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School Development Plan 2010 – 13
Introduction
Glengormley Integrated Primary is a controlled primary school which at the time of publication has approximately 200 pupils. The school is situated in the village of Glengormley, in the borough of Newtownabbey, on the northern outskirts of Belfast. Our School Development Plan is a working document for use by all stakeholders of our school and is produced in line with the requirements of the 1998 Education Reform Order (NI) and the Education (School Development Plans) Regulations (Northern Ireland) 2010 No395. This plan expresses how the ongoing developmental work of the school is being defined, planned, implemented and evaluated over the next three years. The Development Plan also translates the policies, ethos and aims of the school into practice. It has been drawn up with the full support and co-operation of the staff and governors and sets out how the school will move forward from its current position. The School Development Plan includes Action Plans which outline in more detail specific targets, personnel involved, timescales and monitoring / evaluation procedures. It is a flexible document which may be adapted in order to take account of new developments and initiatives which affect the school. The staff, pupils, parents and governors are fully committed to the aims of the school and have a strong sense of loyalty to the school. Parents and staff work well together in partnership in the children‟s education. Parents are welcome in the school and are given clear information about their children‟s progress, the school‟s curriculum and the day to day organisation of the school. Parents‟ views are taken into account in the School Development Plan and parents are kept informed of the progress of the Plan‟s implementation.
Summary & Evaluation of Ethos
Mission Statement We open our arms to the entire community, growing and learning together, celebrating inclusion, individuality and diversity.
Overall Aims
• To assist children develop competency in the NI Curriculum, promoting a variety of challenging, activity-based learning experiences to inspire, generate knowledge with understanding and instil pleasure. • To facilitate children in developing a personal skills and attributes “tool-kit” that can be utilised or applied in any given situation. • To assist children to develop clear and confident communication skills, appropriate to different audience, occasion or purpose.
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• To provide a wide range of cultural, creative, physical and intellectual experiences. • To provide children with a child-centred, broad and balanced curriculum that affords all children the opportunity to enjoy success. • To foster and nurture work habits and attitudes which develop independence and an appreciation of life-long learning. • To encourage children to recognise the value of developing a healthy mind and body to foster, within each child, a positive self-image. • To promote and encourage the spiritual and moral development of each child. • To help each child acquire a set of values that enables them to become a positive contributor to society. • To develop a respect for self, for others and for the environment. • To establish and maintain an educationally effective partnership with parents, encouraging them to have an active, constructive role in the school and help place the school at the heart of the local community. • To promote and sustain an organised, stimulating and caring environment which facilitates the best learning and teaching opportunities and where children feel valued, safe, secure and happy.
Overall Intentions
Child-centred Provision
• Planning, resources, curriculum and pastoral care reflect at all times the needs and aspirations of the pupils within the school. • A clear commitment exists to promoting equality of opportunity, high quality learning, and concern for individual pupils and a respect for diversity. • A culture of achievement, improvement and ambition exists – with clear expectations that all pupils can and will achieve to the very best of their ability. • Effective interventions and support are in place to meet the additional education and other needs of pupils and to help them overcome barriers to learning. • There is a commitment to involve pupils in discussions and decisions on school life that directly affect them and to listen to their views. • A commitment exists to ensuring that all children follow an educational pathway which is appropriate for them. • The highest standards of pastoral care and child protection are in place.
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• A commitment exists, through being a healthy school, to supporting healthy children, who are better able to learn and develop.
Effective Leadership • An effective School Development Plan is in place, providing clear and realistic targets for improvement based on a sound vision for the school. • Governors understand their responsibilities and provide clear strategic direction as well as support and challenge to the Principal in carrying forward the process of improvement. • School leaders demonstrate a commitment to providing professional development opportunities for staff, particularly teachers, and promote a readiness to share and learn from best practice. • Teachers are given the opportunity to share in the leadership of the school. • The resources at the disposal of the school are managed properly and effectively, with appropriate arrangements in place for financial management; attendance management; and working relationships. • School leaders monitor and evaluate effectively school outcomes, policies, practices and procedures and the School Development Plan itself.
Community Connections • Good relationships that facilitate engagement and communication between the school and its parents and the wider community that it serves. • The school and its teachers are held in respect by parents and the local community who in turn actively support the work of the school. • The school uses its involvement in an extended school programme effectively in meeting the needs of the community and nearby schools and youth groups. • Good relationships and clear channels of communication are in place between the school and the education agencies that support it. • The school works closely with other relevant statutory and voluntary agencies whose work impacts on education, especially Health, Social Services, and the Public Library Service.
• In 2008 the Board of Governors and school staff both contributed in consultation and subsequently signed up to the revised Statement of Principles of Integrated Education, published by the Northern Ireland Council for Integrated Education (NICIE) in 2009.
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• In April 2009 the Education and Training Inspectorate (ETI) reported on the school‟s performance and progress stating one of the strengths of the school to be, “the ethos of inclusion and diversity which is promoted throughout the school.” • Governors, Management and staff continue to reflect upon the school ethos at regular intervals, and consult with all stakeholders using formal and informal methods. Management and teachers continue to work with Development officers from NICIE to further our ethos as it is a constant feature in the School Development Plan each year. • While Glengormley Primary School continues to grow as a transformed Integrated school; it continues to review its position and composition in respect of religion, culture, children with Special Educational Needs (SEN) and socio-economic diversity. Throughout 2007-10, the census figures sent to the Department of Education (DE) reflect a steady increase in children with SEN, from 31 children on the register in 2008 to 36 children in 2010. This represents 17.8% of the pupil population. In this time, those families who claim Free School Meals (FSM) have also risen from 14% in 2008 to 18.3% in 2010. • Whilst a few children came from overseas to the school prior to integration, since 2007, the Management have been pro-active in offering a safe, happy environment for children from a range of international countries, and celebrate this diversity in their ethos. Many of these children, who are referred to by DE as “Newcomers” arrive with no English, or limited English as a second or additional language (EAL). The number of these children in October 2010 stood at 30, from an enrolment of 199, i.e. just over 15% of the children who attend Glengormley IPS. These children are annually assessed by an EAL tutor and then appropriate individual and small group support is provided throughout the year by a dedicated EAL tutor, which includes baseline assessment using standardised tests and subsequent IEP targets being set and worked towards with regular review involving parents and class teachers. Children and staff in the school now represent over 20 nationalities, cultures and traditions. The school makes wide and supportive use of the Inclusion and Diversity Service (IDS) provided at regional level, and utilises interpreter services for parent / teacher consultations and other important meetings. The range is varied and includes Polish, Slovakian, Pashto, Cantonese and Hindi. • Religious diversity continues to thrive in the school environment and provision for inclusion for all is supported through the Ethos, Religious Education, Sacrament preparation, assemblies and freedom of expression, within school regulations. The school has children from Muslim, Buddhist, Brethren backgrounds as well as the main two traditions in Northern Ireland. Many families now identify themselves as in mixed religious relationships, or declare themselves as “none” or “other Christian” The breakdown of religious background is of continued importance to both the school and NICIE and the statistical figures breakdown at present as 21.79% protestant, 43.04% catholic and 35.17% other. These figures are reviewed periodically and appropriate action taken if the school appears to be fluctuating inappropriately from a balanced enrolment.
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Summary & Evaluation of School Strategies
Learning, Teaching & Assessment • An emphasis on literacy and numeracy exists across the curriculum. Following the ETI report of 2009, which identified, “the need to provide more effective curricular leadership and raise the standards of the children’s attainment in literacy and numeracy”, a post inspection action-plan was written which can be found at annex A1, along with a 2010-11 evaluation of how successfully targets have been met. • Pupils learn at different rates and have preferred learning styles. The school seeks to optimise learning by helping the pupils to learn how to learn. Strategies include: Giving pupils opportunities to explain their work
Encouraging them to contribute effectively to group work
Giving them opportunities to demonstrate their learning
Encouraging them to ask effective questions
Encouraging them to take responsibility for their own learning in terms of
setting targets, finding the best way to reach those targets and evaluating their own work through methods like peer and self-assessment
Encouraging independent thinking and the use of thinking skills
Encouraging collaborative learning
Methods of Assessment for Learning including “2 stars and a wish”
• Teachers at Glengormley Integrated Primary School: Provide a safe and purposeful learning environment
encourage all pupils and value contributions and efforts
use a range of teaching techniques in line with what is being taught as well as
with pupils‟ needs and abilities have high expectations which are reflected in appropriate learning outcomes
provide the big picture, learning outcomes and review are part of every lesson
give pupils a clear sense of what is expected of them
plan lessons to take account of different learning styles/preferences/abilities
use praise and rewards are used to celebrate success
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maximise the use of resources including classroom assistants
are effective in their questioning and encourage pupils • Teachers are committed and enthusiastic, enjoying a positive relationship with their pupils and with other school-based staff and dedicated to improving learning. The Learning and Teaching in Glengormley Controlled Integrated Primary School is rooted in the Northern Ireland curriculum, which is the starting point for a broad and balanced curriculum that meets the needs of all our pupils. Having now adopted the revised NI curriculum we continue to retain the best of our previous practice while infusing newer elements such as children‟s Personal Development and Mutual Understanding (PDMU), the development of Thinking Skills and Personal Capabilities (TS&PC), Cross-Curricular skills in Communication, Using Mathematics and ICT. The areas of Learning continue to develop through connected learning as we include Financial Capability, Science, Technology, Engineering & Maths (STEM) and the Primary Modern Languages Programme (PMLP). In our school, approaches to learning and teaching provide suitably challenging opportunities for all pupils to take part in and allow all our pupils to achieve. Teaching takes account of any special educational needs experienced by a pupil and where necessary tasks and materials are differentiated. Teachers work closely with classroom assistants to support pupils in their learning. • Teachers use adaptable, flexible teaching strategies that respond to the diversity within the classroom. Differentiated planning and execution of lessons is a key component in all classrooms to help meet the needs of a range of learning styles and levels of ability. Teachers and assistants use a range of strategies to tackle barriers to learning, including visual cues, pace, ICT, Individual Education Plans (IEPs) and close working relationships with outside agencies that support our pupils at stage 3 of the Special Education Code of Practice for example. Multi-Agency Support Team for Schools (MASTS) and Literacy Teaching and Support Service (LTSS) provide both strategies to staff and direct support to pupils. The ETI commented in the 2009 report that strengths of the school include: “the provision made for those children with special educational needs and the valuable contribution made by the support staff to their learning”, and “the effective links which have been established with other professionals and agencies to broaden and enrich the children’s learning experiences.” • Rigorous self-evaluation is carried out by teachers and the whole school, using objective data and leading to sustained self-improvement. In Autumn 2010, the school teaching staff carried out a full internal evaluation making use of the DE/ETI “Together Towards Improvement ~ A Process for Self-Evaluation” (Sept 2010). A summary of findings can be found at Annex A2 and are further reflected in the 3-year School Development Plan (SDP) overview found at Annex C1 and action plans at Annex C2. • Teachers reflect on their own work and the outcomes of individual pupils. Teachers share, discuss and devise Learning Intentions and Success Criteria with pupils and they continue this practice as they work collaboratively through units of work and thematic units. Peer and self-assessment is used to encourage and reflect / improve
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outcomes. Marking strategies, such as “two stars and a wish” are regularly used by teachers to guide and direct pupils‟ progress and improvement. • The ETI reported that an area for improvement was to include: “the need to develop systematic processes for the collation and analysis of performance data to inform the teaching and learning.” Assessment and other data are now used to effectively inform teaching and learning across the school and in the classroom and to promote improvement. This data ranges from GL Progress in English (PIE), GL Progress in Mathematics (PIM), GL Mental Mathematics, Non-Reading Intelligence Tests (NRIT), CCEA Interactive Computer Adaptive Assessments Systems (InCAS), Standardised Spelling, Reading and Phonics assessments across P2-7. These are collated and input by class teachers into SIMS.net Assessment Manager. The school Assessment Coordinator and Senior Management then review data, analyse it and report back findings and devised action plans to class teachers including target individuals, groups and areas of curriculum. Regular consultation from all stakeholders ensures we have a thorough tracking process for pupils across the school and helps maintain continuity between classes as children progress and mature. • Education outcomes reflect positively on the school and compare well, when benchmarked measurement is undertaken, against the performance of similar schools in similar contexts. Senior Management and Core subject Coordinators work in collaboration to benchmark the pupils‟ outcomes each year with those of other similar schools, making use of both Northern Ireland Benchmark data made available from Department of Education NI, and also via the e-Data Warehouse available online to the school. It is vitally important, however, when the school sets targets for end of Key Stage, that each class is considered within its own context and reflects the diversity in terms of SEN, EAL and cultural background to ensure that targets whilst being challenging, are also realistic and achievable. These will fluctuate from year to year and require regular review and consideration in respect of these factors and also in relation to both ongoing formative and summative assessment procedures in place. These findings and targets can be found at Annex A3. • Glengormley IPS is promoting the raising of standards of attainment among all pupils, in particular in communication, using mathematics and using ICT in the following ways: Evidence of pupil performance is obtained through such strategies as:
~ Observation, discussion with pupils, marking of work, written tests, structured assessment tools, Assessment Units (AUs) and pupil assessment of own work ~ Assessment criteria is shared with pupils ~ Pupils have opportunities to engage in self and peer-assessment ~ Pupils receive regular written or oral feedback on their work ~ SMART targets are set with pupils ~ Data is used to identify progress or under-achievement and help “close the gap” between potential (identified through NRIT assessments in P3 and P6) and outcomes, and as a basis for planning ~ Summative and formative assessments are carried out regularly
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Successful assessment, targeting, support and tracking for pupils using
“Reading Partners” Programme, and “Toe-by-Toe” methodology for pupils from P3-P7 is provided by support staff and volunteer parents. Results of this intervention can be found summarised at Annex B1.
Successful assessment, targeting, support and tracking for pupils in
“number” is provided to pupils in P4 – P5 in small withdrawal groups by FS/KS1 teaching staff.
Successful support for targeted pupils in P5 in ICT is provided for through
the Business in the Community “Time to Compute” programme with our local Northgate Partners.
Celebration & Promotion of literacy skills & reading books through regular school book fairs, focus on key authors, investment in new resources and extended schemes, including novels, effective use of school library.
CASS InSeT training for teachers and further investment in concrete materials such as Cuisenaire to develop and reinforce concepts in number throughout the school.
Numeracy and Literacy Coordinators lead the staff in dissemination of good practice throughout the school key stages. They actively take the lead and observe lessons, reflect on planning, targets, learning intentions, success criteria, assessment, outcomes and quality of work in children‟s books. Coordinators then feedback and consult with the Principal to ensure teacher and pupil progress is appropriate and identify where time and resources need to be addressed and/or invested. They are actively engaged in supporting staff through the Performance Review and Staff Development (PRSD) model.
