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SCHOOL IMPROVEMENT REPORT AND PLAN

School: Cauldeen Primary

Head Teacher: Angela Downie

Date submitted: 16th June 2017School Vision, Values and Aims:

At Cauldeen Primary School we work together as a community to provide a happy, secure and stimulating environment where children are motivated to learn, are valued as individuals and encouraged to reach their full potential through our curriculum for excellence.

1. The educational aims of Cauldeen Primary are to provide a broad-based education appropriate to the needs, abilities and talents of each child within the class situation.2. Cauldeen Primary aims to encourage every child to feel a sense of security, participation, pride in and responsibility for a healthy, active lifestyle. To evaluate their actions along with care and concern for others.3. In partnership with our parents we aim to encourage the children to foster flexible approaches and positive attitudes to learning, high standards of work, self-discipline, and a sense of belonging to the local, national and wider community.4. We aim to raise achievement and attainment through our carefully planned programmes of work, range of teaching methods and stimulating working environment.5. Cauldeen Primary aims to prepare all our pupils educationally, technologically and socially to take full advantage of lifelong learning. We aim to achieve this in an environment that ensures equality and fairness.6. We aim to ensure high educational standards and quality of teaching and learning by the review of our policies and practices based on the principles of A Curriculum for Excellence to enable our pupils to become successful learners, confident individuals, effective contributors and responsible citizens.7. Within the nursery we aim to develop and broaden the range of children’s learning experiences following the Curriculum for Excellence, enabling them to be confident, eager and enthusiastic learners who are looking forward to school.8. As a staff, we aim to improve teaching and learning through appropriate staff development

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Donald Paterson, 12/06/17,

New front page, with Vision statement to be cut and pasted from Curriculum rationale. Page numbers added.

These aims are encompassed within the letters that make up CAULDEEN and are shared regularly with the children and parents

Care for othersAlways try their bestUphold respect for othersListen wellDelivers homework on timeEnthuse in their learningEnsure everyone is includedNever give up

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Summary of Improvement Report/Plan engagement process:Participants Engagement detailsTeachers and other staff

Collegiate meeting on SIP on 9.5.17 and 13.6.17Staff session on self-evaluation of QI 3.2 on 9.6.17

Parents Parent Council to be formed during 2017-2018.A Chair has been identified and meetings dates set for 2017-2018.

Pupils Pupil Council meeting on 9.6.17

Volunteers working in school

Church mentors – feed into WellbeingHilton Church – Minister to take on Chair role August 2017

Other partners Practice LeadCSW

Associated Schools Group

IRA ASGIRA PEF group

Full details of engagement activities can be found in the school’s self-evaluation records.

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This phrase and exemplar bullet points in the table above added to emphasise that this page does not require huge amounts of detail.


This changed from “Parent Council” to allow inclusion of a wider range of parental engagement.

STANDARDS AND QUALITY REPORT

Context of the school:Cauldeen Primary School is a primary school catering for pupils from the ages of three to twelve years. Children come to Cauldeen Primary School from parts of Slackbuie, Drummond, Culduthel, Lochardil, Castle Heather and Hilton areas of Inverness. The school serves some of the areas where social deprivation has been identified. Cauldeen Primary has a high level of children who require additional support for learning. The school has an experienced team of ASN staff who have established clear systems and procedures during 2016-2017. The school has drawn up and begun to implement a clear system to monitor and track all children to ensure progress is made.

HMI Report June 2014This inspection found the following key strengths. Children who are polite, enthusiastic and very engaged in their learning The positive and nurturing ethos throughout the school and commitment of all staff to children’s care and welfare Teamwork of all staff supporting quality learning experiences, leading to achievement and success Wider opportunities that the school offers for children to achieve success

What have we done to close the attainment gap?

Drawn up the Cauldeen Curriculum to ensure coverage of all E&O.Established an ASN system so all staff aware of needs and interventions to put in place. Established a tracking system in order to have a baseline for assessment and to monitor and track pupil progress.

Our overall evaluation of the school’s capacity for continuous improvement:

We are confident in our capacity for continuous improvement ☒ We have some concerns about our capacity for continuous improvement ☐

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Despite some misgivings expressed by HTs we have left this box in, as the ES paper on Improvement Planning released in December requires this statement.


