St Peter’s School Development Plan 2016-19 “Proverbs, Problems and Possibilities

Mission StatementAs a Church of England School we seek to provide a Christian education for the children of the parish of St. Peter’s London Docks and for those who elect to come to our school. Children are presented with the teachings of the Christian faith as the revelation of God’s truth and are encouraged to grow in that faith, respecting the beliefs and cultures of others.Education is seen as being concerned with excellence in learning and for the spiritual and social growth of children, developing the individual potential of each child to the fullest.

St Peter’s Vision “Bright beginnings- faith for the future”

Every day at St Peter’s Primary School, the staff & governors work to make sure that St Peter’s children;1) have respect for themselves and others2) are enthusiastic, enquiring learners 3) know what it feels like to have done their best and achieve 4) understand the value of prayer and its place in their lives5) understand the importance of goodness, honesty, and hard work6) have a clear set of values; understanding their rights and responsibilities7) have the skills and opportunity to work collaboratively 8) have shared friendship & learned how to get along well with other people9) have happy memories of their time with us10)have aspirations to embrace every opportunity to further their education, knowledge, skills and interests, throughout their lives

L.I.G.H.T- St Peter’s Values

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Love Inspiration Grace Hope Truth

Goodness

Joy

Friendship

Collaboration

Service

Self-discipline

Thankfulness

Faith

Belief

Reverence

Creativity

Courage

Encouragement

Ambition

Kindness

Forgiveness

Peace

Humility

Compassion

Consideration

Politeness

Resilience

Patience

Confidence

Perseverance

Enthusiasm

Faithfulness

Diligence

Respect

Honesty

Justice

Stewardship

Wisdom

Trustworthiness

Peacemaker

Covers all the British values

Individual Liberty Mutual respect for and tolerance of those with different faiths and beliefs and for those without faith.

Democracy Rule of Law

2016-17 Budget Allocation Summary

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SDP Area

CFR Code Area of Expenditure

Cost SDP Area

CFR Code

Area of Expenditure

Cost

Staff salaries

E01- E08 Total staff costs £1,299,099 ICT E20 ICT learning resources

£29,150

CPD E09 Staff development & training, including Schools Direct

£33,000(including £18,000 for 2 School Direct trainees)

Admin E22 Administrative supplies

£23,950

Premises

E12,13,14,15,17,18

Building Maintenance, grounds, water rates, rates and security

£36,361 Supply cover

E26 Agency supply staff

£7,500

Energy E16 Gas and Electricity £18,000 SLAC E27 Bought in professional services - curriculum

£38,045

LearningResources

E19 and E21 Learning resources (not ICT)

£43,450 SLAO E28 Bought in professional service - other

£28,243

Catering

E25 Catering supplies £51,935 Extended Schools

E31 Breakfast club, Stay and Play and clubs

£47,500

Insurance

E11 and E23 Insurance £ 5,041 TOTAL ANNUAL INCOME

£1,642,164 TOTAL ANNUAL

EXPENDITURE

£1,656,374 (drawing on £14,210 carry

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forward)

2015-16 “Proverbs, Problems and Possibilities” Standards(Outcomes for children)

All(Personal Development Behaviour and Welfare)

Learning(Teaching, Learning and Assessment)

Together(Leadership and Management)

Year Vision SDP Focus2016-17 Standards Super spellers – children use their knowledge of phonics, syllables and spelling patterns to attempt unfamiliar words and correctly

spell known words during a range of writing tasks.Word Wizards- children increase their word knowledge and vocabulary to help develop deeper comprehension skills.Maths Reasoning- children will embrace opportunities to work through logical problems, applying their mathematical knowledge, and working systematically to discover the answer

All Discussion, Debate and Dilemmas- ongoing work on values, restorative justice, Rights Respecting Schools and P4C gives children the skills and confidence to explore a range of issues and develop their voice and personal presentation skillsAll Things Being Equal- Diversity continues to be valued and celebrated across the school communityResponsible Citizens- Children focus on personal development skills to achieve bronze, silver, gold goals that link to curriculum learning and light values.

