School Development Plan 2012 15 by Oi74C5


									                            St Malachy’s College

                          2012 - 2015

Overall Aims:
- Establish a culture of self evaluation to improve performance.
- Make use of quality frameworks such as ESaGS, Count, Read, Succeed, Together
  Towards Improvement (TTI), Becta Framework for ICT and Investors in People (IIP)
  to measure progress.
- To focus on individual, personalised learning and establish a culture of success
  which maximises outcomes.
- To continue to offer a supportive environment where the form tutor has a key role in
  a well-managed pastoral care structure.
- To offer high quality pupil and staff development opportunities.

                                      Page 1
1.0    Introduction                                                                                  3

2.0    Summary and Evaluation of current Performance and Benchmark Data                              4
  Evaluation of current Performance data                                                             4

3.0    Learning, teaching, assessment and promoting the raising of standards if attainment among
       all pupils in particular in communications using Mathematics and using ICT                5

4.0    Providing for the Special, Additional and other individual needs                              6

5.0    Promoting the health, well-being, Child Protection, attendance, good behaviour and discipline
       of all pupils                                                                                7

6.0    Providing for the professional development of all staff                                       8

7.0    Promoting links with the parents of pupils at the school and the local community including
       other schools, the business community, voluntary and statutory bodies                         8

8.0    Promoting the effective use of ICT including its use to support learning and teaching, CPD
       and school leadership and management                                                          9

9.0    Managing attendance and promoting the health and well-being of staff, attendance levels of
       staff and work-life balance issues                                                         10

10.0   The school’s current financial position and the use made of its financial and other resources

11.0   An assessment of the extent to which the school has not met its key targets or the progress
       that has been made towards these key targets in any school development plan which a school
       development plan supersedes or revises                                                      11

12.0   An assessment of the challenges and opportunities facing the school                          11
               External factors / resources                                                         11
               Curriculum/Collaboration                                                             11
               Technological change                                                                 12

Overview of the School Development Plan                                                             13

Individual Development plans                                                                    15-22
1.0   Introduction
      Aims of the school

     To offer an experience of a learning community marked by a distinctive Christian
      identity which will enrichs the lives of all who are involved, and which will help pupils
      prepare for the changing world of work, leisure and responsibility, including duties
      and obligations to family and society

     To constantly review and respond to the changing curricular needs of pupils, and to
      the expectations of parents and of society, while retaining a constant commitment to
      provide excellence in learning and teaching

     To provide a system of pastoral care, which will exemplify justice, fairness,
      compassion, tolerance and forgiveness, while at the same time, set high standards
      of respect, self-discipline, commitment and generosity

     To develop a healthy partnership between the College and parents in the education
      of the pupils

     To operate a just and equitable policy in the appointment and treatment of staff, and
      in the admissions procedures for pupils

     To encourage all staff to further their professional development within the
      parameters of their responsibilities in the College

     To ensure the provision of appropriate facilities for the fulfillment of the school's

     To establish relationships and to maintain links with the local community, with other
      schools, institutes, the world of work and organisations across the community and
      outside Northern Ireland

     To build upon already existing relationships with past pupils of the College to the
      benefit of all concerned

                                           Page 3
2.0 Summary and Evaluation of current Performance and Benchmark
Grammar School with 5-9.9% FSM (Benchmark data)

                                                                                   St Malachy’s
                    Lower Quartile   Median       Upper Quartile   95% Quartile   3 Year Average
3 + A-C grades
                        68.5          77.5             82.4           95.3             75.4
at A Level
7 + A* - C
                        87.3          92.3             97.6            100             83.0
grades at GCSE
7 + A* - C
grades at GCSE
                        84.5          91.3             94.8            100             81.7
including English
& Maths
5 + A*- C grades
                        94.3          96.9             99.2            100             94.7

Evaluation of current Performance data

A Level:
The three year average for A Level performance places the school on the median position
of performance. The A Level performance has been strong in both 2009/10 and 2010/11
when performance levels reached the upper quartile. In the next school development
planning cycle, targets will be set to maintain performance at the upper quartile level and to
increase the number of pupils who progress from GCSE to A Level.

The three year average for GCSE performance is, by any measure, below expectation.
Significant work has been done during the 2011/12 school year to remedy this situation,
however, in order to move the school’s performance to a median position a range of
sustained measures will be implemented, these are identified in the raising achievement
section of this plan.

                                              Page 4
3.0    Learning, teaching, assessment and promoting the raising of
       standards if attainment among all pupils in particular in
       communications using Mathematics and using ICT
In St Malachy’s we believe teaching is effective when it is based on good subject
knowledge and happens in an environment which is characterised by good relationships, a
positive and inclusive atmosphere and valuing the learning styles of individual pupils.
Learning involves the acquisition and retention of new knowledge and skills and it happens
best when pupils are highly motivated in a climate of co-operation, interaction and
stimulation. Pupils who learn well are clear about what they are learning, how to go about
it and why they are learning. In order to facilitate learning, we endeavour to provide an
appropriate learning environment, to use a wide range of teaching approaches and
resources and to fully engage pupils by building on their natural curiosity and establishing
high expectations for each pupil. Every year there is an aspect of learning and teaching
which, following consultation with staff is selected for development by the Quality Audit
team (QAT).

