In the Autumn 2024, we sent out our annual parent/carer survey to gather a snapshot of your views to support our school development.
We received 110 responses and we use the information to support our continued school development identifying what has been working well and what we can continue to develop so all our children can achieve their best.
We compare our data to the National data collected via the Parentview platform and HET collate the information to provide a comparison across the schools in our Trust.
Overall, while not 100% for every question, we can see where we have continued to improve and remain above the national average. Amongst the many positives, we are delighted to see, following last year’s survey, how we have been able to improve further how we demonstrate the high expectations at St Wilfrid’s, how we support a child’s wider personal development and the good range of subjects available at our school.
Analysing the information, there are four key areas to develop further as we seek to be even better – Behaviour for Learning; Reporting on Learning and Achievement; Reporting a concern; Understanding our SEND offer.
In September, we began to introduce THRIVE to our school to further support behaviour for learning at St Wilfrid’s.
Reflecting on the responses in the survey, we see a minority of families who have questions regarding our behaviour approach and how THRIVE works to support all children. Even though parents/carers feel their children are happy, safe and do well at our school, it is clear families would like more information about this.
Therefore, we will be seeking to share with you all more information about THRIVE, the progress we have made so far in introducing it across the school and the impact we are seeing and will see in the future.
To achieve this, we will be sending out more information about the THRIVE approach and how it supports children’s behaviour for learning. Then, with the support of our two trained THRIVE practitioners, we will be providing regular updates on the progress we are making.
Alongside this, we will continue to follow our behaviour policy to ensure all children feel happy, safe and do well at our school. Of course, in a very few cases, this policy needs additional actions to be undertaken to ensure every child is able to do their best.
Please continue to communicate with the class teachers and our Phase Leaders if you have any concerns/queries regarding behaviour at our school.
Although 97% of responses indicated the school made them aware of what their child will learn during the year, there were a few questions regarding how this is shared with families, especially in regards to achievement and how they can support their child at home.
Therefore, our next step is to investigate how HET can support us with this as we learn from other schools in the trust as well as further afield.
In the meantime, we will continue to send out the weekly year group emails, hold the two consultation sessions and provide the annual report.
As well as this, please continue to discuss any questions regarding your child’s learning with their class teacher.
Although nearly half the responses indicated they ‘strongly agreed’ their concerns (much higher than the trust average) had been dealt with properly, there were a few who indicated dissatisfaction with how a matter had been dealt with once raised.
Therefore, although we continue to do our best to respond to all queries/concerns/questions in a timely manner and to resolve matters to ensure all children are able to achieve their best, we recognise the need to continually improve.
Moving forwards, we are reviewing our stages to responding to a matter, who deals with it and how to follow up with all involved to make sure we maintain a strong approach to communication.
It is vital we are delivering the best education for all children. To support children with SEND, we develop Individual Development Plans (IDPs) which set out the targets for children with SEND and the provision we put in place. Our hard working team of teachers are responsible for producing these plans, supported by Mrs Russell, who leads on inclusion.
This process should be straightforward and provide the right information to all involved. We use the ‘Assess, Plan, Do, Review’ cycle to replicate the journey which takes place as a child is successful and to track how successful we are being.
Therefore, following input, not only from the parent/carer survey but from the trust and external advisors, we have updated and refined the format for our IDPs. Parents/carers of children with SEND will receive this new format at the Spring consultations.
In addition, we will be working on how to continue providing the right information to families.
