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An evolving approach to the evaluation of quality in the key aspects of learning, teaching and assessment has led to improved planning and delivery of outcomes for excellence and equity supported by data profiles for each stage.

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An evolving approach to the evaluation of quality in the key aspects of learning, teaching and assessment has led to improved planning and delivery of outcomes for excellence and equity supported by data profiles for each stage.

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Improvement Plan 2024/25

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St. Michael's Improvement Plan 2024-2025 Final

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The school community has a shared understanding of and commitment to the school motto, ‘We Shall Serve.’

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The school community has a shared understanding of and commitment to the school motto, ‘We Shall Serve.’

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Pupil Feedback on HGIOS Theme on Relationships

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Staged Intervention process and use of fact-story-action during raising attainment meetings ensure that staff are aware of why and how children should be challenged and supported.

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Staged Intervention process and use of fact-story-action during raising attainment meetings ensure that staff are aware of why and how children should be challenged and supported.

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Academic and wellbeing targets identified for groups/individuals to ensure accuracy of planned outcomes for support.

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Academic and wellbeing targets identified for groups/individuals to ensure accuracy of planned outcomes for support.

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Staff provided with data packs identifying context of school and class to support identification of demographics of challenge and support.

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Staff provided with data packs identifying context of school and class to support identification of demographics of challenge and support.

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Staff Feedback on Wellbeing and Belonging Initiatives

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Staff Feedback on Wellbeing and Belonging Initiatives

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Pupil Voice - Relationship feedback on belonging.

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Pupil Voice - Relationship feedback on belonging.

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Vision and values—rooted in relationships with self, others, and the environment—act as a driver for change, inspiring aspirations and a commitment to future-focused learning.

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Vision and values—rooted in relationships with self, others, and the environment—act as a driver for change, inspiring aspirations and a commitment to future-focused learning.

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Pupil Relationship Group and Parent Group are in the process of creating a relationship framework to define what all relationships should look like linked to new vision and values. This is to develop a readiness for implementing a Deep Learning approach with an enhanced focus on 'Learning Partnerships' and 'Environments for Learning'.

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School Vison Values and Rationale (84.1 x 59.4 cm)

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St. Michael's Primary School Standards & Quality Report 2024-2025

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Sets out the progress that we have made against our current annual improvement plan.

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In consultation with pupils throughout the school (February 2025), ‘service’ was added to our core values as we believe this connects, and underpins, the work of all members of the St. Michael’s community. 

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In consultation with pupils throughout the school (February 2025), ‘service’ was added to our core values as we believe this connects, and underpins, the work of all members of the St. Michael’s community. 

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As a community of faith we share the Gospel message, promoting the values of service, love, respect, tolerance and compassion.

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As a community of faith we share the Gospel message, promoting the values of service, love, respect, tolerance and compassion.

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Example of how Values are taught with opportunities for pupil voice via assemblies.

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Most children demonstrate resilience, engagement, motivation, kindness and calmness throughout the school.

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Most children demonstrate resilience, engagement, motivation, kindness and calmness throughout the school.

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Whole school evaluation on impact of environment.

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Whole school evaluation on impact of environment.

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Action plan created as a result of evaluation and shared with staff during collegiate time.

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Action plan created as a result of evaluation and shared with staff during collegiate time.

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Re-evaluation of environment post action plan.

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Re-evaluation of environment post action plan.

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Our staff work collectively demonstrating a high level of commitment to collaborative professional learning, change and improvement; and collegiate working

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Our staff work collectively demonstrating a high level of commitment to collaborative professional learning, change and improvement; and collegiate working

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Visible Learning plan

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Relationship groups (pupil and parent) established to ensure improvement is rooted in the voice of all.

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Relationship groups (pupil and parent) established to ensure improvement is rooted in the voice of all.

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Group taking part in evaluative tasks outlined in theme 1.

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Group taking part in evaluative tasks outlined in theme 1.

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Example of Evaluative task against child led HGIOS 4 on the theme of relationships.  This is a working document.

