COLLEGIATE GRAMMAR SCHOOL
SCHOOL DEVELOPMENT PLAN 2011-2014
Statement of Aims and Ethos
Within the Collegiate it is our aim to encourage all of our pupils to make the most of their
individual potential and to allow them to develop the skills and knowledge they need as they
move into the rapidly changing world of the 21st century.
We seek to do this within a caring supportive environment where each member of the school
community, pupils and staff alike, is recognised as unique and thus respected and appreciated
as a person of importance.
We aim to provide a broad, balanced and coherent curriculum which offers learning
experiences which allow pupils to develop inquiring minds, to be capable of independent
thought, expression and action and to find continuing enjoyment and a sense of achievement
in learning and discovery.
By encouraging all pupils to develop as fully as possible their abilities, interests and
aptitudes, both within and without the classroom, in curricular and extra-curricular activities,
we aim to enable pupils to develop the personal and social skills necessary to life now and in
We also seek to encourage each pupil to develop an awareness of the spiritual dimension of
life: to develop moral and ethical values consonant with the ethos of the school and the
community and to respect and tolerate the rights of others to have different beliefs, views and
We also wish to involve parents in the school’s activities and processes wherever possible
and appropriate and to foster and develop links between school and the wider community.
The school as a learning community
We aim to provide a curriculum which will prepare our pupils for the opportunities,
responsibilities and experiences of adult life, a curriculum which is designed to be broad and
balanced and which enables each girl to realise her full potential and to develop her interests
and talents. We also wish to foster a love of learning, a spirit of intellectual inquiry and an
understanding of the value of life-long learning. In so doing we wish to develop the pupils
as independent, reflective learners, capable of self-motivation and self-management. We
recognise the complexity of the learning process and seek to provide as wide a range of
learning experiences as possible for the pupils. Our involvement as a pilot school in the
implementation of the NI revised curriculum (2005-8) provided a very positive focus for the
integration of active teaching and learning strategies into classroom practice and the
promotion of connected learning across the curriculum alongside the development of the
pupils’ awareness of their own learning. Building on this work the priorities identified in
the last development plan cycle were to promote a positive climate for learning and
improvement by developing and embedding active reflection strategies within the
school community and to develop connected learning experiences across the
curriculum. In relation to the first priority we undertook evaluative work through
SETAQ questionnaires, general questionnaires and focus groups within the context of
our work on our “Listening” theme with pupils, parents and staff (2009-10) In 2010-11 we
implemented the action identified from the self-evaluation. The second priority to develop
connected learning experiences across the curriculum embraced our work on the
implementation of the assessment and reporting of the KS3 Cross-Curricular Skills of
Communication, Using Maths and Using ICT to take account of the revised statutory
requirements, the development of reporting arrangements to take account of the Pupil
Profile, the development of provision of high challenge ICT Learning Experiences across the
curriculum, the integration of LLW into KS3 curriculum, the review of Library as a
curricular resource to promote independent and connected learning across the curriculum, the
development of links between Careers department and subject areas to promote awareness of
employability skills delivered by subject areas and relevant career pathways and the
promotion of STEM-related career pathways and our work to support the relevant
implementation plans of the Fermanagh Learning Community.
Current Curricular provision
The curriculum is delivered by subject specialists working in Departments: the sharing of
good practice between departments is encouraged and there is a whole-school approach to
key learning issues such as the development of independent learning, the use of ICT to
enhance learning, homework, assessment and learning support issues.
At Key Stage 3 the pupils are arranged in classes without reference to academic ability. The
three form groups are also the teaching groups except for some practical subjects where there
are four groups. The following subjects are currently studied:
Art and Design, Careers Education (module in Year 10), Citizenship, English, Employability,
French, Geography, German (introduced in Year 9), History, Home Economics, Information
Technology (Years 8 and 9), Mathematics, Music, Personal Development, Physical
Education and Games, Religious Education, Science, Technology and Design.
At Key Stage 4 the pupils study the following subjects as core subjects:
English, English Literature, Modern Foreign Language (choice of French or German from
September 2009), Mathematics, Double Award Science, Careers, Physical Education,
Religious Education. From September 2007 GCSE Learning for Life and Work is also a core
subject. This is taught on a modular basis and within the careers provision.