Assessment strategies in St Malachy’s seek to:

      Encourage staff to use varied forms of assessment, involving both oral and written
       forms of assessment.

      Acknowledge mistakes and errors as an integral part of the learning process.

      Provide positive feedback which will benefit all learners.

      Allow teachers to help pupils to develop the skills of peer and self evaluation.

      Encourage teachers and pupils to set realistic targets which are informed by the
       meaningful use of relevant data.

      Place sharing learning outcomes and assessment criteria as a core principle of

  Sources of Evidence:
     (i) Curriculum Policy – A curriculum plan / overview of each Key Stage, including courses offered.
     (ii) Policy for the development of Cross-Curricular skills / Skills Mapping – the development of Cross-
           Curricular skills will be reviewed as thematic units are introduced in 2013/14.
     (iii) Schemes of work – Highlight the use of a variety of learning and teaching strategies to support the
           learning styles if individual pupils, including those pupils with IEPs
     (iv) Assessment Policy – Assessment for Learning (AFL) is a clear feature of the College’s
           Assessment Policy and is linked to individual pupil target setting and tracking procedures using
           ‘Assessment Manager’ in SIMS.
     (v) Annual departmental reviews – Reviews of performance data, with a view to raising standards, are
           carried out with every department within the College.

                                                  Page 5
4.0    Providing for the Special, Additional and other individual needs
St Malachy’s seeks to ensure that pupils with Special Needs receive appropriate support
and are fully integrated into all aspects of school life. Procedures are in place to:

      Identify and support pupils with Special Educational Needs (SEN).

      Involve pupils, staff and parents in the target setting process for Individual Education
       Plans (IEPs).

      Offer appropriate learning support (Literacy, numeracy, behavioural support and
       personalised programmes of support at Key Stage 4).

      Support, by guidance and training all teaching and learning support staff.

      To work in close partnership with pastoral teams, external agencies and appropriate
       staff from BELB, SEELB and NEELB.

The College’s Special Needs Policy, which is reviewed on a regular basis, ensures that the
guidelines in ‘The Code of Practice on the Identification and Assessment of Special
Educational Needs’ are implemented.

Additional and other individual needs are supported by regular consultations with parents,
mentoring support provided by form tutors and sixth form pupils, Careers Service NI and a
pupil counselling service.

  Sources of Evidence:
      SEN Policy – Includes guidance on the Code of Practice, Supporting Gifted and Talented pupils,
        guidelines for teachers and teaching assistants, the SEN register, records of IEPs and the
        development plan for the Learning Support Department.
      Learning Resource Department (LRC) support documentation – Interventions to provide study
      Careers Service NI – Interview records for individual pupils.
      School Counselling Service – Confidential records of pupil counselling.
      Form teacher / tutor mentoring records – Individual records of mentoring pupils and responding to
        their needs.

                                                Page 6
5.0    Promoting the health, well-being, Child Protection, attendance,
       good behaviour and discipline of all pupils
The staff of St Malachy’s College is committed to the development of the whole person and
believes that personal and social achievement enhances academic achievement. The
pastoral care system supports the pupils’ spiritual, moral, physical, emotional, intellectual
and social development during adolescence and through a carefully structured and school-
specific programme, helps them prepare for adult life. In the 2012/15 school development
planning cycle a formal process of evaluation will be introduced to allow feedback from
pupils and parents to influence policy and practice.

Parents are kept informed of the school’s Child Protection procedures and supplied with
regular updates. The College’s Child Protection Policy is available to all parents via the
school website. Pupils are informed of Child Protection procedures in homework diaries,
classroom and corridor displays and termly assemblies.

The school has a Positive Behaviour Policy which seeks to encourage good behaviour.
Form tutors monitor behaviour merits and demerits on a regular basis and sanctions or
praise are used appropriately. An analysis of SIMS module reports indicate that improving
behaviour and the quality of homework will be key priorities for 2012/15.

Pupil Attendance - NI benchmarking figure – 95.3%
                        (From Attendance at Grant-Aided Schools, DENI)

  Year Group              2008/09               2009/10               2010/11               2011/12
       8                   96.0%                 96.3%                 95.4%                 96.2%
       9                   94.7%                 95.2%                 95.0%                 95.8%
      10                   92.7%                 93.6%                 94.3%                 95.8%
      11                   92.9%                 93.1%                 92.4%                 95.9%
      12                   94.8%                 94.6%                 92.8%                 95.3%
      13                   93.4%                 94.1%                 94.6%                 94.4%
      14                   91.7%                 92.8%                 92.8%                 94.7%
 Whole school              93.8%                 94.3%                 94.0%                 95.5%

Strategies to improve pupil attendance and punctuality are also priority areas for 2012/15.
Form tutors, Heads of Year and Senior Teachers will set challenging targets for pupil
attendance and punctuality. College staff will work in close partnership with pupils and
parents to meet these targets.

