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

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

4. 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

5. 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

8. 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.

9. 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.

10. 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.

11. 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.

13. 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.

14. 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!

15. Love yourself……your whole self!

16. think I can. I know I can I

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

18. ope is knowing there is light despite all the darkness.

19. T
ry, try and try again

20. 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.

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

22. 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

23. Changed Mindset – We are a hopeful and aspirational school.

28. 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.