ICT continues to be evaluated by the ICT coordinator, following the use of the BECTA self-review framework in 2007. The school Parent-Teacher Association has supported the school effectively by investing much income into installing Promethean Interactive Whiteboards into all classrooms (8) and will continue this support through our expansion programme as the school enrolment continues to grow. The Principal has also focussed efforts to generate a Computer Suite within the school and this should be ready for use by timetabled classes in September 2011 following the final purchase of necessary additional hardware and furniture with PTA funds. As a result of this continued development focus, the school is beginning to consider the CCEA ICT Accreditation Scheme for Key Stage 1 and 2 now and should be in a position to engage in this once all staff have received further InSeT in line with the ICT action plans and CCEA‟s 2011-12 plans to roll-out InSeT for Assessment of Cross-Curricular Skills to all teaching staff.
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Provision for Special, Additional & Individual Needs of pupils
• As a school which celebrates diversity and is strongly based upon a child-centred ethos, it is vital that all teaching staff recognise the range of ability, the various barriers to learning that their pupils face, and the different backgrounds that the children come from, which in turn reflect their values, attitudes and pastoral and educational needs. Close home-school liaison is maintained between class teacher and family, with parent / teacher consultations taking place in October and February, and a curricular meeting for all parents taking place in September each new academic year. The school Special Educational Needs Coordinator (SENCO) keeps a register of all pupils from stage 1 to stage 5 of the Code of Practice and this information is available to all members of teaching staff, along with individuals‟ needs outlined and current and previous IEPs, targets and reviews. These are centrally held on the “IEPWriter” module within the SIMS.net management information system (MIS), which all teaching staff have been given access to and professional development training provided for using both available comment banks and more readily used, free text boxes. The SENCO and Assessment Coordinator analyse data in support of the class teacher and then advise and assist with individual provision for children with specific learning needs or barriers to learning. • Consistent close liaison between support agencies such as MASTS, LTSS, Behavioural Support, ASD Support Services, Educational Psychology, Educational Welfare Services (EWO), Inclusion & Diversity Service (IDS) and the management and teaching staff in school ensure that children with any special or additional needs identified are supported fully and their needs are met. These children‟s needs are continually reviewed through IEP reviews and Annual Reviews of children with Statements of Special Educational Needs. Records of support and outcomes are maintained by the Principal and each of the agencies, and shared on a regular basis with parents. • As Glengormley IPS continues to promote its integrated status and encourages diversity within its school community, the range and quantity of children with “Newcomer” status has increased substantially. At the census in October 2010, the school celebrated 30 “Newcomer” children and as such has been working to put additional support in place for these children, to help overcome language and cultural barriers to learning. The school currently employs a part-time English as an Additional Language (EAL) tutor, who works a full day each week supporting specifically targeted pupils. These children have been identified by their class teachers from P1-P7 and these teachers work in close liaison with the EAL tutor, advising and guiding in order to aid progress effectively and swiftly. The school also has registered as a cluster coordinator school with the Inclusion & Diversity Service. The IDS officer links regularly with school management and staff to provide strategies and guidance on matters of inclusion.
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Promoting Health & Well-being, Child Protection, Attendance, Good Behaviour and Discipline of Pupils
The positive ethos which contributes to the safe, secure and happy school environment means that pupil attendance has not been an issue in recent years. The school has worked hard and effectively to eliminate the taking of holidays during term time. Strategies of a more specific nature also impact positively on attendance. These include: class group/table point
weekly/monthly class awards
immediate school-home communication where issues arise
continued awareness raising re. the importance of good attendance at
parents‟ meetings. In terms of behaviour and discipline few major issues arise. Once again the school‟s positive ethos contributes to this as do such strategies as: rewarding positive behaviour
building up pupil confidence and self-esteem within the classroom and without
regular discussion on the need for rules
pupil involvement in the drawing up of class and school rules
raising of parental awareness of the school‟s expectations (carried out at
induction meetings and thereafter at parental meetings) improved home-school communication (website, reports, newsletter, parents‟
notice boards etc.) • Pastoral Care in school is the duty and responsibility of all staff. The school takes full responsibility for the importance of promoting exercise and fitness, a healthy balanced diet and a healthy mind / healthy body in the following ways: All children are taught about their rights and responsibilities. Key Stage 2
(KS2) pupils make regular use of UNICEF, NICCY and OFMDFM “Super Six” materials to promote understanding of the rights of a child and ensure the school gives children a voice. This is further developed by involvement in the new school‟s pupil council made up of representatives from each year group.
P2 pupils are visited by PSNI members to advise children about dangers of talking to strangers.
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P7 pupils are visited by PSNI members for a scheme of six 1-hour lessons on dangers/misuse of drugs and alcohol, internet safety, bullying and other age-related safety matters. This culminates each year with the class attendance at the Newtownabbey Borough Council’s “Be-Safe” Week event.
The Designated and Deputy Designated Teachers for Child Protection are publicised around the school for all to know and recognise. These teachers receive regular update training, along with the Principal and Governors, by the NEELB, and they then in turn take all school staff through an annual refresher training package to update staff on policy and procedure, observing, reporting and recording methods. The ETI in April 2009 reported that “the school has very good arrangements in place for safeguarding children. These arrangements fully reflect the guidance in the relevant DE circulars. The Governors, staff, parents and children are fully aware of the school’s procedures.” Each class teacher closely monitors pupil attendance at regular intervals. Attendance levels at Glengormley Controlled Integrated Primary School are consistently high with a significant number of pupils achieving full attendance each year. These children receive a certificate at the annual end of year assembly. Attendance levels are consistently high, averaging 96% over the past five years. Excellent attendance levels for some pupils have been marred by parents taking their children on holiday during term time and also the return of international pupils to their home countries to visit family etc at a time when they can only afford to travel. Where attendance at school is a problem, members of staff maintain regular communication with parents and the Educational Welfare Service. The Principal liaises with the EWO services each term to identify those pupils who may need to be referred for support and guidance. Each year, families are provided a parent-friendly booklet outlining the requirements of school in regard to attendance and punctuality. This also outlines the effects and implications of poor attendance and subsequent statutory actions. In 2009, the Principal invited the NEELB EWO service into school to promote the “Primary Attendance Matters” (PAM) project to each class and this included an “attendance week” which focussed efforts on raising standards. This proved successful and the booklet now acts in support of this. The school now has a new Attendance Policy devised with support from the EWO services.
We encourage high levels of confidence and self- esteem in our pupils and adopt a positive approach to pupil behaviour. Pupils show respect for each other, the staff and their school environment. They understand and co-operate with the whole school behaviour policy and each class has their own classroom (behaviour) plan or class contract. Our aim in promoting positive behaviour strategies is that our pupils will accept responsibility for their own decisions and actions, and realise that there are consequences for others. All discipline issues are managed appropriately. There are class awards for good behaviour and a whole school achievement award for pupils who have made particularly good progress.
From 2008, pupils in P6 and P7 have been trained to implement a Peer Mediation programme in the playground and around school. This programme was instigated
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and supported by NICIE at the request of the Principal and following the involvement of all staff, key personnel were trained to train the pupils. A 2 year cycle of training and deployment now ensures children take action and responsibility for most conflict situations themselves that arise, with support from P7 Peer Mediators, if the circumstances and criteria are appropriate. Children continue to be made aware of sanctions that can be imposed if they do not confirm to good behaviour, standards and expectations and they are collectively enforced by all staff should positive reinforcement techniques prove ineffective. Parents are contacted and a close working relationship established early on, if an issue arises so all concerned are aware of the situation and are agreed on appropriate action and outcome. {Ref: Glengormley Controlled Integrated Primary School Positive Behaviour Policy, Pastoral Care Policy, Anti- Bullying Policy and Child Protection Policy: (all policies reviewed regularly / CP Policy reviewed annually)}
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Providing for Professional Development of Staff
The professional development needs of the staff are identified and met through a Performance Review & Staff Development (PRSD) system. These needs are matched to the needs of the school as outlined in the School Development Plan. Each year priority areas for development are identified through self-evaluation and action plans drawn up which include areas for the professional development of staff. We encourage staff to improve their expertise and to pass that expertise on to other members of staff. Staff members agree personal targets with their reviewer at the start of an academic year and then, following short classroom observations and discussion, review them at the end of the academic year. These targets are linked to salary progression / increments and are signed off each year upon completion by the Principal. In 2009, ICT was recognised as an area of whole school development which would require substantial time and energy investment in staff development in order to improve the quality of learning and teaching through the use of ICT. This was specifically focussed on the delivery of interactive skills with staff and pupils through the use of Promethean electronic Interactive Whiteboards (IWB). A continuing training schedule through In-Service Training provided by outside agencies, the NEELB and the Principal / ICT coordinator has improved the staff use of ICT, both as a learning & teaching tool and for much-improved administration and communication both in and outside of school. This includes design of IWB flipcharts, use of multimedia / internet resources, management of school website, access to LearningNI Virtual Learning Environment (VLE), use of SIMS.net & MIS, use of email, access to and management of intranet/shared folders to name but a few. ICT continues to feature on the Professional Development needs of most teaching staff and on the SDP; however as new SDP targets and Action Plans arise, so too are new training needs being identified. For the 2010-13 SDP, new areas for development will include the World Around Us (WAU), diagnosing and using performance data effectively and Assessment of Cross-Curricular Skills. Assessment of ICT advances / development in the school will be carried out in 2011 once again by the Principal using the BECTA Self-Review Framework. In 2010, key members of staff who were already recognised as curriculum leaders and coordinators were supported by school management to pursue further training and qualifications. One member of staff is continuing to complete modules in their Masters of Education at University, a further two members of staff have enrolled and are supported on an Emergent Leaders course with the Regional Training Unit (RTU) and another member of staff has been successful in being accepted onto the RTU‟s Professional Qualification of Headship (PQH)NI Development Course running throughout 2010/11. A newly appointed member of staff in 2010 is due to successfully complete their Early Professional Development (EPD) 2 at the end of 2011. In 2010, the school was awarded a foundation “International School” award from the British Council. As part of the SDP, two key staff members are actively involved in leading and developing further activity to apply for the advanced levels of this award. This also includes the beginning of a two-year “Comenius” Partnership with schools in Sicily, Spain and Germany and Romania from September 2011.
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These teachers will be receiving further training opportunities to further assist in this new dimension of learning and teaching in school and will be given leadership opportunities to disseminate practice, information and targets/outcomes to the remainder of the staff in the coming 24 months. In 2008-10, the school gained much support from the Literacy team at the NEELB‟s Curriculum & Advisory Support Services (CASS). This included additional funding to allow for training and deployment of support staff and volunteers as Reading Partners, and also for investment in further Literacy resources. Part of this support was also provided in the form of an intensive course in Peripatetic Withdrawal for the school‟s Part-time Literacy support teacher, which has proved invaluable. The impact of this whole professional development and additional Literacy support is clearly evident in the data provided at Annex B1
Managing attendance and promoting health & well-being of Staff
The school has adopted the NEELB Managing Attendance at Work Policy. The Principal and school secretary keep records of attendance which in turn are consulted when timesheets and monthly salary returns are submitted to the NEELB and DE teachers‟ Pay and Administration offices. Records of absence and professional development / In-service Training (InSeT) are kept and maintained by the Principal along with supply teachers records on the Northern Ireland Substitute Teacher Register (NISTR). The members of staff are made aware of the staff support service available from the NEELB. The Staff are very committed to the work of the school and support the school in all its activities. As part of the „Health Promoting Schools‟ Initiative a water cooler has been installed for staff use in the staff room. The teaching staff are made fully aware of the constraints and limitations on temporary substitute cover and are actively encouraged by the Principal to consider their health and well-being through a sensible and appropriate work-life balance approach. All staff are made aware by the Principal of the NEELB policies, strategies and welfare services available to them, should they require referral for support.
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Promotion of Links with Parents, Local Community, Other Schools, Business Community, Voluntary and Statutory Bodies.
Parents Glengormley IPS prides itself in establishing and maintaining sound
relationships with the parents of its pupils. This is supported as and through our commitment to the Principles of Integrated Education (NICIE revised 2009) by Governors and staff. It is evident in the day-to-day working relationships observed by senior management, staff and parents and the manner and rapport which presents between then.
Parents are formally encouraged to take an active part in school life through
their membership in the Parent-Teacher Association (PTA) which not only actively fundraises throughout the school year for many additional resources for the children, including ICT hardware, Playgroup resources and equipment and books, but also manages and runs a variety of key events in the school calendar for the school children including a Christmas Fair, Family Quiz Nights, A Night at the Races, Car Boot Sales, Cinema Gala Nights, Halloween Disco and many more. Attendance is consistently high at most events and there is a camaraderie and feel-good factor amongst the committee members in order that they work hard towards common goals.
All parents are invited to attend Curricular Meetings in September of each
year, where the class teacher gets to meet them, answer any questions and outline the forecast of events for the class in the year ahead including the learning intentions and outcomes, and some of the support structures in place for the pupils and the school expectations of parents‟ support from home. Each family then has a formal parent-teacher consultation appointment in October, following standardised assessment outcomes and then again the following February around spring mid-term break. Curricular meetings are well attended in the early Foundation and KS1 years, but there is evidentially less attendance as the children progress through KS2. This is regularly evaluated by teaching staff and adjustments have been made to dates and times to try to encourage a greater attendance throughout. This will continue to be monitored.
Teachers encourage and promote positive open lines of communication with
parents and advise parents to contact and discuss any matters concerning their child as soon as they are aware of an issue. This is also reiterated and adhered to by the Principal for any matters of greater or whole school concern. Staff and parents alike are making more regular use of ICT to communicate also. Email correspondence is now commonplace between Principal, teachers and parents alike.
Parents are warmly invited to many events in the school calendar involving
their pupils including drama productions and nativities, sports days, sacrament services, school day trips and residential excursions. Parents are also encouraged to support and actively participate in music, drama, extra-
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curricular sports and activities if they have a passion or qualification in any particular and relevant field.
As part of the “listening to parents” process, the Principal is supported by 4
parent-governors who add a “voice” to the Board of Governors, who actively engage in all aspects of school life. Further to this, as part of the school development, the Principal is exploring the effective use of Self-Evaluation Through Attitude Questionaire (SETAQ) and new alternatives such as Google forms and Survey Monkey to help engage better with parents, ancillary, auxiliary staff and the wider school community, following the success of working through the TTI document provided by ETI and DE in 2010 with the teaching staff. It is hoped that SETAQ is also utilised as an evaluative tool by the new School Pupils’ Council, which is due to be established in 2011-12 according to the School Development action plans.
Local & Business Community The school has developed greater, stronger relations in recent years, through
the promotion of its extended school provision for pupils and the fact that the school now remains open for a much longer period of the day. This has opened opportunities for not only local enterprise to engage with staff and pupils in the form of extended schools clubs, but also in the additional rental of the school facilities on a regular basis to other groups. These include the school football pitch during the months April to Sept each year, one evening and on a Saturday morning for the youth division of the Carnmoney Colts FC, and also the regular use of the school assembly hall for a further Irish Dancing group and a Speech & Drama group, who were looking for temporary accommodation during the rebuilding of the parish hall at St Bernards, throughout 2010-11. Glengormley IPS has extended the hand of friendship to these groups to rent the hall facilities.
The hall is also used on occasional loan to the Polish Association, the Caribbean Association, The NI Fire & Rescue Service and others.
The Primary 6 and 7 Peer Mediation programme makes regular use of the
function room and catering facilities available from our neighbours “The Thunderdome Cafe.”
