Latest News
-
EXCELLENT result for St Clement’s SIAMS inspection
Thu 28 Apr 2022We are delighted to share the results of St Clement’s CofE Primary School and Pre-school, Statutory Inspection of Anglican and Methodist Schools (SIAMS).
St Clement’s received an overall grade of Excellent and were also judged to be Excellent in The impact of collective worship and The effectiveness of religious education (RE).
All Church of England schools are visited every 5 years to evaluate the impact that the school's distinctive Christian vision has on pupils and how effective the school is in enabling all pupils to flourish.
This is explored through seven strands:
- Vision and Leadership
- Wisdom, Knowledge and Skills
- Character Development: Hope, Aspiration and Courageous Advocacy
- Community and Living Well Together
- Dignity and Respect
- The impact of collective worship
- The effectiveness of religious education
Even with a new SIAMS evaluation framework, which makes it more challenging for schools to achieve the highest grade, St Clement’s staff and leadership team worked hard to achieve excellence.
The report found:
“The school's vision is deeply rooted in Christian theology and understood by the whole community. It drives a highly relevant contemporary curriculum enabling all pupils to flourish.”
“The school's vision has excellent impact on staff and the wider community as well as the multi-academy trust to which it belongs.”
“Governance at trust and local level is exemplary in supporting and delivering the distinctive Christian vision. Thoughtful and innovative monitoring and evaluation has real impact in driving improvement and strategic direction.”
-
Pupil Wellbeing Champions
Wed 06 Apr 2022In May 2021, Burlish Park Primary School established a task force of wellbeing champions to promote and encourage positive pupil wellbeing in the school.
A group of eight Year 6 pupils were specially trained to help create a mentally healthy school. They aim to promote positive mental health by providing peer-to-peer support, being good role models and listeners and building awareness of where to go for support.
Mr Lindley, Head of PE and My Life (PSHE), created the team of wellbeing champions as part of a pupil leadership programme. He approached pupils who demonstrated suitable qualities for the role, who then had to apply to be a member of the team.
When asked what makes a good champion the pupils said, “Kindness, empathy, patience and trust.”
The chosen champions undertook a two-hour training session delivered by the Wyre Forest School Sport Partnership. “We learnt what to look out for and what to do if someone was sad.”
Following on from their training, the champions’ first task was to create an action plan, to determine what they would aim to achieve over the year.
The champions introduced themselves to all pupils during a whole school assembly and explained their approach to supporting wellbeing.
The champions have initiated a variety of methods to be able to promote and support mental health and wellbeing, such as:
- creating a wellbeing display board in school,
- presenting on wellbeing issues during awareness assemblies,
- reintroducing buddy benches in the school playground,
- introducing ‘Wellbeing Wednesday’ and ‘Mindful Monday’, lunchtime sessions for Year 3 and 4 children which provide an opportunity to be mindful,
- adding a worry box in each classroom, which enables adults to monitor concerns and then direct children to well-being support,
- setting up a worry library, containing helpful books on wellbeing and dealing with concerns.
The champions have been able to support pupils with worries over the pandemic and those worrying about Year 6 SATs. When asked what support they offer children worrying about tests, the champions said, “We tell them to try and not worry and to just try your best.” Where the children cannot offer support themselves, they refer to teachers.
Being a champion is a big commitment, however, the champions have enjoyed the responsibility, stating, “It’s really fun and we get to know the younger children.” Being a champion has taught them how to solve problems, “We’ve learnt that worries can be restricting and that it’s not good to sit and worry, it’s best to do something about it and speak to someone.”
The champions hold meetings once a month to review their actions and feedback any ideas to Mr Lindley.
When asked what impact the champions have had, Mr Lindley said, “The wellbeing champions have played a part in virtual assemblies and going forwards will help deliver live assemblies. They have made lots of younger pupils' lunchtimes more accessible by providing them with time to talk and colour in a quiet area of the playground. They have also implemented the buddy benches which have helped pupils who feel lonely at breaktime and lunchtime.”
Due to the success of the programme, The Rivers CofE Academy Trust has planned a trust-wide Mental Health Champion training course for Year 5 children from across the family of schools, to develop a new group of wellbeing champions at each school.
The champions are proud to be part of the pioneering wellbeing programme “Our school has set a good example by recognising that mental health is very important and has taken the wellbeing of pupils seriously.” Henry added, “It’s amazing to know we are the first group of wellbeing champions; we’ll go down in history like the people that founded the American constitution.”
-
Improving learning with digital technology
Mon 04 Apr 2022Through the development and effective use of technology, we aim to ensure our pupils develop the ability to master new and existing technologies. We aim to prepare children for the future and for jobs that do not even exist yet.
Technology is transforming learning across our trust. By improving our broadband, implementing cloud computing and expanding the number of digital devices in our classrooms we have developed a connected learning community that provides the best learning opportunities and improved outcomes for our pupils.
Tablets and laptops are widely available in our schools, with many schools now providing one device per pupil to use within lessons.
For the past few years Summerhill Primary Academy and Jubilee Park Academy, both located in Tipton, have been rolling out a phased digital project to improve teaching and learning through the use of iPads.
Children in Years 2 to 6 now have one to one devices, meaning approximately 680 children benefit from their own iPad, to use during lessons. Children in Reception and Year 1 also have access to a hub of iPads to use in class.
Benefits
Through our digital investment, we aim to raise engagement, streamline staff planning and assessment, enhance curriculum delivery and support pupil progress and attainment.
Improving understanding
Teachers can effectively model work, such as record videos, mirror screens and use images to reinforce explanations to all learners within the classroom, offering a tailored approach to teaching each child.
Improving assessment
It is important to assess pupils’ understanding and ensure they are making progress through the curriculum. Digital technology supports the ability to capture and monitor children’s progress through the work they submit as well as feedback through online quizzes.
Informing parents
Parental communication and remote education opportunities are enhanced through digital learning platforms on the devices, meaning parents can monitor their progress.
Raising pupil engagement
Technology offers exciting new ways for pupils to engage in their learning, from taking pictures to creating videos and accessing eBooks. The use of technology promotes independence, curiosity, and creativity and makes learning more fun and accessible for all.
All devices in the classroom are linked to allow for better collaboration. Opportunities to mirror mobile devices from around the room allow teachers to better support or engage students anywhere in the room.
Promote sustainability
With many classroom tasks now accessible online rather than in paper worksheets, the devices have drastically reduced printing costs and increased work efficiency.