Our School Vision:
Our school vision is aligned to that of the First Federation Trust. At Salcombe C of E Primary School we are committed to create a happy, secure and stimulating learning environment in which all members of the school community can grow in confidence, develop their full potential and carry on 'Sailing to Success'.
- For Salcombe C of E Primary School to be an inspirational place for children to learn and creating a open learning culture where children can thrive.
- To raise the standards of education for children in the locality by everyone working together under the umbrella term of 'Team Salcombe'.
- To have an bespoke and irresistible curriculum that showcases the talents, skills and knowledge learned by children throughout their time at the school.
- For the school to be the hub of the community and help support families locally.
- For the school and trust to develop our staff members to further their careers.
- To have well-being at the forefront of everything that we do as a school.
Responsibility and Accountability
The First Federation is a community of schools bound together by:
Shared Responsibility and Accountability
Trust and Common Vision
- Intellectual and Social Capital
Schools in the 21st Century need to believe that the future is that we are all in this together. We must believe there are no limits to what schools can achieve together and this achievement will be ensured if we ensure we have:
- Responsibility before accountability engendering distributed leadership
- Trust established through Character and Competency in equal measures
- Intellectual capital that innovates and social capital that becomes the glue which holds us together
Federation – a Hardwired Learning Community
The First Federation is a clear example of a ‘hardwired’ learning community where everyone is responsible for the success of every school. All the staff are members of the First Federation and believe in collaboration and the sharing of best practice. Research shows that when schools fully embrace the concepts of collaborative practice and collaborative capacity, they rapidly improve and become sustainable, high performing organisations.
The power of collective capacity is that it involves ordinary people accomplishing extraordinary things – for two reasons.
One is that knowledge about effective practice becomes more widely available and accessible on a daily basis.
The second reason is more powerful still – working together generates commitment. Moral purpose, when it stares you in the face through children and your peers working together to make lives and society better; is palpable, indeed virtually irresistible. The collective motivational well seems bottomless. The speed of effective change increases exponentially…
Collaborative practice is more powerful and more lasting than other forms of accountability, performance management, appraisal or Ofsted as it provides the mechanism for peer accountability and peer learning.
Collaboration and the 5es
The Federation has identified 5es that we want embedded in every school. Excellence is one of the Trust’s 5es. We will achieve excellence through excitement as well as the effort, and enthusiasm as well as the energy.
From its inception in 2006 the First Federation has championed Collaborative Autonomy. Every school in the Federation is recognised as being unique and is encouraged to be the best it can possibly be through releasing the 5Es. We also understand that to be an outstanding organisation the federation has to ensure that best practice and innovation is spread quickly and accurately across all its schools. This is best achieved through Organisational Knowledge Creation. Collaborative Autonomy ensures Organisational Knowledge Creation.
‘Organisational Knowledge Creation is the capability of the Federation as a whole to create new knowledge, disseminate it throughout the schools, and embody it in pedagogy, systems and structures.’
Based on work by Nonaka and Takeuchi
Relationships are the lifeblood of schools. Schools work on trust at every level, children trust their teachers and one another. Teachers trust their children and their colleagues. Deep trust is built upon two fundamental areas; character and competence. Children need to believe that their teachers will treat them, with care, fairness and honesty. They also need to trust their teachers to have the knowledge, skills and attributes that will enable them to learn and achieve at the highest standard. Teachers also need to trust that their colleagues and senior leaders will treat them the same and have the highest set of competencies.
The Ethos of our Federation
The First Federation believes firmly that Christian principles must underpin all our work with children. We want our children to grow up in our school to understand the Christian values of love, peace, patience, kindness, goodness, faithfulness, gentleness and self control identified in Galatians Chapter 5 verses 22,23.
We recognise each school's historic foundation and will preserve and develop their religious character in accordance with the principles of the Church of England and in partnership with the Churches at parish and diocesan level.
Each school aims to serve its community by providing an education of the highest quality within the context of Christian belief and practice. It encourages an understanding of the meaning and significance of faith, and promotes Christian values through the experience it offers to all its pupils.
Adapted from the model Ethos statement Church of England and the Church in Wales.