Developer Level

The school community will be challenged to develop what they already do. The school develops an image that shows and identifies with the Church’s call of ‘preferential option for the poor.’ At this level, a Validator will visit the school to finally approve your application.

​​

GUIDANCE FOR COMPLETION OF YOUR APPLICATION

1. Select targeted exemplars to reflect the comments you have made in your summary statements.

2. Appropriately name each evidence type e.g. Pay Policy, SoW, photo of charity event.

3. Ensure you load only evidence which can be accessed from your submission. We cannot accept any evidence sent separately via email or post.

4. Use the summary statement to explain your evidence if necessary, but also to share other aspects of your work in a particular strand.

​​

​Developer Level Assessment Criteria

​​

Strategic Strand

​

Anyone completing an application should have access to relevant documents, e.g. MAT/SLT/Governors' policies and minutes etc. which show how CST underpins decisions made at a strategic level.

At least TWO policies (different from those submitted at Participator Level or demonstrating development of explicit reference to CST)  should be evidenced and reference made to how policies are agreed, monitored and developed.

Your application should show greater impact and evidence of how CST has been embedded in this strand.

​​

Descriptors

How is Catholic Social Teaching (CST) influencing the development of the Multi Academy Trust (MAT) and/or School policies?  Outline the impact with appropriate examples?

​

How does the leadership of the school strategically promote CST principles and measure its impact, e.g. through SIP or SDP?

​

If the school is a member of a MAT, how and to whom does the Governing Body and/or SLT feedback to ensure CST is included in strategic decision-making?  Briefly describe with any examples.

​

How does the dedicated leader and/or group promote and develop CST in the school and community? 

​

Outline any activities which promote staff well-being?

​​

Ideas that might contribute to this section:

​

Examples of how leadership ensures that CST is implemented throughout the school to enrich and cultivate its understanding, e.g. INSET and Induction programmes, new staff guide, Appraisal targets for staff, extracurricular activities/programmes.

​

Evidence of how CST influences the development of MAT/school policies, e.g. does the Behaviour Policy/Pay Policy explicitly mention how they relate to the promotion of CST, Governors and/or SLT Minutes?

​

Evidence of how the school seeks to influence the development of MAT policies and strategic planning e.g. through correspondence including emails, minutes of meetings, Head's forums etc.

​

How the school has further developed any of its policies and practices to promote CST e.g. in the light of what was learnt from achieving the Participator Level.

​​

How the school has taken strategic decisions which promote CST e.g. support for the wider community, struggling families, vulnerable children etc.

​​

How the school is developing its continued promotion of CST e.g. ways in which the dedicated leader or group actively seeks to involve students/pupils, teachers, support staff, parents and governors in its activities.

​​

Curriculum Strand

​

Exemplars from Scheme of Work/Short Term Plans/Curriculum Overview should be seen together with relevant student/pupil work. A range of subjects must be evidenced.

​

Descriptors

Are themes of CST evident in a range of curriculum areas?  If so, how?

​

How does the school engage with the key themes of the Encyclicals Laudato Si and Fratelli Tutti?

​

Does the school arrange visits/trips or invite guest speakers in order to develop student’s/pupil’s awareness about social justice issues?  Give some examples.

​

How does the school engage Governors and Parents in understanding how the curriculum is underpinned by CST?

​​

Ideas that might contribute to this section:

​

Exemplars e.g. S.O.W, Short-Term Plans or lessons together with examples of student's/pupil’s work from a range of different subject areas.

​

Evidence of support, e.g. examples of where support is being given to subject areas who are in the process of embedding CST into their S.O.W.

​

Exemplars through student/pupil work or photographs e.g. to illustrate the impact of visiting speakers and visits outside the classroom or national/international campaigns, including any follow-up actions on raising awareness of social justice issues.

​

Exemplars e.g. newsletters, parent surveys, parents' information evenings, Governors' monitoring.

​

Evidence of the impact of the use of school resources to support vulnerable groups, e.g. progress data, improved attendance and engagement, targeted lessons.

​

We recognise that Sixth Form Colleges, Special Schools or those providing alternative provision will not follow a 'traditional curriculum'. Sixth Form Colleges are encouraged to provide evidence from subjects taken by larger number of students. Special Schools or those providing alternative provision are recommended to include evidence from, for example, Literacy and Numeracy programmes, Life Skills, Forest School, Horticulture, etc. which encourage the promotion of CST principles. For all establishments, any compulsory RE  or Enrichment programmes can also be included.

​​

Practical Strand

​

Descriptors

Outline how members of the whole school community have a shared vision and commitment to promoting the Gospel values of justice.

​

Outline any charitable activities, including awareness raising, involving the school community.

​​

Identify the composition of any groups that support CST in your school, outline in what ways the group is active in promoting justice and fairness and its impact in:

1.  your school

2.  the local community

3.  and national campaigns?

​

Ideas that might contribute to this section:

​​​​

Exemplars/Photographs e.g. evidence from the CST work of pupils/students, activities involving pupils/students/parents or governors.

​​

Examples of pupil/student-led activities e.g. Pupil/Student Voice and how this impacts on the life of the school community and its decision-making.

​​

Examples of any activities in which the school has engaged to support the wider community, vulnerable groups, families.