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Leadership and management

Leaders and governors have created a culture that enables pupils and staff to excel.  They are committed to setting high expectations for the conduct of pupils and staff.  Relationships between staff and pupils are highly positive.

Leaders and governors focus on consistently improving outcomes for all pupils including disadvantaged pupils.  This became a particular focus in 2016 through ‘Achievement for All’. Leaders and governors are uncompromising in their ambition.  They regularly set the direction for school improvement and a commitment to the school shared vision.  The impact of this can be seen in the high standards for reading and mathematics. Improving writing standards remains the key focus of all staff (appraisal target for all class-based staff).

Governors challenge senior leaders so that the effective deployment of staff and resources, including the pupil premium, the primary PE and sport premium and SEN funding, secures good outcomes for pupils.  Governors do not shy away from challenging leaders about variations in outcomes for pupil groups, especially between disadvantaged and other pupils. Governors ensure that there is a strong link between school priorities and appraisal objectives for senior leaders.

Leaders and governors have an accurate understanding of the school’s effectiveness including the views of pupils, parents and staff.  They use this to inform future school priorities for the school development plan. Governors take advantage of a wide range of governor training.  There is evidence of this from the robust systems and procedures for monitoring and evaluating the performance of the school and through governor minutes.

Leaders and governors use appraisal effectively that leads to professional development that encourages, challenges and supports teachers’ improvement.  The majority of teaching is highly effective across the school. Staff reflect on and debate on the way to teach.  They feel deeply involved in their own professional development.  Leaders have created a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for the pupils. 

The broad and balanced themed based curriculum led by big questions inspires pupils to learn.

Leaders promote equality of opportunity and diversity exceptionally well for pupils and staff so that the ethos and culture of the whole school prevents any form of direct or indirect discriminatory behaviour.  Leaders, staff and pupils do not tolerate prejudiced behaviour.
Safeguarding is highly effective.  Leaders and managers have created a culture of vigilance where pupils’ welfare is actively promoted.  Significant school resources are used to provide a highly trained and experienced pastoral team which supports vulnerable pupils and their families. Pupils are listened to and feel safe.  Staff are trained to identify when a pupil may be at risk of neglect, abuse or exploitation and they report their concerns.  Leaders and staff work effectively with external partners to support pupils’ who are at risk or who are subject of a multi-agency plan. Evidence for this can be found in: Child Information Logs, PSPs, PEP’s, Safeguarding plans, Early help plans…etc.
Leaders’ work to protect pupils from radicalisation and extremism. Senior staff are trained and are increasingly vigilant to identify and report any such concerns. All staff are confident and competent to encourage open discussion with pupils.