1. Bishop Perrin
School Priorities

2. Bishop Perrin School Aims
We promote Christian Values and encourage everyone to grow in their faith, developing respect for themselves, others and the world around them.
We provide a safe and supportive environment, promoting a sense of belonging to encourage children to develop the skills to become responsible, independent citizens of the future.
We provide a rich and varied curriculum that encourages children to become enthusiastic, inquisitive and successful learners.
We create a culture where everyone is able to achieve their highest standards, work co-operatively and have the confidence to face challenges.
We work in partnership with each other, families and the wider community to achieve well-being and success for all.
RE/Spiritual and Moral Values
Safeguarding and Health and Safety
Teaching and Learning
Assessment
Families and Community

3. HEADTEACHER ASSISTANT HEAD DEPUTY HEAD SCHOOL BUSINESS MANAGER
Teachers
HEADTEACHER
(Safeguarding and Health and Safety)
Mr Corke
ASSISTANT HEAD
(Assessment)
Miss McAvoy
DEPUTY HEAD
(Teaching and Learning)
Miss Macklearn
NQTs/Students/
Supply Teachers
Teaching
Assistants
Pupil Premium Leader
Curriculum Leaders:
Science and Technology
ICT Computing & Online Safety
Wellbeing
SCHOOL
BUSINESS
MANAGER
Mrs Forster
INCLUSION LEADER
Mrs Twitcher
FAMILIES AND COMMUNITIES PARTNERSHIP
LEADER
Miss Lancaster
SPIRITUAL AND MORAL VALUES
LEADER
Miss Boyce
EXTENDED SCHOOLS CO-ORDINATOR
Curriculum Teams
Play Team Leader
Play Leaders
Premises Staff
Office Staff
SEN
Teachers
Learning
Support
Assistants
Breakfast Club Leader
Work
Experience Students
Breakfast Club Staff

4. Identifying our School Priorities
In order to move forward, we need to look backwards!
Schools are required to self-evaluate and identify their strengths and their areas for development.
We gather our evidence of how we have performed from a variety of places and sources.

5. Gathering the Evidence
We are able to gather evidence of how we are performing as a school from many sources:
Published data from national testing-Early Years Foundation Stage data/Year 1 Phonics Check data/Key Stage 1 data/Key Stage 2 data
Findings from Learning Reviews carried out by external visitors such as School Advisors and Diocesan Inspectors
Peer-to-Peer Reviews carried out by colleagues from other schools
Learning Walks carried members of BP staff and Governors
Self-evaluations carried out by members of staff for their subject area
Monitoring of books/marking/planning/learning environment (displays) carried out by both BP Senior Leadership and external visitors
Pupil conferences
Annual questionnaires completed by children/parents/staff
Government initiatives/legislation

6. Self-Evaluation Form 2017-18
Bishop Perrin
Summary
Self-Evaluation Form

7. This is called a School Development Plan.
From SEF to SDP!
From identifying our strengths and areas for development, we can formulate our plans to make school improvements.
This is called a School Development Plan.

8. Additional Priorities
Bishop Perrin’s Summary School Development Plan
Our School Development Plan is driven by our School Aims (underlined) and also includes other key elements of whole school improvement. Each School Aim is of equal importance to our School. Our key areas of focus for are:
Main Objective
Additional Objectives
Responsibility
RE and Values
To implement recommendations from the SIAMS inspection
To ensure the foundations of learning for RE, Spiritual and Moral Values are embedded in the Early Years curriculum
To ensure that the standard of writing in RE is of the same standard as in other subjects
To be able to demonstrate progress in RE within a year group and across a year group
Spiritual and Moral Values Leader
Safeguarding
To implement findings from the LSCB Safeguarding Audit and Health and Safety Audit.
To action points raised as issues in the LSCB Safeguarding Compliance Checklist (Apr 2017), Bishop Perrin H & S Review Update (June 2017) and complete the Michelle Robins Safeguarding Audit
To ensure all School Safeguarding and Child Protection and associated policies are up to date and ratified
To attend appropriate training and disseminate information to relevant parties
To establish routines and systems for regular and robust H & S checks to be carried out and liaison with H & S and Child Protection Governor
Designated Safeguarding Lead
Curriculum
To improve the quality of teaching and learning for writing to enable good progress and outcomes across the school
Writing to be a key feature of all SDP plans to ensure high profile of writing across the curriculum
Review the ‘Writing Process’ to maximise opportunities for children to recognise their purpose for writing and to be able to clearly see the progress they are making.
Staff INSET / meeting – creativity and inspiration for writing with a focus on motivating boys’ writing
Provide parent workshop – ‘Supporting Your Child With Writing at Home’
All Teaching Staff
Assessment
To develop assessment mechanisms to track children’s progress year-on-year
To ensure deep and widespread understanding and application of the criteria used for assessment of the Early Years curriculum for all teaching staff, leadership and parents
To effectively monitor the progress children make in reading, writing, GPS and maths within year groups and across year groups
To be able to demonstrate and monitor progress in Foundation Subjects (PE, Geography, History, DT, Art, PSHE, Music, French) within a year group and across a year group
Assessment Leader
Families and Communities
To work with parents to develop ways to support their children with making good progress in writing
To develop further means to ensure effective parent communication with regards to information about their child’s progress
To maximise ways to enhance the school’s outdoor environment
To continue to build and develop links with our local community
To develop ways in which we can use our community links to maximise our income
Families and Community Partnership Leader
English
To raise the profile and standard of writing to increase attainment and progress measures across all year groups, particularly boys at the end of KS2
To ensure the foundations of learning for English are embedded in the Early Years curriculum
To be able to clearly demonstrate progress in reading and writing
Literacy Leader
Maths
To ensure the foundations of learning for Maths are embedded in the Early Years curriculum and to raise standards in KS1
To ensure the foundations of learning are embedded in the Early Years provision
To raise the profile and standard of writing in Maths
To be able to demonstrate progress in Maths within a year group and across a year group
Maths Leader
EYFS
To develop the curriculum planning and provision in EYFS
To develop new long and medium term theme planning to address all areas of learning in EYFS
Maximise the learning potential of the Outdoor Classroom
Embed new systems and procedures for effective transition to and from EYFS
EYFS Staff
Additional Priorities
Pupil Premium-Instigate recommendations from the Pupil Premium Audit (July 2017)
PE Premium-To develop effective strategies to maximise the impact of PE Premium spend
Computing-Raise the profile of Online Safety across the school community
Science and DT-To raise the profile and standard of writing in Science and DT
Associated Staff

9. One important role that Governors perform is to hold the school leadership to account and to act as a “critical friend”.
Our Governors are actively involved in scrutinising both our Self-Evaluation Form and our School Development Plan to ensure that we are providing the best for the children.

10. Questions