THE CHARACTERISTICS OF THE SCHOOL
"St.Edmund's is a school with many good features and outstanding links with its local community… the relationship with parents could scarcely be bettered"
(Ofsted Inspection Team)
A Statement by the Headteacher:
The Governors, staff, pupils and parents take great pride in the fact that we are perceived as a successful, caring community where our commitment to achievement drives all that we do, both in the formal curriculum based areas of study and in the many extra-curricular opportunities we provide in order to extend pupils' learning.
The school's motto 'Consideration, Care and Courtesy' permeates all that we do. The children and families of our school community are known and valued as individuals and staff are able to relate personally to each of their needs and circumstances.
We have high expectations of all, - staff, pupils, governors and parents and each one's skills and talents are developed in a purposeful, supportive working atmosphere. Pupils develop confidence and belief in themselves and as a result make good progress.
The school serves a particularly deprived socio-economic locality, but the powerful message we transmit to our community is this … 'If we do our best, then there will be few schools in the country who can achieve more.'
This is an assertion which can be supported with evidence from a range of sources. (SATs/PIPs; Sporting Competitions; West Lancashire Quiz; Art/Poetry/Design competitions).
We believe that by working collaboratively and by incorporating examples of best practice into our own routines then standards in all aspects of school life will improve. There can never be a sense of "standing still" but always a search for what can be done better.
In consultation with the Local Education Authority, ambitious targets for achievement for all our pupils have been set. Through a combination of good management, organisation, teaching, monitoring, evaluating and support the school enjoys continuing success. We believe in every persons right to be given the opportunity whilst at school to achieve something meaningful, fulfilling and rewarding.
We are a Catholic/Christian school and believe firmly that every member of our community - child, adult, paid staff or volunteer - must be valued as a son or daughter of a loving God, who has been made know to us through Jesus His Son. The Catholic/Christian vision is one of acceptance and love for all, of forgiveness and of belief in even the most troubled child or family. We endeavour to support and encourage all on their journey of life within an orderly, respectful, structured environment.
In September 1998 St. Edmund's Nursery was opened and children are admitted (subject to availability) as soon as they are three years old. Nursery staff (teacher and nursery nurse) work through the nursery baseline assessment in order to ascertain the basic skills on entry of each child. Parents are always involved in this assessment. When children join us from other schools, records are always requested and used to ascertain levels of attainment on entry. Targets are set and the child is incorporated into the assessment, reporting and recording routines of the school.
MONITORING AND EVALUATION PROCESS
As was stated earlier, all of the educational experiences provided at St.Edmund's are monitored and evaluated routinely. Regular discussion takes place between staff at weekly staff meetings which are minuted and which have pre-published agendas. Self-evaluation forms an important part of this process but is underpinned by regular monitoring and evaluation by the Governors responsible for Literacy, Numeracy and Special Educational Needs. In addition the Local Education Authority's School Adviser make regular visits (each half-term) to monitor teaching and learning standards. In recent months Numeracy, Literacy, History and Geography have been a focus for such observations. In 1999/2000 more formal procedures were introduced - partly in response to the Performance Management initiative but also in response to the Headteacher's involvement in the Leadership Programme for Serving Headteachers and his attendance at DfEE school management course "Using Ofsted's model for Schools' Self-Evaluation". As an experienced, committed and professional Headteacher, I am constantly monitoring and evaluating the development of the school in all its aspects - Academic, social, cultural, spiritual, physical and emotional. I interface with pupils and parents on a daily basis, at assemblies, on the playground, at extra-curricular clubs and social functions. I am able to form a view regarding the effectiveness of what we do. My assessments lead me to conclude that high standards are achieved and that this is as a result of the complex combination of factors referred to above.
In summary, through effective teaching which is monitored and evaluated regularly we are able to assess progress of our pupils and plan for further improvement in order to achieve challenging targets.
THE OVERALL EFFECTIVENESS OF THE SCHOOL
During the years since our last inspection we have developed a culture of 'analysis'. We analyse data and use our analyses to inform decisions regarding future attainment. This is a process which includes the Local Education Authority, Governors and Staff.