Learning Learning Outside the classroom- lessons are planned to use the outside environment across all subjects, to engage children, develop their research skills and widen their understanding of the world around themLearning Pit- continuing work on the Growth Mindset, children develop the determination to succeed in all areas of learning and the resilience to work through problems to possibilitiesHealthy Lives- continued drive to increasing healthy choices for all children, embedding habits that will last a lifetime. Achieve the Healthy Schools London Gold award. All children can swim 25 m by the time they leave our school. Daily Mile introduced

Together Coaching- coaching skills continue to be developed for all staff. Children developed as PE coaches and peer mentorsGreat Governance- Governors know the school well and provide challenge and support to move the school forwardLeadership at All Levels- Individualised CPD programmes develop leadership skills across the school.Deanery partnership continues to develop and provide support and challenge to the schoolMoney Matters - Children develop and understanding of financial literacy and develop a better understanding of how money works in the wider world

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Overall Effectiveness

Data shows exceptional attainment and progress

Children’s communication and social skills fully equip them for the next stage of their education

Amazing learning environments, engage and inspire learning

Parental engagement work inspires collaboration and trust to improve outcomes for all children

Grade descriptors for outcomes for pupils

Outstanding (1)Throughout each year group and across the curriculum, including in English and mathematics, current pupils make substantial

and sustained progress, developing excellent knowledge and understanding, considering their different starting points.The progress across the curriculum of disadvantaged pupils, disabled pupils and those with special educational needs currently

on roll matches or is improving towards that of other pupils with the same starting points.Pupils are typically able to articulate their knowledge and understanding clearly in an age-appropriate way. They can hold

thoughtful conversations about them with each other and adults.Pupils read widely and often across subjects to a high standard, with fluency and comprehension appropriate to their age.

Children in Year 1 achieve highly in the national phonics check.For pupils generally, and specifically for disadvantaged pupils and those who have special educational needs, progress is above

average across nearly all subject areas.From each different starting point, the proportions of pupils making and exceeding expected progress in English and in

mathematics are high compared with national figures. The progress of disadvantaged pupils matches or is improving towards that of other pupils nationally.

The attainment of almost all groups of pupils is broadly in line with national averages or, if below these, it is improving rapidly.Pupils are exceptionally well prepared for the next stage of their education, training or employment and have attained relevant

qualifications. Compared with the national average for all pupils, higher proportions of pupils and of disadvantaged pupils, progress on to a range of higher and further education establishments, apprenticeships, employment or training. These destinations strongly support their career plans.

Standards

What we’re aiming for What we’re going to do Who When Evidence of ImpactSuper spellers – children use their knowledge of phonics,

September INSET reviewing last year’s successes, reviewing year group expectations and sharing of

All staff- led by

Ongoing Termly assessments and work scrutiny show clear progression

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syllables and spelling patterns to attempt unfamiliar words and correctly spell known words during a range of writing tasks.

best practice and resources.

Ongoing targeted CPD where classes have additional needs – helping teachers to tailor spelling to their cohort.

Intervention groups led by SENCO, targeting groups of children with additional literacy needs.

(Dyslexia/SpLd focus – children with additional spelling requirements to be targeted for additional support (small group or individual)

Additional training for TA’s to target chn’s specific spelling gaps/difficulties during class, in groups and in 1:1 conferencing.

Use pupils’ writing and SPaG assessments to identify school wide and cohort specific spelling targets.

Staff trained on the strategies used to support children on linking phonics to spelling. Constantly revising stage 2-5 phonics phases whilst teaching spelling rules. Focus on Key Stage teachers increasing ch’s awareness of linking back to phonics knowledge.

All staff are trained with how to stretch more able spellers

Chn taught to use a variety of strategies to learn spelling and independently apply – mnemonics, phonics knowledge, word roots, word origins – use of different learning styles strategies et

Hollie

Nina

Michelle and Phil

WLT

All staff

All staff

KS1 and 2 assessments at least in line with national

SEND children make good progress from starting points evidenced in internal and external data

TA’s interventions clearly have impact on outcomes for children they are working with

Spelling improves across the school- evident in outcomes

Phonics teaching evident across the school, including children in KS2 that need consolidation

Children achieving at greater depth.Spelling Bee introduces increasingly complex spellings

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kinaesthetic learning. Also independent strategies – dictionaries, word mats/books, word banks.

