Mission: a statement about what we are doing right now to achieve this vision.

Learning new ways of realising visions

School leaders enable all staff to engage in continuous professional development, centred on research-led action. The school becomes and acts as a learning organisation by:

• Having the capacity to change and adapt to new circumstances and environments
• To enhance the professionalism of its members, both individually and collectively
• Co-construct self-improvement for the school, for the children.

The behaviours, skills and knowledge of the School’s leaders in this self-improving system:

• Model how children’s wellbeing and learning are at the heart of all actions.
• Set clear and consistent systems for managing behaviour
• Set the direction for improvement
• Ensure wellbeing is central
• Create a structure of distributed, connected formal and informal leaders across the organisation.
• Establish an extended structure that promotes a culture of collective action – “You, me, we , us” are the structure for self-improvement and must   interact, contribute and create the enhanced professional culture for collective thinking and action.
• Grows new Leaders

An Equitable Education

• We strive to  provide an equitable education where we adapt learning experiences to meet our children’s needs. Each child will have the time and space needed to progress at their pace and to reach their full potential.
• We ensure our subject knowledge and pedagogical knowledge is kept up to date so we can prepare and teach relevant skills.
• We work with our families to sustain community involvement.
• We provide early intervention to close/bridge the gap between our disadvantaged children and their peers.
• We create safe spaces within the school for children to express themselves without any burden or unrealistic expectations
• We review funding and budgetary spending to ensure we have adequate resources to support the creation of safe and stimulating learning environments.
• We review funding and budgetary spending to ensure fair opportunity is one of the most important motivations for our work. We must ensure when striving for value, we do not inadvertently affect those who are already struggling to achieve.
• We provide sustainable support for vulnerable children and families – in innovative ways to overcome recognised challenges in Local Authority essential services for our children and families.

Organisation and Classroom Climate

• We consistently adhere to school policies and apply principles of most effective practice
• We create stimulating, practical learning environments to motivate children to learn.

Children feel safe, valued and are highly engaged in their learning. There is an obvious sense of mutual respect, affection and connection between all members of the learning community. Some teachers have high quality resources that are well planned and specially adapted to meet the needs of children. Some resources are prepared well ahead of time. Productive use of instructional time ensures every second counts, with children engaged in a fit for purpose curriculum designed to be tailored to met their individual needs.

All children are well liked and respected by their peers, all adults s show affection towards all children, children genuinely enjoy being with their teachers. Pupil opinions matter and their feelings are valued. Children feel sufficiently safe to take risks with their learning experiences.

Shared Goals – Some children are clear about the learning intentions of each activity and some teachers ensure that concepts and ideas are clear to all pupils. We strive to support children to become self-reliant, self-regulating, successful learners. Links between goals and life are made explicit, children can appreciate the wider implications of their learning.

Classroom routines are well established and expectations are clear.

All teachers have high quality resources that are well planned and specially adapted to meet the needs of children. All resources are prepared well ahead of time. Productive use of instructional time ensures every second counts, with children engaged in a fit for purpose curriculum designed to be tailored to met their individual needs.

Shared Goals – All children are clear about the learning intentions of each activity and all teachers ensure that concepts and ideas are clear to all pupils. We strive to support children to become self-reliant, self-regulating, successful learners. Links between goals and life are made explicit, children can appreciate the wider implications of their learning

Behaviour Management and Collective Learning

All children experience the power of positive attachment. Behaviour is managed through expectation and involving children in their learning. Chaos is kept to a minimum. Children are accustomed to working collaboratively to generated and discuss ideas and provide feedback for each other. No time is wasted throughout the day – efficient structures and routines ensure smooth transitions. Positive, secure relationships between children and adults ensure behaviour management is sensitive and responsive, with teachers serving as a secure base and the classroom a safe haven for all children.

High quality teaching and learning experiences, adapted to meet the needs of all children, inspire curiosity and critical thinking

The highest levels of academic effectiveness are driven by the highest qualities of teachers own professional development and affective pedagogies. Teachers ensure relational pedagogies places an emphasis on the importance of personal encounters and relationships between teachers and children in the classroom. Where the quality of interactions between children and their teachers promote academic, social and emotional growth.