Relationships are strong with the management of “The Jeanery” and
management there ensure that all school needs are catered for including a presence in school at Open and Induction evenings for prospective P1 families, discount available to families and school and support for special school events.
Glengormley IPS has established sound working relationships with Northgate
Technologies, from Church Road, Newtownabbey, through the “Business in the Community” Initiative. In 2008/9, the school was approached to see if it would be interested in their “Time to Compute” programme. This involved targeting a group of 6-8 children from Primary 5 who would benefit from additional 1-to-1 access and support on computers for 30 minutes each, once
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a week. From this year, children have been withdrawn by 3-4 members of volunteer staff from Northgate, who spend 30 minutes with them every Tuesday morning, working to support their ICT learning and skills development, producing resources and pieces of supported work of the children, based on the area of learning that the children are at that time studying. These outcomes range from simple artistic posters using ICT paint packages, work documents combining text and images, to PowerPoint presentations using sound, animation and transitional effects etc. The children gain knowledge, understanding and a lot of fun as well as confidence and friendship with their new adult helpers as they progress through the year.
Slimming World makes rented use of the school assembly hall 2 evenings a week each for 4 hours a week. This brings in excess of 100 visitors into the school each week.
Glengormley IPS has moved into new business relationships with a range of
extra-curricular providers, both private and voluntary organisations, as a result of the extended day provision for children. Sound planning and provision is now in place with “Henry-Sport” who offers a range of sports activities including Gaelic Football, Tri-Golf and Kidz Fit Classes, for P1-3 and P4-7 on various afternoons of the week. This sports enterprise also rents out the school grounds twice a week from April to September for Football Club Coaching Courses. The school also works regularly with “Galaxy Football”, “Le Club Francais”, the “Erinmore School of Irish Dancing” and “Monkeynastix.” A range of children from Playgroup to Primary 7 participate and gain skills, confidence and pleasure from these pursuits after the school curricular day ends.
Other Schools Glengormley IPS remains engaged in a “Peace Players International”
project for its third season, bringing pupils from across P4 to P7 together with children from Holy Cross Boys’ School, Belfast. These activities offer mobility from school to school and then to a sporting venue, where the children share cultural identities, similarities and differences and learn collaboration, tolerance and trust through the neutral medium of Basketball. Here too their fitness, skill and coordination are progressed and encouraged, along with team spirit, leadership and camaraderie. Funding continues to be made available for this through a grants mechanism to the Peace Players and is of no financial burden to the school. Each year, the children and staff from both schools are surveyed for responses by questionnaire from the Peace Players and they base their evaluation and development on these findings along with consultation with the Principals of the two schools.
2011 sees the third and final year of a Promoting A Culture of Trust (PACT)
level 3 project. Throughout 2008 ~ 2011, Glengormley has worked at Governor, Principal, teacher, classroom assistant, pupil and parent level, engaging with Glenann Primary School, Cushendall, King’s Road Nursery School, Tullycarnett, Belfast and St Terese Nursery School, Poleglass,
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Belfast. Money has been made available to support a range of ventures including Summer Activity Picnics in Carnfunnock Country Park, Cook-it Programmes and a host of shared experiences in each other‟s company and schools. This partnership project has allowed Glengormley to “springboard” into a range of other activities with Glenann PS, and together have secured additional further funding to allow staff, parents and pupils to travel together for a residential visit to Poland in 2009, collaborate in model aircraft building workshops with Bombardier Aerospace in 2011 and experience two shared trips to Corrymeela Centre and the surrounding areas of Rathlin Island (2010) and Ardclinis Outdoor Activity Centre (2011). Funding has been secured through the NEELB Schools’ Community Relations Programme (SCRP)
Glengormley IPS has had a continuous relationship with the staff and pupils of Hazelwood IPS since before the inception of our transformation to integrated status. Throughout these early years of Integration, post 2003, the two schools have worked closely together to forge relationships, share in the preparation of the Catholic Sacraments on behalf of the Parish of St Mary’s on the Hill and share ethos and culture, providing guidance and support to each other. This strong relationship between the schools continues to thrive.
Other Bodies The Integrated Education Fund (IEF) continues to forge solid links with
Glengormley IPS. They have previously provided grants to the school for Marketing, Maximising Growth (SADIE fund) and more recently supporting pupils with EAL. All of this money has been spent to grow and develop the sustainable future of the only truly integrated primary school in Newtownabbey. The Principal was acknowledged for the work he had done with this money in 2009, when he was invited to speak on behalf of the school to an audience of IEF contributors and donors at the House of Lords. Following this, in October 2009 and May 2010, the school again supported the IEF in their fundraising efforts by submitting entrant(s) into the Dublin Marathon 09 and Belfast Marathon 10 events. The school raised in excess of £3000 over these two days and 50% of this money was presented back to the school to continue with their good work in developing the school and moving forwards. The school will continue to support these initiatives in full.
As Glengormley Integrated PS, our ethos attracts a greater number of pupils with Special Educational Needs (SEN) and learning difficulties. In 2008, the school registered for a pilot group of schools to engage with Health provision through the Multi-Agency Support Team for Schools (MASTS). Since 2008, the register of children receiving support has grown from a handful to over 20 pupils in 2010. These children are referred if they meet specific criteria and their support, once assessed for needs, ranges from Speech and Language (S&L), Occupational Therapy (OT), Physiotherapy, Psychology, Behaviour Support etc. Children are supported from Primary 1 through to the end of Primary 4 when appropriate and assessed and reported on at regular intervals. The members of MASTS staff communicate effectively in writing and electronically with Principal, SENCO and teachers regularly, meeting with
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parents also and feeding back problems and progress, which in turn are taken account of in pupils‟ IEPs. MASTS have been working effectively in support of the school through on-site peripatetic support and staff relations are excellent. MASTS attend each Open Evening annually, to inform prospective P1 parents of their services to pupils and families of the school.
The Northern Ireland Council for Integrated Education (NICIE) are the governing body for integrated schools in Northern Ireland. As such they are always available and accessible for support with ethos, strategy, assessment, good practice and much more to the Principal and whole school staff. In 2007/8 NICIE development officers came to work with the Principal and whole staff to review ethos and consider a strategy for improvement. This proved very worthwhile and the whole school community benefited from the workshop sessions and put new theory into practice in the classrooms and school environment. Through the delivery of the Anti-Bias Curriculum training provided by NICIE, 3 teachers have been trained and aim to put this aspect of curriculum high on the agenda of Personal Development and Mutual Understanding (PDMU), both directly and through dissemination of good practice. As per the SD Action Plan for 2011-12, it is the school‟s intention to invite development officers back from NICIE for further evaluation of where the school is at regarding these matters, generate a new action plan and then subsequently support the school in self-evaluation prior to registration for the new Excellence in Integrated Education Award (EIEA). This programme of events should evaluate and measure the standard of Integrated Education on offer in Glengormley IPS.
Staff and management from Glengormley IPS continue to work with C2k, both centrally and at the NEELB centre at Bruslee, to ensure that ICT is utilised most effectively both as an administrative tool for staff and a teaching and learning tool for staff and pupils. Regular training is provided both on and off-site from C2k for Principal, Secretary, Assessment Coordinator and all class teachers to keep them updated with advances and new provision as further ICT hard and software becomes available. This in turn is further supported with advice from the ICT department in the NEELB. The Principal acts as consultant in a range of services available to schools to feedback concerns and advice when provisioning for Glengormley IPS. Most recently the school has been involved in the pilot roll-out and Public Relations launch of the latest Net-Conferencing Software from HP available to all schools in Northern Ireland from spring 2011.
Council for Curriculum, Examinations and Assessment (CCEA) are a body that advise and train staff in school on the provision of InCAS, Cross-Curricular Assessment and Assessment Units to name but a few. Glengormley IPS work closely with staff from various departments of CCEA to once again try to ensure that what they are funded to provide remains “fit for purpose” and this is achieved by regular feedback and consultation with the Principal.
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Promoting the effective use of ICT, including its use to support learning and teaching, continuing professional development and
school leadership and management.
The use of ICT was at the core of the 2007-2010 School Development Plan. Aspects of these were benchmarked in 2007 against the BECTA self-review framework and included:
1. The professional development of staff in the effective use of Promethean Interactive Whiteboard Software Evaluation Having begun staff development in 2007-8 on the use of Activ-Primary and Activ-Studio, with the release in 2009 of Activ-Inspire, all staff have now migrated their skills across onto the new interface and have begun to reinforce the new tools available to them in the latest software package to improve the learning and teaching opportunities in the classroom. The Principal regularly monitors the use of this resource through RM Tutor and feeds back to teachers with the support of screen captures, examples of best practice. This InSeT continues as teachers’ progression improves and advances. Children’s learning is supported well by the daily effective access and use of the IWB and helps to improve the quality of learning, access to internet resources, opportunity to present and record findings and help meet the needs of the range and diversity of learning styles present in the classroom.
2. The development of a new Computer Suite in the school. Evaluation The Computer Suite in Glengormley IPS has taken longer to generate and establish due to financial and time constraints placed on the Principal. At this time, the room has now been cleared and refurbished, murals created and benching installed. Cabling, trunking and data-points have been installed, a cabinet and switch purchased and installed, screen and data projector mounted and additional desks and chairs ordered, to completely furnish the room. The Principal has re-located all 15 Dell desktop PCs within the school, into the new resource area which will be commonly know as “The Hive” effectively and they are now networked and working efficiently. All that remains to complete are some final cosmetic touches and a scheme of work to be completed for P1-7 which will lead the pupils to and through the tasks required to complete the CCEA ICT Accreditation Scheme at KS1 and KS2 in preparation for an official opening ceremony in June 2011 and launch of time-tabled use by all pupils from September 2011.
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3. Extended use of SIMs.net to include the integration of an SEN IEP Writer module, access to attendance and pupil data and effective use by all staff, in particular the Principal and Assessment Coordinator, of Assessment Manager.
Evaluation
IEP-writer module was purchased and added to SIMs.net in 2009 and is now
purposefully used by all class-teachers, the literacy support teacher and the
SENCO/Principal to track pupils, monitor progress and evaluate targets. IEPs
are centrally held in the pupil’s profile for ease of access by all relevant staff
and are edited, reviewed and shared with parents and other professionals
each October and February at the time of Parent/Teacher Consultations.
Cover is facilitated by the Principal to release teachers to work with
colleagues in the population and management of these IEPs on each of these
occasions. Principal and class-teachers now make effective use of the pupils’
profiles including attendance data, to liaise with parents and EWO services
when appropriate and for tracking purposes. These figures are also
combined and considered when reviewing and analysing Standardised
performance data of the pupils’ progress in Literacy and Mathematics, held in
Assessment Manager. All class-teachers are effectively led by the
Assessment Coordinator in support of the Principal in the management of
assessment data input and analysed in Assessment Manager. This includes
InCAS (P4-7), GL Progress in English (P3-7), GL Progress in Maths, GL
Mental Maths (P3-7) and Hodder NRIT (P3&P6).
4. Improved management control and communication both internally and externally via the medium of email facilities and the use of RM Tutor software. Evaluation The Principal monitors the effective use of ICT by both teachers and pupils through classroom observations and the unobtrusive use of RM Tutor. Teachers are fed back positive and constructive support at staff and curricular meetings. Email and the use of Outlook calendar is the most frequent and effective means of communication now within the school from teacher to teacher and teacher to Principal, and vice-versa. The Principal communicates effectively outside the school to other professional bodies, including NEELB, ETI, NICIE, CCEA, MASTS and the school Board of Governors by email. Not only has communication become more efficient and less time-bound, but the school has also reduced the need for copious amounts of unnecessary waste of paper and stationery resources and is supporting the green issues highlighted in its Eco-School ethos and agenda.
5. Business in the Community “Time to Compute” with Northgate Partners Evaluation In 2008-09 the school began a scheme which saw employees of Northgate Technologies enter school each week to support targeting children in P5 who
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needed additional access and support to ICT equipment. 4 Adult partners worked with 2 pupils individually, each for 30 minutes once a week to enhance their understanding and learning opportunities using C2k ICT software to research, investigate and present information in support of their class-based activities whilst studying specific themes, mostly in World Around Us. This has continued into 2011 and has proven to not only develop these children’s individual skills on laptop computers, but also to develop their confidence in a range of ways, including their interaction with other adults. The Principal is going to review the BECTA self-review framework data for ICT in June 2011 to monitor and evaluate overall progress in this area.
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An Assessment of the school’s financial position, use of financial and other resources and the projected use of resources for 2010-13
in support of actions to bring about improvement in standards.
The School Development Plan for 2007-10 made distinct reference to the large deficit sum (£137,000) that the current Principal had inherited from the previous administration, prior to his appointment. As such, all school development matters have always been severely restricted by this financial constraint. Nonetheless, through careful financial management and effective use of additional resources provided from beyond the school delegated budget, the school has managed to achieve much success. In regard to the development of ICT infrastructure, this has been heavily financially supported by a very hard-working Parent-Teacher Association, and the school has successfully met targets set by the ETI following their inspection in April 2009 with additional resources set aside by the NEELB, in particular for the development of Literacy through the CASS Raising Achievement in Literacy (RAIL) programme. The continuous and steady growth of the school enrolment since 2007 from 125 pupils to 219 pupils in Sept 2011 has meant that much of the increase in the delegated budget has been absorbed by relative increasing overheads and costs incurred by the school. The most costly of these has been the appointment of two necessary further permanent teachers who took up teaching positions in September 2010. This has caused further financial pressure for the Principal to manage but the appointments have been most successful and the Board of Governors and school community recognise the long term impact has been instrumental in the continuous steady growth of the school enrolment. The successful expansion of the GIPS Playgroup and allocation of between 46-47 PEAGS places in part-time morning and afternoon sessions from 2010-12 has helped ensure that the annual intake of new P1 pupils is healthy, at approximately 40 children. The steady increase in children with SEN and EAL has also helped to increase the budget available, but needs are greater than before and teachers require more financial assistance in the form of EAL tutoring and Classroom assistant support. In 2010-11, the Principal began to explore the capacity for the addition of a permanent teaching Vice-Principal to help with the senior management responsibilities of the school as the enrolment grew to exceed 200 pupils. Following lengthy consultation with all stakeholders and much serious discussion between NEELB and the Board of Governors, it was agreed that in the 2010-11 year, the budget could not sustain such a management decision, and the school would have to maintain an 8 class base without an additional teacher being appointed if it were to fulfil it‟s role it attempting to address financial recovery from the deficit situation. The school would be able to continue to work within the means of its delegated budget if it were to appoint an Acting Vice-Principal internally for a temporary period until such times as the projected financial plans suggested it could afford to appoint a
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further permanent teacher to this position. Although this leaves the school with less available room for growth for the 2011-12 year, it is seen by both the Board of Governors and the NEELB as a wise financial management decision which each can endorse. It is hoped that by September 2012, the school budget could sustain a further permanent teaching Vice-Principal appointment, by which time the enrolment should be approximately 238 pupils, with the long term aim of a stable enrolment which would allow the deficit to begin to be addressed. It is hoped that by restricting growth in the 2011-12 year, the school can continue to afford to sustain the great success it has demonstrated in the development of Literacy strategies such as Toe-by-Toe and Reading Partners programmes without the additional financial support of the NEELB as they withdraw the school from the RAIL strategy in June 2011. This has to be continually financed by the school if the school is to continue down its road to success and the Principal will re-deploy further human resources as necessary to ensure success is maintained in the years ahead. The 3-year projected financial plan for 2011-14 can be found at Annex D.