  Sources of Evidence:
      Pastoral Policy – This will be reviewed during 2012/13.
      Child Protection Policy – Available to all stakeholders on the school website.
      Child Protection records – Records of staff training, all pupil and staff records relating to Child
      Student Council minutes – A Student Council exists for Junior and Senior pupils.
      SIMS behaviour records - Used on a regular basis by form tutors.
      Pastoral action plan – Each Head of School and Head of Year is responsible for drafting an
        annual action plan which is reviewed at the end of the academic year

                                                Page 7
6.0    Providing for the professional development of all staff
St Malachy’s has a strong commitment to the professional development of all staff. An
annual programme of staff development is drawn up to support the school development
plan, the work of the Quality Audit Team and other staff teams. Sharing of good practice
with a focus on raising achievement will continue to underpin the staff development
programme. During the 2012/15 school development planning cycle the College will seek
the Investors in People (IIP) award to strengthen our commitment to the professional
development of all staff.

  Sources of Evidence:
      Staff Development Policy – Guidelines for staff on the arrangements for staff development and
        how this should be disseminated to departmental colleagues.
      Staff Development records – SIMS records for teaching and teaching support staff.

7.0    Promoting links with the parents of pupils at the school and the
       local community including other schools, the business community,
       voluntary and statutory bodies
St Malachy’s works to promote links with all members of the local and wider community by:

      Involving parents in their son’s learning (Year group parental information evenings).

      Offering support to parents to assist them with their role as parents (T.A.T.I. offered
       by YMCA).

      Involving parents in discussions about key decisions regarding school development
       (Parents’ Consultative Group).

      A Work Experience programme for year 13 pupils and a mock interview programme
       for year 14 pupils which links with local businesses and alumni.

      Playing a key role in the NBALC and offering collaborative courses with Our Lady of
       Mercy, Dominican College and Belfast Royal Academy.

      Use of visiting speakers to enhance the pastoral care and careers programme.

      Working with the Community Relations, Equality and Diversity staff of the BELB to
       offer the N.I.C.E. scheme with Boys’ Model School.

      Working with feeder primary schools on key areas of the school development plan
       such as literacy.

      Allowing community use of sports and school facilities.

      Working with Belfast City Council to achieve Eco-Schools Award.

                                              Page 8
 Sources of Evidence:
     Year group and parental handbooks.
     Records from T.A.T.I and N.I.C.E. group participants.
     Minutes from Parents’ Consultative Group
     Feedback from Work Experience and mock interviews.
     Minutes of NBALC meetings and 2012 timetable.
     Photographic record of visiting speakers.
     Staff development records.
     Pitch and facility hire records by sports and language groups.
     Eco-Schools Award.
     School website / Collegian

8.0    Promoting the effective use of ICT including its use to support
       learning and teaching, CPD and school leadership and
St Malachy’s College recognises the value and limitations of ICT to support teaching and
learning. Investment in the ICT infrastructure has been limited by delays to the
implementation of the new C2K contract, however, in the 2012/15 school development
planning cycle, ICT development will be a priority area. The school does not currently use
a formal self review framework such as the ICT mark, however the B.E.C.T.A. scheme will
be investigated by the ICT Strategy Group and this will help to review the ICT Policy. Staff
development to support ICT is a regular feature of the school programme and sound
progress has been made on the use of SIMS modules and software such as Mindview to
support distance learning. The staff development programme for 2012/15 will incorporate
changes to C2K software such as the Discover module which will allow form tutors to
access pupil information from a range of sources. A programme to develop pupils’ ICT
skills, on a cross-curricular basis at Key Stage 3 will be introduced in the 2012/15 school
development planning cycle.

  Sources of Evidence:
      Staff development records (MIDYIS, YELLIS and Assessment Manager Training).
      Job description for Key Stage 3 ICT Co-ordinator.
      Minutes of ICT Strategy Group.
      Audit of staff competencies to be carried out during 2012/15.

                                                Page 9
9.0    Managing attendance and promoting the health and well-being of
       staff, attendance levels of staff and work-life balance issues
Staff Absence statistics (2008-2011)

                                  Year             % Absences
                              2009/10                2.72 %
                              2010/11                2.49%
                              2011/12                1.90%

St Malachy’s College has an effective Staff Attendance Policy, uses Occupational Health
services when required and carries out return to work discussions with all employees. The
school has a caring ethos and is committed to the welfare of pupils and staff. There is an
induction process for all new members and the school endeavours to operate a
management system based on its strong ethos and caring culture. In the 2012/15 school
development planning cycle the Investors in People ‘Work-Life Balance Model’ will be used
to investigate improvements in work-life balance for staff.

 Sources of Evidence:
     Staff Attendance Policy.
     Return to work records.
     Staff induction / use of school gym.
     Records of use of Occupational Health service.

