Re Validation of 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 have Governors/SLT continued to provide feedback to the Directors to ensure CST principles influence and impact the strategic decision making of the MAT. Give appropriate examples. 

​

Identify how the School, SLT and Governing Body have continued to monitor, challenge and evaluate the impact of the commitment to social justice and awareness.

​​

​How has CST been strengthened in the School's Development Plan or School Improvement Plan?  Briefly illustrate the commitment over the last THREE years.

​​

Summarise any INSET for Staff including Support Staff and Governors within the last THREE years which has helped them develop, deepen and share their understanding and practice of CST both in and out of the school environment.

​​

How has the school/college strengthened its commitment to staff well-being in the last THREE years.

​​​

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 has the school through its Development Plan or SIP demonstrated an ongoing commitment to CST e.g. the journey the school has been on to develop CST over the previous 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 and how is the impact measured.

 

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

​​

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 has learning about human dignity, justice, fairness and equality been embedded and strengthened right across the curriculum?

​

Describe how the school has developed resources that directly refer to CST to share with other schools?

​​

Briefly outline how students/pupils have actively taken a lead in evaluating the Schemes of Work and their learning about justice awareness.

​​

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 wide 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 ​

​

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 has the school strengthened its commitment to human dignity, justice, fairness and equality and what is the impact? e.g. themed weeks, special days etc.

​

What impact has the school's/colleges long term support for a project which aims to alleviate poverty and promote justice and fairness locally/nationally/globally had on each community? How do you aim to build on this project?

​

How has the school continued to empower and celebrate the contribution of student/pupil leadership to the school/college?

​

​Describe how the school/college has worked with other schools/colleges to promote justice and fairness.

​

In what ways has the school/college continued to be a source of inspiration and evangelisation to other schools/colleges and wider community?

​​

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. organise conferences, visiting speakers. 

​

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