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An assessment of the progress to meet key targets as set out in the School Development Plan 2007-10.
The areas highlighted for development in each of the years 2007-08, 2008-09 and 2009-10 as per the 3-year overview document incorporated in the 2007-10 School Development Plan are outlined below, each with a brief evaluation as to the level that was achieved and targets met or not as the case may be, with a revised timeframe or alternative strategy.
2007-08 Target Evaluation
Strategic Management marketing plan – breakfast club, extended school, use of school after curricular hours review planning and use of ICLs and thematic units focus on AfL Effective PRSD scheme ICT InSeT on IWBs in P3 and P6/7
Breakfast club runs effectively from 0740-0840, and after-school from 12pm for PG pupils, 2pm for primary pupils until 6pm - between 20-30 pupils each day. Funded by parent contributions and staff paid through LMS with annual return. Curriculum leaders generated whole school review and decisions taken to adopt new CCEA ICLs and thematic units as appropriate. Curriculum leaders maintain continuity and progression Whole school InSeT time spent reviewing and adopting AfL strategies with support of NEELB link officer Principal devised management and record keeping procedure to adhere to agreed policy ICT coordinator led teachers in InSeT following installation of P3 & P6/7 IWBs. Monitoring
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and progress ongoing
Learning & Teaching Curriculum Reform – P1 & P5 implement P2 & P6 training P5 begin InCAS and Pupil Profiles
P1 and P5 teachers‟ planning, lesson structure and classroom organisation changing due to revised curriculum practice & strategies. Curriculum leaders and Principal monitoring and evaluation on progress ongoing. Teachers attended all 4 days of training InCAS successfully completed in P5 and reported on as per statutory requirements. Pupils‟ profiles (Annual Reports) adapted to meet needs of school but remain according to statutory requirements.
Ethos Develop Integrated Status supported by NICIE Write Inclusion Policy Review Child Protection Policy Write Child Protection Parent booklet
Programme devised and completed by NICIE field officers as per request from Principal Completed and ratified by Board of Governors Annual review completed New Parent CP booklet completed by Designated and Deputy Designated Teachers, ratified by Board of Governors and circulated to all parents.
2008-09 Target Evaluation
Strategic Management Complete full 2007-10 School Development Plan Develop new school
Following consultation with all stake-holders, Principal completed. Following consultation
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prospectus develop website Continue to update planning Curriculum Coordinators take more responsibility ICT InSeT on IWBs in P2 and P4 Develop new computer suite
with all stake-holders, Principal completed. Principal-initiated, ongoing InSeT as appropriate for all class teachers Led by Curriculum Leaders and monitored by Principal Curriculum Leaders empowered to take full responsibility for subject areas with support from colleagues and management. CPD provided where available and appropriate ICT coordinator led teachers in InSeT following installation of P2 & P4 IWBs. Monitoring and progress ongoing Room cleared, benching installed, painting in progress, cabling in progress. Work paused due to financial constraints and lack of hardware. Further ICT provision to be made available from C2k and PTA
Learning & Teaching Curriculum Reform – P2 & P6 implement P3,4 & P7 training
P2 and P6 teachers‟ planning, lesson structure and classroom organisation changing due to revised curriculum practice & strategies. Curriculum leaders and Principal monitoring and evaluation on progress ongoing. Teachers attended all 4 days of training
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P6 begin InCAS and Pupil Profiles NEELB RAIL strategy begins – whole school literacy review Reading Partners Guided/shared/independent reading focus in whole school Peace Players Project Ulster Scots Agency & Lyric Theatre Project, Use of IEP writer module
InCAS successfully completed in P6 and reported on as per statutory requirements. Pupils‟ profiles (Annual Reports) adapted to meet needs of school but remain according to statutory requirements. Literacy Coordinator completed full Literacy Review and audit with support from CASS field officers 3 Staff and 3 Volunteer Reading Partners trained successfully by NEELB CASS. Literacy InSeT provided to staff by CASS / Literacy team with Literacy Coordinator taking the lead. Project successfully started with Holy Cross Boys School “The Boat Factory” production completed in May 2009 IEP writer module for SIMs.net purchased and installed on server Staff InSeT began
Ethos NICIE Peer Mediation Training for staff P6 Peer Mediation Training
Led and completed by NICIE field officers. Intro to all staff, then specific to 1 teacher and 3 assistants. Newly-trained teacher and assistants rolled out training weekly to P6
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Use of SIMs for electronic record keeping Review Literacy policy Review ICT policy Review positive behaviour and anti-bullying policy PACT level 3 Community project– Glenann/Glengormley trip to Poland
successfully Full access to SIMS for all staff generated – InSeT provided Completed by Literacy Coordinator Not completed by ICT Coordinator – to be completed 2011-12 Completed by Principal with staff consultation, ratified by Board of Governors Initiated partnership with St Terese NS, Kings Road NS and Glenann PS Trip was successfully completed in April 2009
2009-10 Target Evaluation
Strategic Management Further PR work and marketing materials ETI post-inspection action plan ICT InSeT on IWBs in P1 and P5
Ongoing – principal-led Completed by Principal in consultation with NEELB, BOG and teaching staff Targets successfully met and awaiting ETI follow-up inspection to quality assure ICT coordinator led teachers in InSeT following installation of P1 & P5 IWBs. Monitoring and progress ongoing. IWBs now installed in every classroom in the school – further whole school IWB InSeT ongoing
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Curriculum coordinators continue to take lead in development of areas Development of ICT scheme for use in computer suite
Ongoing Not yet complete due to financial constraints in completion of computer suite and time constraints on ICT coordinator
Learning & Teaching Curriculum Reform – P3,4 & P7 implement NEELB RAIL strategy continues Reading Partners Toe by Toe programme Modelled/shared/independent writing focus in whole school Weekly and 6-weekly planning, accountability auditing, agreed, monitored and adhered to
P3, P4 and P7 teachers‟ planning, lesson structure and classroom organisation changing due to revised curriculum practice & strategies. Curriculum leaders and Principal monitoring and evaluation on progress ongoing. Further staff InSeT provided for by CASS, monitoring of progress ongoing by Principal and literacy leader Ongoing with great success Further staff trained programme initiated and success being monitored and recorded by literacy leader and principal Ongoing with support from CASS and literacy leader, self-evaluation and peer evaluation protocol now in place Self-evaluative and Peer-evaluative approach led by literacy and numeracy coordinators, monitored and reported back to Principal accordingly
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P7 begin InCAS and Pupil Profiles Begin CCEA Cross-Curricular Assessment training
InCAS successfully completed in P7 and reported on as per statutory requirements. Pupils‟ profiles (Annual Reports) adapted to meet needs of school but remain according to statutory requirements. Postponed until further notice by CCEA
Ethos Continue focus on Integrated Status Develop School Council Peer Mediation begins with P7 pupils Pilot pupil target-setting strategies Continue PACT level 3 Community Project Implement TTI audit report
Consideration of new Excellence in Integrated Education Award (EIEA) designed by NICIE and piloted in 2009-10. Intention to apply in 2011-12. Exploratory research completed with NICCY Intention to establish in 2011 Successfully commenced and programme now ongoing First use of NRIT standardised assessments in P3 and P6 Successful experiences including residential trip to Corrymeela and Rathlin Island Incomplete due to time constraints – intend to complete in 2010-11.
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An Assessment of Challenges and Opportunities facing the School.
Challenges Everything that lies ahead in Glengormley IPS will continue to have the burden of financial constraint placed upon it. As a school that continues to meet the needs of the present growing enrolment of children, all staff seldom lose sight of the tight financial constraints they operate within as a result of poor financial management in the past. This can have a detrimental impact on morale, workload and on occasion, attendance, however the teaching and support staff always put the needs of the pupils above themselves and realise they must maintain their integrity for the greater good and they continue to work conscientiously as a team to make the school a continued success despite this setback. As the school grows in excess of 210 pupils, the Principal, who is now non-teaching as from September 2010, seeks to appoint a Vice-Principal to help share the Senior Management Responsibility of the school. As the budget of the school cannot sustain this in the 2011-12 year, a temporary measure will be put in place to appoint internally, an Acting Vice-Principal. This step up for a member of the current teaching staff could pose a potential challenge to the individual as they take on a new senior management responsibility within the school alongside their colleagues. As the enrolment continues to grow at a rate of approximately 25 pupils (or 1 new class) each academic year, space is becoming a constraint and the opportunity to effectively provide hot meals, space to play and learning space is an issue the Principal continues to address as the enrolment grows. All staff must remain adaptable and flexible as changes are implemented to accommodate these knock-on effects of the growth in pupil numbers. Consultation and discussion with the NEELB in various departments, including Property Services, Catering, Building and Maintenance, Grounds Maintenance and Schools Branch are ongoing with both the Principal and the Board of Governors to ensure that each one of the issues impacted upon by this sustained growth is addressed in a timely, effective and pro-active manner. This also includes discussions with Northern Health & Social Services Board and their Early Years team to ensure that if and when the time comes that it is a necessity to displace the Glengormley IPS Playgroup from the building where they currently reside, to accommodate further classes of pupils within the school, that together they can offer a suitable, viable, alternative plan to ensure this successful playgroup continues to feed positively and seamlessly into the Primary 1 admissions. The school has seen a marked increase in the number of pupils on its enrolment arriving with either English as a second language, an identified Special Educational Need or on occasions both of these combined. This has created additional work for the teachers in what are generally large classes already, so support staff such as classroom assistants are greatly valued by all teachers and made extensive use of to support these children to overcome their additional barriers to learning. This again is restricted by financial constraints, but as a school in general, Glengormley IPS values and makes very effective use of its support staff. This has been commended by the ETI following their inspection in April 2009 when they commented, “The Classroom Assistants, Supervisors and Caretaking Staff contribute significantly to
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promoting and maintaining a pleasant and effective working environment for the children.” Further issues continue to arise in the areas of learning and teaching that will prove challenging to both the management and teachers in the school. At a time when funding is being cut at the NEELB, in terms of school budgets, CASS support, field officers and funded development strategies, schools continue to be asked to meet new targets and take on additional responsibility in the areas of performance data, analysis, the SEN Code of Practice, assessment of cross-curricular skills, tracking, transfer to post-primary education (including the unregulated system currently in place with many schools) etc. from the Department of Education, CCEA and the ETI. It will prove to be a most challenging time to meet this agenda for change, with less money and support available to us than before, especially in light of our own school‟s current financial position which only impacts the difficulties further. Opportunities There has been consistently high growth in the enrolment of the school throughout the last 3 year School Development Plan, due to a range of attractions the school has to offer. Our Integrated status as the only Integrated Primary School in the Borough of Newtownabbey has attracted many families to the school. Many of these families, some of which come from mixed faith or no faith backgrounds, are prepared to travel considerably further to get a place in our school. Also the extended school facilities providing 7.40am to 6pm wraparound care which includes many extra-curricular activities for pupils has enticed families to join us. Since 2007, the school has demonstrated improvement and success in both academic standards at both Key Stages 1 and 2, particularly with our recent transfer rates to Grammar schools whilst continuing to support and maintain effective pastoral support for many children with barriers to learning including Special Education Needs and English as a second language. Our most successful marketing strategy has been promoting success by word of mouth and reputation in the community. A lot of positive press releases and promotion of the school‟s inclusive ethos and participation in many outside events through the school‟s website and local media sources has also helped to raise the profile of the school in the community. As the school pupil enrolment continues to grow, this allows for the employment of further support staff within. These new members of staff carry forward the good reputation of the school into wider communities. This in turn allows more activities to take place for the children to take advantage of, due to more staff available for deployment, more learning experiences, and a wider range of participation and success in sports, musical, cultural and non-academic pursuits. This continues to develop the profile of the school as a whole. With the award of “International School” status in 2010, this has reinforced and publicly endorsed our commitment to diversity as a strength of the school and our appeal to minority groups and the intake of families with different cultural backgrounds continues to grow. With the successful inclusion of Glengormley IPS as a partner in a British Council “Comenius” project from September 2011, the school will reap the reward of forging strong links with schools in Italy, Spain and Germany. This will generate great collaborative learning and teaching opportunities for all staff members and children involved in this project. It is an exciting time for Glengormley IPS as we move into a new area of development for enhanced learning experiences. With the continued growth and development of ICT in the school,
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especially the introduction of web2 technology available to the school, including net-conferencing, Virtual Learning Environments (VLE) and ongoing C2k support, we really will be able to bring the world into the classroom, the classroom into the world and share this kind of interactive collaborative experience in education with all pupils. As the school grows, so to does the teaching compliment. New teaching staff members recently appointed bring energy and new ideas to the established teaching staff. They too bring the opportunity to share responsibility for curricular development, take on new and exciting roles within the school and help to reduce the workload and bureaucracy carried by those already in post. The Principal is fortunate that with teachers who have expressed their desire to develop professionally, some of whom aspire to become future managers and leaders, he is able to delegate responsibility, and generate a sound middle management structure within the school as it grows. Some individuals have already enrolled on the RTU‟s “Professional Headship Qualification” and “Emergent Leaders” courses successfully and are seeking to exploit the professional development opportunities within the context of their appointment in Glengormley IPS. Further to that, the opportunity to appoint a temporary Vice Principal for September 2011 will provide the school with the necessary senior management it requires to run more effectively now that it will be a large school of in excess of 210 pupils.
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Arrangements by Board of Governors to consult all Stakeholders in the preparation of the School Development Plan.
The Principal was directed by his Board of Governors to consult with, on their behalf as many stakeholders in advance of the final publication of the School Development Plan for 2010-13. The primary and initial consultation took place in August 2010 during teachers‟ InSeT training days, when all present evaluated and reviewed the previous School Development Plan with the Principal, and then were given opportunity to advise and present their views on which direction they felt the school should be moving in, in relation to the areas of Strategic Management, Learning & Teaching, and Ethos. This information was subsequently fed back to Governors at their first meeting of the new academic year in September 2010. At this point, the Principal shared some of the development strategies with pupils from the senior school (P5-P7) to gather their views and thoughts. Some of this was sent home to parents to consider and responses invited. Also at this time, much of what was of relevance and appropriate to share with auxiliary and ancillary staff was disseminated for discussion and via regular email updates. In October 2010, the Principal introduced the teaching staff to the latest ETI Together Towards Improvement (TTI) document and instructed them to complete a personal audit each using the framework provided. These were gathered in anonymously after Halloween and then consolidated by the Principal for further discussion in the New Year 2011 on teaching staff InSeT days. The responses from this audit on the whole reinforced the self-reflection and evaluation that had already taken place in August 2010 and at this point, the Principal then moved to a draft copy of the School Development Plan for final consultation with all stakeholders. A summary of the TTI audit completed by teaching staff can be found at Annex A2. Further details are available from the Principal upon request. It was suggested by the Principal to teaching staff and Governors, that on future occasions when all stakeholders needed to be consulted including future School Development Plans, pupils could be consulted via the new School Pupil Council body and a Self-Evaluation Through Attitudes Questionnaire (SETAQ) could be used to survey a larger parent audience of the Governors‟ proposals. Following the agreement of the teaching staff in March 2011, the Board of Governors were presented the School Development Plan for 2010-13 by the Principal and it was subsequently amended and finally ratified in April 2011 for release for publication.
