St Bede’s Junior School in Widnes has achieved Centre of Excellence status.
St Bede’s Catholic Junior School is a larger than average school with 306 pupils on roll. The school shares a site with a neighbouring infant school, which is under separate leadership.
The proportion of pupils with special educational needs and/or disabilities is broadly in line with the national average. The number of pupils known to be eligible for free school meals is also similarly in line. The number of learners from multi ethnic backgrounds is well below average.
Recent Ofsted Report
The most recent Ofsted report (September 2007) judged the school to be outstanding in all areas.
“The pupils’ personal development is excellent and promoted extremely well by high quality care, guidance and support and a rich and diverse curriculum ….: all children are treated equally and it has a real sense of community.”
An Interim Assessment Statement of January 2011 indicated that performance had been sustained and that a further inspection would not be needed. Staff, pupils, parents and community members I met during the day all supported this. There is clear evidence of a shared inclusive vision and practice throughout the school.
A Shared Vision
The school is led well by the Head Teacher and wider Leadership Team, who have created a shared vision and desire amongst staff to continue to drive the school forward ensuring that inclusion and development of the whole child is at the heart of the school’s philosophy and practice.
An Attractive Learning Environment
The learning environment is attractive, calm and welcoming; there are excellent displays throughout the school celebrating pupil achievement, promoting diversity and stimulating thoughts and ideas.
Accessible Outside Spaces
Outside spaces are well-resourced, pupil friendly and accessible. Throughout the school, intervention rooms for additional work and support have been created. A Family Support Worker is based in a welcoming and well-resourced room which provides a safe space for vulnerable pupils. An “I came to see you” form has been designed for pupils to leave messages for the Family Support Worker.
Effective Sharing of Information
Pupil profiles are in place for children with additional needs to enable the effective sharing of key information, support strategies and performance targets with and amongst teaching staff.
Strong Academic Record
The school has a consistently strong academic record due to highly effective teaching and learning, high expectations, robust tracking systems and timely and appropriate intervention strategies. All staff have a clear vision for the school and their pupils, and a relentless determination and desire for all pupils to succeed.
Meticulously Planned Lessons
Lessons are planned meticulously building on thorough assessments of prior attainment and detailed understanding of individual needs. Lessons provide stretch and challenge, and pupils are encouraged to think about, and take an active part in, their learning. Teachers have excellent relationships with the children and know their pupils well. This ensures that classrooms are happy and purposeful learning environments. Pupils with SEND are monitored carefully and high-quality support is put in place, linked to a thorough assessment of needs and abilities.
Well Deployed TAs
TAs are well deployed and have a positive impact on pupil outcomes. They provide both in-class and withdrawal support. TA timetables and interventions are developed and monitored by the SENDCo in liaison with teachers to ensure that interventions are timely, appropriate and effective.
Central Values of the School
The Denominational Foundation and Gospel values of the school are central to all its work. Pupils’ social, emotional and personal development is excellent and promoted extremely well by high-quality care, guidance and support in a warm and welcoming environment. Pupils in and around school behave exceptionally well showing a great deal of care and consideration for each other. They are responsible and mature learners who value their education, and who take a full and active role in school life. The Pupil Council is active in the school; they have lots of ideas which they feel will be listened to and acted upon. Consequently, they feel they are able to have impact within the school. Parents are enthusiastic and generous in their praise and support for the school. They feel that they are appreciated as equal partners in their child’s education. They were very complimentary about the open and welcoming ethos of the school and the excellent support which they have received.
School governors are very knowledgeable, capable and supportive and are actively involved in school life. Governors are well informed about the work of the school, the progress that the children are making and the strategic plan for the school.
A Happy, Friendly and Safe Environment
It was clear to see that this is a happy, friendly and safe environment in which everyone is respected and supported. It is a school, where pupils are enabled to develop according to their individual needs and abilities to become confident and successful learners and to take pride in themselves and their achievements. It is clear that the school is always looking at ways to develop for the benefit of the pupils and families and where everyone is fully committed to in its widest sense.
Find out more about the IQM Inclusive School Award
If your school is interested in obtaining the IQM Inclusive School Award or you wish to talk to a member of the IQM team please telephone:
028 7127 7857 (9.00 am to 5.00 pm)
or email: firstname.lastname@example.org for further details.
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