Important documents such as the School Development Plan and the Annual Report of Governors to Parents report the school's academic achievement and this is used to identify strengths and areas for development. Governors meet annually to discuss the most recent Performance Data and are particularly proud of the school's standing when compared to schools in similar contexts. Whilst results do vary the overall trend of improvement is in line with the national trend. 'Value Added' PIPs Assessment Data confirms the effectiveness of the school and indicates regularly that the school "adds" value to pupils' attainment. Baseline Assessment Data consistently and clearly shows that the school is highly effective in overcoming considerable disadvantage to secure a rate of progress in Reading and in Mathematics which is significantly better than the National and Local rates.
In order to maintain these standards and to ensure that we continue to provide an education which is broad and balanced, adequate time within the curriculum is apportioned to the spiritual and pastoral needs of our children. In this way we hope to ensure that all aspects of the lives of our children are developed. It is my belief that we continue to be enormously effective and the feedback from many sources (local community, parishioners, visitors to school, etc.) confirms this belief.
Information from many sources is used in order to guide and plan the future development of our school. (Local Education Authority's Annual Report to Governors; Appraisal/Performance Management Process; Co-ordinators' Development Plans; RAISEonline data). With this information it is possible to formulate annually a School Development Plan which is focussed on the raising of standards in several aspects of school life. In recent years this close scrutiny of data and monitoring and evaluating of practice has lead to a trend of improving attainment from our pupils.
PRIORITIES FOR DEVELOPMENT
The school's most significant educational priorities can be seen in the current Development Plan which is available at the school.
Reference is made within the school's Mission Statement and Aims to the development of our pupils' attitudes and values. In our most recent inspection (2006) the school's provision for pupil's personal development and the pastoral care they receive were judged to be outstanding.
Through the liberal use of incentives (certificates, house points, stickers) we encourage positive behaviour and attitudes. Through extension activities and extra-curricular clubs we provide pupils will opportunities to exhibit initiative and to take responsibility for their own endeavours. Through their involvement in other initiatives pupils can be encouraged to look beyond their own needs and to begin to consider the needs of the wider community. (Children's Missionary Society; CAFOD, Good Shepherd Appeal, Children in Need etc). Parents and representatives of the local community frequently visit school to attend assemblies and to be part of such development work.
TEACHING AND LEARNING
As an experienced, committed and determined Headteacher I am mindful of the need to deploy a range of leadership styles in order to obtain the maximum effort and commitment from all members of the school community. It is my function to enable all others to work with confidence in a secure and well-resourced environment. I believe that through the use of a wide range of leadership styles it has been possible for me to inspire a vision which empowers all participants and offers a corporate goal giving each an awareness and ownership of the successes of the school. With many others, I take great pride in noting the successes - academic, physical, extra-curricular, social and spiritual of all our pupils and staff - and parents too!
Teaching and Learning are improved through review and analysis, evaluation, consultation, appraisal and training. The areas for further development are identified by the Senior Management of the School through analysis of data, scrutiny of pupils' work, and by interviewing groups of children and parents. These are then formally discussed with staff (at a series of meetings) and with various committees of the Governing Body before being agreed and confirmed as the school's Development Plan. The areas to be developed in the current year are detailed in the School Development Plan.
WHAT THE SCHOOL OFFERS ITS PUPILS
The Staff and volunteers at St.Edmund's endeavour always to ensure that the school curriculum is designed, planned and delivered to match the needs of all pupils. We implement the National Curriculum and Archdiocesan Religious Education Syllabus and address the interests, aptitudes and additional needs of all pupils.
Despite the significant levels of disadvantage which exist within many of our families, great emphasis is placed on promoting high standards in all areas of our work. The personal and domestic situations of our pupils are of course treated with understanding and sensitivity but are never allowed to justify unacceptable behaviour or under-achievement.
The curriculum is differentiated by staff to enable the needs of all pupils to be met and to offer all the greatest opportunity of success. Pupils who have special educational needs, and who find learning difficult receive appropriate support from staff who enlist the invaluable support of parents. If insufficient progress is made then external help is sought.
The school offers a wide range of extra-curricular clubs which are well supported by our pupils. During the year extra-curricular clubs and activities include: football; rugby; netball; maths games; chess; Spanish conversation; athletics; cross country; and swimming. (See Prospectus for further details).