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POST-INSPECTION ACTION PLAN SCHOOL: GLENGORMLEY IPS Ref no: 305-0791 DATE: AUTUMN TERM 2009
Areas for Improvement Identified by Inspection:
The need to develop systematic processes for the collation and analysis of performance data to inform the teaching and learning, and
The need to provide more effective curricular leadership and raise the standards of the children’s attainment in literacy and numeracy.
Where are we now? (with reference to areas for improvement noted above)
We have been previously using only InCAS performance data for formative assessment. The strategies for assessing the pupil progress are inconsistent and ineffective.
We have been auditing provision and identifying target individuals/groups to engage the NEELB Raising Achievement In Literacy (RAIL) initiative.
We have been developing Curricular Coordinators & Teams, empowering individuals with responsibility as well as the collegiate
Objectives/targets to
bring about
improvement
Success criteria Actions to bring
about improvement Time/materials/staff
development
including costings
External Support
Required? Staff/lead
responsibility Timescale
Develop whole school policy for assessment which
identifies the needs of particular children and
informs teaching
Use of NFER /GL standardized assessments
through years 3-7.
Use of Assessment Manager
to help recognize areas and individuals to target for
improved teaching and
learning
Delegate greater
responsibility to teaching
staff to lead in curricular development across the
school, establishing teams
and sharing of good practice opportunities.
Effective use of policy across school.
Put theory and protocol into practice in the classroom.
Requisition materials and deliver
staff training to use with ease of
understanding. Train teachers in use of AM and
take time to analyze data
following input of 2 sets from 09/10
Identify key staff to lead in L&N areas, generate L&N Action
Plans, identify targets to meet,
provision of CASS support, dissemination of good practice
across school. Sharing and
celebration of successes.
Research current information and audit advice from DE, NEELB
and sister schools. Draft new policy with all
stakeholders and implement.
Classroom Observations Purchase appropriate materials,
consider delivery methods/time,
implement. Liaise with C2k re necessary
training of staff and set-up of
system in advance of implementation
Empower identified individuals to
lead curricular teams. Audit training needs and support from
CASS. Create time and space for
Coordinators to operate. Deliver a coherent strategy to engage
teachers in new methodology and
techniques that bring about greater success. Evaluate &
review.
DE/NEELB guidance materials Principal and Head of KS
Time
£1000 for GL assessments p.a. InSeT time to comprehend
Time to input results
InSeT time to learn new software
C2k support / CASS support
SUB days for Coordinators
CASS Link Offr support
InSeT for full staff Reading Partners – time / cost
Toe-by-Toe materials –time / cost
A Busy Day/ A Busy Year – costs
Numeracy Resources
NEELB Link officer for Principal
NEELB CASS Numeracy / Literacy team
NEELB CASS ICT / C2k Bruslee
NISTR Supply Teachers
CASS Lit and Num support
officers
Principal & KS heads
Principal & all P3-7 teachers
Principal & all teaching staff
Literacy – Mrs Cartwright / Mrs Connolly-Mulcahy
Numeracy – Mrs Coburn & Mr McKinstry
Complete and ready for ratification by Apr 2010
Initiated in May 2009, first proper
input and analysis available post
May 2010 Begin training and
implementation post May 2010,
inform teaching for Sept 2010
NEELB RAIL initiative started
Dec 2008, 2 year strategy – ongoing through 2009- using
Reading Partners, Toe by Toe.
Numeracy InSeT begins Sept 2009 – 3x days InSeT with CASS
support – implemented by Autumn
2010, provision for Evaluation – ongoing and in Spring 2011
ANNEX A1
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Strategies to Monitor and Evaluate:
1. Scrutinise the teachers’ planning / preparation. ~ Ongoing by Principal, KS Coordinators and Literacy & Numeracy Coordinators.
2. Discuss planning with teachers to ensure the needs of all the pupils are being met. ~ led by Literacy and Numeracy Coordinators following Peer
Observation sessions
3. Review classroom assessment. ~ Initiated and led by Assessment Coordinator, supported by Principal. Guidance and feedback to teachers
4. Review all available data for the school. ~ Principal, Assessment Coordinator, Literacy / Numeracy Coordinators and KS Coordinators teams
5. Classroom observation:
• To observe teaching strategies.~ Peer Observations with Literacy focus on writing for 2010-11. Principal and KS Coordinators ongoing
• To observe the quality of the pupils’ participation in classroom work. ~ ongoing
6. Peer observations.~ ongoing
7. Encourage teachers to use ‘The Reflective Teacher’.
8. Use the appropriate quality indicators outlined in ‘Together Towards Improvement’. ~ Completed Jan 2011 9. Feedback from parents and families. ~ SETAQ in progress
10. Feedback through staff meetings. ~ Dissemination of Good Practice aspect to all meetings – minutes in public folder 11. Benchmark success against data available through e-Schools and ESAGS- A strategy for raising achievement in literacy & numeracy: June 2008 ~ completed Autumn Term 2009 and 2010. Ongoing further work in development with support from NEELB. 12. Feedback from pupil. ~ Regular ongoing consultation with classes. Further Pupil Council in development, effective practice integrated for Sept 2011.
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Together Towards Improvement ~ A Process of Self-Evaluation Glengormley Integrated PS Teaching Staff Consolidated Feedback
Section Area Evaluation
(average) Positive Evidence Negative Evidence
Section A Leadership & Management Raising Achievement / Supporting Learners
Strategic Leadership
Good clear realistic vision good open channels of
communication including electronic children generally show respect for
staff excellent website and newsletter principal encouraging and
supportive InSeT info available in email and
hard copy Consistent staff training for KS2 Whole staff ownership of SDP Clear coordinator roles professional
knowledge and lead InSeT School Council positive step to
pupil voice Target setting IEPs Literacy and Numeracy support
mechanisms Access to and use of CASS support Very child-centred school Good communication with parents Curriculum leaders have
opportunity to provide strategic leadership effectively
No official senior management team for decisive direction or when conflict arises – needs established
Confidence and respect amongst staff and pupils could be improved
Key Stage and Curricular meetings required
Support for EAL needs to be more consistent
Staff communication can be inconsistent
2 teachers on Board of Governors, but some information lost in translation to teaching staff
Section A Leadership & Management Raising Achievement / Supporting Learners
Promoting Improvement
Good Process of self-evaluation is developing
Performance data is being analysed to set targets
SDP is relevant and supported by staff
Whole school ownership in SDP Detailed action plans for some
areas Innovative strategies promoted and
encouraged
Self evaluation not being properly recorded in all cases, could be more uniform and structured
More time needed to embed and develop new strategies
PRSD could be more rigorous – need for coordinators and management to take more active role in observations
ANNEX A2
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PRSD/EPD being completed Target-setting and planning
underway Data effectively shared and used as
basis for improvement Good parent voice New staff have active role in school
development AfL and thinking skills being used
throughout the school Realistic objectives and targets set Good dissemination and sharing of
good practice Varied use of revised curriculum
techniques Section A Leadership & Management Raising Achievement / Supporting Learners
Staffing – recruiting, deploying, supporting developing
Good Expertise tapped into, training good Effective peer observation Encouragement and support for
CPD eg PQH PRSD targets support whole school
issues All staff assigned coordinator roles Good recruitment of teaching staff
requirements CA to TA titles – worthy
improvement Staff are supportive to one another Roles clearly identified Subject coordinators show
leadership and motivation TA and support staff deployed most
satisfactorily Good staff training with budget
constraints Good middle management courses
offered to all teaching staff Subject coordinators self-driven
Share out leadership to all More precise job descriptions for
non-teaching staff and these communicated to all staff more effectively
Systems required for development of training and embedding of skills
Wider use of part-time staff could be further utilised
PRSD targets do not always meet or identify individual needs
More use of coordination teams SEN needs to be more rigorous at
KS1 and KS2 More PD required to push staff
further Greater requirement for VP, senior
management team, KS coordinators etc
PRSD targets reviewed regularly with end of year summary
KS meetings could take place more regularly to ensure continuity
Curriculum coordinators could be more closely monitored for discrepancies
Roles and responsibilities not always clear
Occasionally staff training not appropriate to role of individual
Some staff require better planning
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support PD courses restrained by budget
Section A Leadership & Management Raising Achievement / Supporting Learners
Accommodation & Physical Resources
Good Resources used well Staffroom improved School hall well used Display boards well used On-going development of school
grounds New security improving CP School environment attractive and
stimulating given budget constraints School grounds well used by
school, PG, after-school club and extra-curricular groups
Eco-school developing Principal manages budget well
within constraints IWBs put to excellent use Development on new computer
suite Safe and secure premises
School infrastructure and building requires updating
Are resources monitored and evaluated?
Security – access inconsistent at times
Lack of funding restricts outdoor play resources which the spacious site could accommodate
Some areas of flooring and roofing unsafe
Better systems for monitoring shared resources
No wheel chair access for visitors More effective use of outdoor play
areas School suffers on all levels due to
debt After-school management of school
equipment Resources recommended by NEELB
not available in school Section A Leadership & Management Raising Achievement / Supporting Learners
Links & Partnerships
Very Good Curricular meetings PTA events Parent meetings Website Church involvement Business in the Community Supergrounds Press releases / PR in local media School used by community Good post-primary links Good EAL support Eco-schools work with outside
agencies IEF PACT 3 New Partnership ICT suite use by others Parents attend sporting events Parents contribute financially via
PTA and remissions Good working relationship with
NEELB CASS Outside agencies and sponsorship
out to good use
Child protection policy and constraints limit parent access to work on display etc
More invites to parents for assembly etc
Poor attendance at curricular meetings from parents
Too much information to parents at times
More time for parents to adjust to composite class structure
Better tracking of pupils would improve class handover/takeover
Avoid complacency Parents not consulted enough and
views sought on promoting children‟s learning
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Outside links improve teaching and learning
Excellent extra-curricular and extended school activities
Section A Leadership & Management Raising Achievement / Supporting Learners
Equality of Opportunity, Diversity and Good Relations
Very Good Ethos clear in school – EAL, differentiation, inclusion
International School Award Catholic Sacraments Improved PDMU SEN provision MASTS, IEPs, CAs
reviews, transfer club etc Anti-bias Curriculum trained staff Range of assembly focus – festivals
event etc Welcoming school to parents and
families Multicultural emblems, flags etc Use of hall by Polish Caribbean
communities Spanish – Primary Language
Programme Comenius project Good policies
More focus on other faiths and traditions required as an integrated school
Require NICIE back to work/train with staff for refresher on ethos
Get priests from Catholic Church into school
Link with more primary schools in own area
Better provision required for EAL pupils
Section A Leadership & Management Raising Achievement / Supporting Learners
Public Value Good Hire of hall to wider community Rising enrolments School trips – Poland etc Local trips/visits Good value breakfast and after-
school clubs Budget consideration always made
as part of decision making Principal manages finances and
budget effectively Effective use made of resources Management discusses all major
purchases and agrees on most pressing needs with staff
Limit requisition monies and spending
Cost to school clubs? Monitoring and managing of
photocopying costs etc Huge deficit hampers resources Money wasted on resources that
don‟t meet needs of children Decisions often made by principal as
individual due to lack of SMT
Section B Quality of Provision for Learning Effective Teaching. Learning and Assessment
Planning Good/Very Good Short/medium term literacy planning is effective and identifies learning outcomes, differentiation, evaluation across and between areas of learning
Literacy and Numeracy planning much improved
Planning boards evident
Some subjects don‟t have coherent planning in place
Long term planning is not always providing for broad, balanced continuity and progression of pupils‟ learning
Clearer differentiation required Regular Evaluations need developed
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Pupil consultation evident through questionnaires
Key stage teachers sharing planning
Pupils participation in planning Schemes of work in progress Teachers planning with new ICLs,
Thematic Units and AfL SDP – undertaken by all school
staff consultation / input Excellent planning process
overseen by Principal and Coordinators
Year groups use similar or same planning in KS to keep progression and continuity
Evaluations ongoing Planning by teachers more
thorough More active learning now in place
Schemes of work in developmental stages
Monitoring, evaluation and feedback on planning not yet in place
Section B Quality of Provision for Learning Effective Teaching. Learning and Assessment
Teaching & Learning
Good Planning indicates expectations are high but realistic
AfL strategies in place Use of class groupings and
differentiation appropriate Planning boards Thinking skills evident Continued use of resources
especially Interactive Whiteboards in all rooms
Strong pastoral care – 1:1 for stage 5 children
Active learning more commonplace Staff work hard to create supportive
environment conducive to learning Teachers on the whole aim to
inspire and challenge pupils Learning is very pupil-centred Under-achievers well targeted
Testing, observation and work suggests not all teaching challenges and inspires
More teacher InSeT required for thinking skills to prevent spoon-feeding children too much into KS2
Some resources dated in maths and science especially, particularly in KS2
TSPC needs to feature in next SDP more
Standardised scores suggest we could be pushing children more academically
Section B Quality of Provision for Learning Effective Teaching. Learning and Assessment
Assessment Good/Very Good Progressing towards having solid and informative means of assessment through radical improvement
Good communication with parents of available data
More involvement of pupils in assessment and target setting required
Consistent marking scheme required Tracking in progress Unclear guidance re. Range and
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Potential for new assessment procedures very good
Realistic end of KS targets for literacy and numeracy
Staff trained and implementing Target-setting, ranges of assessment, data to prove children‟s ability and potential
New assessment policy in progress, reflecting tracking, targets, benchmarks
Marking improved – new policy in progress
VCOP programme through recent literacy InSeT
Good use of AfL strategies by some staff
types of evidence to retain Whole school consensus required on
AfL techniques No consistent marking More uniform and clear approach to
marking
Section B Quality of Provision for Learning Meeting the needs of learners in the wider community
Curriculum provision
Good Curriculum broad and balanced- use of topic webs
Curriculum planners account for differentiation, learning styles, tasks and resources
Assessment sets out targets for all needs
Preparation for Catholic sacraments Language barriers for International
pupils addressed Wide range of extra-curricular
activities Good ratio of adults to children in
classrooms Great use of classroom assistants –
more attention and flexibility to meet children‟s needs
Core subjects reflect progression Good use of Living, Learning,
Working Together materials across school
Non-core subjects need reviewed to ensure balance and progression
Most focus on Literacy & Numeracy and a lot less time for other areas
World Around Us needs further development as no current lines of progression or long term planning for continuity in place
Section B Quality of Provision for Learning Meeting the needs of learners in the wider community
Learning Experiences
Good Wide range of new and interactive resources built into planning – use of IWBs
Topic approach – children‟s own planning
AfL strategies Good range of opportunities for
learning through class trips, events
Need to ensure all learners are catered for throughout the school and actively engaged
Need to match individual needs to interests and aspirations better, improve learning experiences
Need to update science resources – old and outdated, poor quality
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and visitors Peer Mediation in place through P6-
P7 New PDMU materials / programme
in place for P5-7 Learning styles and pupils‟
experiences being met better through revised Curriculum strategies
Happy children getting range of differentiated learning experiences to meet interests, learning styles and needs
ETI inspection found learning experiences to range from Satisfactory to Very Good
Need for more active learning and TS&PC in every classroom
Section B Quality of Provision, Care, Guidance and Support
Pastoral Care Good Peer Mediation Programme Supportive staff Clear emphasis on equality and
inclusion Thorough induction for new pupils,
parent evenings, written information Happy, safe and secure pupils Additional adult ratio attention
comparative to other schools Pupil welfare and ethos excellent Excellent staff induction process,
coordinator and training provided by school and NEELB
Good pastoral support, especially for EAL pupils
Pastoral Care Policy update in progress
Some staff can be abrupt with children and this is rarely challenged
No formal induction process for new staff
Anti-Bias Curriculum needs to be fully built into school programmes.