One evaluative paragraph explicitly stating the impact of your work on reducing the attainment gap in your context. In future years this will cover what you spent PEF on and the impact of that spend on children’s progress and achievement. This year it will be a general comment on work done so far on reducing inequity.


This box added following advice from Education Scotland at Pupil Equity Fund event on 7 February

Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?What’s working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?

What actions will move us forward?(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

1.1 Self-evaluation forself-improvement

Collaborative approaches to self-Evaluation

Analysis and evaluation of intelligence and data

Ensuring impact on learners’ successes and achievements

New HT shared S&Q report with all staff. This had not historically occurred. Staff identified clear areas for improvement.

The staff have drawn up a monitoring and evaluating system (2016-2017) using data and information gathered to feed into future developments.

Staff morale has improved greatly throughout 2016-2017

There has been increased confidence from parents.

Clear SIP 2016-2017 with areas identified by staff that would result in rapid progress for pupils learning and teachers at Cauldeen.

Staff have implemented the data gathering system throughout the Spring/Summer term 2017 and used results to feed into reports and end of year assessments.

Staff sickness levels reduced.Staff noted this in WTA feedback.

Nursery intake risen from 24 to 70P1 intake risen from 17 to 50 Aug 2017.

Clear SIP 2017-2018 with staff involved in the process. Parent Council to be formed Aug 2017 and will fed into this SIP throughout 2017-2018.

Fully implement Cauldeen Assessment system.

Appointed Acting Deputy to add a layer to SMT in April 2017. This has had a very positive impact on behaviour and HT work load.

Continue to develop positive relationships with parents through a range of methods including good communication.

OVERALL SATISFACTORY

Satisfactory

Satisfactory

Good

Good



How do we know?





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This page has been added as in short notice inspections it is QI 1.1 that is the focus (rather than 1.3), along with 3.2.

1.3 Leadership of Change

Developing a shared vision, values and aims relevant to the school and its community

Strategic planning for continuous improvement

Implementing improvement and change

The staff fully supported the new HT to implement rapid changes with the curriculum/assessment and behaviour to address areas of concern.

Our vision for the school was drawn by all staff. This was expanded by the children through Pupil Council.

All staff aware of key areas of development.

Staff noted the rapid progress with these areas in WTA evaluation.

Children can explain the meaning of CAULDEEN and refer to it.

Cauldeen Weekly awards based around areas of development and staff nominate pupils

Continue to implement Cauldeen Curriculum and Assessment system.

We will expand the understanding by parents of the meaning of Cauldeen through the new Parent Council and continue to reinforce with staff and pupils.

Share key improvements with new Parent Council and in Cauldeen Weekly newsletter.


Good

Satisfactory

Satisfactory



How do we know?





2.3 Learning, Teaching and Assessment

Learning and engagement

Quality of teaching

Effective use of

Teachers plan and deliver a stimulating curriculum using the Cauldeen Curriculum.

Pupil Perceptions We will continue to develop the Cauldeen Curriculum.We will share termly curricular plans with parents.

Lesson observations to be


Satisfactory

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assessment

Planning, tracking and monitoring

Lesson Observations 2016-2017 showed 90% teaching 'good' with some 'outstanding'.

A strong team of PSAs who support children very well.

The staff have drawn up a monitoring and evaluating system (2016-2017) using data and information gathered to feed into future developments.

SMT lesson observations

SMT lesson observations

Staff have implemented the data gathering system throughout the Spring/Summer term 2017 and used results to feed into reports and end of year assessments.

more regular as full SMT in place.Draw up the features of a Good lesson.In-service on outstanding teaching 2018-2019

Introduce regular PSA meetings/CPD and reviews

Fully implement Cauldeen Assessment system.

Good

Satisfactory

Satisfactory



How do we know?





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3.1 Ensuring wellbeing, equality and inclusion

Wellbeing

Fulfilment of statutory duties

Inclusion and equality

Wellbeing needs to be given a high priority due to the emotional needs of the children. A range of support is offered – emotional check in/ soft start/mentors/resilient kids etc.

ASN staff fully involved in process and have involved parents in discussions about their children’s needs.