EQUALITY OF OPPORTUNITY
Within the school's Mission Statement and Aims we make clear our view that children, staff and others have a right to expect equality of opportunity, regardless of ability, colour, religion or gender. We endeavour to ensure that the curriculum equipment, books, organisation and procedures of the school meet this expectation. These expectations are set out in several key documents including the Staff Handbook.
Pupils' work is also displayed on the basis of effort and so it is common to find pupils' work celebrated from all ability levels. All pupils are given access to the curriculum and where necessary, specialist equipment has been provided. (For example magnifying sheets for a pupil with visual impairment.)
GUIDANCE AND SUPPORT
'A major strength of the school is the strong and effective partnership
it has forged with parents and the local community. It values the efforts
of parents, who are committed to and supportive of the school and who are
thoroughly involved in their children's education in school and at home.
Parents are in school each day and make a clear contribution to pupils' attainment.'
It is our strongly held view that the responsibility for the development of our children is a shared responsibility and whilst it remains primarily the responsibility of the family, it will be supported by the values found in school, in the parish and in the local community. Through provision of a rigorous, balanced curriculum in a secure, well ordered and caring environment pupils are able to develop self-esteem, self-discipline, tolerance and a sense of responsibility towards others - the life skills which are of such vital importance if they are to lead fulfilling, useful lives as citizens of tomorrow.
The effectiveness of our provision and policies, including anti-bullying, behaviour, child protection and attendance, can be seen in the behaviour, attitudes and achievements of our pupils. A great number of complimentary letters and cards are received throughout the year from appreciative individuals and organisations giving clear evidence of our success.
"As a coach driver I have had many occasions to sample the behaviour of school children. This is just a short note to congratulate you, your staff, volunteers and parents on the high standard of discipline, manners and general good behaviour of the pupils in your care. It has been a pleasure to drive them to and from school."
L. Scholes .
"…At least it prompts me to put into writing how much I appreciate the oasis of calm and optimism you and your staff have managed to create in Old Skelmersdale."
Colin Pickthall MP
PARTNERSHIP WITH PARENTS
The strength of parental support is apparent in the involvement of so many of our parents in the daily life of the school.
Through regular School Newsletters parents receive information and guidance from the school on all aspects of school life. Thorough consultation took place when formulating the school's Mission Statement with parents submitting written statements before attending an open forum for further discussion. Parental views are canvassed routinely and they are well represented on the Governing Body of the school. They are reminded frequently that they should call in to discuss any aspect of school life with their child's teacher or myself, and do not require an appointment to do so! More specifically, the school has in place a Home-School Agreement which was finalised only after lengthy consultation with parents. Regular information is issued regarding standards of behaviour, attendance and attainment and Annual Reports are issued in respect of each child in the school. The school holds two Parents' Evenings each year in October and in July.
Parents who have children on the Special Educational Needs Register are informed regularly about the progress of their child and are encouraged to attend non-statutory as well as statutory reviews. All of these routes offer a means of communication and parental views are considered carefully and inform future plans.
There is a very active parent group who plan and assist at a wide range of fundraising/social events throughout the year.
LEADERSHIP AND MANAGEMENT
Change and development in the Catholic School is a planned process, structured to achieve improvement against criteria developed both from the values and principles of the Mission Statement, our School Development Plan and good educational practice. Change and renewal are part of the process of developing effectiveness and with the assistance of Local Education Authority Advisers, School Improvement Partners and Archdiocesan Education Representatives we are able to form a view regarding the leadership and management of the school.
The school has clear aims linked to strong Catholic values which are supported by staff, governors and parents, both inside and outside school. The staff and governors of the school provide very positive examples and as Headteacher, I occupy a pivotal position here in sustaining such commitment. I work tirelessly collaborating with the whole school community in order to ensure that the school functions as well as possible. Each member of the community is made to feel valued and that their views are important. My organisation and management of Staff Meetings, Governors' Meetings, In-Service training events and social functions too, lead me to believe that I am an effective and respected leader and manager.
I attend In-service training events in order to improve my own management expertise and have received favourable developmental feedback from Local Education Authority advisers.
