Immeasurably More Project
The St Benet’s Immeasurably More project draws inspiration from our Trust Vision, taken from Ephesians 3:20:
“Immeasurably More than we can imagine; creating a culture of aspiration for all”
We seek to actively promote, encourage and facilitate aspirational learning experiences across the schools within St Benet’s Multi Academy Trust which relentlessly and intentionally celebrate equity, diversity, belonging, inclusion and justice at every opportunity.
The Immeasurably More project does not in any way promote a particular political standpoint; rather it seeks to reflect our Trust’s Vision in action and create a culture of justice and courageous advocacy as per the 2024 SIAMS Framework.
What is it?
At a Trust level, we provide our schools with access to the ‘Immeasurably More Fund’. This aims to support schools with financial barriers to run projects focussed on engaging children with their local community. An application form for this fund is available on the Resource Hub (N.B. we only accept applications from St Benet’s schools).
At a School level, there are strands for schools to quality assure their provision against and qualify for our own ‘Immeasurably More Than’ Awards:
- Immeasurably More than just Pupil Leadership (inc Courageous Advocacy)
- Immeasurably More than just Celebrating Difference
- Immeasurably More than just Music and the Arts
- Immeasurably More than just a Curriculum
…and…
- Immeasurably More than just a School (once all above are achieved)
At a Pupil level, schools can nominate pupils to be a ‘St Benet’s ‘Champion of Change’ for instigating and following through with their own projects which are focussed on issues of justice, responsibility and seeking to make a positive difference.
The Immeasurably More Than Awards
In order to achieve an Immeasurably More Than Award, schools need to provide evidence that they have covered each area within the award’s criteria. This ensures that there is core requirement that all schools need to provide for their pupils in order to achieve the award. Evidence needs to show that opportunities are meaningful: they have a design in mind with a clear aim which reflects the school’s vision and values. They also need to be regularly planned opportunities for pupils, not one-off events. Finally they need to be shown to be impactful, in that they are not simply ‘on paper’ but do impact on pupils’ development. Underpinning all of this is a recognition that the awards are of an aspirational nature – any school with the award should be in a position for similar schools to come and see what they are offering and how it is being implemented. Awards are valid for three years.
| Immeasurably More than just….Pupil Leadership | |
| Area | Evidence and Examples |
| Pupils as school leaders | Pupils taking responsibility for the effective functioning of aspects of school life, such as: School Council, Digital Leaders, Librarians, Collective Worship Champions, Subject Ambassadors, Book Council |
| Pupil as peer leaders | Pupils taking responsibility as role models, peer leaders, and supporting with the development of younger and other pupils, such as: Head Pupils, Prefects, Peer Mediators, House Captains, Club/Sports Leaders, Playground Buddies, Mental Health Champions, Wellbeing Ambassadors |
| Pupils as spiritual leaders | Pupils taking responsibility for the effective functioning of aspects of collective worship, such as: Collective Worship Champions; Ongoing involvement in the development of reflective spaces |
| Pupils as leaders beyond their school | Pupils acting as agents of positive change beyond their school, such as: Taking part in the Archbishop Young Leaders’ Award, Eco Council, Community Champions, Pioneers of Peace |
| Immeasurably More than just….Celebrating Difference | |
| Area | Evidence and Examples |
| Equality Assessed Curriculum | Curriculum areas have been meaningfully equality-assessed with evidence of changes implemented as a result; Awareness weeks/months are not standalone events but form part of a curriculum offer with Equality, Diversity and Inclusivity at its heart. Examples might include: auditing artists/scientists/etc studied to increase diverse representation, auditing literature spine/class books to ensure diverse positive role models and improve understanding of difference, debate and discussion opportunities provided for pupils who are taught to ‘agreeably disagree.’ |
| A Culture of Acceptance | A strong culture of acceptance, such as: prejudice related incidents are extremely low; pupil voice indicates an inclusive and supportive ethos where all pupils are included. |