Focus on staff welfare – no clearly defined union representatives
Inadequate programme for stakeholder consultation on issues of good relations, bullying, sectarianism, racism etc, part of SDP, reflected in day-to-day teaching and learning and pupil support
No healthy work-life balance – too much irrelevant paper workload and ongoing demands increased during school, evenings and holidays
Pastoral care policy needs revisiting Section B Quality of Provision, Care, Guidance and Support
Effective Safeguarding – Protection of children
Good Child protection policy reviewed and updated accordingly annually
School posters promoting who and where to go
Worry boxes DT & DDT assigned roles, Principal
involved Effective lines of communication
between school management and parents
Confidentiality is not always paramount, sometimes breached
Both DT and DDT are in junior school – older or new children in upper school may not know or feel comfortable approaching them
Sometimes children‟s concerns are dismissed due to lack of evidence or confusion around CP remit
Discipline not always consistent
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School Council starting 2011 Staff and parents kept informed and
updated on Child Protection matters Children feel secure and reassured
that their concerns will be listened and responded to
Good CP leadership Visitors come to school to speak to
children re. Issues of concern, eg. NSPCC, PSNI, Barnardos etc
Playground Buddies Programme
throughout whole school
Section B Quality of Provision, Care, Guidance and Support
Additional Learning Support
Satisfactory Learning Support Staff continue to receive appropriate training
Non-teaching staff used v effectively as noted by ETI
Teachers take responsibility to consult with outside support agencies
Regular training provided Effective in-school support from
MASTS IEPs generated and reviewed twice
yearly Additional literacy support 2.5 days
a week and recently introduced numeracy support also
SIMs improve tracking, progression and continuity of pupils‟ IEPs
New training not always reflected in teaching and learning
Principal as SENCO without further SMT proves very time-consuming
Financial constraints prevent training and procurements of SEN resources
More pressure needs put on agencies to help and support children – when children reach KS2 it may be too late
Time, training and patience required to develop skills on IEP writer on SIMS for teaching and non-teaching staff
More sharing of information across year groups re SEN children as this group increases in the school
Gaps in IEPs and reviews due to Principal acting as SENCO and full SMT alone. Dedicated SENCO role?
Section C Quality of Achievement & Standards. How well do learners develop and achieve?
Achievement Satisfactory Pupil tracking system introduced Whole school collaboration in
benchmarking Active roles of coordinators in
leading curriculum subjects and assessment
A line of progression established in thinking skills and progressing
Children are motivated and encouraged by staff
Changes put in place to target improvement in teaching and learning
Number scheme followed routinely As end of Key Stage results are
Clearer tracking methods through data required
Current maths scheme needs extension to challenge more able pupils
Results would show a large number of pupils are not reaching their potential
Children are not fully acquiring skills and concepts systematically and applying their learning into a range of contexts
Some children still seem to be falling through gaps
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improving and parent and pupil satisfaction is high, good progress and achievement is being made
Section C Quality of Achievement & Standards. How well do learners develop and achieve?
Standards Satisfactory/Good Children work independently and with others well
Children work well with pupils from other schools regularly
Encouraged to show more perseverance with maturity
Class rules established across school
AfL strategies encourage independent learning and perseverance
Literacy progression enables systematic and progressive format leading to independent reading and writing skills
KS2 PDMU programme focussed on personal and social skills more
Curricular and extra-curricular activities offer opportunities to interact at various levels
More evidence of active learning required
More focus required on thinking skills – more staff training required
Many children don‟t yet demonstrate effective personal and social skills
Children find it difficult to think creatively and critically
Playground collaborative play not effectively promoted
Better training of lunchtime supervisors would help pupils apply learning to social situations, improve respect for these staff
Effective Buddy system during playtime might give KS2 children greater understanding of responsibility
Section C Quality of Achievement & Standards. How well do learners develop and achieve?
Progression Good/Satisfactory Plan, Do and Review taking place AfL strategies allow for peer and
self assessment New literacy targets introduced
following Staff InSeT Pupils introduced to VCOP learning Class ethos impacted on Benchmarking data focussed P4-7
to improve attainment Topic based approach to learning
promotes and develops transferable learning opportunities across school
Clear evidence seen of progression in planning boards
Still some way to go yet to fully maximise potential
Children have not yet fully mastered skills of identifying appropriate actions to progress their own learning – these skills are not consistently being promoted across the year groups from FS to KS2
More encouragement and promotion required to transfer knowledge, skills and understanding across the areas of learning.
Section C Quality of Achievement & Standards. How well do learners develop and achieve?
Fulfilling Potential Good PDMU and peer mediation helping to improve
Our school welcomes a range of diversity and backgrounds, they are well integrated and catered for
RE and PDMU help pupils to regulate their learning
Assessment work ongoing to help
Supervisory staff don‟t always employ suitable strategies to deal with children and conflict at informal times of day
With diversity increase and rise of newcomer children, school needs to address these children more in low and underachieving groups
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IEPs used, discussed and reviewed effectively to support
Annual reviews implemented well for Stage 5 children on COP
Good differentiation with resources, CAs, questioning techniques, tasks for different learning styles
Anti-bias training, implementation and promotion of Inclusion
Some pupils find it difficult to manage emotions, regulate learning and interact effectively. This difficulty can prevent children from reaching their potential
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Glengormley IPS Benchmarking and Target Setting for 2010-11
Previous end of Key Stage Trends
2008/9 End of KS1 results English W 1 2 3
5% 17% 61% 22%
Maths W 1 2 3
6% 11% 61% 22%
2009/10 End of KS1 results English W 1 2 3
3.45% 65.53% 31.03%
Maths W 1 2 3
3.45% 13.79% 44.83% 31.03%
2008/9 End of KS2 results English 1 2 3 4 5
_ _ 20% 60% 20%
Maths _ _ 20% 60% 20%
2009/10 End of KS2 results English 1 2 3 4 5
5% 25% 30% 40%
Maths 1 2 3 4 5
_ 5% 25% 35% 35%
Overall Assessment
Upon reflection of these figures above, it can be concluded that on the whole, Literacy attainment has improved across both end of KS1 and KS2. It is only fair to contextualise the results the following conclusions can be made from knowing the context of the pupils assessed:
There were only 5 pupils in Primary 7 in the 2008/9 year. These percentages only represent these children assessed.
In 2009/10 the class included two children on stage 5 of the SEN Code of Practice and are included in these assessment results. That would explain the increase at level 2 in KS2
Between 2008-10, maths attainment at Level 3 and 5 has improved, but at level 2 and 4 has decreased. More children are featuring now further down at level 1 and 3 respectively. This could be due to individuals finding more difficulty with maths, or that the school needs to focus more effort on the teaching of mathematics more effectively. Further conclusions will be drawn in 2010-11 based on standardised assessment results (PIM and InCAS maths modules and attitudes/Developed ability modules).
ANNEX A3
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An analysis of Benchmarking Data for Primary Schools 2008/9 was completed to consider the position of Glengormley Integrated PS in relation to the context of school size (enrolment of pupils) and number of pupils as a % on Free School Meals. The results indicated the following comparing Glengormley IPS 2009/10 results against that provided by DE. KEY STAGE 1 % of children achieving level 2 and above In the 10 -19.99% FSM band, GIPS KS1 attainment in English fell between the lower quartile and the median. In Mathematics, GIPS KS1 attainment fell substantially below the lower quartile. % of children achieving level 3 and above In the 10 -19.99% FSM band, GIPS KS1 attainment in English fell between the lower quartile and the median. In Mathematics, GIPS KS1 attainment fell a little above the lower quartile. % of children achieving level 2 and above In the school size band, 90-210 children, GIPS KS1 in English fell just below the median. In Mathematics, GIPS KS1 fell substantially below the lower quartile. % of children achieving level 3 and above In the school size band, 90-210 children, GIPS KS1 in English fell just below the median. In Mathematics, GIPS KS1 fell above the lower quartile. A deduction from this process would suggest that there is substantial room for improvement in the level of attainment at end of KS1 in Mathematic in particular. This should be a target of focus in the current SDP.
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KEY STAGE 2 % of children achieving level 4 and above In the 10 -19.99% FSM band, GIPS KS2 attainment in English fell below the lower quartile. In Mathematics, GIPS KS2 attainment fell below the lower quartile. % of children achieving level 5 and above In the 10 -19.99% FSM band, GIPS KS2 attainment in English fell above the upper quartile. In Mathematics, GIPS KS2 attainment fell between the lower quartile and the median. % of children achieving level 4 and above In the school size band, 90-210 children, GIPS KS2 in English fell just below the lower quartile. In Mathematics, GIPS KS2 fell just below the lower quartile. % of children achieving level 5 and above In the school size band, 90-210 children, GIPS KS2 in English fell above the upper quartile. In Mathematics, GIPS KS2 fell just below the median. A deduction from this process would suggest that there is need for improvement in the number of pupils reaching level 4 in English and Mathematics. However the school is proving successful in those pupils achieving level 5 and should aim to sustain this achievement whilst focussing on bringing more children from level 3 to level 4. These conclusions do not however take account of further contextual information about the pupils, for example, the number of children in the school with English as a Second Language or a Special Education Need eg. Aspergers, Autism, etc. It is important to reflect on the rising numbers of children in these catagories within Glengormley Integrated PS, as they make up the diversity of the school and this in itself, though promoting inclusion can have an impact on the overall levels of attainment across the key stages and should be considered when contextualising the outcomes each year.
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Following standardised assessment in October 2010 of current P4 and P7 pupils in NFER PIE/PIM, InCAS and contextual discussion with class teachers, assessment coordinator and senior management, the following targets were set for classes for their end of year KS1 and KS2 outcomes in June 2011.
Name of School: Glengormley IPS TARGETS for June 2011
FSME: 18.3%
Number of pupils in primary 4:
Number of pupils Level 2 and above
% of pupils Level 2 and above
Number of pupils Level 3
% of pupils Level 3
Literacy 12 71% 4 24% Numeracy 12 71% 2 12% Number of pupils in primary 7:
Number of pupils Level 4 and above
% of pupils Level 4 and above
Number of pupils Level 5
% of pupils Level 5
Literacy 11 50% 7 32% Numeracy 9 41% 5 27%
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Literacy Strategy Data ~ Action for Improvement 2009/10.
