St. Catherine’s has achieved a variety of quality marks and awards which we use to focus our efforts on improving different aspects of the curriculum. Each shows our commitment to learning and the quality of the teaching in that area across the school.
Also on this page you will be able to see the awards and marks we are working towards achieving.
AWARDS WE HAVE ACHIEVED
 2020 | About Healthy Early Years London Healthy Early Years London (HEYL) is an awards scheme funded by the Mayor of London which supports and recognises achievements in child health, wellbeing and development in early years settings. Building on the success of Healthy Schools London, HEYL will help to reduce health inequalities by supporting a healthy start to life across themes that include healthy eating, oral and physical health and early cognitive development. HEYL complements and enhances the statutory Early Years Foundation Stage framework, adding to the focus on children, families and staff health and wellbeing. The 4 levels of Awards - HEYL First Steps, Bronze, Silver and Gold - can be used to improve and support practice in all Early Years settings: * Private, voluntary and independent nurseries * Children’s centres * Childminders * Early Years in schools including schools with two-year old provision * Nursery schools * Crèches and Stay & Plays |
 2012 - 2021 | STARS – Sustainable Travel: Active, Responsible, Safe STARS is TfL's accreditation scheme for London schools and nurseries. STARS inspires young Londoners to travel to school sustainably, actively, responsibly and safely by championing walking, scooting and cycling. STARS supports pupils' wellbeing, helps to reduce congestion at the school gates and improve road safety and air quality. |
 | The assessor, Mr Paul Harris, would like to thank the children, the leadership team, staff, parents and governors for their warm welcome to the school, for the opportunity to speak with adults and pupils during the assessment, and for the very detailed evidence provided to support the process. Mr Harris recognised the following as particular strengths of our school – a very clear strategic commitment to the UN Convention on the Rights of the Child (CRC) an ethos which is underpinned by respect creating a welcoming, supportive and inclusive learning community pupil’s views are listened to and taken seriously children are encouraged to learn about and engage with the wider world |
 | - provide all students with two hours of timetabled Physical Education per week (within the curriculum only) and have extra curriculum provision in addition to this – applicable to Years 3-11 only; - engage at least 50% of pupils (20% for special schools/PRUs) in extracurricular sporting activity every week – applicable to Years 3-11 only; - of the 50% of pupils engaged (20% for Special Schools/PRUs) in the setting’s extra curriculum provision over the academic year 15% of these pupils should be from the non-active population. The provision of support for talented young sports people 1. secondary criteria: offer talented young sports people specific support to help them to balance their sporting commitments with school and home life; 2. primary and special criteria (PRUs N/A): offer talented young sports people specific support to help them to develop their sporting potential. Competition 1. use the School Games formats to provide the opportunity for both boys and girls to take part in the appropriate level of competition (boys only or girls only for single sex schools). |
 School Games Silver Award 2015-16 | St. Catherine's have been awarded Silver School Games Award for 2015-16 for their commitment, engagement and delivery of competitive school sport. In order to achieve this award we had to: |
 Rights Respecting Schools - Award Level 1 - 2016 | We are very happy and excited to announce that we have been awarded the Rights Respecting Schools Award (RRSA) Level 1. The RRSA recognises achievement in putting the United Nations Convention on the Rights of the Child (CRC) at the heart of a school’s planning, policies, practice and ethos. A rights-respecting school not only teaches about children’s rights but also models rights and respect in all its relationships: between pupils and adults, between adults and between pupils. |
 Healthy Schools London - Gold Award - 2019 | We are pleased to announce that we have been awarded our Healthy Schools Gold Award. This is recognition of our hard work for achieving our 2 identifies targets which were: Increase the percentage of children physically active before, during and after school. Engaged 70% of inactive pupils in purposeful physical activity. We have worked hard over the past 2 years to record and report the impact of these targets as well as demonstrating the sustainability of these changes. We have also engaged with the wider community, shared our experience and supported others to help children to maintain or achieve a healthy weight, healthy lifestyle and wellbeing. |
 UNICEF UK Recognition of Commitment - 2015 | We have successfully achieved the UNICEF UK Recognition of Commitment (ROC) for the Rights Respecting School. This shows our commitment to reach Level 1 and 2. |
 Inclusion Quality Mark - 2015 | The Inclusion Quality Mark is a standard for assessing schools against a nationally recognised framework on inclusion. It is designed to create a dialogue about inclusion with objective and supportive evaluation by the IQM team and this results in a model for further growth. |