10.0 The school’s current financial position and the use made of its
     financial and other resources

Year                            2009/10                2010/11               2011/12
Financial position
                                 £5454                 (£63,901)              £8887
(Deficit) / Surplus

a)      The College’s financial position has been adversely affected by the withdrawal of
Specialist Schools’ funding and by a reduction in the overall budget for schools. Governors
have reluctantly had to implement a programme of planned redundancies. The Finance
and Audit Committee meets on a regular basis to review the financial management and
audit reports. School resources are deployed effectively to meet the curricular, pastoral
and social needs of the pupils. Internal budget allocations follow a ’formula funding’
approach and the 2012/15 school development planning cycle, resources will be allocated
to review dated equipment and to improve the facilities on offer for pupils and staff.

b)         The planned use of its project resources during the period covered by the plan in
           support of actions to bring about improvements in standards.

The school has a detailed three year financial plan which is linked to the 2012/15 school
development planning cycle. The financial plan will allow priority areas such as the
Entitlement Framework, increased involvement in the sixth form, improved ICT and
classroom resources and improvements to staff and pupil facilities to be delivered.

                                             Page 10
  Sources of Evidence:
      Finance and Audit Committee minutes.
      Internal audit (S40a submission to Department of Education).
      Three year financial plan.
      Plans and costings for sixth form centre.
      Departmental budget allocations.
      Evidence of investment in Art and Technology departments.

11.0 An assessment of the extent to which the school has not met its
     key targets or the progress that has been made towards these key
     targets in any school development plan which a school
     development plan supersedes or revises
The previous school development plan cycle was 2008/2011. A new principal was
appointed in 2011 and a one year action plan was introduced for 2011/12. The action plan
for 2011/12 will be reviewed in September 2012. The results of this review will be taken
account of before the school development plan for 2012/15 is finalised.

12.0 An assessment of the challenges and opportunities facing the
The school development plan for 2012/15 has taken into account the challenges and
opportunities all schools and those which are particularly relevant to St Malachy’s College.
These include:

External factors / resources
    Post-Primary Review – The outcome of the review of post-primary education by the
      Northern Ireland Commission for Catholic Education (NICCE) is uncertain. If some
      of the earlier proposals from NICCE are introduced, the school development plan
      will require significant adjustment. The present school development plan focuses on
      building stronger relationships with local schools through collaboration and this will
      be of benefit when clear proposals are forthcoming from the Catholic Commission.
    Financial restrictions – The present school accommodation is a barrier both to the
      efficient delivery of the curriculum and to collaboration. The school will continue to
      bid for resources for the Department of Education and undertake some fundraising
      in order to provide improved resources. To ensure that the school continues to use
      resources, including those allocated to pupils with additional learning needs
      efficiently and effectively.

   In order to raise achievement the curriculum offer at Key Stage 4 and Key Stage 5
      will require ongoing review during the 2012/15 school development planning cycle.
   As the school works to implement the Entitlement Framework with partner schools,
      there will be a need to review and evaluate uptake and outcomes. During the
      2012/15 school development planning cycle extending the curriculum offer within
      current budgeting constraints will be challenging.

                                              Page 11
      Joint staff development to facilitate collaborative working and staff time to monitor
       and evaluate progress of pupils participating in collaboration will be required.

Technological change
    Technological change is both a challenge and an opportunity for the school. It will
     be difficult to ensure pupil uptake of a scheme to lease / purchase IT equipment.
     Without such a scheme it will be impossible to finance the investment required to
     update the school’s IT facilities. Wider access to technology is necessary to provide
     pupils with the IT skills required in the workplace.
    Significant staff development will be required in order to enable staff to fully utilise
     the technology available to them.

Societal factors
   Given the number of issues which pupils face today (social networking, competition
      for jobs / places at university, family breakdown, exposure to alcohol/drugs etc), it
      will be a challenge for the school to deal more successfully with these issues
      through the pastoral programme. A more proactive approach with a much more
      central role for form tutors to guide pupils through pastoral issues and achieve
      academic success will be required.

The planned outcomes and actions to achieve these outcomes are detailed in Appendix 1.
    Raising achievement through target setting and a consistent approach to teaching
      and learning.
    Raising achievement through improved pastoral care structures and pupil
      involvement in personalised learning and self evaluation.
    Curriculum development to include collaboration.
    Pastoral care of pupils and staff to include support, guidance and counselling.

