Innovator Level

​At this level, the school community is challenged to become fully alive, working to promote CST principles in and beyond the school. The school actively changing the culture of its practice and life so that all its members see it as their duty to challenge inequality wherever they see it. The school’s commitment to CST principles is visible and its impact is tangible, measurable and sustainable. The school becomes a 'missionary centre' for the spread and embedding of CST principles in other schools.

​​

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.

​

Innovator Level Assessment Criteria

​​

Strategic Strand 

​

For schools/colleges in a Multi Academy Trust - how do Governors/SLT feedback to the Directors to ensure CST principles influence and impact the strategic decision making of the MAT. Give appropriate examples. 

Identify how CST principles are explicit in all the policies of the school (How are CST principles at the heart of all school policies?)

Identify how the School, SLT and Governing Body monitor, challenge and evaluate the impact of the commitment to CST principles.

​​

​How is CST reflected in the School's Development Plan or School Improvement Plan?  Briefly illustrate the commitment.

​​

Summarise any INSET for Staff and Governors within the last year which helps them develop, deepen and share their understanding and practice of CST both in and out of the school environment (working with and supporting other schools to embed CST in their communities).

​

Outline any activities which promote staff well-being.

​​​

Ideas that might contribute to this section:

​​

Relevant minutes of meetings at both Governor and MAT board level which highlight CST in discussions of strategic concerns.

​

Examples of how the MAT or Governing Body policies are being used to reflect the impact of CST on decision-making e.g. through the Pay Policy, Behaviour Policy, Leave of Absence Policy etc.

​​

How the school through its Development Plan or SIP demonstrates an ongoing commitment to CST e.g. the journey the school has been on to develop CST over the last THREE years.

How Performance Management or Appraisal cycles are being used to promote CST e.g. for Headteacher, SLT and individual class teachers.

​

How the school has further developed its promotion of CST e.g. is the leader or group actively seeking to engage Parents and others beyond the immediate school community.

Examples of outreach work designed to develop awareness and understanding of CST beyond the school. 

​​

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 to include those not presented at Developer Level.

​

How is the whole of the curriculum driven by the principles of CST?

​

How is learning about human dignity, justice, fairness and equality embedded right across the curriculum?

​

Illustrate how the school is developing resources that directly refer to CST to share with other schools?

​

Briefly outline how students/pupils actively take a lead in evaluating the Schemes of Work and their learning about CST principles.

​​

Ideas that might contribute to this section:

​

Exemplars e.g. from S.o.W or lesson plans.

Exemplars from student's/pupil's own work from a range of subject areas e.g. to illustrate the impact of the curriculum or visiting speakers or visits outside the classroom or national or international campaigns including follow up actions on raising awareness of social justice issues.

​

Examples of resources which have been shared with other schools e.g. Arranging and holding conferences for schools where pupils/students engage in exploring the meaning of CST principles in their lives.

​

Evidence of support e.g. examples of where support is given to new members of staff, new Head of Department or Subject Leader to create opportunities to embed CST in their teaching and outside the classroom.

​

Evidence of support for other schools to embed CST in their curriculum.

​

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

​

How visible is the school's commitment to human dignity, justice, fairness and equality e.g. Justice Awareness Week, Anti-Bullying Week, Earth Day etc.?

​

Demonstrate the school's long term support for a project which aims to alleviate poverty and promote justice and fairness locally, nationally or in the global south.

​

How does the school empower and celebrate the contribution of student/pupil leadership to the school?

​

​Describe how the school works with other schools to promote justice and fairness.

​

In what ways is the school a source of inspiration and evangelisation to other schools?

​​

Ideas that might contribute to this section:

​

Exemplars/Photographs e.g evidence from the work of students/pupils, activities which show involvement of Governors, Parents and the wider community.

​

Evidence from any project e.g. photographs, videos, newsletter as well as testimonies from recipients of the impact the project has had on their community.

​

Examples of student/pupil led activities and initiatives e.g. Student/Pupil Voice and how this impacts on decision making.

​

Evidence from resources or opportunities to be shared with other schools e.g. to organise conferences, visiting speakers. 

​

Evidence of the impact from any events designed to raise awareness and promote CST.