Pupils also choose from the following optional subjects:
Art and Design, Geography, German, History, Home Economics, Music, Spanish
(introduced as an option in 2011), Technology and Design. Pupils also have the option of
studying Drama as a twilight link course with Portora Royal School.
Heads of Department have the choice to stream pupils at KS4 according to their ability in the
subject or not. Currently pupils are taught in mixed-ability classes for all subjects except
French and Mathematics. All girls take at least nine subjects at GCSE Level unless there are
extenuating circumstances. Pupils in Set 1 for Mathematics also study Additional
Mathematics and all pupils may opt for GCSE Religious Studies as an additional choice.
In the Sixth Form the following subjects are available at AS/A Level:
Applied Health and Social Care, Art and Design, Biology, Chemistry, Design and
Technology, Economics, English Literature, French, Geography, German, History, History of
Art, Home Economics, Mathematics, Music, Physics, Religious Studies. Girls also have the
opportunity to gain qualifications in Key Skills. All pupils follow a course related to the Key
Skill of Communication at Level 3,
The school is aware of the need to keep the curriculum under review in order to meet the
needs of its young people as well as meeting statutory requirements. The school is also
aware of the challenges of the Entitlement Framework and wishes to continue to actively
address the relevant issues in the current development plan: in so doing the school
community also seeks to play a full and active part in the development of collaborative
curriculum opportunities within the Fermanagh Learning Community. In September 2011
Collegiate pupils accessed Business Studies, Government and Politics, Moving Image Arts,
Performing Arts and Physical Education in the Fermanagh Learning Community shared
block. Pupils also had access to courses leading to Level 3 Certificates in areas such as
Engineering at South West College. Pupils from other schools accessed Physics, Health and
Social Care, Home Economics and Music in the Collegiate.
The “Minorities” programme enables girls to study a range of non-examined subjects or
undertake voluntary work and is designed to teach additional skills, enlarge horizons and
open up new areas of interest. From 2009 the school is participating in a shared Personal
Development project with several other Enniskillen schools funded by Atlantic
Philantrophies. Options available include Life Saving, Self-Defence, First Aid, Trampoline,
Sign Language, Archery, Photography, Dance and Boxercise.
The school has a well-established tradition in the promotion of STEM subjects and is keen to
develop, in particular, pupil and parental awareness of STEM pathways beyond the
traditional routes. In so doing the Careers department plans to work with universities in
raising this awareness. The Careers department also plays a full role in the development of
the CEIAG strategy within the Fermanagh Learning Community.
While Pastoral Care is seen as integral to the life of the school and the desire to support and
develop each pupil is at the heart of all the learning experiences we also have a separate
pastoral care programme taught alongside the subject teaching in the school. Each year’s
programme is based upon the development needs of the pupils within school and within their
family and social setting. In Years 11 and 12 elements such as health education and careers
education contribute to the programme. A programme of careers education is in place for
all pupils from Year 10 onwards, building upon the pastoral programme in place in Years 8
and 9. In Year 10 careers education is provided as an integral part of a timetabled pastoral
programme and in Year 11 to 14 there is separate timetabled provision with an allocation of
one period a week. Ref Pastoral Policy, Drugs Policy, RSE Policy
We also recognise that ICT is a powerful resource for teaching and learning if used
effectively and responsibly. ICT is also used effectively in school management and
administration. We seek therefore to integrate ICT where possible into the pupils’ and
teachers’ experience in school to enhance their learning and development while also
encouraging the development and dissemination of good practice in the use of ICT including
critical thinking and media literacy. This too has been a focus of our development work in
our last development plan and we aim to consolidate the gains achieved while investigating
the potential of developments such as Learning NI. In the context of our action plan for
2011-12 all staff will complete the Learning NI Award as one of their PRSD objectives.
