St Angelus School Headteacher: Gabriel Balthasar

RE Link Governor: Paul Saint RE Coordinator: Ruth Genesis

What the school should do to improve further Ofsted - GRADE

  • Raise standards in
  • Improve the quality of
  • Improve leadership and management by

What the school should do to improve further? Section 48 GRADE

  • Further develop
  • Encourage more
  • Continue to

Catholic Life - CL

PRIORITY CL 1: Extent to which pupils contribute to and benefit from the Catholic Life of the school:

  • CL1:1 pupils contribute towards
  • CL1:2 pupils are more aware of
  • CL1:3 pupils’ attitudes towards
  • CL1:4 pupils develop

PRIORITY CL2: Quality of provision for the Catholic Life of the school

  • CL2:1 staff
  • CL2:2 the learning environment
  • CL2:3 embed pastoral programmes

PRIORITY CL3: How well Leaders and managers promote, monitor and evaluate the provision for the Catholic Life of the school:

  • CL3:1 the provision for the Catholic Life of the school is given high priority by leaders in the school’s self-evaluation cycle (SIP 4.3, 4.4, 4.5)
  • CL3:2 the RE Coordinator is
  • CL3:3 the RE Coordinator develops
  • CL3:4 the effectiveness of the RE Link Governor

Collective Worship - CW

PRIORITY CW1: How well pupils respond to and participate in the school’s Collective Worship

  • CW1:1 pupils show keen participation (SIP 3.5)
  • CW1:2 pupils create varied and well planned acts of worship that engage their peers (SIP 3.3)

PRIORITY CW2: The quality of collective worship and prayer life provided by the school

  • CW2:1 priority is given to
  • CW2:2 parents, governors, parishioners and other adults

PRIORITY CW3: How well Leaders and managers promote, monitor and evaluate the provision for the Collective Worship and prayer life of …

  • CW3:1 the provision for the Collective Worship and prayer life of the school is given high priority by leaders
  • CW3:2 the RE Coordinator is
  • CW3:3 the RE Coordinator develops
  • CW3:4 the effectiveness of the RE Link Governor

Religious Education - RE

PRIORITY RE 1: Improve how well pupils achieve and enjoy their learning in RE by ensuring that:
  • RE1:1 pupil progress is improved so that
  • RE1:2 the pace of learning is improved so pupils

PRIORITY RE 2: Improve the quality of teaching and assessment in RE by ensuring that:
  • RE2:1 teachers’ expectations for all groups of pupils
  • RE2:2 teachers plan effectively to use time to maximise learning opportunities for all groups of pupils
  • RE2:3 teachers’ knowledge and expertise
  • RE2:4 teachers’ use clear and concise Learning objectives (WALT) and differentiated success criteria (WILF)
  • RE2:9 teachers to adhere to school marking and feedback policy and use ‘driver words’ when responding to pupil learning (SIP 1.2, 2.2, 2.3)

PRIORITY RE 3: Developing leadership and management, monitoring and evaluating provision for RE by ensuring that:
  • RE3:1 the provision for the Catholic Life of the school is
  • RE3:2 the RE Coordinator is
  • RE3:3 the RE Coordinator develops
  • RE3:4 the effectiveness of the RE Link Governor

Key Priority 1 / Time Scale / Lead person / Agreed Outcomes / Success Criteria / Monitored by / Impact
RE1:1 pupil progress is improved so that it is consistently good across the school / Summer Term 2017 / RE Coordinator /
  • Work scrutiny indicates that progress over time is consistently good, taking into account pupils’ starting points
  • Lesson observations indicate good progress is being made in lessons
/
  • pupils show an enthusiasm for RE
  • pupils’ behaviour for learning is good or better
  • pupils are showing a good standard of religious literacy
  • pupils’ work indicates good or better progress is being made
/ Diocesan Adviser
SLT
RE1:2 the pace of learning is improved so pupils can develop their understanding about religion more rapidly / Spring Term 2017 / RE Coordinator
Class Teachers /
  • Work scrutiny indicates that pupils are acquiring knowledge quickly and in depth
  • Lesson observations indicate that pupils are religiously literate and can articulate their learning
  • The Learning environment is conducive to extending learning in RE
/
  • pupils are working independently and can interpret sources and symbols clearly
  • pupils can reflect and evaluate using skills transferred across the curriculum e.g. role play, drama, peer-talk, art, Ict, music
  • pupils are demonstrating a good or better standard of religious literacy
  • pupils can talk about /discuss why learning about religion is important to them
  • displays challenge pupils thinking through carefully designed questions
/ Diocesan Adviser
SLT
Key Priority RE 1 / Time Scale / Lead Person / Agreed Outcomes / Success Criteria / Monitored by / Impact at 15.12.16
RE 1:1 pupil progress is improved so that it is consistently good or better across the school / Spring Term
2017 / Class Teachers
Diocesan Adviser /
  • Work scrutiny indicates that progress over time is consistently good, taking into account pupils’ starting points
  • Lesson observations indicate good progress is being made in lessons
/
  • pupils show an enthusiasm for RE
  • pupils’ behaviour for learning is good or better
  • pupils are showing a good standard of religious literacy
  • pupils’ work indicates good or better progress is being made
/ RE Coordinator
SLT
Diocesan Adviser / Pupil voice showed chln were more enthusiastic about lessons in RE than last year. (REcoord file)
Behaviour for learning during obs is good –
pupils are beginning to make progress in every lesson and over time in most classes. ongoing
Lesson obs showed an improvement in pupils articulating their learning.
ongoing
Work scrutiny 15.12.16 shows developments in progress since September compared to last year.
ongoing
RE 1:2 the pace of learning is improved so pupils can develop their understanding about religion more rapidly / Autumn Term 2
2016 / Class Teachers
Support from Diocesan Adviser /
  • Work scrutiny indicates that pupils are acquiring knowledge quickly and in depth
  • Lesson observations indicate that pupils are religiously literate and can articulate their learning
  • The Learning environment is conducive to extending learning in RE
/
  • pupils are working independently and can interpret sources and symbols clearly
  • pupils can reflect and evaluate using skills transferred across the curriculum e.g. role play, drama, peer-talk, art, Ict, music
  • pupils are demonstrating a good or better standard of religious literacy
  • pupils can talk about /discuss why learning about religion is important to them
  • displays challenge pupils thinking through carefully designed questions
/ RE Coordinator
SLT
Diocesan Adviser / Work Scrutiny 15.12.16
Shows pupils are making progress in lessons – more depth and challenge still needed for more able pupils. Ongoing
During lesson obs pupils are able to articulate their understanding more readily, using religious vocabulary and key words. Across the school, they are demonstrating a good understanding of religious signs and symbols.
Work scrutiny 15.12.16 shows a developing use of a variety of teaching strategies. Ongoing
Pupils know RE is important to them
Some displays would benefit from more questioning to move learning forward - ongoing