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.

2022 – 2023 School Improvement Plan

This years school improvement planning has been focused on 3 key areas.  Improving outcomes, attendance and behaviour. 

Improving Outcomes: We have focused on Early reading and phonics, writing and maths. 

Improving Attendance: We have focused on lowering our persistent absence and improving the number of children that are late.

Improving Behaviour: Many children have struggled since returning to school following the lockdowns and isolations.  School’s nationally have seen changes in behaviour.  We will review our behaviour policy based on this and relook at the serivces provided to support all children manage their behaviours. 

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.