All staff Word banks, dictionaries etc are in evidence being used in the classroom

Word Wizards- chn increase their word knowledge and vocabulary to help develop deeper comprehension skills.

September INSET introducing vocabulary focus – sharing best practice, teaching techniques and resources.

Word Wonders - Vocabulary focus for reading incentive. Chn collect new words on bookmarks, from the books they read, and learn definitions. 10 new words = next bookmark up.

Staff trained on the strategies used to support boosting vocabulary in writing and reading including ‘Word Zooming’, vocab books, thesaurus use etc.

Use vocabulary rich, high quality texts in guided/shared reading to develop comprehension strategies.

Hollie

All staff

Hollie, Phil and Michelle

All staff

Ongoing Termly assessments and work scrutiny show clear progression KS1 and 2 assessments at least in line with national for reading comprehension

Maths Reasoning- children will embrace opportunities to work through logical problems, applying their mathematical knowledge, and working systematically to discover the answer

Staff training focused on collaborative learning and open ended mathematical investigation with logic problems in the classroom – using PA maths reasoning resources .

Everyday math reasoning - introducing staff to Nrich, NCETM, Scholtastic and math comprehension resources for every day classroom use.

Introduction to staff of key reasoning skills and use

Georgina January INSET

January Staff Meeting – Whole school maths day

Children feel more confident when tackling tricky math problems and unknown logic problems

Evidence of reasoning/ problem solving in planning flipcharts and books – progression of reasoning - describing, explaining, convincing, justifying, proving

Termly assessments show the gap between marks attained in arithmetic assessment and

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by children when solving problems – exploring mathematics not just aiming for a correct answer

Working systematically Trial and improvement Logical reasoning Spotting patterns Visualising Working backwards Conjecturing

reasoning closing.

Money Matters – Children to have a better understanding of financial literacy and how money works in the wider world

Staff plan and deliver activities for My Money Week 2017 using resources from BEE and PFEG.

Georgina June 2017 Children have a better understanding of money including credit, debit and budgeting

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All – Personal Development, behaviour and welfare, (including SMSC)

Grade descriptor

Outstanding (1)Pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their

progress. They are proud of their achievements and of their school.Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view.High quality, impartial careers guidance helps pupils to make informed choices about which courses suit their

academic needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training.

Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life.

Pupils value their education and rarely miss a day at school. No groups of pupils are disadvantaged by low attendance. The attendance of pupils who have previously had exceptionally high rates of absence is rising quickly towards the national average.

Pupils’ impeccable conduct reflects the school’s effective strategies to promote high standards of behaviour. Pupils are self-disciplined. Incidences of low-level disruption are extremely rare.

For individuals or groups with particular needs, there is sustained improvement in pupils’ behaviour. Where standards of behaviour were already excellent, they have been maintained.

Pupils work hard with the school to prevent all forms of bullying, including online bullying and prejudice-based bullying.Staff and pupils deal effectively with the very rare instances of bullying behaviour and/or use of derogatory or

aggressive language.The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times.

They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have.

Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation.

Pupils have an excellent understanding of how to stay safe online, the dangers of inappropriate use of mobile technology and social networking sites.

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Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.

What we’re aiming for What we’re going to do Who When Evidence of ImpactResponsible Citizens Staff explore the Chris Quigley personal development

skills and their progression (bronze, silver, gold goals) to link to curriculum learning and light values.

Use skills sheet to assess and develop children’s social awareness and skills

WLT Introduced Sep 2016

Collated evidence of children’s progress through bronze, silver and gold standards

Discussion, Debate and Dilemmas- ongoing work on values, restorative justice, Rights Respecting Schools and P4C gives children the skills and confidence to explore a range of issues and develop their voice and personal presentation skills

Assemblies target each light value and what they look like for children.