I have attended a number of residential conferences including the National Leadership Programme for Serving Headteachers and many of the ideas which inspired me have been implemented at St. Edmund's. Following attendance and successful completion of the tasks associated with the 3-day course 'Using Ofsted Framework for Schools' Self-Evaluation' I have introduced further improvements to my leadership and management procedures.
I am constantly seeking to improve what I do and my own performance is reviewed annually by three specially Appointed Governors of the school who work with an Independent School Improvement Partner to set me a range of challenging performance targets each year.
In recent years there have been a great many initiatives which have been successfully integrated into the routines of the school after formal and informal discussion with staff and governors.
The responsibilities of all teachers have increased too and as subject leaders they must all be given a clear understanding of their role. This process has been managed effectively.
The school's adviser visits at least half-termly and reports on leadership and management aspects of the school both to myself after each visit and to the Chair of Governors annually. These are all most valuable sources of developmental feedback.
I believe though that the following key indicators also give powerful testimony … the school enjoys magnificent levels of support from the local community, and I believe that the staff have contributed significantly to this achievement. The staff and volunteers at this school are regarded as a committed, professional and caring team who do all that can be done in the interests of youngsters (and often families) in their care.
"Just a note to say it was good to see you last week and to begin to
understand the horrendous situation with which you have had to deal
over the summer.
What you have done, along with colleagues, is a remarkable achievement
David and I really am grateful to you and to all your colleagues for
their commitment as I am sure the Diocese is…"
(Christopher Trinick, Director of Education)
THE GOVERNING BODY
The Governing Body, through its role in strategic development, in policy formation, financial management, recruitment of staff and monitoring the implementation of DfEE initiatives acts as a 'critical friend' in shaping and supporting the direction of the school and ensuring that accommodation and provision of resources comply with acceptable standards. Governors continually receive information through school newsletters and Committee Minutes. They attend termly meetings of the Full Governing Body and request clarification or further information before coming to their decision. Governors rightly hold me, as Headteacher, accountable for standards of attainment across the curriculum and beyond. Through visits, governors with responsibility for Numeracy, Literacy, Child Protection, Special Educational Needs and more, are able to inform others.
New Governor Induction takes place in line with our Induction Policy. This ensures that new Governors are able to make an effective contribution - quickly - to the work of the Governing Body. Governors are generous in giving huge amounts of their time to attend training events organised by the school, the Local Education Authority and the Archdiocese of Liverpool. Training has included 'Threshold Assessment', 'Performance Management' and 'Working as Part of a Team'. In addition, each Governor is 'allocated' a class and takes a particular interest in the activities of that group by making regular visits to school of both a formal and informal nature.
It is my view that the Governors of this school are extremely well informed, active and most generous with their time and skills. Annually, Governors attend a special meeting convened to discuss the school's most recent performance data.
FINANCIAL PLANNING
It is within the School Development Plan that the link between improvement and financial planning are seen as fully integrated. The Governors receive regular reports from the school's Finance Officer (allocated by the LEA).
Commonly, the Finance Committee set the annual spending plan for the school, which after circulation and full discussion is approved by the full Governing Body. At their termly meetings, Governors' Finance Committee receives and discusses information regarding Standards Fund expenditure. Committees of the Governing Body make representations to the Finance Committee regarding potential spending needs. Finance Committee discusses these needs and in consultation with the Headteacher comes to a decision regarding the proposed expenditure.
Governors enter into an annual Service Level Agreement with LEA Financial Services Team which ensures close scrutiny of the financial management of the school. The School's Secretary applies the principle of best value in all spending and this if appropriate is approved by the Headteacher/Deputy Headteacher and Governors. The LEA audit the official finances of the school and the School Fund Account is audited by an independent person annually, before copies are forwarded to the LEA.
FURTHER COMMENTS
I am delighted to have had the opportunity of leading this school community since September 1990 during which time I have come to fully appreciate the enormous importance of what we do. At the very heart of our work is a genuine respect for the dignity and value of each person. We want all involved in the school family to share this vision and we make every effort to project this message, through what we say, through what we write, but most powerfully of all, through the example we set each other in our daily lives. We will continue to work with determination to inspire values compatible with the life and teachings of Jesus Christ and which are appropriate to a Catholic community.
David Ashley
Headteacher