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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.


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


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


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


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


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


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


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


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


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


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.


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




14/05/2002 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


24/10/2001 8 years 9 years 3 months 1 year 3 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


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+


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 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+


55 | P a g e

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






16/02/2000 9 years 7 months exceeding 10 years 6 months+ exceeding 11 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



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


56 | P a g e

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


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+


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


15/07/1998

10 years 10

months

10 years 2

months+

10 years 6


30/04/1998 11 years 1 month

10 years 2

months+

10 years 6


12/03/1998 11 years 2



11/02/1998 11 years 3



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


57 | P a g e

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


58 | P a g e

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


59 | P a g e

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


60 | P a g e

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.


61 | P a g e

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


62 | P a g e

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.


63 | P a g e

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


64 | P a g e

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.


65 | P a g e

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


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.


66 | P a g e

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



Use of RM Tutor for virtual

moderation

Principal

No cost

No cost

£600 from LNI,

school - £1000

£1000

£800

£800

££400


67 | P a g e

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


68 | P a g e

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


69 | P a g e

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,


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

.


70 | P a g e

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


71 | P a g e

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)


72 | P a g e

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


73 | P a g e

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


74 | P a g e

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


75 | P a g e

SCHOOL FINANCIAL PLAN 2011 - 2014

2011/2012 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


Estimated


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


76 | P a g e

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.

Documents

SScchhhooooolll DDe evvveeelloopppmmmeennntttglengormleyips.co.uk/news/wp-content/uploads/2011/05/School... · 199, i.e. just over 15% of the children who attend Glengormley IPS