Saint Gabriels College

We Will All Fulfil Our Unique, God-Given Potential

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SDP Vision Statement

SGC SDP Vision Statement for 2017-18

The SGC School Development Plan runs from April 2017 until March 2018.  During this period, each member of the Leadership Team will implement a strategy to improve the school.  This SDP Vision Statement is an aspirational description of the school in the Summer Term of 2018, describing the impact each strategy will make to the school.

1. KS4 Achievement

Ensure KS4 students are very well prepared for the world of work and further study (Kathy Almond, AP for KS4 Raising Achievement and Curriculum)

Saint Gabriel’s College is highly effective in preparing students for further education and the World of work.  Students in KS4 are very well supported in accessing their chosen career pathway, because they are given high-quality experiences of the work-place, well informed teaching about employability skills and personalised guidance to inform them about ambitious career choices.  For example, in Year 10, students discuss their career aspirations in an individual interview with our in-house careers advisor.

In their PSHCE programme, taught in a stand-alone lesson, students enjoy practical sessions to improve their leadership, organisation, resilience, initiative and communication skills.  A work experience placement in the summer of Year 10 is tailored to challenge and develop each student by allowing them to demonstrate these skills to employers.

KS4 students demonstrate that they have an enhanced understanding of the range of current post-16 choices enabling them to make well-informed decisions about their futures.  Their families appreciate the clarity their children have about the range of pathways available to them as detailed in ‘The SGC Post-16 Manual.’

2. Achievement

Improve KS3 Transition so there is academic continuity between Year 6 and 7 and no dip in performance (Bradley Cornish, AP for KS3 Raising Achievement and Curriculum)

Year 7 students joining the school in 2017 have formed strong relationships and have a clear group identity which fosters outstanding learning.  Parents appreciate the care and support the school delivers inside and outside the classroom, including an extensive extra-curricular programme.

SGC has developed strong relationships with our feeder primary schools, resulting in an excellent understanding of the KS2 curriculum ensuring academic continuity between Year 6 and 7, and avoiding a dip in attainment.  Our schemes of work for Year 7 in English and Maths are quality assured by outstanding partner primary schools and all Year 7 English and Maths teachers spend time visiting Year 6 classrooms to understand the level of challenge provided by highly effective Year 6 teachers.

As a result, during the course of their first year in secondary school, students have had the very best preparation for secondary school, so they can go on to have happy and successful futures at SGC and beyond.

3. Teaching and Learning

Developing a highly effective feedback system for students with a high-impact feedback Policy giving professional discretion to teachers to develop each individual child (Terri Roach, AP for Teaching and Learning)

Saint Gabriel’s College is a professional learning community where teachers are expert professionals committed to improving student outcomes through highly effective feedback and by developing students who take responsibility for their own learning.  Teachers actively seek out opportunities to feedback to students about areas in which they are succeeding, and those where improvements should be made.  They are highly skilled in structuring lessons to provide students with immediate, high quality feedback that is diagnostic and addresses student misconceptions.  They provide opportunities for pupils to demonstrate they have learned from their mistakes, which helps all students to make rapid progress.  Students are keen to make improvements and this is visible as the quality of work in their books improves throughout the year.

Over the past year, the school’s feedback systems have been radically revised to focus on developmental feedback for students.  A strong monitoring system provides clear evidence that teachers know their students, whilst books visibly demonstrate that student misconceptions are addressed rapidly and successfully.  An effective format for the start of lessons ensures consistency across all subjects and supports all teachers regardless of their experience.  Work scrutinies conducted by the middle and senior leaders successfully cross reference the misconceptions noted by teachers and the improvements made by pupils.

4. Behaviour and Inclusion

Streamline sanction system for clarity, consistency and efficiency (Monique Bertrand, VP for Behaviour and Inclusion)

At Saint Gabriel’s College, we are proud of our excellent standards of student conduct.  Staff are well trained and feel confident when implementing sanctions and tracking students behaviour and progress.   Our behaviour systems are well resourced, highly consistent and well understood by students and staff.  Our centralised detention system is the cornerstone of our school’s behaviour systems valued by students and staff, because it provides simplicity, consistency and transparency.

As a result of our centralised behaviour systems, teaching staff are able to concentrate on delivering high quality lessons and ensuring outstanding student progress.  Also, pastoral staff are able to monitor students who are finding it difficult to cope in school by devising effective individual behaviour support plans.

5. Leadership

Ensure that the senior and wider leadership teams works highly effectively as a team as well as a group of highly effective individual leaders (Nick Butler, Principal)

Saint Gabriel’s College has high-performing and motivated senior and middle leaders who are dedicated to delivering the school’s vision and living out the school’s values.  All senior and middle leaders model a commitment to continuously improving their professional practice by pursuing professional qualifications.  There is high quality succession planning.  For example, all middle leaders have had the opportunity to be attached to the Leadership Team for at least one term and all have benefitted from participation in a high quality coaching programme.

Over the past year, the school has focused on ensuring the Senior Leadership Team and the wider Leadership Team (including middle leaders) work together as a highly effective team as well as expert individual leaders.  The team has benefitted from highly skilled team coaching to ensure that the strengths of every team member are used to their full potential.  As a result of this work, school leaders now function as a highly effective team, which has a much deeper impact than if leaders were working in isolation.

6. Ethos and Collective Worship

Ensure that Advisory Time is highly effective in developing the spiritual lives of students (Ellen Eames, Chaplain)

Over the past year, the school has radically improved the effectiveness of Advisory time so that it has become a highly valued time, when students are developed spiritually, emotionally, academically and as citizens.

Advisory Time is a core part of the school day which is valued by students and staff.  It provides a supportive, family community which delivers high-quality collective worship, pastoral care and personal development based on the school’s Christian values.  Teachers and support staff are well-trained and confident and best practice is shared across Learning Communities.  Students build strong relationships with peers and staff through regular one-to-one ‘Relational Meetings,’ which provide a foundation of mutual trust and respect.  Advisory Time is a safe, secure environment in which students can explore issues in the school and from current affairs.  It is also a time when the school promotes citizenship through active participation.

7. Finance, Premises and Resources

SGC is a small secondary school with a stable financial position. In order to compensate for an anticipated reduction in its per-pupil funding with the introduction of the national funding formula from financial year 2018 onwards, the school has made a concerted effort to diversify its sources of funding so that students can receive a high quality extra-curricular provision without compromising its financial stability.

Over the past year, the school has developed an expertise in fund raising and established sustainable relationships with funding agencies. In addition, the staff of the school are now knowledgeable about external funding sources available and are experienced in accessing this.