Departments are also encouraged to identify an ICT specialism in which they take a lead and
share their good practice. The implementation of the acquisition, development and
assessment of the CCS of Using ICT has also been a useful driver in promoting meaningful
ICT experiences across the curriculum. In June 2011 ten departments contributed to the
assessment of this CCS across KS3. In August 2011 we reviewed our ICT contract and our
Hand-held Devices (including mobile phones) policy to take account of developments in
communications technology and to promote awareness among pupils and parents of the
concomitant safety issues. Ref. ICT Policy, Internet Policy, Internet and e-mail usage
policy for staff and ICT Contract
Assessment for public examinations is clearly important within the teaching and learning of
the school: however assessment is also understood within a much wider context. It is an
integral part of planning, teaching and learning, enabling informed judgements to be made
about pupils’ learning experiences and the effectiveness of teaching methods and it forms the
basis of dialogue between teachers, pupils and parents. We seek to inform our judgements
and dialogues with as wide a range of data sources as possible to assist pupil tracking and
appropriate target setting and support. We use baselining tests with Year 8 (CAT) and Year
11 (Yellis) and departments keep a regular review of pupil progress on their agenda as part of
the whole school review cycle of pupil progress. (See Review of Pupil Progress document)
The Learning Support Co-ordinator also works closely with departments and individual
teachers to support them in identifying appropriate subject targets for pupils with IEPS. In
the course of the last development plan assessment for learning was a focal point of the
school’s involvement in the revised curriculum pilot. In 2010/11 assessment for learning was
taken deeper within the context of our work on the “Listening” theme. In 2011-12 we
continue to embed our AFL strategies within classroom practice with a particular focus on
helping pupils to reflect on their learning and progress within the wider context of dialogues
for learning. We are also taking forward our work on the development of the acquisition,
development and assessment of the cross-curricular skills of Communication, Using
Mathematics and Using ICT. Ref. Assessment, Homework and Coursework policies
Behaviour and Discipline
The school seeks to promote and encourage among its pupils tolerance, understanding and
respect for others at all times as well as a respect for their environment. It is accepted that a
high standard of behaviour requires a strong sense of community within the school and co-
operation between staff, pupils and parents. Discipline is therefore seen within the wider
context of pastoral care where the fostering of positive relationships based on mutual respect
is central to the process. The relationship between a pupil and her form teacher is a pivotal
one. Ref: Behaviour Policy
In 2011-12 we will investigate the use of available data to promote consistency of expectation
and action with regard to uniform deadlines and punctuality. We also plan to review our Blue
sheet communication system within our discipline procedures.
It is clearly recognised in school that good attendance and punctuality are crucial in the
educational process. Effective communication between home and school is seen as important,
especially in dealing with any difficulties over attendance which may arise. Attendance and
punctuality are monitored using the data available from the C2k system and action is taken to
address any concerns. This may involve an interview with the pupil, with her parents or in the
case where there are serious concerns referral to the Education Welfare Service. Ref
Nature and Quality of pupils’ progress
The record of the Collegiate Grammar School in public examinations is an excellent one and
the school’s Key Stage 3, GCSE and Advanced Level results are consistently above the
Northern Ireland average for grammar schools. GCSE and Advanced Level results are in the
upper quartile of the FSM band. It is our desire to maintain these high standards whilst
developing the pupils’ range of learning experiences. Ref Annual Report/ current
Prospectus for details of results. From September 2006 the school has opted not to sit
the Key Stage 3 tests on a voluntary basis.
In line with the target setting process prescribed in the Education(Target-Setting in
Schools) Regulations (Northern Ireland) 1998 the targets for 2011-12 are as follows:-
100% of pupils should be achieving Level 5 or above in English and Mathematics at
97% of pupils should be achieving Level 6 or above in English at KS3
96% of pupils should be achieving Level 6 or above in Mathematics at KS3
98% of pupils should be achieving 5 or more GCSEs at grades A*-C
97% of pupils should be achieving 5 or more GCSEs at grades A*-C including English
97% of pupils should be achieving 7 or more GCSEs at grades A*-C
97% of pupils should be achieving 7 or more GCSEs at grades A*-C including English
100% of pupils should be achieving 2 A levels at Grades A-E
87% of pupils should be achieving 3 A levels at Grades A-C
Management, Structures and Responsibilities within the school
The Leadership Team is made up of the Principal, Vice-Principal and four members of staff
who hold 4 management allowances. These members of staff bring to the team the
experience gained in their roles as LMS Co-Ordinator, Examinations Officer, Sixth Form Co-
Ordinator and Teacher in charge of Community Involvement and Voluntary Work Organiser.