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Example of Evaluative task against child led HGIOS 4 on the theme of relationships.  This is a working document.

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Strategic Change initiative identifying how feedback provided from all within the community is rooted in next steps.

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Strategic Change initiative identifying how feedback provided from all within the community is rooted in next steps.

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Group working on refreshing the pupil values.

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Group working on refreshing the pupil values.

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Example of action planning within self evaluation against SIF's within excellent and very good.

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All Staff are involved in the cycle of self evaluation leading to creation of standards and quality which supports identification of priorities for school improvement.

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All Staff are involved in the cycle of self evaluation leading to creation of standards and quality which supports identification of priorities for school improvement.

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All staff at all levels actively lead and/or participate in change initiatives, including the regeneration of learning environments, development of formative assessment strategies, and wellbeing projects, all aligned with equity and inclusion.

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All staff at all levels actively lead and/or participate in change initiatives, including the regeneration of learning environments, development of formative assessment strategies, and wellbeing projects, all aligned with equity and inclusion.

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Staff identify areas of strength and next steps and were matched accordingly.

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PBL Event at P6 showcasing real life context learning as the driver for curriculum design. 

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PBL Event at P6 showcasing real life context learning as the driver for curriculum design. 

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Staff-led collegiate sessions reflect a shared professional commitment to deepen understanding of peer and self-assessment, grounded in collective staff interest and Visible Learning research.

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Staff-led collegiate sessions reflect a shared professional commitment to deepen understanding of peer and self-assessment, grounded in collective staff interest and Visible Learning research.

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Presentation delivered to staff being responsive to peer observation next steps led by a member of staff with good practice.

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Formative assessment practices are being refined through structured monitoring, which identifies both strengths and areas for growth. This supports learner agency and helps staff adapt instruction responsively.

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Formative assessment practices are being refined through structured monitoring, which identifies both strengths and areas for growth. This supports learner agency and helps staff adapt instruction responsively.

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SLT observations with staff created formative assessment criteria

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Individual feedback given as well as collective feedback to provide collegiate response and planning for next steps

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Individual feedback given as well as collective feedback to provide collegiate response and planning for next steps

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Children lead and participate in pupil groups formed by interest, which encourages ownership of change and peer-led improvement.

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Children lead and participate in pupil groups formed by interest, which encourages ownership of change and peer-led improvement.

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Pupil Groups devised by children where they become change makers for their chosen area of interest.

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Wellbeing initiatives, including the gardening club, PEF-led science clubs, and the One Trusted Adult approach, promote a nurturing culture while addressing emotional needs identified by pupils themselves.

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Wellbeing initiatives, including the gardening club, PEF-led science clubs, and the One Trusted Adult approach, promote a nurturing culture while addressing emotional needs identified by pupils themselves.

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Staff feedback on initiatives within the SCI for IH.

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OTA record sheet used to track frequency of conversations

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OTA record sheet used to track frequency of conversations

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Parent and Toddler club designed to target families in the community to challenge parent/child relationships.

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Parent and Toddler club designed to target families in the community to challenge parent/child relationships.

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Jennifer leading the toddlers in a rhyme time session.

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Jennifer leading the toddlers in a rhyme time session.

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Child led and created vision aligning values to global competencies and the UNCRC

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Child led and created vision aligning values to global competencies and the UNCRC

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The responses show that among teachers, there is a greater confidence in the ability to create and implement learning intentions and success criteria which is positive.

It is clear that our next steps are to ensure learners can use the vocabulary of learning and assessment in order to really engage with their learning on a deeper level and help them achieve success. With that in mind, varying the type of feedback we give learners is crucially important, with a particular emphasis on process and self-regulation feedback where we really encourage pupils to become evaluators of their own work.

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Values linked to 6 WDC's and learning dispositions as well as UNCRC. Children worked to try to bring this together.

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Quality Assessment and Moderation

-this session was a great opportunity to collaborate with colleagues in LLC schools to identify strengths and action points.

Main action / theme from the moderation process was high quality assessment - having a clear KU about what this is, how we can plan for it, what evidence shows this and how often we should gather it.