The Quality...

...of Personal Development, Behaviour and Welfare

Pupils’ attitude to learning and behaviour datag

Overall behaviour is good in school, evidenced through consistently thoughtful behaviour towards one another, staff and visitors, both in and out of the classroom; intrinsically linked to the positive school ethos. The good behaviour in class and around the school leads to a calm, purposeful ethos with pupils displaying positive attitudes towards learning and making progress. As a result, most pupils are polite and courteous, supportive of one another and their level of engagement in both independent and collaborative learning is good.

Most pupils encourage one another to conduct themselves well, supported by the school’s caring community ethos, extensive rewards system and secure procedures for administering sanctions due to a clear behaviour policy and working closely with parents. Consequently, there is good management of behaviour, ensuring all pupils have an equal and fair chance to thrive and learn in an atmosphere of respect and dignity resulting in greater pupil self confidence

Pupils' SMSC development is excellent, evidenced through their supportive behaviour towards their peers, charitable initiatives and community projects. The pupils’ sense of community, where respect for each other is paramount.

Pupils' attendance datag

Overall attendance for most pupil groups is consistently good over time when compared to other school, due to the effective actions and early intervention.

Promoting equality and tackling discrimination datag

Monitoring and evaluation are excellent and highly influential in maintaining and improving the school's effectiveness. We ensure our effectiveness through regular questionnaires for all stakeholders that provide opportunity for pupils (and others) to provide feedback in relation to pupil wellbeing and are analysed.

The school’s ability to promote equality and tackle discrimination is good, placing these issues at the heart of all of its work. These aspirations are understood and acted upon consistently at all levels.

There is little evidence of discrimination and where there has been any evidence of inequality, this has been tackled exceptionally well.

There is a robust anti-bullying policy and rigorous procedure for reporting and dealing with any incidents; parents agree this matter is dealt with well by the school.

Most pupils resolve conflicts intelligently and seek consensus while accepting the right of others to hold different opinions and beliefs.

Despite the cultural character of the school, positive celebration of different cultures helps pupils develop a good appreciation of faiths, cultures and traditions that might be different from their own and how these are constantly changing.

The vast majority of pupils are open to new ideas, appreciate cultural diversity and challenge racism.

The effective school council provides the mechanism for pupils from a wide range of groups to voice the opinions of their class, the council highlight issues important to the children and bring them to the forefront of discussion in school expressing their rights, taking responsibility and making a significant contribution to the running of the school, empowering the children to initiate change. ‘Buddies’ have given an opportunity for many pupils to

Pupils’ Safety datag

  • The safeguarding of pupils is excellent. The school has secure safeguarding procedures, risk assessment systems and pupil routines which are regularly monitored and evaluated.
  • Children have a good level of concern for the safety and wellbeing of others demonstrated by their responsible behaviour and attitudes.
  • There is a comprehensive and in areas exemplary awareness of safeguarding issues among the governors and staff at all levels, all of whom receive regular training on safeguarding, in particular child protection. As a result, a realistic and proportionate approach to safety and safeguarding permeates all aspects of the school's life.
  • The school's collaborative working with other key agencies is good, resulting in issues being dealt with efficiently, documented thoroughly and communicated professionally. The school has key links with many outside agencies, these include: the school nurse, physiotherapists, speech therapists, Language and Learning Support Service, the school psychologist, CAHMS, the Sensory Needs Department, Social Services, etc.
  • The vast majority of pupils have a good perspective of how to keep them self and their peers safe. There have been many opportunities to develop these skills: Fire Safety, Road Safety Weeks, Non-Smoking Days, Drug Awareness, ‘Safety in Action’ and, E-Safety. A large majority of parents and carers strongly agree that school keeps pupils safe. Pupils are well prepared for secondary school due to regular positive events and visits to our link KS3 schools.
  • demonstrate responsibility and show initiative in supporting other pupils within school, contributing to the outstanding levels of behaviour by all pupils.

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