                                           Page 12
Overview of the school development plan 2012-2015

              Area of Focus                      Overall Target                               Staff Involved - Lead
Raising Achievement                  Key Stage 4 – Performance to move to            All staff
(Target setting)                      NI median position                              Vice Principal (School Improvement)
                                     Key Stage 5 – Maintain performance              Heads of Department
                                      with increased sixth form enrolment

Raising Achievement                  Improved attendance/punctuality                 Form tutors / Heads of Year / Senior
(Pastoral Care / Self Evaluation)    Improved merit records                           Teachers
                                     Development of improved classroom               Vice Principal (Pastoral Care)
                                      practice to manage behaviour

Curriculum Development               Improved co-ordination of the                   Heads of Department / Senior
                                      curriculum at Key Stage 3, 4 and 5               Teachers
                                     Meeting the Entitlement Framework               Principal
                                     Broadening the Key Stage 5 curriculum
                                      and enrichment opportunities.
                                     Improving standards in literacy,
                                      numeracy and using ICT

Pupil Development                    Increased pupil participation in                Heads of Department / Heads of Year
CEIAG and Resources                   curricular and extra curricular activities      Vice Principal (Pastoral care)
                                     Improved staff development                      Bursar / Principal
                                     Development of a sixth form centre
                                      with improved resources
                                     Improving the school environment
Page 14

     To raise attainment at all Key Stages and reduce in-school variation across subjects.
     To identify and address underachievement by the use of data and intervention strategies.
     To consolidate and disseminate strategies to tackle underachievement.
     To increase achievement at Key Stage 4 to allow more pupils to access A Level study.
     To embed higher standards of achievement at Key Stage 3.
      Examination results at Key Stage 4 below lower quartile for Northern Ireland.
      Examination results at Key Stage 5 lie between the median and upper quartile.
      Significant ‘drop-off’ rate between year 12 and year 13 and again between year 13 and year 14.
  Evidence source – Board of Governors report / DENI statistics

By the end of the 2012/15           Raise awareness that tackling underachievement is                                                 Year 1         Year 2        Year 3
school development planning           highest priority – notice boards, agendas for meetings,                                          (2013)         (2014)        (2015)
cycle the College will be placed      training, ethos – Glorai ab Intus                                      5 A*-C                     96%           96.5%          95%
between the lower quartile and      Use of data to set and review targets at departmental       Key         7 A*-C                     88%            90%           91%
median position for grammar           level (GL Assessment, Midyis, Key Stage 3 outcomes,
schools at Key Stage 4                                                                           Stage 4     7 A*-C inc English
                                      Yellis, GCSE outcomes, AS results and chance                                                      84%             88%          86%
                                      prediction)                                                            & Maths
                                    Use of data tracking and ‘traffic light’ system with        Key
                                                                                                             3 A*-C                     80%             82%          83%
                                      Assessment Manager for all year groups.                    Stage 5
                                    All departments involve pupils in the target setting
                                      process and make them aware of target grades and          Success Criteria
                                      progress.                                                   Pupils throughout the school are aware of their current targets, predicted
                                    Use of common assessment tasks which are                       grades and how to improve.
                                      moderated and reviewed at departmental level.               Parents/Guardians are well informed about deadlines and have shared
                                    All departments work to progress RAAP /AFL strategies          ownership of their son’s performance.
                                       Learning intentions and success criteria.                 Number of withdrawals from GCSE subjects decrease from 2013 onwards
                                       Pupil self evaluation                                       and external examination results improve.
                                       Target setting.                                           A consistent and coherent approach exists throughout the school for
                                       Summary material.                                           effective teaching and learning and addressing underachievement.
                                       Note taking/making.
                                    Revision support
                                    Use of practice materials.
                                    LRC support
                                  Subject departments develop innovative strategies to
                                   enhance RAAP.
                                  All departments publish and adhere to deadlines for
                                   assessment / controlled assessment / coursework.
                                   Consistent use is made, at a departmental level of the
                                   Positive Behaviour Policy.
                                  All departments convey a culture of success through
                                   classroom displays / noticeboards and showcase
                                   examples of high quality pupil work.
                                  All Heads of Department understand the monitoring
                                   role of the Head of Department and sample work /
                                   share good practice on a regular basis.
                                  All departmental schemes reflect RAAP AFL strategies.
                                  Departmental targets reflect NI grammar school
                                   averages and personalised approach to learning (SEN/
                                   Gifted and Talented)

As SMART targets                  Principal (Head of Department            Departmental planning time            Annual Head of Department reviews
                                   reviews)                                 Senior Management Team time           Examination results
                                  Vice Principal (School Improvement)      Staff Development Days – ongoing      Departmental minutes (emailed to Senior
                                  Senior Management Team (Links             sharing of good practice               Management Team Link and Principal)
                                   with departments)                        CASS / ETI / C2K support              Assessment Manager data
                                  Head of Department (Monitoring role)                                            Board of Governors – Annual report
                                  All staff
Raising Achievement Plan will be subject to annual review by Governors

                                                                               Page 16

    Development of the mentoring role of form tutor to enable pupil progress to be managed at a pastoral level.
    To have greater engagement of pupils in increased responsibility for their learning.
    To have improved consistency with the use of the school’s Positive Behaviour Policy.
    To increase attendance, punctuality and improve merit records.
    To embed a process of self evaluation for pupils and staff at a pastoral level.
    To adopt proactive intervention strategies with parents.