We promote inclusion and respect for diversity through staff actions and assembly.

Behaviour issues have reduced but still a very high priority.

Parents have given very positive feedback on ASN support and relationships during 2016-2017.

Positive relationships with gender change/ ASN pupils. and the other children

Whole school approach to respect and valuing each other.Introduce counselling/nurture rooms as part of PEF funding.Address staffing issues with Practice Lead.

Continue with present ASN staff 2017-2018.

Continue to be proactive in promoting an understanding of Differently Able children.

OVERALL GOODSatisfactory

Good

Good



How do we know?





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3.2 Raising attainment and achievement

Attainment in literacy and numeracy

Attainment over time

Overall quality of learners’ achievement

Equity for all learners

FOR ELC (delete if not applicable)3.2 Securing children’s progress

Progress in communication, early language, mathematics, health and wellbeing

Children’s progress over time

Overall quality of children’s achievement

Ensuring equity for all children

Staff have drawn up maths learning ladders for each year group to ensure progression in maths.

Staff have drawn up a writing and grammar progression to be implemented 2017-2018

Nursery received a poor rating Jan 2016 and was re-inspected Nov 2016 and received a good. Staff continue to be supported by P1 teacher.

Maths progression in second level is more rapid that first as this was implemented 2015-2016.

Staff have worked on end of year expectations and progression shows increased expectations. This will be implemented 2017-2018

Care and Learning Inspection Reports

Ensure Cauldeen maths learning ladders match E&O and are in line with Benchmarks.

Extend practical maths across all classes.

Use writing and grammar progression sheets 2017-2018.

Key area for development in nursery is planning and monitor progress 2017-2018


Satisfactory

Weak

Care and Learning

Inspector - Good



How do we know?





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2.2 Curriculum: Theme 3 Learning Pathways

Staff have worked together to improve the consistency of approach to planning the curriculum.

Staff have worked on improving the progression for literacy and numeracy across the school.

All take their responsibility for children’s health and wellbeing and plan for this.

Staff are confident in using the experiences and outcomes and these are all included in the Cauldeen Curriculum that was drawn up 2016-2017.

Good relationship between staff and pupils.

Continue to improve the curriculum and progression pathways further across the school.

Development of approach to emerging literacy at Early and First Level.

PEF to develop Nurture Room and counselling.

2.7 Partnerships – theme 3 Impact on Learners

The impact of parental involvement on improving children and young people’s learning.

Introduced Parents Open Day (three per year) to visit class and see pupils work.

Introduced Parent Workshops

Increased parental involvement across the year

Fifteen parents attended maths session

Continue with Open Class and Parents Evenings.

Develop the range of workshops to at least three per year. Parent Council to identify the focus.

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The final column has been removed from this table and the next one: themes should not be evaluated using the 6-point scale: that should be reserved for QIs.

SCHOOL IMPROVEMENT PLAN

Summary: Key School Improvement Priorities:

Improvement Priority Title Relevant QI(s) and Theme(s)1.To improve attainment in writing through drawing up a clear progression in grammar and writing genres and to improve attainment in maths through ensuring a clear planning format that incorporates a range of practical activities.

QI 1.2 Leadership of learningT Professional engagement and collegiate working

QI 3.2 Raising attainment and achievementT Attainment in literacy and numeracy Attainment over time Overall quality of learners’ achievement Equity for all learners

2. To close the attainment gap by embedding the Cauldeen Assessment system and introducing profiling.

QI 1.1 Self-evaluation for self-improvementT Analysis and evaluation of intelligence and data

QI 2.3 Learning, teaching and assessmentT Effective use of assessment

QI 3.2 Raising attainment and achievementT Attainment in literacy and numeracy Attainment over time Overall quality of learners’ achievement Equity for all learners

3. To raise attainment through improving children’s’ wellbeing by introducing nurture groups/counselling and an active approach to behaviour within a whole school approach.

QI 1.3 Leadership of changeT Implementing improvement and change

QI 3.1 Improving wellbeing, equality and inclusionT Wellbeing

4. To improve employability skills through implementing the Cauldeen Curriculum

QI 2.2 CurriculumT Learning pathways Skills for learning, life and work

QI 3.3 Increasing creativity and employabilityT Increasing employability skills

Improvement Priority title:

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1. To improve attainment in writing through drawing up a clear progression in grammar and writing genres and to improve attainment in maths through ensuring a clear planning format that incorporates a range of practical activities.