| Inclusive practice | A commitment to developing inclusive practice, such as: externally evidenced awards eg Dyslexia Friendly School, Young Carers in Schools Award, strong evidence of CPD around inclusive approaches. |
| Looking Outwards | Evidence of these approaches in other areas and beyond the school, such as: Pupil Diversity Council; visiting theatres or visitors around building awareness of diversity; meaningful links with local council/politicians to support understanding of democracy, debate and diversity; Chaplaincy project involvement |
| Immeasurably More than just….Music and The Arts | |
| Area | Evidence and Examples |
| Building Talents | Opportunities that enable as many pupils as possible to develop and build on talents in music and the arts, such as: whole class instrument tuition, musical/drama/art workshops provided by external professionals, strong music and arts curriculum areas. |
| Building Confidence | Opportunities for pupils to perform and exhibit, such as: planned performances, both internally and external to school; annual production(s); talent shows; art exhibitions, ‘House music’ competitions. These opportunities are deliberately planned and developed to involve as many pupils as possible over their time in school. |
| Building Engagement | Opportunities to build excitement and engagement around music and the arts, such as: pupils’ involvement in big external musical events (eg Big Sing, Music Hub festival, Norfolk show); Visiting theatre companies; regular planned trips to musical shows, theatres, art exhibitions. |
| Building Enjoyment | A range of extra-curricular opportunities involving music and the arts, such as: music clubs, musical theatre/drama clubs, art clubs, choir, orchestra, etc. |
| Immeasurably More than just….a Curriculum | |
| Area | Examples |
| Trips and Visits | 2 or more curriculum trips and experiences per year for every child, excluding local walks, with a focus on aspirational experiences, developing pupils’ cultural capital. |
| Co-curricular clubs and activities | A suitably varied and large range of co-curricular clubs, providing a mixture of experiences for pupils. Barriers for disadvantaged children to attend these clubs are removed so uptake by these groups is high. This also includes elements which may fall within the school day such as Bikeability or professional sports coaching from outreach providers. |
| Responsibility within the Community | Meaningful engagement and representation of the school within the local community, such as: singing Christmas carols in the local care home; taking part in town carnival; involvement with parish council, regular assemblies/visits by local policy, road safety, vicar, charities; quality careers provision in line with Gatsby benchmarks at secondary or planned opportunities at primary |
| Developing Character | Opportunities that help provide resilience and build character with pupils, such as: Residential/Foreign Trips progression in place; Duke of Edinburgh scheme; Forest schools. |
| Immeasurably More than just….a School | |
| Area | Examples |
| Pupil Leadership | The school holds the valid relevant Immeasurably More than…Award |
| Celebrating Difference | The school holds the valid relevant Immeasurably More than…Award |
| Music and the Arts | The school holds the valid relevant Immeasurably More than…Award |
| Curriculum | The school holds the valid relevant Immeasurably More than…Award |
St Benet’s Champions of Change
At a pupil level, schools are able to nominate pupils to be a ‘St Benet’s ‘Champion of Change’ for instigating and following through with their own projects which are focussed on issues of justice, responsibility and courageous advocacy. These are a physical badge and certificate that are awarded by the CEO in a termly assembly in school. These are aimed at those pupils who have been ‘courageous advocates’ and have championed causes outside of the classroom, potentially inspiring other pupils as a result. For example, they may have taken it upon themselves to do a number of things to raise awareness around a certain charity or issue; or may have independently written to their local council to get a park upgraded, resulting in new equipment for the community.
To be a Champion of Change, the work a pupil will have been involved in will have been:
Independent – the pupil should have instigated the action themselves as far as possible. They may have sought support from adults in implementing their idea.
Championing – the pupil should have sought to advocate and champion an issue, demonstrating determination and effort in seeing their idea through.
Meaningful – the work of the pupil should have resulted in a tangible impact, for example a large amount of money raised for charity or a meaningful change in their local community (be that physically or in attitudes).