    Lack of clarity / variation in execution of form tutor role.
    High number of demerits for behaviour and homework issues.
    External observation of teaching and learning indicates wide variation in classroom behaviour management strategies.
    Attendance and punctuality do not meet required standards.
 Attendance Rates
                           2007/08          2008/09           2010/11           2011/12
 Attendance                 93.8%            93.8%             94.1%             95.5%
        Success of initiatives such as TATI as proactive intervention

 By the end of the 2012/15       Pastoral Teams
  school development               To increase awareness of the importance of the                                        2012/13            2013/14           2014/15
  planning cycle a consistent        changing role of the Form Tutor.                         Attendance                   95%                95.5%             96%
  approach with clear record       To develop a common approach to behaviour
  keeping will be in place for       management.
  all aspects of the pastoral      To Develop consistent procedures for pastoral                By June 2013, the role of the form tutor will be clearly revised, defined and
  programme                          mentoring of pupils                                          implemented at each Key Stage.
 By the end of the 2012/15        Provide ongoing staff development focusing on the            BY June 2014, clear action plans and targets will be set by each pupil.
  school development                 mentoring role of the form tutor.                           By June 2015, fewer interventions by form tutors will be required.
  planning cycle pupils will       All pastoral teams to set and review targets for
  take more responsibility for       attendance and punctuality.
  their own learning, be able      All pastoral teams to use the Positive Behaviour policy
  to engage in meaningful            consistently.
  self evaluation and devise

                                                                                  Page 17
    individual action plans for            All pastoral teams to maintain records of mentoring
    improvement.                            meetings and interventions following monthly reports or
   By the end of the 2012/15               significant events.
    school development                    All pastoral teams to be involved in an ongoing process
    planning cycle attendance               to review the pastoral care programme. (To include
    will improve and lateness               parental and pupil evaluation)
    will be a rarity rather than a       Pupils / Parents                                                  By June 2013 100% of pupils at Key Stage 3 have been trained in target
    regular feature of school             Pupils to set targets at both curricular and pastoral            setting and self evaluation.
    life.                                   (attendance, behaviour, punctuality) levels which will         By June 2014, 90% of Key Stage 3 / 4 pupils use target setting and self
                                            enable them to develop individual action plans.                 evaluation to derive individual action plans.
                                          Pupils to receive training in target setting and                By June 2015, individual action plans are the norm.
                                            meaningful self evaluation.
                                          Pupils are reminded on a regular and consistent basis
                                            of the impact of poor behaviour / time wasting activities
                                            on the learning of others.
                                          Pupils, parents/guardians evaluate the pastoral
                                            programme. Parents have the opportunity to
                                            participate in support programmes run by the school.
                                         Whole School                                                      By June 2013, quality indicators for effective classroom management have
                                          The Quality Audit Team (QAT) develops a range of                 been discussed, phased in and agreed with all staff.
                                            quality indicators for effective classroom management,         By June 2014, quality indicators for effective classroom management are
                                            improving pupil behaviour and improving pupils’                 used consistently throughout the school.
                                            responsibility for their learning.                             By June 2015, quality indicators for effective classroom management have a
                                          Classroom practice at both a curricular and pastoral             positive impact on teaching and learning (reduced number of demerits,
                                            level reflects quality indicators identified by QAT.            increased focus on rewarding positive behaviour)
                                          Increased involvement of parents/guardians at key
                                            points in their son’s development – recognition of
                                            school as focusing on the development of the whole

TIMESCALE                            LEAD AND OTHER STAFF                             RESOURCES (TO INCLUDE STAFF                    MONITORING, EVALUATION AND REVIEW
As per SMART targets                        Vice-Principal (Pastoral)                  Staff development programme to focus            Annual Head of Year reviews
                                            Senior Teachers (Key Stage 3, 4 & 5)        on:                                             Minutes of pastoral teams (Emailed to Head
                                            Heads of Year                              Mentoring role of form tutor                     of School, Vice-Principal and Principal)
                                            Pastoral Teams                             Training pupils to set targets and self         Mentoring records
                                            Subject Teachers                            evaluate                                        Behaviour management records
                                                                                        Dissemination of QAT findings.
Annual review by Governors

                                                                                          Page 18
      Improved organisation of curriculum planning and co-ordination at all Key Stages.
      Full implementation of the Northern Ireland curriculum, the development of cross-curricular skills and clear action plans to improve literacy
        and numeracy. (Taking account of ‘Count, Read, Succeed’.)
      Ongoing review of Key Stage 4 and 5 curriculum and collaborative arrangements to ensure Entitlement Framework targets are met.
      Curricular enrichment programme for sixth form pupils.
      Introduction of robust and well defined Key Stage 3 ICT accreditation scheme. (OCR National Diploma to be introduced)
      Renewed focus on the development of creative and expressive skills at Key Stage 3.
      Renewed focus on STEM curriculum