QI 1.2 Leadership of learning

T Professional engagement and collegiate working

QI 3.2 Raising attainment and achievement

T Attainment in literacy and numeracy/Attainment over time/ Overall quality of learners’ achievement/ Equity for all learners

Linked to National Improvement Framework Priority (check any that apply): Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☐ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☐

Linked to National Improvement Driver (check any that apply): School Leadership ☒ Teacher Professionalism ☒ Parental Engagement ☒ Assessment of Children’s Progress ☒

What difference will it make for learners? (what impact do we expect to see?):Children will make increased progress with closer to 90% of children working at age appropriate by June 2018

Success criteria (how will we know if the change has been an improvement?):

Increased pupil progress within the new Cauldeen Assessment system More children in each year group are at expected level. Staff to set targets at first Pupil Progress Meeting EY Developmental Overviews assessments (Aug -May) Developmental Continuum (Nov- May) Increases parental involvement in supporting children’s homework and being aware of expectations

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Note that these are electronic check boxes

What exactly are we going to do? (detail of specific actions) 22.8.17 Draw up progression in Grammar/Handwriting/Spelling/Phonics

(Emerging Literacy Framework) In-service 5.9.17 Kirsten to work with staff on Maths Planning Questions 2.10.17 12.12.17 9.1.18 Writing Genre Progression and Moderation In-

service MH and KM Introduce Developmental Continuum with Nursery CM/CS to attend Emerging Literacy course Staff to attend Emerging Literacy workshops KM to cross match maths learning ladders with benchmarks and W&Os Introduce Homework diaries across the school Introduce Early Level key books for parents to ensure quality text

introduced at an early age.

Who will lead this? (detail of responsibilities and timescales)

KM – Update progressions from staff In-service

AD – To ensure staff attend CPD

KM – Cross match math learning ladders each term

Monitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?):

AD to monitor ongoing assessments and identify gaps so that interventions can be put in place to ensure rapid progressions


AD - See Assessment Procedure Timeframe

Equity implications: (how will you ensure that pupils experiencing disadvantage will not be adversely affected by this improvement project?)

All cohorts of pupils monitored with a focus on PEF pupils

Staff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload?)

Timeframe planned as part of WTA

Creativity opportunities: (how can opportunities be included in this project to address the development of creativity skills in pupils?)

Expected resource needs (including costings if applicable): Allocation of Pupil Equity Funding should be referenced in this box, if appropriate: Mathsletics £1008 Spellodrome £816 Homework Diaries £500 Literacy Toolkit – £5000 including Early Level key books

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Further advice about the level of detail and accountability for any PEF spend will be provided.


This box is specifically for schools that have opted into the “Creativity Champions” network and can be deleted by other schools (unless deciding to retain it).


New box to reflect the importance of this area. There is an expectation that schools and LAs will actively seek to minimise additional workload for staff.


This will be your rationale for spending your PEF funding. The “Expected resource needs” box should include a breakdown of any PEF money being spent in relation to this action plan (there may be overlap with other action plans).


Note that evidence will be needed to show that you have addressed both the excellence and the equity agenda through work done with this plan


2. To close the attainment gap by embedding the Cauldeen Assessment system and introducing profiling.

QI 1.1 Self-evaluation for self-improvement

T Analysis and evaluation of intelligence and data

QI 2.3 Learning, teaching and assessment

T Effective use of assessment

QI 3.2 Raising attainment and achievement

T Attainment in literacy and numeracy

Attainment over time

Overall quality of learners’ achievement

Equity for all learnersLinked to National Improvement Framework Priority (check any that apply):

Improvement in attainment, particularly in literacy and numeracy ☒ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☐ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☐

Linked to National Improvement Driver (check any that apply): School Leadership ☒ Teacher Professionalism ☐ Parental Engagement ☐ Assessment of Children’s Progress ☒

What difference will it make for learners? (what impact do we expect to see?):Children will make increased progress with closer to 90% of children working at age appropriate by June 2018

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Children will make increased progress within the new Cauldeen Assessment system