 Primary Science Quality Mark - 2014 | The Primary Science Quality Mark is an award scheme to enable primary schools across the UK to evaluate, strengthen and celebrate their science provision. Schools can achieve bronze, silver and gold awards. |
 Healthy Schools London - Silver Award - 2014 | Awards are for schools to recognise their achievements in supporting the health and wellbeing of their pupils. There are three levels of award: Bronze: is awarded to schools that complete either a Local Healthy Schools Review or our Healthy Schools London Review Tool (Bronze Award) and achieve the requirements. Silver: in addition to holding a Bronze Award, the school will need to undertake an analysis of pupils’ needs, and identify new actions that will help pupils achieve and maintain good health and wellbeing. This should include one targeted and one school-wide action, and the school will need to make plans for how the changes will be delivered and measured. |
 London Schools Gold Club - 2013 | The Mayor’s London Schools Gold Club is an annual scheme which celebrates and shares exceptional practice in London’s primary and secondary schools. Gold Club members are schools that have succeeded against the odds in improving pupils’ aspirations and achievements. The scheme champions these exceptional London schools with a Mayoral Award, works with them to identify what has made the difference for their school and helps them share this practice and their experience with other London schools. |
 National Support School - 2012 | The aim of national leaders of education is to increase the leadership capacity of other schools to help raise standards. This is one part of the government’s plan to give schools a central role in developing a self-improving and sustainable school system. |
 Olympic and Paralympic Values - 2012 | This theme identifies the seven values associated with the Olympics. These are made up of three Olympic values – Friendship, Respect and Excellence – along with the four Paralympic values – Determination, Inspiration, Courage and Equality. The values underpin the Games as a set of universal principles, but they can be applied to education and our lives, as well as to sport itself. Schools can even adopt these seven values as a whole school ethos. |
 Ofsted Outstanding - 2009 | Outstanding providers are those providers who have been judged to have outstanding overall effectiveness in an Ofsted inspection. There are some instances where some special criteria may apply. When Ofsted inspects a provider, the inspector will usually make a judgement on the standard of the provider. The very best providers receive a judgement of outstanding overall effectiveness. |
 Investor in People - 2007 | Investors in People is a management framework for high performance through people. Our prestigious accreditation is recognised across the world as a mark of excellence. We optimise performance by championing best practice in people management and equipping our organisations with the tools to succeed. Organisations that demonstrate the Investors in People Standard achieve our accreditation through a rigorous and objective assessment to determine performance. |
AWARDS WE ARE WORKING TOWARDS
 Healthy Early Years Award | We are proud to be working toward achieving the Healthy Early Years London Bronze Award. Healthy Early Years London (HEYL) is an awards scheme that is funded by the Mayor of London which supports and recognises achievements in child health, wellbeing and development in Early Years settings. HEYL complements and enhances the statutory Early Years Foundation Stage framework, adding to the focus on children, families and staff health and wellbeing. Getting a good start in life, building emotional resilience and getting maximum benefit from education are the most important markers for good health and wellbeing throughout life. At St Catherine’s we hope that completing this award will lay the foundations for lifelong health and wellbeing and help children prepare for school. The Healthy Early Years Bronze Award focuses on the following themes for improving children’s health, wellbeing and development. 1. Healthy eating 2. Oral health 3. Physical activity 4. Speech, language and communication 5. Social and emotional wellbeing 6. Supporting children with chronic health conditions, special educational needs and disabilities 7. Infection control and immunisations 8. Parent and staff health concerns 9. Sustainability 10. Early cognitive development |
 Basic Skills Mark | The Basic Skills Quality Mark is an award that celebrates and supports continuous improvement in literacy and numeracy. It is awarded to a setting or school to recognise their provision, practice and performance in literacy and numeracy, and is valid for three years. A school or setting must demonstrate a whole school approach to improving standards in literacy and numeracy, with evidence of the impact of its approaches. It provides a framework for self-evaluation and continuous improvement of the basic skills of all pupils in a school. |
 Primary Science Gold Quality Mark | Schools achieve a Primary Science Quality Mark award through a process of initial audit, followed by action and reflection. Supported by compulsory training and mentoring they: complete an initial audit against Primary Science Quality Mark criteria decide which award to aim for design an action plan which they put into place over a period of 2-3 terms submit reflections and key pieces of evidence (core documents) to support their submission for the selected award and to illustrate the impact that their actions have had whilst working towards the achievement of the PSQM award criteria. |