SLT Throughout year

Children are clearer about what each value looks like, sounds like and feels like for them and others around them.

Mindfulness taught as a tool to promote values, manage emotions and promote self- management of behaviour

P4C level 2 accreditation attained by lead teachers. All staff deliver P4C sessions in class

Francesca

All staff

Spring staff meeting

Consistency of language around light values and personal development skills.

All Things Being EqualDiversity continues to be valued and celebrated across the school community with open discussions about how to support children with their understanding of different equalities.

Monitor different aspects of equalities – use outcomes of monitoring to inform action plan and provide the necessary training. Evidence collated

Equalities working party, including children, meet each term to fully implement action plan. Project led by member of GB

Check equalities filters through to all school policies

SLT and equalities working party group.

Summer 17 Achieve Equalities Quality Mark

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Autism Educational National standards followed SLT Attain Autism National Standards

Staff meetings and class discussions around supporting children and each other around issues relating to race, gender, social class, EAL, refugees and asylum seekers, sexual orientation and disability.

Build stronger links with outside agencies as a resource eg stonewall, other schools

Ongoing Staff and children feel more confident with being more confident to discuss and listen respectfully to others’ with different opinions and needs.

Learning , Teaching and Assessment

Grade descriptor

Outstanding (1)Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly

effectively and demonstrate understanding of the ways pupils think about subject content. They identify pupils’ common misconceptions and act to ensure they are corrected.

Teachers plan lessons very effectively, making maximum use of lesson time and coordinating lesson resources well. They manage pupils’ behaviour highly effectively with clear rules that are consistently enforced.

Teachers provide adequate time for practice to embed the pupils’ knowledge, understanding and skills securely. They introduce subject content progressively and constantly demand more of pupils. Teachers identify and support any pupil who is falling behind, and enable almost all to catch up.

Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support.Teachers provide pupils with incisive feedback, in line with the school’s assessment policy, about what pupils can do to

improve their knowledge, understanding and skills. The pupils use this feedback effectively.Teachers set challenging homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that

consolidates learning, deepens understanding and prepares pupils very well for work to come.Teachers embed reading, writing and communication and, where appropriate, mathematics exceptionally well across the

curriculum, equipping all pupils with the necessary skills to make progress. For younger children in particular, phonics teaching is highly effective in enabling them to tackle unfamiliar words.

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Teachers are determined that pupils achieve well. They encourage pupils to try hard, recognise their efforts and ensure that pupils take pride in all aspects of their work. Teachers have consistently high expectations of all pupils’ attitudes to learning.

Pupils love the challenge of learning and are resilient to failure. They are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. They thrive in lessons and also regularly take up opportunities to learn through extra-curricular activities.

Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve.

Parents are provided with clear and timely information on how well their child is progressing and how well their child is doing in relation to the standards expected. Parents are given guidance about how to support their child to improve.

Teachers are quick to challenge stereotypes and the use of derogatory language in lessons and around the school. Resources and teaching strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of people and communities beyond their immediate experience. Pupils love the challenge of learning.

St Peter’s Vision for Teaching and Learning and AssessmentTeaching is engaging, children are interested and motivated to learn. Staff and children can talk about the next steps to improve their work.100% of teaching and learning observed is at least good throughout the year

What we’re aiming for What we’re going to do Who When Evidence of ImpactLearning Outside the classroom- lessons are planned to use the outside environment across all subjects, to engage children, develop their research skills and widen their understanding of the world around them

Each class to plan range of outdoor experiences for children using immediate and local environment

Class designated gardening area to be maintained and developed- link with cookery curriculumMaths trail introduced as part of whole school maths dayScience focus on school ponds, pond dipping for all classes

All class teachers

Throughout the yearAt least one trip per class per term

End of year summary written for each class.Evidence in quality of curriculum and outcomes

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Healthy Lives- continued drive to increasing healthy choices for all children, embedding habits that will last a lifetime. Achieve the Healthy Schools London Gold award

House points- house points are used to provide a competitive element to PE competitions and to support behaviour beyond the classroom.Fitness and Five across all classes either using whiteboard resource or marathon training in playground, including mile a day