Heads of Department lead the delivery of their subject in school and are crucial links in the
implementation of developments in teaching and learning. Links between the Leadership
team and Heads of Department and between Heads of Department themselves are vital
particularly in the context of the revised curriculum where there is greater scope for
collaborative working. The desire to promote collaborative working is reflected also in the
promotion of connected learning experiences across the curriculum.
Most members of staff are Form Teachers with responsibility for a form class. These Form
Teachers are at the heart of the pastoral system co-ordinated by the Pastoral Co-Ordinator.
The ICT Co-Ordinator is also the C2k Administrator in school and the sole Vice-Principal is
the C2k Manager in addition to having responsibility for Curriculum and In-Service training,
Cover and Timetabling arrangements.
It is acknowledged that a Senior teacher with designated whole school responsibilities would
be desirable but the current financial situation precludes this appointment.
The teaching staff (31 full-time, including two job share posts and 6 part-time) are supported
by a committed team of ancillary and support staff.
The curriculum is taught by subject specialists who have a high level of expertise and
commitment. The school is committed to promoting a culture of on-going professional
development and capacity building through effective professional dialogue both within
school and with other schools and outside agencies. Topics addressed by staff on School
Improvement Development Days over the past two years include DE policies and documents
such as “Every School a Good School”, The Chief Inspector’s Report 2008-10, ETI:
Together Towards Improvement , Entitlement Framework, Count Read: Succeed: A Strategy
to improve Literacy and Numeracy and Every School a Good School: School Development
Planning. Within our work on school development planning staff were encouraged to
consider topics such as Assessment for Learning, Active Reflection Strategies, Learning
Support Issues, Library Self-Evaluation, Departmental ICT specialisms, Co-ordination of
the use of data, Progress Files, Learning for Life and Work, Assessment of the Cross-
Curricular Skills, Emotional Literacy with a particular focus on Listening, Promotion of
STEM (Science, Technology, Engineering and Maths) and CEIAG (Careers, Education,
Information and Guidance) and the Fermanagh Learning Community.
In-house ICT training has recently included training on Moviemaker, Publisher, Learning NI,
Podcasting (Audacity) and the use of the newly purchased I-Mac Computers. It is envisaged
in the current development plan that all staff will complete the Learning NI Award in order to
promote the embedding of the use of a VLE into teaching and learning: regular in-house
training sessions will be provided to support staff.
Professional dialogue on a departmental basis around issues such as the promotion of high
quality ICT experiences, the robust use of data to support pupil tracking and target setting and
the writing of subject specific targets for IEPS is also encouraged and facilitated by senior
staff visiting departments on a regular basis. Staff are also given the opportunity to develop
their expertise and understanding through participation in working groups such as the
Communication, Using Maths and Using ICT CCS groups and the recently established
Literacy and Numeracy groups which draw their members from across a wide range of
Staff are also facilitated and encouraged to attend training provided by external organisations,
for example the training provided by CCEA in the Assessment and Reporting of CCS.
Where possible external sources of funding are also accessed to allow staff to attend training
which will support their professional development. Examples of this include STEM visits
carried out by members of the Maths department and participation in the OLTE course within
the local ALC. Members of staff have also responded most positively to the opportunities to
take up work-based placements including the most recent cohort of STEM-based placements.
Staff are supported too in their application for bursaries to allow them to undertake study
visits relevant to their professional development and several staff have been successful in
gaining such bursaries.
Staff are also encouraged to engage in professional dialogue with their colleagues within the
Learning Community e.g the Careers staff play a full part in the CEIAG sub-group of FLC.
In October 2011 staff also accessed the joint interschools training on Learning NI and
Elluminate facilitated by the FLC on the joint SID Day.
Staff also attend relevant courses within their subject specialisms e.g staff in the Science
department attended courses such as “Embedding Science Skills within a changing
curriculum”, “Genetics, Risk and Lifestyle” and “Enhancing Science with ICT” and Home
Economics teachers attended a conference in partnership with the British Nutrition
Foundation, a Consumer Awareness Conference, an information workshop on nutritional
standards in school food and a conference on STEM.