Pupils from P3-P7 were tested in September 2009 and then again in June 2010 following formal intervention to close the gap between their chronological ages and their reading ages. The support took the form of a Reading Partners Programme, supported by the NEELB and a Toe-by-Toe programme supported by NEELB following the targeting of appropriate pupils according to their needs. Some of the data recorded is listed below to celebrate the progress and achievement made by pupils who received such intervention. It is hoped that the school budget will be able to sustain this margin of success by continuing to support the human resources required to meet the needs of these children and improve the overall standards of literacy throughout the school, thus raising the attainment levels at the end of future KS1 and KS2 reporting periods through 2010-13 School Development Plan. Primary 3 improvements
Date of Birth Reading Age 1 Reading Age 2 Difference Between RA1 and RA2
06/01/2002 8 years 2 months 10 years 6 months+ exceeding 2 years 4 months
06/11/2001 10 years 1 month 10 years 6 months+ exceeding 5 months
22/07/2001 7 years 11 months 10 years 6 months+ exceeding 2 years 7 months
12/01/2002 5 years 7 months 8 years 8 months 3 years 1 month
23/01/2002 4 years 6 months 7 years 5 months 2 years 11 months
14/06/2002 4 years 6 months 7 years 2 months 2 years 8 months
03/07/2001 4 years 6 months 7 years 2 months 2 years 8 months
16/05/2002 5 years 9 months 8 years 2 months 2 years 5 months
14/05/2002 5 years 7 years 7 months 2 years 2 months
18/07/2001 8 years 10 years 2 months 2 years 2 months
28/01/2002 5 years 11 months 7 years 8 months 1 year 9 months
13/06/2002 4 years 3 months 6 years 1 year 9 months
04/09/2001 6 years 4 months 7 years 9 months 1 year 5 months
24/10/2001 8 years 9 years 3 months 1 year 3 months
05/02/2002 6 years 4 months 7 years 8 months 1 year 4 months
23/10/2001 6 years 11 months 8 years 1 month 1 year 2 months
08/05/2002 7 years 10 months 8 years 9 months 11 months
01/01/2002 7 years 7 years 9 months 9 months
ANNEX B1
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20/08/2001 7 years 10 months 8 years 1 month 3 months
28/01/2002 7 years 7 years 7 months 7 months
28/06/2001 4 years 3 months 4 years 10 months 7 months
29/11/2001 Not on the reading scale 4 years 5 months exceeding 2 months
18/01/2002 7 years 6 months 7 years 7 months 1 month
Primary 4 improvements
Date of Birth Reading Age 1 Reading Age 2
Difference Between RA 1 & RA
2
18/11/2000 exceeding 10 year 2 months
exceeding 10 years 6
months exceeding 4 months+
05/09/2000 10 years 3 months
exceeding 10 years 6
months exceeding 3 months+
24/06/2001 8 years 9 months 10 years 2 months 1 year 5 months+
12/10/2000 8 years 10 months 10 years 2 months 1 year 4 months
16/08/2000 7 years 11 months 9 years 7 months 1 year 8 months+
03/03/2001 7 years 5 months 9 years 6 months 2 years 1 month+
29/09/2000 6 years 11 months 9 years 4 months 2 years 5 months+
09/05/2001 7 years 11 months 9 years 1 year 1 month+
06/05/2001 7 years 7 months 9 years 1 year 5 months+
30/12/2000 7 years 10 months 9 years 1 year 2 months+
11/07/2000 8 years 9 years 1 year+
05/04/2001 7 years 9 months 8 years 10 months 1 year 1 month+
06/01/2001 7 years 1 month 8 years 4 months 1 year 3 months+
20/02/2001 5 years 11 months 8 years 1 month 2 years 2 months+
22/01/2000 7 years 7 years 11 months 11 months+
12/06/2001 4 years 8 months 7 years 7 months 2 years 11 months+
20/10/2000 4 years 9 months 7 years 2 months 2 years 5 months+
12/06/2001 4 years 11 months 6 years 1 month 1 year 2 months+
20/12/2000 less than 4 years 3 months 4 years 9 months at least 6 months+
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Primary 5 improvements
Date of Birth Reading Age 1 Reading Age 2 Difference Between RA1 and RA2
16/07/1999 9 years 6 months exceeding 10 years 6 months+ exceeding 1 year
12/04/2000 exceeding 10 years 2 months+ exceeding 10 years 6 months+ exceeding 4 months
30/05/2000 exceeding 10 years 2 months+ exceeding 10 years 6 months+ exceeding 4 months
08/04/2000 exceeding 10 years 2 months+ exceeding 10 years 6 months+ exceeding 4 months
05/04/2000 exceeding 10 years 2 months+ exceeding 10 years 6 months+ exceeding 4 months
15/03/2000 exceeding 10 years 2 months+ exceeding 10 years 6 months+ exceeding 4 months
29/01/2000 exceeding 10 years 2 months+ exceeding 10 years 6 months+ exceeding 4 months
16/02/2000 9 years 7 months exceeding 10 years 6 months+ exceeding 11 months
31/05/2000 9 years 7 months exceeding 10 years 6 months+ exceeding 11 months
14/10/1999 exceeding 10 years 2 months+ exceeding 10 years 6 months+ exceeding 4 months
05/09/1999 exceeding 10 years 2 months+ exceeding 10 years 6 months+ exceeding 4 months
02/08/1999 9 years 11 months exceeding 10 years 6 months+ exceeding 7 months
22/10/1999 exceeding 10 years 2 months+ exceeding 10 years 6 months+ exceeding 4 months
21/03/2000 8 years 11 months 10 years 6 months 1 year 7 months
26/03/2000 8 years 9 months 10 years 3 months 1 year 6 months
22/10/1999 8 years 5 months 10 years 2 months 1 year 9 months
25/11/1999 8 years 2 months 10 years 1 year 10 months
16/08/1999 8 years 9 years 7 months 1 year 7 months
03/11/1999 8 years 5 months 9 years 7 months 1 year 2 months
16/06/2000 7 years 10 months 8 years 8 months 10 months
25/10/1999 5 years 7 months 7 years 7 months 2 years
Primary 6/7 improvements
Date of Birth Actual Age Reading Age 1 Reading Age 2 Difference Between RA1 & RA2
24/04/1999 10 years 1 month 9 years 9 months
10 years 6
months+ exceeding 9 months
23/04/1999 10 years 1 month 10 years 2 months+
10 years 6 months+ exceeding 4 months
20/02/1999 10 years 3 10 years 2 10 years 6 exceeding 4 months
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months months+ months+
29/01/1999
10 years 4
months 9 years 3 months
10 years 6
months+ exceeding 1 year 3 months
08/02/1999
10 years 4
months
10 years 2
months+
10 years 6
months+ exceeding 4 months
07/10/1998
10 years 8
months 9 years 3 months
10 years 6
months+ exceeding 1 year 3 months
21/09/1998 10 years 8
months 9 years 10 years 6 months+ exceeding 1 year 6 months
17/08/1998 10 years 9
months 10 years 2 months+
10 years 6 months+ exceeding 4 months
14/08/1998 10 years 9
months 9 years 7 months 10 years 6 months+ exceeding 11 months
28/07/1998
10 years 10
months
10 years 2
months+
10 years 6
months+ exceeding 4 months
15/07/1998
10 years 10
months
10 years 2
months+
10 years 6
months+ exceeding 4 months
30/04/1998 11 years 1 month
10 years 2
months+
10 years 6
months+ exceeding 4 months
12/03/1998 11 years 2
months 10 years 2 months+
10 years 6 months+ exceeding 4 months
11/02/1998 11 years 3
months 10 years 2 months+
10 years 6 months+ exceeding 4 months
12/03/1999 10 years 3
months 8 years 2 months 10 years 2 months 2 years
29/05/1999 10 years 7 years 11 months 8 years 7 months 8 months
18/12/1998
10 years 5
months 7 years 10 months 8 years 8 months 10 months
10/08/1998
10 years 9
months 7 years 9 months 8 years 7 months 10 months
02/12/1998
10 years 6
months 7 years 10 months 7years 11 months 1 month
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Year 2010/11 2011/12 2012/13
Strategic
Management
Begin Evaluation / audit of WAU
Principal to explore management
structure, design new policy and
practice
Complete SDP07-10 eval / write new
10-13 SDP
Initiate bench-marking, target-setting
and pupil tracking procedures
Initiate new improved literacy and
numeracy planning / observations /
monitoring
Audit/develop handwriting scheme /
policy
Write new marking policy with AfL as
core focus
Develop use of SIMS.net by teaching
staff for attendance, IEPs, Assessment,
Behaviour, Annual Reports etc
Action Plan and Initiate dev to WAU
Initiate new Senior Management structure
Audit and develop structured play and
activity based learning
Tracking years 3-7 ongoing
Improved literacy and numeracy planning /
observations / monitoring ongoing
Implement and QA Marking & AfL policy
Monitor effective use of SIMS.net by
teaching staff
Monitor and Evaluate SMT performance
Evaluate Lit and Numeracy Progress
Improved literacy and numeracy planning /
observations / monitoring ongoing
Review new Senior Management structure
Learning
&
Teaching
Principal explores Assessment of
Cross-Curricular skills
Literacy – integrate writing/genres
Numeracy – use of new number
scheme
Use of PIE/PIM/InCAS for target-
setting and informing teaching
Initiate additional number support for
P4 and P5 by P2 and P3 teachers
Initiate writing records for moving up
years / transfer / progression
Develop ICT scheme for P1-7 for ICT
suite
Continued ICT PD for teaching staff in
use of Interactive Whiteboard tech
Staff PD on Assessment of CC Skills
Audit and requisition new WAU resources
Begin a focus on TS&PC
Evaluate new schemes and strategies,
initiate appropriate adjustments
Initiate CCEA ICT accreditation
programme for KS1 pupils
ICT PD for teaching staff in use of
Interactive Whiteboard tech ongoing
Implement Assessment of CC Skills
Evaluate range of methods of assessment /
diagnosis / remedial support
Initiate CCEA ICT accreditation for KS2 pupils
ANNEX C1
School Development Plan ~ Overview 2010-13
Annex C1
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School
Ethos
Preparation for School Council
Bid for entry level International
School Award
Prepare and bid for Comenius Project
Apply for Eco-Schools Status
Invite NICIE to review our Integrated
Ethos
Initiate School Council
Bid for Intermediate International School
Award
Comenius 2 year Project
Prepare for Inclusion Award
Develop Eco-schools Initiative
Prepare for NICIE Integration Kitemark
Develop School Council
Bid for Advanced International School Award
Comenius 2 year Project ongoing
Bid for Inclusion Award
Bid for NICIE Integration Kitemark
Eco-schools Initiative ongoing
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2010-11 ACTION PLANS
Literacy Development Action Plan 2010 - 2011
Baseline Target When How Success criteria Monitoring Finance
1. Data
Standardised tests (PIE) and Vernon Spelling administered in September of school year.
2. Role of other
adults
3 CAs and 2 parents have now trained as reading partners, 2 CAs trained in Toe by Toe.
To use all data to set targets and inform planning.
To identify children’s potential using NRIT.
All data to be stored on assessment manager.
To identify those children who require additional support and implement appropriate interventions.
Ongoing
June of P3
and P6
yaers.
By Nov
2010
Jan 2011
To use standardized tests throughout
school P4-7. WRAPS phonics used
in P2 and 3.
NRIT to be administered and data
compared with PIE scores to
identify underachieving chn.
Children to sit spelling module in INCAS.
INCAS data to be analysed to
inform teaching and learning.
Salford test to be administered to P3-7 to identify children for the programmes.
Reading partners working with 3 children each for 10 weeks.
Continue with Toe by Toe with children who began programme last year.
New cohort of children to be identified by Jan 2011.
Data will identify underachieving children. Children identified in planners.
IEP written to address individual needs of identified children.
Pre and post testing will show improvements in reading scores.
Improved motivation and confidence in children.
Literacy leader to monitor planners for evidence of differentiation and target setting.
Assessment co-ordinator to process data and to analyse areas in PIE results for improvement.
Literacy leader to select children/ timetable programmes and liaise with class teachers.
Directed time
20 Toe by Toe
books £25 each.
Annex C2
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3. Phonics
P1-3 teachers trained and using synthetic phonics.
A spelling scheme has been implemented in KS2.
4. SEN
Literacy support
teacher is employed
for x hours, working
mostly with small
groups in withdrawal.
To draw up a phonics scheme of progression for P1-4.
To devise a progression in spelling in KS2.
To meet the needs more effectively of children identified with SEN.
Jan 2011
Ongoing
Staff to draw up scheme outlining key learning, teaching approaches and resources to be used.
P3 and P4 teachers to attend cluster meetings.
Review and implement phonological awareness programme in P1.
Cass input on spelling at KS2.
Staff to draw up a scheme outlining key learning, teaching approaches and resources to be used.
Cass support (G. Dalton) to agree a range of strategies for individual support, in-class support and implementing and reviewing IEPs.
Scheme devised.
Evidence through planners of teachers implementing scheme.
Scheme devised.
Evidence through planners of teachers implementing scheme.
Evidence through planners and observation of strategies being used in withdrawal and in-class. Pre and post testing show pupils making progress.
Literacy leader in collaboration with P1-4 teachers.
Literacy leader in collaboration with P5-7 teachers.
Literacy leader Literacy support teacher and class teachers to collaborate on planning and reviewing IEP’s.
Twilight session
(Oct 2010)
Directed time
Twilight session
(Oct 2010)
Directed time
CASS support
Directed time.
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5. Writing
Staff have had INSET on writing genres.
A start has been made on describing writing within sub levels.
All writing genres mapped across each year group, ting in with topic work across the curriculum.
All staff have clear understanding of sub levels within levels.
Ensure progression at sentence level work is agreed and taught.
To create a writing record for each child to track progress. Teacher to level and comment on each piece of work, using level descriptions.
To begin to set targets for individual and groups of children in each year
Aug 2011
Teachers to select a genre each half term as a major focus.
Teachers decide on ICLs/topics for their year group and outline possible writing tasks within this.
Review and revise previous work on sub levels to ensure agreement among all staff.
Writing records introduced for each child to be passed from year to year.
Evidence in teachers’ planners and in children’s work.
Main genre mapped across each year group.
Description within each sub level is written, agreed. These descriptions to be used to annotate samples of writing and to set targets.
Evidence of children progressing through levels.
Progression in grammar agreed throughout school.
Improvements in independent writing.
Literacy leader reviewing planning, maintaining file of weekly notes.
Literacy leader to hold meeting with all staff discuss evidence of progression in children’s work.
Staff meetings
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6. Monitoring and
evaluation
Literacy leader has not had an active role in monitoring literacy standards.
group.
To create a non-threatening ethos and system to monitor and evaluate the learning and teaching of literacy throughout the school.
Collect weekly literacy planning form all teaching staff and provide feedback half termly.
Continue with observation of staff during literacy lessons.
Introduce the process of peer observations.
Create opportunities for staff to bring samples of children’s work for moderation and discussion.
Create opportunities during staff meetings/SIDs for sharing of good practice.
More rigorous and robust system in place for monitoring and evaluation the teaching and learning of literacy.
Staff more informed of teaching and learning throughout the school.
Staff more willing to share and celebrate good practice.
Literacy leader in collaboration with principal.
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Numeracy Development Action Plan 2010-2011
Baseline Target When How Success Criteria Monitoring Finance
Data
Standardised tests (PIM)
administered in September
of school year.
NUMBER SCHEME
NEELB number scheme is in
school and used effectively
in P1-P3.
P4-P7 to consider remainder
of scheme to see if suits
To use all data
to set targets
and inform
planning.
All data to be
stored on
assessment
manager.
Have in place a
completed
scheme of
work for
number, either
On-going
By Nov
2010
By June
2011
To use standardised tests
throughout school P4-P7.
PIM scores to identify
underachieving children.
Provide challenging activities
for more able children.
Children to sit General Maths
and Mental Maths modules in
INCAS.
INCAS data to be analysed to
inform teaching and learning.
Provide opportunity during
staff meetings/SID’s for staff
to bring current NEELB board
scheme to discuss teaching
approaches.
Data will identify
underachieving children.
Children identified in
planners.
Low achievers specific
learning needs will be
addressed through IEP’s.
Provide challenging
activities for more able
children.
Data will be stored on
Assessment Manager.
Data will be interpreted
and analysed to inform
teaching and learning.
To have an agreed working
document for whole of the
school for number.
Teachers’ planners
referenced to agreed
Numeracy leader to
monitor planners for
evidence of
differentiation and
target setting.
Assessment co-
ordinator to process
data and to analyse
areas in PIM results for
improvement.
Numeracy leader in
collaboration with P4-
P7 teachers.
Directed time.
Twilights 2011
Staff meetings
Cuisenaire &
Deanes
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needs of the school.
YEARLY OVERVIEW
Currently no overview of
mathematics to guide
teaching and learning
SEN
Numeracy support starting
up by Foundation & KS1
teachers, working mostly
with small groups in
withdrawal, with P4 & P5
children.
fully utilising
the NEELB
board scheme
or own school
written
scheme.
To draw up
termly
concepts for all
areas of maths
for each year
group
To meet the
needs more
effectively of
children
identified with
SEN.
By Aug
2011
On-going
P4-P7 staff will decide
whether NEELB board scheme
is appropriate for GIPS.
P4-P7 staff will draw up
scheme outlining key learning,
teaching approaches and
resources to be used.
Staff to draw up yearly
overview outlining concepts
for all areas of maths.
CASS support (L. McParland)
to agree a range of strategies
for withdrawal support.
document.
Yearly overview devised
and utilised to inform half-
termly planners
Appropriate strategies
employed.
Pupil confidence and
competence improved
Planners and observations
of strategies being used in
withdrawal and in-class.
Numeracy leader to
monitor overviews for
breadth and balance of
teaching in maths.
Numeracy leader,
Numeracy support
teachers and class
teachers to collaborate
in planning and
reviewing IEPs.
apparatus to be
purchased.
Directed time.
Staff meetings
Cass support.
Twilights 2011
Directed time.
Directed time.
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Shape & Space
A start has been made on
devising a progression in
Shape and space.
Monitoring and Evaluating
Numeracy leader has not
had an active role in
monitoring numeracy
standards.
To purchase
new resources
to support
learning in
shape and
space
To create a
non-
threatening
ethos and
system to
monitor and
evaluate the
learning and
teaching of
numeracy
throughout the
school.
By June
2011
On-ging
Exploration of resources to
support learning of shape and
space for each year group.
Collect weekly numeracy
planning from all teaching
staff and provide feedback
half termly.
Continue with observation of
staff during numeracy lessons.
Introduce the process of peer
observations.
Create opportunities for staff
to bring samples of children’s
work for moderation and
discussion.
Create opportunities during
staff meetings/SIDs for
sharing of good practice.
Monitor the learning of
numeracy through P4-P7
questionnaire.