Parental engagement focuses on events to promote an active and healthy lifestyle

Nicola

Class teachers

PET

Each term Nicola PE action plan

Learning Pit- continuing work on the Growth Mindset, children develop the determination to succeed in all areas of learning and the resilience to work through problems to possibilities

Learning pit- introduce the concept to staff and childrenLink to work on problem solving in all areas of the curriculum

SLT

All staff

Ongoing Display in classesChildren to use the language to describe challenges with learning, alongside growth mind-set

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Together: Leadership and Management

Grade descriptor

Outstanding (1)Leaders and governors have created a culture that enables pupils and staff to excel. They are committed unwaveringly to

setting high expectations for the conduct of pupils and staff. Relationships between staff and pupils are exemplary.Leaders and governors focus on consistently improving outcomes for all pupils, but especially for disadvantaged pupils. They

are uncompromising in their ambition.The school’s actions have secured substantial improvement in progress for disadvantaged pupils. Progress is rising across

the curriculum, including in English and mathematics.Governors systematically challenge senior leaders so that the effective deployment of staff and resources, including the pupil

premium and SEN funding, secures excellent outcomes for pupils. Governors do not shy away from challenging leaders about variations in outcomes for pupil groups, especially between disadvantaged and other pupils.

Leaders and governors have a deep, accurate understanding of the school’s effectiveness informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas.

Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement. Teaching is highly effective across the school.

Staff reflect on and debate the way they 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 their pupils.

The broad and balanced curriculum inspires pupils to learn. The range of subjects and courses helps pupils acquire knowledge, understanding and skills in all aspects of their education, including linguistic, mathematical, scientific, technical, human and social, physical and artistic learning.

Pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values, are at the heart of the school’s work.

Leaders promote equality of opportunity and diversity exceptionally well, for pupils and staff, so that the ethos and culture of the whole school counters any form of direct or indirect discriminatory behaviour. Leaders, staff and pupils do not tolerate prejudiced behaviour.

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Safeguarding is effective. Leaders and managers have created a culture of vigilance where pupils’ welfare is actively promoted. 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 the subject of a multi-agency plan.

Leaders’ work to protect pupils from radicalisation and extremism is exemplary. Leaders respond swiftly where pupils are vulnerable to these issues. High quality training develops staff’s vigilance, confidence and competency to challenge pupils’ views and encourage debate.

What we’re aiming for What we’re going to do Who When Evidence of ImpactCoaching- staff skills are developed and the GROW model used by all staff

Rigorous CPD recorded in designated folder, including evidence of line management and coaching. Includes every member of staff to visit at least one other school.

Continue to work with external coach

Myers Briggs personality styles identified and used to promote maximum effectiveness of staff

Whole school leadership development programme implemented, using in school and external expertise

Children trained as PE coaches and peer mentors

SLT

WLT

SLT

WLT

Nicola

Ongoing

Termly

Sep Inset

Ongoing

Introduced September to all classes

CPD folders up to date and used as evidence for performance management.Successful PM cycle shown in outcomes for children

WLT ensure roles and responsibilities are covered across the school and the SDP priorities are addressedLine management meetings take place regularly and solution focused skills evident with all staff

Leadership skills evident in school and beyond b supporting Deanery and other schools

PE audit shows skills developing. Evident in playground games

Deanery partnership- the ten Tower Hamlets church schools within the

Action plan and vision for children who are “Compassionate, Creative and Confident” updated.

Liz Ongoing Deanery action plan fully implemented and evaluated for impact

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deanery schools will continue to develop the partnership to the advantage of all the children in our schools.

Deanery partnership manager to fully implement the action plan to include website, IT provision, policies and resources

Moderation and shared training further developed

Great Governance- Governors know the school well and provide challenge and support to move the school forward

Governing Board action plan updated and timings clarified.

