The Great School Framework

The great school has very high expectations of the behaviour of pupils and the relationships between them, based on mutual respect, trust and kindness.

All staff, pupils and the wider community have a shared understanding of the importance of wellbeing and their role in enabling others to flourish.
All staff are committed to the school’s behaviour for learning policy and empowered to implement the procedures and systems consistently.
Pupils are trusted to behave responsibly and to self-regulate their behaviour effectively.
Systems for recognising and celebrating effort and success lead to a positive growth mindset.
High expectations are reinforced by the use of appropriate consequences.
Any incidents of bullying or prejudice-related behaviour are dealt with swiftly and effectively.
Pupils are supported with and taught about healthy lifestyles and mental health issues: how to manage risks, build successful relationships, manage emotions and act responsibly as future citizens.
Individual classrooms and learning areas are structured to enable pupils’ independent and autonomous learning, their ownership of and responsibility for spaces and risk-taking within a safe environment.
The needs of those with SEND and disadvantaged learners are prioritised and met.
The voice of all pupils is heard and valued.
Staff and pupils feel safe when offering an opinion, whilst showing respect for the views of others.

Considerable attention is paid to the whole school environment and the quality of the daily experience of those who work and learn in the school: the entrance foyer as a welcoming area, the playground, lunch facilities, toilets, corridors, staff and student learning areas and social spaces as bright, safe and quality places. A stimulating visual backdrop to learning that reflects the whole school population is created by the presentation of a wide diversity of learners’ work: whole-school displays and exhibitions, learning walls, the use of photographs, pictures, images and quotations. Displays are age-appropriate, stimulate learning, celebrate attainment and progress and raise aspirations.

The school is outward-facing, welcoming to parents and the community, inviting and encouraging them into school to engage in the learning of their children and learn themselves.

This lens will typically be reflected in:

School vision/mission statement
SEND Policy and SEND provision map
Equal Opportunities Policy
Accessibility Policy
EAL Policy
Health and Safety Policy and procedures including accident logging
Wellbeing Policy
Health and Attendance Policy
Anti-bullying Policy and bullying log
Praise & Rewards/Recognition Policy
Behaviour and Exclusions Policy
PSHE Policy
Extremism training for staff and pupils
Display and Physical Environment Policy
Safeguarding Policy and procedures: implementation of safer recruitment procedures, fully compliant SCR etc.
Child Protection Policy and procedures
CPOMs, CP logs, EP referrals, CAMHS referrals
TAFs, EIPs, EHC plans
Occupational Health reports and employee relations advice and support
Attendance records
Assembly records
Language for Learning Policy
Premises plan
Pupil Progress meeting records
Risk register and risk assessments
Pupil Premium reviews and trackers
Governor visits and reports