St Cuthbert’s RC Primary School Crook Road to Resilience Conference

Background: Teaching since 2001 in Gateshead Authority Joined St Cuthbert’s September 2014 Historically a ‘good’ school Ofsted December 2015 - Requires Improvement grading

Historic Approach ( Typical of a lot of schools at this time) Headteacher ruled top down Leadership dispersed according to authority A ‘power over’ approach Headteacher was the leader Staff who were: Disempowered Disengaged within the whole school process as couldn’t see their role or purpose beyond their classroom. Unable to bounce back from adversity –lacking in resilience. Excuse culture/ lower expectations Lead to

Expectations of staff – leaders in name only Closed door policy Low expectations of pupils – excuses used easily Low staff morale Poor parental engagement Long term absence amongst some staff members School – lack of identity as a Catholic School Lack of willingness to adapt due to historic nature of school – perception of we are a ‘good’ school. Historic Picture – 2014

Key Points: Teaching over time has not enabled pupils to make the progress they should in reading, writing and in mathematics. There are examples of strong teaching in some curricular areas, including in religious education lessons, and in some classes, in particular in Key Stage 2, but there remains too much inconsistency across the school. Until recently leaders’ checks on the quality of teaching lacked rigour and middle leaders had an over-generous view of teaching in some areas of the school. Senior leaders have made the development of teaching a priority, and improvements to teaching are having a positive impact on pupils by ensuring that they make up for weaker learning in the past. Teaching is now improving as a result of focused leadership, decisive performance management and effective support for staff. However, teaching is not yet consistently good across all year groups and subjects, and in some lessons teachers’ expectations of what pupils can achieve remain too low. Over time, the proportion of children who reach a good level of development at the end of the early years is below the national average.

School – lack of identity as a Catholic School Worked collaboratively with all stakeholders to set out a clear mission of the school and purpose. Used this as a basis for all our decisions and direction we took as a school, maintaining our core purpose and integrity. Linked to behaviour- reflecting on the positive and using our motto as a reflective tool.

Low staff morale Faith and belief in staff empowered them. Collaborative approach meant all felt involved in driving our school forward. Appreciation for each other and knowledge we were a team. Celebrate our successes with each other.

Lack of willingness to adapt due to historic nature of school – perception of we are a ‘good’ school. Look beyond the Ofsted criteria for a good school Involving all staff in the conversations on how to develop our school further so all children could aspire and thrive. Set non negotiables for staff and pupils Training around teaching standards and their role and accountability to the children in our care. Disadvantaged children, SEN, children in crisis. Change the mindset from fixed to growth.

Support for children Adapted curriculum Rainbows Nurture groups Leadership groups in school – Junior Mission Team OPAL Restorative approaches High expectations for all. Progress conversations with children – giving ownership over to them. Opportunities beyond their family experiences. Opening up cultural experiences that prepare them for our world today.

What is St. Cuthbert’s all about? How we live it, share it and be it! Light The light within us! How we live it, share it and be it!

Love yourself……your whole self!

think I can. I know I can I

row in knowledge. When you know better, you do better.

ope is knowing there is light despite all the darkness.

T ry, try and try again

Expectations of staff – leaders in name only Proactive in their own learning – empowering them to lead projects based on their interests and research. Big Write Read Write Inc Stem learning Mastery in Maths National and local authority training – NPQSL, Middle leader support from EDP Opportunities to be mentors and work with other leaders in area. Time allocated to monitor, observe and work alongside other leaders.

Poor parental engagement AFA/ structured conversations Workshops Learning afternoons Awards assembly Fortnightly newsletters Homework menus Calendars Parenting Programmes / PSA

Current Approach Leadership works collaboratively Leadership dispersed according to competence A ‘power to’ approach Headteacher leader of leaders Staff who are: Empowered through PD Able to bounce back from adversity –growing in resilience. Shared leadership / high expectations amongst all stakeholders. Lead to

Changed Mindset – We are a hopeful and aspirational school.

Time to take stock!! Positives Challenges A team of staff that work together towards a common goal. Ofsted grading, changes in expectations. Staff supportive of one another Children supportive of one another Previous poor outcomes for disadvantaged pupils Parents who understand and support our approaches Challenging pupils who are in crisis with their behaviour Improving outcomes for all at all stages. Changes in staffing Successful outcomes at Diocesan Inspection and Ofsted Budget constraints We are not there yet and probably never will be. We are still learning but we are in it together. We have faith, strength and hope on our side and we are ready to face whatever storm is ahead for there will always be one.