What exactly are we going to do? (detail of specific actions)

In-service Days 18.9.17 Introduce Pupil Progress Meeting (PPM) to review pupils achievement/ identify gaps and draw up interventions

22.2.18 PPM review 4.6.18PPM review 12.12.17 / 9.1.18/ 6.3.18/ 29.5.18/ 5.6.18 Moderation of writing 23.1.18/ 24.4.18 Moderation of maths


AD- To lead Termly PPM

AD – To lead moderation meetings


AD to monitor ongoing assessments and identify gaps so that interventions can be put in place to ensure rapid progressions with closer to 90% of children working at age appropriate by June 2018


AD - See Assessment Procedure Timeframe


All cohorts of pupils monitored with a focus on PEF pupils




Expected resource needs (including costings if applicable): Allocation of Pupil Equity Funding should be referenced in this box, if appropriate:

Mathsletics £1008 Assessment Packages £1000

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This will be your rationale for spending your PEF funding. The “Expected resource needs” box should include a breakdown of any PEF money being spent in relation to this action plan (there may be overlap with other action plans).


Note that evidence will be needed to show that you have addressed both the excellence and the equity agenda through work done with this plan


3. To raise attainment through improving children’s’ wellbeing by introducing nurture groups/counselling and an active approach to behaviour within a whole school approach

QI 1.3 Leadership of change

T Implementing improvement and change

QI 3.1 Improving wellbeing, equality and inclusion

T WellbeingLinked to National Improvement Framework Priority (check any that apply):

Improvement in attainment, particularly in literacy and numeracy ☐ Closing the attainment gap between the most and least disadvantaged children ☒ Improvement in children and young people’s health and wellbeing ☒ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☐

Linked to National Improvement Driver (check any that apply): School Leadership ☒ Teacher Professionalism ☒ Parental Engagement ☒ Assessment of Children’s Progress ☐

What difference will it make for learners? (what impact do we expect to see?):

Develop emotional resilience and empathy through counselling/nurture room/ Relax Kids/monthly Happiness DayChildren ready to learn as emotional needs being met.Improve parenting capacity (strengthen family relationships & support positive attachment)

Success criteria (how will we know if the change has been an improve): Reduction in negative behaviour Increase in emotional resilience as measured by wellbeing measure Increase in self esteem and self confidence of pupils. Increase in parents attending workshops and Open Class days All staff will use the nurturing approach to support all children as part of a whole school approach More children participate in active sports within school and represent the school in events

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What exactly are we going to do? (detail of specific action) 15.8.17 - Whole staff to receive PACE training and adopt principles Sept/Oct - 6 staff to attend Nurture Group training and set up a Nurture

space for p2/3/4/5 to access Sept 19th - All staff to receive Relax Kids training and use across the

school. Each class to receive a set of resources and make a small nurture area in class

Introduce monthly Happiness Day to reward good behaviour and improve self esteem and confidence. Classes to have visitors and trips linked to literacy/numeracy/wellbeing curriculum.

1 day a week counselling for 5 children per term. (Pilot so no cost £9000)

Continue with Church mentor scheme for three children across the year Appoint a PSA who will focus on being active including brain gym/gym

trail/ break and lunch games


AD and ASN staff to assess pupils and collate data.

AD to organise delivery of CPD

Monitoring and evaluation procedures (how will we know if our success criteria have been met and what evidence will we have to inform our next annual School Improvement Plan Report?)

Wellbeing measureReview this cohort progress against whole classes


AD to oversee with all staff input.

CPD target for all staff


Review cohort progress against whole class

Staff wellbeing and pastoral support implications: (how will you ensure that this improvement project does not impact negatively on staff wellbeing and workload)



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PEF £55,200 Convert Wraparound Room to Nurture Room £2000 Nurture Room training £575 x6 £3450 Small nurture workspace in all classes £2000 Relax Kids training all staff £6000 Relax Kids materials for all classes £1500 Counselling – Pilot scheme (£9000) Parent Workshops £3000 Happiness Day linked to literacy/numeracy/wellbeing £3000 PSA1 including ‘on costs’ £25866

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4. To improve employability skills through implementing the Cauldeen Curriculum

