SCHOOL CONTEXT:
Curriculum and teaching:
We have a rich, innovative curriculum which is regularly reviewed and improved. There is whole school clarity of our purpose to help all children to succeed in their academic and personal development. Through our curriculum and teaching we aim for pupils to be engaged, motivated and inspired learners. Following our OFSTED 2021, our whole school focus is on the curriculum ensuring all subjects are coherently planned and sequenced to build knowledge and skills. Schemes of work, progression grids and knowledge organisers support teachers in planning coherent learning which builds upon, revisits and extends prior learning. Subject leaders have all received recent training on the implementation and monitoring of their curriculum area. This is underpinned with enrichments to broaden our understanding of the curriculum and inspire a love of learning.
Early Years:
Baselines completed in our EYFS unit are conducted to make sure any barriers to learning are identified as early as possible. Staff trained to utilise the WellComm tool to identify children who may experience speech and language difficulties. We work closely with Nursery po0rviders, health visitos and EYFS SEND team to support meeting the needs of all pupils including those with a disadvantage. Parents as partners support children with effective transistion to primary school. Our children settle into routines well and experince safety and comfort in predicatble routines and structurews porvided.
Inclusion:
Every child who attend Hoole St Michael School is a child of God and we share and celebrate the achievements of all children. Curriculum adaptation are made to allow each child to thrive within our inclusive classroom environments. Our Qualified SENDCO helps to direct the vision for inclusion across school. Every teacher is a teacher of SEND, working closely with external agencies to support adaptive provision and meet the needs of those children who may have more specific needs identified.
Attendance and behaviour:
Our Christian values are effective in establishing a shared community of love and compassion. This underpins our aim of developing informed, articulate and empowered young people with a shared aim of working together to create a safe, happy, fair world. Children behave well, showing care for each other and the environment, this is reinforced through our curriculum focus on equality, values and care for the environment. Teaching encourages our children to reflect on their decisions. Children are invited to take part in school development through allocated leadership responsibilities in school, this helps to shape the development of our school. Pupil voice informs future developments. Our Year Six Guardian Angels support our younger children to adapt to the routines of school and model exemplary behaviour. Parents working as partners help us to maintain High standards of behaviour and attendance. Parents are well informed and are open to working with school should barriers to positive attendance prevent a pupil from attending school.
Personal Development and well-being:
The school prepares pupils positively for learning. Our curriculum is ambitious and enables children to cumulatively develop the knowledge and skills to make links across and apply their learning. Pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. Pupil are offered a range of enrichments within school that support their improved well-being. We work closely with our sports providers to identify children who could benefit from additional opportunities both through lunchtime clubs and extracurricular sporting opportunities. Our links with the wider community help children to develop a sense of belonging with the school, church and community. Daily opportunities to talk with emotionally available adults are offered informally but also through opportunities to join pour mental health first aider in happy art club, where children can take part in therapeutic art. We identify opportunities for safeguarding, e-safety and community based enrichments to develop the child as a lifelong learner.
Leadership and Governance:
The school has a highly experienced leadership team with strengths in leading change, driving ambition and ensuring high outcomes for pupil attainment and well-being. The school regularly works with TARDIS to support moderation, raise standards and share innovation. The school is committed to high quality evidence based CPD and participates in selected quality research opportunities. The impact of our high quality professional development is evident in the quality of teacher subject knowledge and pupil progress. Leaders and governors have an 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. Being a small school means staff may have multiple roles. We will continue to work together in clarifying the intent, implementation and impact of all subjects alongside supportive monitoring will have a positive impact on the quality of the curriculum and learning.
Safeguarding:
Safeguarding is highly effective, staff have good relationships with families, this supports us to work with parents as partners and be able to support parents at the earliest help level. As this is s strength of the school we effectively support families through signposting and supporting using our existing links with external agencies.
Achievement:
All children including disadvantaged pupils are encouraged and supported to reach their best potential, baseline data, pupil progress discussions, summative and formative assessments inform teachers and support future planning. Children are streamed for phonics and mastery maths to support the development of foundational knowledge. End of unit assessments inform future teaching of foundation subjects. Combined with termly summative assessment children are guided to access the next steps in their learning journey.
SCHOOL IMPROVEMENT PLAN 2025-26
Priority 1
Develop the role of subject leaders and continue to develop teaching and learning strategies across the curriculum for ALL pupils, so pupils know more and remember reach their potential through our curriculum.
Priority 2
Evaluate through robust monitoring phonics and early reading offer to support the development of reading for enjoyment within KS2 and the stamina to read longer texts.
Priority 3
Embed a whole school culture of positive relationships, behaviour and attitudes with clear expectations for all. Enrichment to offer a broad and balanced curriculum to involve church and community for the development of the child as a whole.