Staff are also actively encouraged to complete relevant professional qualifications e.g PQH.
Currently four members of staff are completing the new RTU Senior Leadership Pathways.
In addition staff are supported in taking up roles such as subject markers and moderators in
order to gain further relevant experience in their subject area.
PRSD is recognised as an important vehicle for staff development: in addition the positive
value of peer observation and sharing of good practice within departments and across
departments is actively promoted through whole school activities such as pupil pursuit and
regular sharing of good practice on designated aspects of the school development plan on SID
Days. The promotion of effective professional dialogue is a core element of the dialogues for
learning at the heart of the current School Development Plan.
The school actively encourages participation in extra-curricular activities and we are
constantly seeking to extend the range on offer. Such involvement helps to develop positive
relationships between pupils, staff, parents and the wider community as well as providing
opportunities for achievement and the raising of self-esteem. We are also very grateful for
the support of parents in helping us to extend the range of activities on offer. Ref:
Prospectus for details of activities on offer
Pupils also have the opportunity to travel abroad on the Year 8 visit to Paris, on the Year 9
Ski trip and on exchange trips to France and Germany.
In September 2001, pupils elected their first Student Council with one representative from
each form group. The Council chooses its office-holders and has the opportunity to discuss a
wide range of issues of interest to the school population as a whole. The School Council is
an important means of listening to the pupil voice. Recently they have played a key role in
helping to develop our Listening Theme through their DVD on “Respect” launched in
Assembly and in the development of the “Big Sister, Little Sister” peer mentoring
In June 2010 the Young Environmentalist group won the Junior Waste section of the Eco-
Unesco Young Environmentalist competition with their “Wake up to Waste” recycling
project. Building on this success the school plans to implement the Eco-Schools programme
on a whole school basis through assemblies, curriculum content and the School Council. The
initial focus for 2011-12 will be recycling waste.
We aim to build our relationship with the local community where we have the opportunity
and we encourage the girls to contribute to the community as fully as possible. From 2005-
2011 the drama section of the Fermanagh Feis took place in school. Pupils are also involved
in a wide variety of cross-community activities involving other schools. From 2005 Year 9
Citizenship groups have taken part in a Verbal Arts project where they worked together with
pupils from St Michael’s College (2005) and St Fanchea’s College (2006-2011). In the past
two years Year 11 pupils have participated in a joint schools’ project with St Fanchea’s
College facilitated by the Spirit of Enniskillen Trust. Year 13 pupils also participate in a
Spirit of Enniskillen Trust “Skills Day” in school. Our pupils also regularly take up
opportunities to be involved in cross-community youth projects eg Reach Across. The school
choir regularly takes up invitation to perform at local events. Pupils from the Collegiate have
also been involved in drama productions at St Michael’s College over the past few years.
Within our minority provision girls have voluntary work placements in local primary schools
and nursing homes. We also seek to use the expertise of the wider community, particularly
in industry and commerce where possible to broaden the experiences we offer to the girls.
We are very grateful for the opportunities afforded to our pupils by local companies in
offering work placements. We work with other schools and the local FE College in our Link
arrangements and we liaise with our contributory primary schools as part of the Induction
process. Our fundraising also aims to support a range of both local and national charities.
Effective Pastoral Care is integral to the life of the school. At its heart lie the general ethos
and quality of relationships within the school as both pupils and staff alike need to feel valued
for their individual contribution to school life. It is also our aim to involve parents as active
participants in the process and we encourage the free flow of information and communication
between the school and parents as vital partners in the girls’ development and education.
Formal parents' meetings are arranged each year so that every parent can meet form and
subject teachers. In 2010-11 we undertook a review of parents’ evenings with parental
questionnaires issued at each year group evening throughout the year as part of our
“Listening” theme. Feedback was very positive and we plan to implement some of the
suggestions within our current School Development plan. Each term the Principal writes an
edition of Headlines about the term’s activities. The website is also a valuable means of
promoting the work of the school among parents, former pupils and the wider community.
The form teacher occupies a central role in the pastoral process; in addition there are clear
lines of communication between the form teacher, Pastoral Co-ordinator, Vice-Principal and
Principal. If necessary a pupil may be referred to the trained counsellors within the school
for more specialised support and, in particular circumstances, the Principal or Pastoral Co-
Ordinator will work with external agencies such as social services or child guidance services.