SLT and external coach

Ongoing

Grade descriptors for the effectiveness of the early years provision: quality and standards

Outstanding (1)The pursuit of excellence by leaders and managers is shown by an uncompromising, highly successful drive to improve

outcomes or maintain the highest levels of outcomes, for all children over a sustained period of time.Incisive evaluation of the impact of staff’s practice leads to rigorous performance management and supervision. Highly

focused professional development improves the quality of teaching.Safeguarding is effective.There are no breaches of statutory welfare requirements.Children’s health, safety and well-being are greatly enhanced by the vigilant and consistent implementation of robust

policies and procedures.Leaders use highly successful strategies to engage parents and carers, including those from different groups, in their

children’s learning in school and at home.A highly stimulating environment and exceptional organisation of the curriculum provides rich, varied and imaginative

experiences.Teaching is consistently of a very high quality, inspirational and worthy of dissemination to others; it is highly responsive

to children’s needs.

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Assessment is accurate and based on high quality observations. It includes all those involved in the child’s learning and development. Provision across all areas of learning is planned meticulously. It is based on rigorous and sharply focused assessments of children’s achievement so that every child undertakes highly challenging activities.

Children are highly motivated and very eager to join in. They consistently demonstrate curiosity, imagination and concentration. They are highly responsive to adults and each other. They do not distract others or become distracted easily themselves.

The vast majority of children are developing a very good understanding of how to keep themselves safe and manage risks. They demonstrate exceptionally positive behaviour and high levels of self-control, cooperation and respect for others.

Children make consistently high rates of progress in relation to their starting points and are extremely well prepared academically, socially and emotionally for the next stage of their education. As a result, almost all children, including disabled children, those who have special educational needs, disadvantaged children and the most able, are making substantial and sustained progress.

Gaps between the attainment of groups of children and all children nationally, including disadvantaged children, have closed or are closing rapidly. Any gaps between areas of learning are closing.

The Early Years action plan- will address these areas and be presented to the SLT and full GB in the Autumn term. It will be evaluated throughout the year and a final report given to the GB at the end of the academic year.

Grade descriptors for overall effectiveness

Outstanding (1)The quality of teaching, learning and assessment is outstanding.All other key judgements are likely to be outstanding. In exceptional circumstances one of the key judgements may be good,

as long as there is convincing evidence that the school is improving this area rapidly and securely towards outstanding.The school’s thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development and their

physical well-being enables pupils to thrive.Safeguarding is effective.

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SDP Summary 2016-17 “Proverbs, Problems and Possibilities”

S A L T

StandardsAchievement

AllPersonal Development, behaviour and welfare

Learning,Teaching and Assessment

TogetherLeadership and management

Real Readers- staff work with children and parents to continue to develop the skills to decode and understand a range of texts and develop a lifelong love of reading

Word Wizards- children’s vocabulary is vibrant and varied and spelling skills are embedded with children use their knowledge of phonics, syllables

All Things Being Equal- Diversity valued and celebrated across the school community and Equality Mark achieved

Responsible Citizens- Children focus on personal development skills to achieve bronze, silver, gold goals that link to curriculum

RE - children and staff’s subject knowledge of the Bible stories and the messages within them continue to grow.

Learning Outside the classroom- lessons are planned to use the outside environment across all subjects, to engage children, develop their research skills and widen their understanding of the world around them

Deanery partnership- our vision across the ten Church schools is for children who are “Compassionate, Creative and Confident”

Coaching- staff use GROW model and introduce to children

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and spelling patterns to attempt unfamiliar words and correctly spell known words during a range of writing tasks.

Maths Reasoning- children will embrace opportunities to work through logical problems, applying their mathematical knowledge.

learning and light values.

Discussion, Debate and Dilemmas- ongoing work on values, restorative justice, Rights Respecting Schools and P4C gives children the skills and confidence to explore a range of issues and develop their voice and personal presentation skills

Healthy Lives- continued drive to increasing healthy choices for all children, embedding habits that will last a lifetime. Achieve the Healthy Schools London Gold award

Learning Pit- continuing work on the Growth Mindset, children develop the determination to succeed in all areas of learning and the resilience to work through problems to possibilities.

Great Governance- Governors know the school well and provide challenge and support to move the school forward

Money Matters - Children develop and understanding of financial literacy and develop a better understanding of how money works in the wider world

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