      Need for improved co-ordination in curriculum planning at Key Stage 3, 4 and 5.
      Need to review delivery of Northern Ireland curriculum, use thematic units and adopt a school wide approach.
      Collaborative partnerships established for wider curriculum delivery in 2012/13.
      Funding restrictions prevent large scale enrichment programme.
      Lack of clear direction from CCEA regarding statutory assessment and reporting at Key Stage 3.
      Emerging employment opportunities in creative and expressive careers.
      Emerging employment opportunities in STEM careers
     Evidence source(s) – Review of Key Stage 3 curriculum, issues with coursework deadlines at Key Stage 4 and 5, percentage of pupils
     identified via Midyis and Yellis with literacy issues, Entitlement Framework audit.
OUTCOMES                            ACTIONS TO BE TAKEN TO EFFECT IMPROVEMENT                      SMART TARGETS
By the end of the 2012/15                                                                          By June 2013:
school development planning                                                                          Documentation, procedures and practice indicate a consistent approach to
cycle :                                                                                                the planning of the curriculum and assessment at all Key Stages.
 Senior Teachers have clear           All departments to adhere to an agreed assessment            Planning for the introduction of thematic units in years 8-10 has been
    responsibility for curriculum       schedule (Using Assessment Manager) for years 8-14.            completed.
    planning and co-ordination         Coursework / Controlled Assessment deadlines to be           A clear policy, with specific targets to improve literacy and numeracy is in
    at each Key Stage.                  agreed and implemented at Key Stage 4 (Appropriate             place.
 The revised curriculum                remedial strategies – coursework ‘catch-up’ week /           The statutory Entitlement Framework is in place.
    delivery includes thematic          Saturday detention to be implemented)                        Sixth form enrichment is established.
    units across a range of            Thematic units to be developed for years 8-10 (1 per         Year 9 pupils have completed one year of the OCR National Diploma
    subjects and allows for the         year group) to allow for connected learning,                 Year 10 statutory reporting of Key Stage 3 communication and using
    development of skills and           development of cross-curricular skills and capabilities.       Mathematics.

                                                                                      Page 19
   Increased opportunities for          Creative and expressive working group to be formed.         Creative and expressive working group to formulate an action plan.
    pupils to develop their
    creative and expressive                                                                        By June 2014:
    talents.                                                                                        Curriculum and assessment planning and Key Stage co-ordination are
   Increased opportunities to           STEM agenda to be developed through subjects.               reviewed and evaluated (ie reduction in number of coursework issues,
    link curricular experiences          Annual review of College’s curriculum offer and phased      improvement in coursework performance)
    to STEM careers.                      introduction of a small number of applied courses (In     Thematic units have been introduced for years 8-10.
   Standards of literacy and             consultation with collaborative partners)                 Literacy and numeracy policy and practice are reviewed.
    numeracy have improved –             Introduction of enrichment courses to support the         Curriculum offer is subject to ongoing annual review.
    increased support is                  curriculum (eg. Solidworks) and to enhance the            Year 10 pupils (at least 90%) complete GCSE equivalent OCR National
    provided, on a systematic             personal development opportunities of pupils (Mandarin      Diploma.
    basis to address literacy             Chinese / ECDL)                                           Statutory reporting of using ICT (at Key Stage 3)
    and numeracy in line with            Introduction of OCR National Diploma in ICT at Key        Increased opportunities for creative and expressive involvement at Key
    ’Count Read Succeed                   Stage 3 to allow for development of Computing at Key        Stage 3.
   The Entitlement Framework             Stage 4 and 5.
    is firmly established and                                                                      By June 2015:
    reviewed on an annual                                                                           Further review and improvement of curriculum planning and co-ordination
    basis.                                                                                            arrangements.
   Sixth form enrichment                                                                           Review of thematic units and subject groupings.
    enhances subject                                                                                Review of literacy and numeracy improvements.
    attainment and personal                                                                         Year 10 pupils (at least 95%) complete OCR National Diploma.
    development opportunities.
   A robust system to assess
    pupil progress in ICT is

TIMESCALE                         LEAD AND OTHER STAFF                           RESOURCES (TO INCLUDE STAFF                    MONITORING, EVALUATION AND REVIEW
As per SMART targets              
                             Principal (Annual review of Senior                    Departmental and whole school planning          Annual review of Senior Teachers, Heads of
                             Teacher)                                               time                                             Department and Heads of Year.
                            Principal (Annual review of                           Finance of enrichment courses (£5k per          SMT Link documentation.
                             Literacy/Numeracy co-ordinators)                       annum)                                          Board of Governors
                            Senior Teachers (Head of School)                      OCR National Diploma (£60 per pupil)
                            Senior Management Team (Links with                    Production of parental handbooks for
                             departments)                                           each year group.
                            Heads of Department
                            Heads of Year
                            All staff
Annual review by Governors

                                                                                      Page 20

     Need to involve an increased proportion of pupils in personal development opportunities
     Need to improve resources for Careers education and link the Careers Department evaluations to curriculum design
     To improve the teaching and learning environment of the College.
     To use quality frameworks such as IIP for staff development
     To involve staff more in the school development process
     To maximise pupil numbers by improved marketing and external links to Further Education and local businesses.