QI 2.2 Curriculum

T Learning pathways

Skills for learning, life and work

QI 3.3 Increasing creativity and employability

T Increasing employability skillsLinked to National Improvement Framework Priority (check any that apply):

Improvement in attainment, particularly in literacy and numeracy ☐ Closing the attainment gap between the most and least disadvantaged children ☐ Improvement in children and young people’s health and wellbeing ☐ Improvement in employability skills and sustained, positive school leaver destinations for all young people ☒

Linked to National Improvement Driver (check any that apply): School Leadership ☐ Teacher Professionalism ☒ Parental Engagement ☐ Assessment of Children’s Progress ☐

What difference will it make for learners? (what impact do we expect to see?):

Children have an understating of a wider range of jobs and the skills required

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What exactly are we going to do? (detail of specific actions)

Class displays around school to focus on jobs and skills required for them. Include Q readers for parent and pupil quiz on Open Day.


AD to allocate display boards and ensure displays changed termly


Pupil perceptions in Pupil Council meeting


AD to lead monthly session on Q reader as part of In-service session


Ensure all pupils included as part of class display


AD to add into beginning of planned In-service.


Q reader and ICT skills


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APPENDIX: Glossary of termsAttainment The measurable progress which children and young people

make as they progress through and beyond school. This progress is in relation to curriculum areas and in the development of skills for learning, life and work.

Achievement The totality of skills and attributes embedded within the four capacities of Curriculum for Excellence and developed across the curriculum in school and through learning in other contexts.

Creativity The process which generates ideas that have value to the individual. It involves looking at familiar things with a fresh eye, examining problems with an open mind, making connections, learning from mistakes and using imagination to explore new possibilities.

Closing the attainment gap

Working to reduce the gap in progress, attainment and achievement between those living in Scotland’s least and most disadvantaged homes. Many children and young people from lower-income households do significantly worse at all levels of the education system than those from better-off homes.

Disadvantage This is a term used to describe the extent to which children experience socio-economic barriers to their progress. It is commonly measured using the Scottish Index of Multiple Deprivation (SIMD), which was used to determine which schools received Scottish Attainment Challenge funding, or by considering Free School Meal entitlement, which was used to calculate Pupil Equity Funding allocations.

Equity Treating people fairly, but not necessarily treating people the same. Equity in education means that personal or social circumstances such as gender, ethnic origin or family background are not obstacles to achieving educational potential and that all our young people are well supported to secure wellbeing, skills for learning, life and work and the best possible post-school destination.

Family learning This is a powerful method of engagement and learning which can foster positive attitudes towards life-long learning, promote socio-economic resilience and challenge educational disadvantage. Engagement with families is going to be crucial in addressing the equity gap.

Partners Partners include all individuals or organisations that deliver learning and contribute to the life and work of the school. These may include CLD services, colleges, universities, employers, third sector, community organisations, and libraries. GIRFEC partners are the professional partners you work with who help you to address the GIRFEC agenda (e.g. Educational Psychology service, CSWs, Speech and Language Therapy and so on.)

Pupil Equity Funding

The Pupil Equity Funding is additional funding allocated directly to schools and targeted at closing the poverty related attainment gap. The Scottish Government has committed to this funding as part of the Scottish Attainment Challenge programme from 2017-18. The Pupil Equity Funding forms part of the £750m Attainment Scotland Fund. It is allocated on the basis of Free School Meal entitlement.

Safeguarding This is a much wider concept than child protection and refers to promoting the welfare of children. It encompasses: protecting children from maltreatment; preventing impairment of children’s health or development; ensuring that children are growing up in circumstances consistent with the provision of safe and effective care, and taking action to enable all children and young people to have the best outcome. Child protection is part of this definition and refers to activities undertaken to prevent children suffering, or likely to suffer, significant harm.

School community This means all children and young people, staff, parents/carers, families and partners who are connected to the school.Volunteers This means everyone who contribute to the school’s curriculum (in the widest sense) by offering activities and opportunities

for children, but who are not employed to do this. Parents running after school clubs or school chaplains offering lunchtime drop-in sessions would be two examples of volunteers.

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Transcript of Web viewWe aim to achieve this in an environment that ensures equality and fairness ... Introduce...