Since October 2002, a counsellor provided by the NSPCC came to school on one day a week.
From September 2007-2008 the counselling services in school was provided by Contact
Youth. From 2009 the service is provided by New Life Counselling. In Spring 2011 forty
plus Year 13 pupils completed a peer mentoring course led by the Pastoral Co-ordinator and
the Principal and are now acting as peer mentors in our “Big Sister, Little Sister”
programme. Ref: Pastoral Policy
A Child Protection Policy based on the guidance and procedures outlined in the DENI
document 1999/10 and taking account of the regional procedures published in 2005 is in
operation in the school The policy was reviewed in August 2011. Ref: Child Protection
Bullying in any form by any individual or group is totally unacceptable and it is the
responsibility of everyone in the school community to ensure that all possible steps are taken
to prevent the occurrence of such behaviour. Ref: Anti-Bullying Policy
The school also seeks to protect the health and well-being of its staff. Pastoral responsibility
is exercised in the first instance by Heads of Department for staff in their department: there
are also clear lines of communication with senior staff. The Teacher Tutor supports the
work of beginning teachers and teachers in EPD. The school operates a Health and Safety
Policy, a Managing Attendance Policy and a Policy to combat Bullying, and Harassment in
line with WELB guidelines. A non-smoking policy is in operation.
It is also our aim to identify and support the diverse learning needs of all our pupils.
Currently 34 girls are at Stages 1-4 (6.5%) and 2 are at Stage 5 (0.4%) on the SEN register.
From 2003-5 the school had a Learning Support Development Officer through DDGP
funding and progress has been made in this area. In the absence of this support currently a
priority issue is to embed Learning Support strategies in whole school and departmental
work. In the light of SENDO and wider developments this area is seen as a crucial area for
development in school and has featured consistently on our school development plan in
recent years. Our overarching aim is to integrate Learning Support strategies into general
classroom teaching whilst at the same time taking account of the specific needs of pupils with
IEPS. In 2010-11 we identified as a specific target in our action plan the integration of the
setting of subject specific targets into IEPS. In using the Quality Indicators for the Work of
SEN co-ordinators from the Capacity Building programme for SEN for audit purposes we
decided in 2011-12 to focus on:-
Involving the learners with SEN in tracking and recording their own progress and in
reflecting on what they have been able to do.
The early identification of special needs and early intervention to address needs.
This dovetails with our general priorities of dialogues for learning with pupils, our use of data
and with our priorities with regard to Literacy for 2011-12, namely the development of
classroom strategies to promote literacy across the curriculum and the early identification of
The school has been on its present site since 1931. In 1969 a major extension provided a wide
range of specialist rooms. A major building programme completed in 2002 has provided the
school with many new facilities including Computer, Home Economics and Technology
suites, a new Library and a Lecture Drama Theatre. In 2006-7 the school council produced a
booklet “Now and Then” to celebrate the school’s 75th anniversary on its current site. A very
successful Celebration Dinner took place in October 2007. In December 2006 our new
Science block was about to go to tender when plans for it were put on hold. The clearly
acknowledged need for this new accommodation is now all the more acute in light of the
steadily increasing numbers of pupils taking up the Science subjects in the Sixth Form. For
the past three years we have had to provide two Chemistry classes to accommodate those
girls wishing to take the subject. We have also on an on-going basis sought to invest in our
ICT facilities and over the past four years we have introduced an additional ICT room and
cluster. We have also updated the sound system in the Assembly Hall.
In 2005 the school was in a financial deficit position: by September 2007 the school had
cleared the deficit but financial pressures remain. It is recognised that, due to a stable and
experienced staff it has high staff costs and it qualifies for little help under TSN within the
Common Formula Funding. In addition the narrow definition of special educational needs
under this formula leads to little financial support for a school such as the Collegiate in this
crucial area. Throughout the period of this development plan there is a clear need to reduce
the deficit and to keep expenditure under control. Staffing costs have been reduced where
possible and this has led to a measure of savings. At the same time the need to maintain the
level of curricular provision particularly in the Sixth Form is recognised as this allows us to
maintain very healthy Sixth Form numbers which is clearly a factor in funding also. A recent
curriculum audit also did not reveal any surplus staffing. Within this demanding scenario the
school remains committed to making economies where it can.