Resources will be
purchased.
Evidence through planners
and observations of
appropriate resources
being used effectively with
all classes.
More rigourous and robust
system in place for
monitoring and evaluating
the teaching and learning
of numeracy.
Staff more informed of
teaching and learning
throughout the school.
Staff more willing to share
and celebrate good
practise.
Numeracy leader in
collaboration with
Principal and staff.
Numeracy leader in
collaboration with
Principal.
Numeracy leader in
collaboration with P4-
P7 teaachers.
3D shapes
Geo boards
Geo strips
Directed time.
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ICT Development Action Plan 2010 - 2011
Baseline Target When How Success criteria Monitoring Who Finance
1-2 Desktop
Computers in each
room only
Complete Installation of
Computer Suite
Benching
Data-Points/trunking
Cabinet and switch
Desktop PC & monitors
Additional desks x5
Computer chairs x15
Additional chairs x15
Completed
by June
2011
Finance from PTA for new
purchases, resources from
NEELB procurements
Other schools
Relocate Dell desktops –
return Viglens to
classrooms – appropriate
software allocation
Reinstalled from Towerview
PS
Reinstalled from
Templepatrick PS
Subsidised Grant from
LearningNI
Further Dell PC purchased
by PTA to complete 15
PTA funded purchase
PTA funded purchase
PTA funded purchase
Fully timetabled ICT
resource area for all
classes
For full networked online
provision to complete ICT
progression to CEA
accreditation
Capacity for 15 desktop
PCs
Capacity for 15 desktop
PCs and additional points
for printers and wireless
datapoint (future
expansion programme)
Fully managed network
capacity for ½ class of 30
capacity for 15 children
capacity for 15 children
capacity for 15 children
Use of RM Tutor for virtual
moderation
Principal
No cost
No cost
£600 from LNI,
school - £1000
£1000
£800
£800
££400
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No ICT scheme in
place
No alternative ICT
access in classroom
Beyond interactive
whiteboard
Basic levels of
proficiency using
Promethean Activ-
Inspire
Limited use of SIMS
New Scheme of Work for
P1-P7
Relocate Viglen PCs into
P1-7 Classrooms
(independent)
Teacher CPD on Activ-
Inspire
SIMS accessed and used
effectively by all teaching
staff for all administration
of data
October
2011
June 2011
Staff InSeT
DoGP staff
meetings
ongoing
Teacher InSeT / CEA ICT
accreditation tasks
Install age-appropriate
software for each P1-P7
class from C2k curriculum
bank
Principal-led and peer to
peer discussion / sharing of
good practice
Principal and C2k led
training for teaching staff
scheme implemented
across P1-7
access for pupils to
continue to use C2k
curriculum bank
effectively
improved capacity by
teachers to deliver lesson
content and interaction
regular and effective use
of IEP writer module,
assessment manager,
attendance etc
Principal / KS leaders
ICT feedback from teacher to
coordinator for tech support
as necessary
RM tutor
Principal and KS leader
observation and discussion /
feedback
Principal &
teachers
Principal
Principal &
teachers
Principal,
teachers,
assessment
leader
Some software
purchase
requirements tbc
Nil
Nil
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Assessment Development Action Plan 2010 - 2011
Baseline Target When How Success criteria Monitoring Who Finance
Need for targets to
be set against
standardized test
scores (PIM and PIE)
in P4 – P7 pupils
Begin to incorporate
6 modules to InCAS
testing
Begin to use Non-
Reading Intelligence
tests with P6 pupils
To raise standards in
Literacy and Numeracy
To use data to set targets
and inform planning.
To monitor and improve
standards where possible.
.
Completion of 6 modules
of InCAS testing by P4 –
P7
Ascertain standardized
test scores for Non-
Reading Intelligence tests
and compare to
standardized set in year
groups
Sept. 2010
Oct. 2010
Jan. 2011
(from next
year, testing
will occur in
Sept)
Use standardised tests (PIM
and PIE) throughout P4 – P7
Completion of group
record sheets for PIE and
PIM scores
Learning needs identified
ranging from high,
moderate and low
achieving learners.
Adjust ½ termly planners to
incorporate identified
learning needs in Literacy
and Numeracy.
Organise a structured
timetable for all modules to
be completed from P4 – P7
Administer and analyse
whole class test scores
Data recorded onto
programmed record
sheets for PIE and PIM.
Data will identify learning
needs (use of coding
system)
Low achievers in Literacy
and Numeracy will be
addressed through IEP’s.
Levels of attainment will
be raised at end of KS1/2
Assessment results.
Completion of all 6
modules for INCA testing
Data recorded against
other standardized test
scores
Assessment Co-ordinator to
assist class teachers in P4 – P7
to administer and analysis of
test scores
Assessment Co-ordinator to
over see and advise teachers
in the administration of INCA
testing
Identify pupils with ranging
standardized test scores
P4 – P7 Class
teachers and
Assessment
Co-ordinator
Assessment
Co-ordinator
and P4 – P7
teachers
Assessment
Co-ordinator
and P6
teacher
NFER Progress
Tests for P4 – P7
in Literacy and
Numeracy = £ ???
Non-Reading
Intelligence Test 1
& Test 3
(2 packs each) =
£60.00
Non-Reading
Intelligence
Manuel =
£20.00
Non-Reading
Intelligence
Marking Grid =
£7.20
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Develop a pupil
tracking system
Newly appointed
Assessment Co-
ordinator has little
knowledge of SIM’s/
Assessment Manager
No policy / guidance
on the development
and use of
assessment in school
To set targets for children
in each year group.
To monitor and improve
standards where possible.
Continue to store data
onto SIMs/Assessment
Manager and other
available programmes
Training Courses using
SIM’s/ Assessment
Manager
To produce an assessment
policy document
Ongoing
Nov. 2010
and ongoing
May. 2011
Whole teaching staff –
locate SIMs and begin to
use to process and track
groups of children and
individuals
Assessment training
courses for Assessment Co-
ordinator and Principal in
the further use of SIM’s/
Assessment Manager
Contact CASS support in
NEELB for guidance
Data interpreted and
analysed in order to be
shared and discussed by all
staff to inform planning,
teaching and learning
Tracking system in place to
monitor pupil progress.
Develop confidence of the
Assessment Co-ordinator
using SIM’s/ Assessment
Manager and possible new
systems of assessment
Assessment Policy
Assessment Co-ordinator and
Principal to regularly update
and monitor pupils.
Principal to oversee role of
Assessment Co-ordinator
Principal / Board of Governors
to oversee and improve the
draft copy of newly written
assessment policy
Assessment
Co-ordinator,
Principal and
whole school
staff
Assessment
Co-ordinator,
Principal
Principal,
Board of
Governors
and
Assessment
Co-ordinator
Supply Cover for
Assessment Co-
ordinator
.
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International School Award Development Action Plan 2010 - 2012
Current Target Time Method Success Criteria Action by Finance Other
-languages
celebrated on
website
-Languages in
welcome signs
around the
school
-cultural
celebration in
flags
- International
links through
staff and pupil
visits: Spain,
Jamaica, Poland
- Chinese New
Year Clebrated
Secure
Foundation level
International
School Award
Autumn Term
2010
Apply to global
gateway – British
Council
ISA Foundation Level
Awarded
Head Teacher/
Raquel
-EDL celebrated
-Languages
celebrated
Week of
Languages, not
restricted to
Europe Last wk Sept ‘10
Each class
focuses on one
language and
learns something
in that language
Each class speaks or
sings in another
language at
assembly.
All teachers/CAs
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Sporadic
multicultural
storytelling
Stories from around
the world
During Languages
Week ‘10
Storyteller to work
with each class
Each class hears a
story related to their
chosen language as
well as others.
Raquel, All teachers,
head teacher
Storytelling to cover
all classes
Work Shadow visit to
Spain
October ‘10 NEELB project Feedback to
colleagues about
visit
Lyn, staff members Cover (Paid by
project?)
P6/7 visit to Poland Return visit Summer Term ‘11 Renew contacts Feedback to school
from visit
Head Teacher P6 &
P7 Teachers
International visit
costs –
Current Target Time Method Success Criteria Action by Finance Other
World Music Day Term 2 ’11? & ’12?
Link with drama
Production ’10 or ‘11
Each class to select
Music from another
part of the world,
introduce it and say
something they have
learnt from it.
Incorporate music
from other cultures
Special Assembly
with parents present
All teachers, children
Children involved in
production(s)
Food tasting linked
with EDL
Taste the World Day Term 2 ’11 or ‘12 Every child to bring
at least 1 lunchbox
item from another
culture, and canteen
to serve food from
other cultures.
Every child to taste
at least one thing
from another
culture, and decide
what they think
Teachers, Parents
Children
Purchasing food
from other cultures,
(Although some
parents might want
to donate)
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Teachers to also
have food tasting
included in one
lesson on this day.
Salsa Day Term 2 ’11 or ‘12 Adapt fundraising to
be Salsa dancing
Day. Each class to
have a session
learning Salsa with
an instructor
Salsa showcase or
‘disco’ at the end of
the day.
Head Teacher, all
classes
Salsa instructor for
the day.
Global Citizen link Ongoing P5 &/or other
classes plan and
carry out a series of
lessons to learn
about other cultures.
Children can share
learning about the
countries studied
(Display/ Assembly)
Raquel & P5 children
Other classes
Technological link
up, phone calls,
video, VLE? Partner
Schools
Chinese New Year Term 2 ’11 or ‘12 P1 visit the Belfast
celebrations
Photographs of
children visiting
Chinese New Year
Celebrations in
Belfast
P1 Teachers Travel costs
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Staff Structure and Responsibility
*Key Stage Coordinators Appointments will be reviewed by Senior Management annually in line with SDP, Staff Composition and Annual Action Plans / Targets
Class Numbers in
room
Teacher/Staff name Curriculum Responsibility Classroom Assistant
P1
23 Mrs Janet Bell (3/5 Job share)
Mrs Raquel McKee (2/5 Job share)
DDT, R.E. & L&L
L&L & Arts (Drama), International School Award
Mrs Ann Hamilton (FS)
P1/2 14 / 7 Mrs Fiona Connolly-Mulcahy Language & Literacy & R.E, After-school
Management
Mrs Agnes Reid (FS)
P2 25 Mrs Suzanne Coburn (FS COORDINATOR) Mathematics & Numeracy & WAU Miss Erin Hamilton (FS)
P3
27 Miss Lyn Johnston (KS1 COORDINATOR) DT, World Around Us, Arts (Art)
Comenius Project
Mrs Margaret McGonigle (SEN)
Miss Joanna (Asia) Lipska (SEN)
Miss Kerri Richardson (Classroom)
P3/4 31 Mr Chris Denvir P.E., PDMU Mrs Goretta Gibson(SEN)
P5
31 Mrs Susan Lyness L&L & Arts (Music) Mrs Elaine Conly (SEN)
Mrs Eileen McGurk (Classroom) pm
P6 21 Mrs Denise McCann (KS2 COORDINATOR) Assessment,, School Council,
Eco-Schools
Mrs Christine Armstrong(SEN /Classroom)
P7 23 Mrs Jane Cartwright L&L, R.E, CA management Mrs Eileen McGurk (Classroom) am
Literacy support Mrs Jenny Giraudeau (PT - 2.5days) L&L, SEN
Principal 201 Mr Nigel Arnold ICT, SENCO
Annex C3
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EXCEPTIONAL CLOSURE STAFF IN-SERVICE TRAINING 2010-11
Exceptional
Closure DAY
DATE FACILITATOR THEME CONTENT
DAY 1 4 January
2011
Fiona
Mulcahy
CASS
Literacy Development Use of Assessment Data for targeting children and providing appropriate
remedial support
Self-evaluation of writing, feedback on peer assessment
DAY 2 5 January
2011
Suzanne
Coburn
CASS
Numeracy Development Use of Assessment Data for targeting children and providing appropriate
remedial support
Self-evaluation of NEELB number scheme across KS
DAY 3 18 February
2011
Lyn Johnston
Denise
McCann
CASS/
NICCY/NICIE
World Around Us
Development
School Council
Comenius Project 2011-13 Development – Action Plans
Plan and implement strategy to initiate post Easter 2011
DAY 4 18 March
2011
Nigel Arnold
Lyn Johnston
ICT and WAU Interactive Whiteboard CPD, extended (pupil) use of email, VLE ~ LNI,
links to Comenius Project explored
DAY 5 27 May 2011 Denise
McCann
Nigel Arnold
Assessment and ICT Review of remedial support, summative assessment and
outcomes/achievements / DGP and Annual Pupil Reports
Annex C4
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SCHOOL FINANCIAL PLAN 2011 - 2014
2011/2012 Financial Year
2012/2013 Financial Year
2013/2014 Financial Year
October 2010
October 2011
October 2011
October 2012
October 2012
October 2013
Enrolment
202
219
219
238
238
Teaching Complement
9.38 9.38 9.38 10.38 10.38 10.38
Pupil/Teacher Ratio
21.54
23.35
23.35
22.93
22.93
0.00
Estimated
Expenditure Comments
Estimated
Expenditure Comments
Estimated
Expenditure Comments
Teaching Staff £ 428,193
£ 468,393
£ 489,807
Auxiliary £ 66,264
£ 75,612
£ 75,612
Ancillary £ 36,469
£ 36,469
£ 36,469
Fuel £ 19,000
£ 19,000
£ 19,000
Other Premises Costs £ 6,500
£ 6,500
£ 6,500
Maintenance of Buildings £ 4,000
£ 4,000
£ 4,000
Maintenance of Grounds £ 1,141
£ 1,141
£ 1,141
Furniture/Fittings £ 0
£ 0
£ 0
Books, Tools & Materials £ 20,000
£ 20,000
£ 20,000
Exam Fees £ 0
£ 0
£ 0
Supplies & Services £ 30,202
£ 30,202
£ 30,202
Transport & Moveable Plant £ 480
£ 480
£ 480
Establishment Expenses £ 1,880
£ 1,880
£ 1,880
Capital £ 0
£ 0
£ 0
TOTAL EXPENDITURE £ 614,129
£ 663,677
£ 685,091
less income £ 0
£
£
PROPOSED EXPENDITURE £ 614,129
£ 663,677
£ 685,091
Annex D1
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BUDGET SUMMARY
Total Delegated Budget Share £ 614,001 (Includes In-Year Growth) £ 655,877 (Includes In-Year Growth) £ 688,111
Estimated Savings/Deficit from £ (150,000)
£ (150,128)
£ (157,928)
Previous Year
Total Budget £ 464,001
£ 505,749
£ 530,183
less PROPOSED EXPENDITURE £ 614,129
£ 663,677
£ 685,091
ANTICIPATED £ (150,128) £ (157,928) £ (154,908)
SURPLUS/DEFICIT**
% SURPLUS/DEFICIT
(32.36%) (31.23%) (29.22%)
* Budget shares for the Financial Years 2012/2013 and 2013/2014 should exclude transition and reflect any variance in projected enrolments by the addition/subtraction of
a sum equivalent to the weighted AWPU value per pupil applicable to the particular school type. The value of 1 AWPU should be taken as approximately £2,056.
Recommended