2012 . In our latest external monitoring carried out July 2014 teaching across the school was judged at good with outstanding.

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Regular observations by SLT and middle leaders show 90% lessons good or better (March 2013). 100% in summer term 2014 with 40% being judged as outstanding (see SSR July 14); 95% in Autumn 2014 with an increased 45% of lessons being judged as outstanding (see November 14 adviser NOV).

Action plans and support for staff achieving below. Impact shown through observations carried out by an external consultant in the spring and summer terms which were ‘good’. Summer 2014, based on performance data including planning, marking and feedback, environment, data plus observations we judge 40% of our teachers to be outstanding and 60% securely good (see teacher profiles).

CPD and monitoring focus on high quality marking and feedback shows improved outcomes in books and pupil conferencing (monitoring and professional development file). Marking and feedback has been noted by our external adviser as a key strength in maintaining the significantly above national pupil outcomes consistently over the last six years.

Robust data analysis and at least termly review of planning to include identified target groups and levels. This data is then shared with class teachers and teaching assistants and form the basis of challenging and rigorous performance management targets.

Improved environments for learning now include higher quality working walls, target cards and other prompts which pupils view as invaluable to the uplevelling of their work (Pupil conferencing/monitoring file)- this has impacted on the area of ensuring high quality of pupil behaviour and fostering an ethos of ‘ready to learn’.

CPD on using IEPs shows smarter targets, more understanding of barriers to learning and clear ownership by class teachers and TAs. This has ensured a swift identification of pupils or groups who are making less progress and attainment than other groups so that focused interventions can be put in place and monitored.

Steps taken by the leadership in consultation with the LA have improved the quality of teaching in Early Years and children now make good progress (Visit notes from MH &DK (2013) Ensuring challenge in EYFS is a high priority and is regularly monitored through learning walks and planning (EYFS leader monitoring file)

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Why teaching is judged as outstanding •

100% ‘good teaching is being sustained with an improving % being judged outstanding.

Target of 70% of lessons to be outstanding by July 2015; through more systematic and targeted CPD based on school generated

Behaviour and safety Suggested grade Outstanding (1) Evidence that supports this judgement ‘Advisors noted very good relationships between children and between children and adults. Teachers were observed to have high expectations of standards and behaviour.’ LA Review Nov 2012, SSR July 214, Autumn note of visit from Associate adviser November 2014.

‘Parents are most happy with the delivery of school discipline, school security and developing moral values’ Parent’s survey June 2013 • •

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We are committed to following our Mission Statement which makes explicit the school’s values in the concept of following Jesus. (Key priorities 2014-15) We have achieved our UNICEF Right’s Respecting School’s Record of Commitment and the RRS Ambassadors have a high profile in the school. The children have agreed class and a whole school Rights and Responsibility Charter which is promoted through assemblies and displays.

There is a clear Behaviour Code which is consistently followed. (Policies) Pupil’s behaviour contributes to good learning and is now an outstanding factor in their successful learning and observations show no disruption to learning. (Local Authority Teaching and Learning Review) Successes are celebrated through Stars of the Week, Merits, house points and the Service Award and children cite these as strong motivation to achieve.

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Pupils are keen to take responsibility and all have a turn as Early Years Shepherds, Guardian Angels, prefects and friendship monitors. (class rotas) • All safeguarding procedures are in place and regularly monitored by the Governing Body (see SCR). Child Protection Training takes place regularly.

• Central records are kept of all allegations of racist incidents and of bullying.

These show incidents are dealt with effectively. Parents are very happy with how the children deals with incidents (parent survey June 2013) • Pupils are aware of different forms of bullying, including cyber bullying and know what they should do if they are victims or witnesses (anti bullying week autumn 2014) • Attendance is high at over 97% and the school works closely with the EWO. • The additional sports premium is used to support activities in the playground at lunchtimes.

• Pupils show high levels of engagement, courtesy, collaboration and cooperation in and out of lessons. They share ideas and equipment from one another and willingly seek and offer advice. (observation file) • Pupils tell us they feel safe in school. Class charters, circle time, worry boxes etc all support emotional l health. Vulnerable pupils are supported by a range of agencies including Brentwood Catholic Children’s Society and Grief Encounter. (Pupil conferencing) • Many outside agencies comment on the excellent behaviour of the pupils when on trips and outings eg Chateau de Chantereine, London Fire Brigade Museum, Priests after reconciliation.

• SMSC development takes place across all curriculum areas. Staff encourage pupils to recognise the spiritual dimension of their learning. Classrooms have high quality displays that support our Catholic ethos.

• Opportunities for pupil voice have increased significantly this year which have been welcomed by the children (HT file, subject leader files, SSP end of year summaries, Parent survey) Why behaviour and safety are judged outstanding •

Maintaining high expectations and standards of behaviour and safety are part of the School Development Plan 2014-15 and we will continue to review our policies and procedures in accordance with this.

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Leadership and management Suggested grade Outstanding 1 Evidence that supports this judgement ‘Senior leaders should be commended for sustaining the good practice that is associated with the school through a difficult period’ LA review Nov 2012 ‘The positive impact of the school’s work this year is clear and the leadership team should be congratulated as both HT and DH are working in an acting capacity’ Associate Adviser Report June 2013 I would like to congratulate you on the highest level 4 combined results in recent years. I was also delighted to see that the School has the highest APS score of 29.8…’

LA Chief Learning and School Improvement Officer, September 2013 •

Leaders focus relentlessly on improving teaching and learning resulting in teaching that is consistently good. There are high aspirations for all pupils and expectations of staff.