Development Planning process
As part of their preparation for the new development plan the staff participated in review and
reflection sessions in June 2011, including their perceptions of the school’s values and ethos.
This discussion was informed by several other pieces of self-evaluation work within the
“Listening theme” which was a priority within the school development plan cycle 2008-11.
In 2010-11 the most recent self-evaluation work included the Leadership team’s on-going
review of their role throughout 2010-11 which embraced a review of the school’s values and
ethos and the communication of these with pupils, parents and the wider community, the
Focus Group work completed with Year 13 and 14 pupils on praise and recognition in school
and the review of parent meetings with parents. It was clear, from these discussions and
from reflection within departments, that our developmental work to date on promoting a
positive climate for learning, our Listening Theme and our work on connected learning across
the curriculum had naturally opened up further avenues for investigation. At the same time
we recognised opportunities to develop this work to embrace and take forward key priorities
coming in from outside. In August 2011 we considered these key priorities coming in from
outside, namely the new School Development Planning regulations within the context of
Every School a Good School, the Chief Inspectors’ Report 2008-10, the Literacy and
Numeracy document, Count Read Succeed, ETI-Together Towards Improvement and the
Entitlement Framework documentation.
We identified Dialogues for Learning as the overarching theme which draws all the strands of
our developmental work together and takes account of the key policy directions. Within
dialogues with pupils we identified the following points of focus:-
The embedding of AFL strategies within classroom practice with a particular focus on
helping pupils to reflect on their learning and progress. This includes a review of the
form teacher interview and of the Sixth form Tutorial period
the embedding of the Big Sister, Little Sister mentoring programme
Within Dialogues for Parents our priority is to implement actions identified within the review
of parents meetings
Dialogues with staff centre around the following priorities:-
The development of the use of available data to assist pupil tracking and integration
of appropriate learning support strategies into classroom practice. This will also
embrace the establishment of a cross curricular Literacy Group
The development of the use of available data to promote consistency of expectation
and action with regard to uniform, deadlines and punctuality. This will include a
review of our Blue sheet system within discipline procedures and the investigation of
the use of Lesson Monitor and a Uniform Card to record data.
The review of the Library as a curricular resource to promote independent and
connected learning across the curriculum and to promote reading across the
curriculum as a core element of Literacy.
The implementation of the assessment and reporting of the KS3 CCS
The establishment of a cross-curricular Numeracy Group
The development of high challenged ICT learning experiences across the curriculum
The integration of the use of LNI (VLE) across the curriculum.
Over the past two years the Vice-Principal, Mrs Dunn and Learning Support Co-ordinator,
Miss McCabe have visited each department to support and challenge their thinking on the use
of data in tracking pupil progress and setting meaningful targets. Last year Mr Richardson,
ICT Co-ordinator and Mr J Little, ICT Technician also visited departments to discuss the
promotion of high quality ICT learning experiences
Dialogues with our wider community focus on the school’s contribution to the
implementation of the Fermanagh Learning Community priorities 2011-12.
In discussion the staff also considered that the three strategic intents of the last School
Development Plan continued to provide a sound backdrop to the school’s developmental
priorities within a changing educational landscape. Against these strategic intents the staff
then identified specific targets and priorities for year one of the plan in September 2011. A
draft plan was brought to the Leadership team before being discussed by the staff within their
departments. The plan was then brought to the Board of Governors for consideration. Dates
for monitoring, reviewing and evaluating progress are written into the plan and regular
reports will be made to the Board of Governors on progress against the targets identified.
Monitoring and evaluation tools will include pupil pursuit, sampling of pupils’ work, review
of schemes of work, sharing of good practice within departments and between departments ,
review of departmental minutes.
The strategic intents identified are:-
Promote the school as a learning community within its community
Promote learning for understanding and depth of learning among staff and pupils
Sustain a high challenge and high support environment
The specific targets for Year 1 are identified in the whole school action plan 2011-12.
Departments will then define their priorities within this context as they formulate their
individual departmental action plans.