CONTEXT:

Leaders have a clear and ambitious vision for providing high quality education for all children, no matter what their starting point is or challeges they may face in their early years or as they move through school.  It is important for us in school to understand the context of the families we work with and use this information to break down barriers to learning and provide high quality education and pastoral care. 

The information below is taken from the October 21 Census.

  • Leigh St Peter’s CE Primary School is a larger than average school.
  • Lower than average EAL population at 11% and decreasing over the last few years .
  • The % of FSM is in the highest quintile for UK at 56% and has increased from 39% in January 2019. The disadvantaged % varies year on year with the highest at 77% in last year’s Year 3 and the lowest in Reception at 40%. 
  • The IDACI score indicates that we are in the more deprived of all schools grouping at 0.33 (National 0.21).  This shows that this school is one of the most deprived schools in Wigan based on the IDACI indicator and this difference is increasing.  Currently 95% of pupils are in the bottom 30% of deprivation (IDACI).  This compares to in Jan 2015 where 70% of pupils were in the bottom 30% of the most deprived.  
  • We have a higher than average SEN at 33%.
  • We currently have falling numbers due to the reduction in birth rate and high mobility out of area; this is affecting the school budget as we have surplus places.  We have yet to benefit from the new housing development. 

WHY:

We want the pupils at Leigh St Peter’s to leave our school as confident children, responsible citizens and successful learners and with positive memories of their time here.

WHAT:

Due to the background of many pupils that attend our school we need to ensure that we focus heavily on pastoral care while supporting the academic needs of the pupils and families.
Our pastoral care needs to be the best it can be; nurturing individuals, showing compassion for all others, accepting of any differences and working closely with families.  
Our academic support needs to focus on early communication and language, reading and maths; and allow pupils to have experiences that would support the improvement of social mobility.

2021 – 2022 School Improvement Plan

SEPTEMBER 2021 – JULY 2022 MAY 2022 – JULY 2022
Priority 1: Metacognition and self-regulation

  • Teaching and learning strategies used in school teach pupils metacognition strategies
  • Pupils are able to organise their learning age appropriately.
  • Appropriate challenge and scaffolding is used to develop pupils self-regulated learning.
Priority 6: High Expectations: Pupils learning

  • Pupils consistently have high attitudes and commitment to their education.
Priority 2: Early Intervention

  • To improve speech and language through the NELI programme
  • To create a consistent communication friendly environments consistently across the whole school.
  • Develop staffs understanding of the developmental process for speech and language
Priority 7: High Expectations: Classroom Environment

  • Teachers create an environment that is focused on pupils.
  • Classroom environments are designed to support children’s pastoral and learning needs.
Priority 3: Social and Emotional Learning

  • Pupils have a voice in their schooling.
  • Pupils are able to explain more confidently how they feel after being in crisis.
  • There is a clear and consistent approach to developing pupils MH&WB
Priority 4: Parental Engagement

  • There is a wide range of high quality communication with parents and carers.
  • Parents engagement in school has increased.
  • Parent and carers access a range of activities in school to support them and/or help with social mobility.
 
Priority 5: Leadership and Management

  • Teaching staff are actively involved in an area of the SIP

The school improvement plan was written following Pupil Premium Training  from the Blackpool Teaching School.  The plan uses Education Endowment Foundation Research evidence as the basis for the actions.  All teaching staff work within a priority team and support the senior leaders to make a whole school difference to the school community. These teams have been developed this year based on research from Johann Hari in his book Lost Connection and are to help promote good mental health and well-being for staff in school.

If you would like a detailed copy of the SIP please email enquiries@admin.leighsaintpeters.sch.wigan.uk

SCHOOL TO SCHOOL SUPPORT:

LOCAL AUTHORITY:

The school works with the local authority through regular meetings and having access to service managers in a rnage of departments. Click the link below to find out what the education strategy priorities are for the LA. 

Local Authority Education Strategy 2020-2030

LEIGH, LOWTON AND GOLBORNE CONSORTIUM: (LLG)

Leigh St Peter’s in part of the LLG School company Ltd.  The company is made up of 26 local schools that work together on school improvement priorities and support to school.   Within this model there are school improvement consultants and lead headteachers that work together to support individual schools with their school priorities.  The level of support is dependant on need.  The company also provides training and regular update meetings for a range of staff including school buisness managers and pastoral staff.  Other services that are accessed are the ability to commision services to support schools eg school meals and sports/games support.  Click here to learn about the Key Principles of the LLG.

Within the model we have the 3 smaller groups of schools that focus on their specific needs.  During the year there are a range of training and support opportunities including eg: cross school moderation including EYFS outcomes, writing and maths; science training, OFSTED SEND support.