• Rigorous analysis of data takes place to identify underachieving groups. As a result, Raising Achievement Action Plans have been created and the impact monitored at progress meetings. (progress meetings file) • Comprehensive CPD has been planned and delivered to ensure consistent best practice (professional development file). For example, a writing moderation files was produced following a series of cross phase monitoring of writing sessions (see file with ER) • Challenge for all pupils is a high priority (plans, challenge walls, specialist resources for G and T pupils eg logic puzzles and Aquilla Magazines) • Provision is made for pupils who are gifted and talented to have additional opportunities in many curriculum areas including PE, music, art, maths, writing, and science.

• High quality training is regularly organised for support staff with the result that they are confident and effective practitioners (monitoring file) They thoroughly understand their role in helping to improve achievement and are placed where data indicates that they are most needed to help pupils to catch up, rather than being spread evenly among classes. Observations show they are deployed well to maximise their strengths with different subjects and age groups.

• Middle leaders have received training and leadership is well distributed throughout the school. They lead CPD and carry out regular monitoring. (middle leader files). Summer 2014; 3 middle leaders enrolled for training with the National College (NCML). Middle leaders to carry out joint lesson observations/CPD with the borough associate advisor.

• Thorough performance management processes have been undertaken for all teaching staff. This has ensured clear shared accountability across the school.

• In consultation with the IT co-ordinator, the head teacher uprated Preparing a school self-evaluation January 2013, No. 120203

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‘computing’ provision to better meet the needs of the new national curriculum. The impact of this has led to improved computing access for all year groups across the school. ICT provision has increased significantly with new IWBs for classes and mini I-pads for staff and pupils. A new Twitter account has been set up and daily tweets well received by parents enhancing home/school links and ensuring greater transparency.

In response to parental requests a feasibility study has been carried out regarding a Breakfast and After School club. This began in September 2014 run by an outstanding (Ofsted) provider. In addition to our existing provision, a number of additional after school clubs are now in place which support the physical, creative and arts elements of the curriculum. All after school clubs are oversubscribed and well attended by the children.

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The Governing Body is becoming more strategic and offering appropriate levels of support and challenge; the most recent GB minutes can evidence a far higher level of challenge coupled with an increasing knowledge and understanding of school data. Governors have access to the data dashboard and FFT aspire data is being shared with them to better hold the school to account.

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Governors are kept well informed by the leadership on all matters and carry out their statutory duties – Governors receive at least termly data and pupil progress from the school leadership team.

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They understand the strengths and weaknesses of the school, including the quality of teaching

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They are becoming more involved in the vision, ethos and strategic direction of the school eg the COG attended the ‘Mission statement and Vision’ session on the beginning of year INSET days.

• A comprehensive programme of Governor visits was introduced in September 2013 (GB visits file); the current leadership are now working closely with the Governing Body to re-establish this highly effective practice.

Why leadership and management are not the grade (above/below) • •

Middle leaders and governors are more involved in developing the strategic direction of the school and this is impacting on the overall continuing rise of attainment and progress over a sustained 5 year period (2012-2014).

Middle leaders now are strategic partners in determining the educational direction of the school. This impact can be seen in the focused RAAP plans, interventions and work book trawls that have contributed to the majority of pupils making significantly higher progress and attainment than nationally.

Currently, to further enhance leadership at all levels Governor visits are an area that need to be further developed and add robustness to the challenge Governors are able to offer school leadership.

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Overall effectiveness, including the promotion of the pupils’ spiritual, moral, social and cultural development Suggested grade Outstanding (1) ‘Many of the parents who commented said how happy and confident their children had been since starting at Our Lady of Lourdes RC Primary School’ ‘Parents are most happy with the delivery of Religious Education, Drama and Personal, social and emotional development’ Parents’ Survey June 2013 Evidence that supports this judgement • Positive Catholic Ethos which permeates all learning and teaching.

• Parents’ views as expressed in parent survey June 2013 • Rights Respecting School charters and displays and high profile of RRS Ambassadors.

• Records of achievement kept by pupils demonstrating progress from Reception to Y6.

• Pupils are proud of their community and make a significant contribution to its development. We have effective partnerships with local organisations who contribute to school life eg Seniors’ lunch club, Weavers • Recognising diversity and promoting tolerance and respect within our community eg attendance at Holocaust Memorial Service • Y6 French Residential Trip promoting cultural links plus personal development • Use of Circle Time and Social and Emotional Aspects of Learning (SEAL) to consider other people’s needs and behaviour • Use of Talk Partners and effective team work (lesson observations) • Rainbows (bereavement and loss) trained staff plus use of additional bereavement counsellors • Service Award, Guardian Angels, Early Years’ Shepherds, Friendship monitors, reading buddies • Anti bullying week, refugee week, other faiths weeks • Strong links with parish – weekly Mass, visits by priests, pupils leading liturgy in church monthly, reconciliation services, links with Weavers, etc • Global links with Zambia including fundraising • Advent, Lenten fundraising and links with CAFOD (club and assemblies) • Enrichment activities including book week, science week, maths week, science links with secondary schools, strong performing arts • Frequent pupil voice opportunities Evidence: pupil voice records, lesson observations, newsletter, behaviour books, Preparing a school self-evaluation January 2013, No. 120203

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French Residential Trip feedback and scrapbooks, letters from visitors file, class scrapbooks,

Why the school’s overall effectiveness is not the grade (above/below) • •

Working towards International Schools Award (Time and Place Action Plan) Working towards Right’s Respecting Schools Level 1 Award (RRS Action Plan)

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