     Good pupil participation in extra curricular activities, however, low levels of achievement are often matched by poor participation
     Growth of Careers Department hindered by facilities and timetabling restrictions
     Financial constraints have hindered upgrading of teaching and learning resources
     Financial constraints have limited the staff development programme
     Limited scope for staff to work beyond departmental/pastoral teams
    Evidence source(s) –
        Board of Governors report.
        Timetable- Lack of timetabled year 14 careers classes
        S40 investment in equipment
        Staff development records

OUTCOMES                        ACTIONS TO BE TAKEN TO EFFECT IMPROVEMENT                         SMART TARGETS
 Subject departments to          Departments to extend curricular / extra curricular offer to   Curricular / Extra Curricular activities
  offer a wider range of           enable all pupils to participate, in well organised            By June 2013:
  high quality curricular and      programme of personal development. Ab Intus award to be          At least 80% of Key Stage 3 pupils will participate in one or more
  extra curricular                 investigated from 2013)                                            curricular / extra curricular activities. All departments will review curricular
  opportunities for all                                                                               / extra curricular offer with a view to maximising pupil involvement through
  pupils.                                                                                             visiting speakers, workshops, after school clubs and societies. Peer
                                                                                                      mentoring opportunities for Key Stage 4 and 5 pupils with associated
                                                                                                      training will be established. Parents / guardians will have clear guidance
                                                                                                      regarding the opportunities available for their son.
                                                                                                  By June 2014:
                                                                                                    Participation rate at Key Stage 3 will have increased from 80%, the Ab
                                                                                                      Intus award which aims to develop loyalty, service and participation will be
                                                                                   Page 21
                                                                                                         developed for introduction in September 2014.

                                                                                                    By June 2015:
                                                                                                     The Ab Intus award is used as a framework to encourage personal
                                                                                                        development throughout Key Stage 3 (Bronze), Key Stage 4 (Silver) and
                                                                                                        Key Stage 5 (Gold)

   Continue to offer               Careers guidance – Resources to be improved to facilitate      Careers Education
    innovative careers               the continued growth of personalised career guidance and       By June 2013:
    guidance which meets             counselling.                                                     The German work experience with Ludwig-Wilhelm Gymnasium in Rastatt
    the needs of all pupils,                                                                            is established. An increased number of staff are trained in the delivery of
    addresses the STEM                                                                                  careers education and the Careers Education Programme is further
    agenda, LMI and the                                                                                 developed to meet the changing needs of the pupil population.
    entrance requirements of                                                                        By June 2014:
    local, national and                                                                               A new careers department base, with improved facilities focusing on sixth
    European Further                                                                                    form provision is established. Improved careers facilities, guaranteed
    Education institutions.                                                                             quality work experience and improved levels of achievement at Key Stage
                                                                                                        4 enable sixth form numbers to grow by 10% between 2012 and 2015.

   Upgrade the school’s            Phased upgrade of teaching and learning resources as per       Accommodation
    accommodation and                3 year Financial Plan. (Renewal of equipment for subject       By June 2013:
    resources to provide a           departments)                                                     A high quality sixth form area is developed. This area will be equipped
    more positive learning                                                                              with wireless technology, catering facilities, careers library, study facilities,
    environment.                                                                                        relaxation area / oratory and Year Head / Staff offices.
                                                                                                      All outstanding Health and Safety issues including position of improved
                                                                                                        pupil toilet facilities have been addressed.
                                                                                                    By June 2014:
                                                                                                      Progress with improving facilities funded by Department of Education will
                                                                                                        continue. (Refurbishment of Science lab, upgrade of heating system etc)
                                                                                                    By June 2015:
                                                                                                      A three year programme of improving departmental resources to service
                                                                                                        the curriculum and improve the College environment will be complete.

                                                                                                    Staff Development
   The College will offer          Matching staff development plan to the school development      By June 2013:
    high quality staff               plan.                                                           The staff development plan will match the school development plan and
    development                     Match staff development to responsibilities and staff career       will offer performance raising and career enhancing staff development for
    opportunities for teaching       development ie. RTU Middle Management training,                    teaching and teaching support staff.
    and teaching support            Shadow role within SMT and PQH involvement.                    By June 2014:
    staff and obtain the                                                                             The IIP process will be underway and used to develop quality indicators
    Investors in People (IIP)                                                                           for staff development. (Staff will be offered training for specific roles ie

                                                                                    Page 22
    award.                                                                                         Middle Management, Office Staff, Head of Year etc.

                                                                                               By June 2015:
                                                                                                The IIP award will be in place.

                                                                                                Staff Team
   Greater involvement of          Formation of teams (Quality Audit Team, ICT Strategy       Throughout the 2012/2015 school development planning cycle, staff will be
    staff in review of good          Team, Ipad/ICT Training team)                              involved in a team-based approach to development of:
    practice and the                                                                                   Good practice
    formulation and review of                                                                          ICT development and training
    school policies.                                                                                   Policy development and review
   Improved fundraising and                                                                           Quality Audits
    links with alumni for work
    experience / visiting                                                                      Throughout the 2012/2015 school development planning cycle, fundraising will
    speakers / mentoring and                                                                   take place to help with the development of school facilities. All departments
    support of pupils.                                                                         will develop external links to enhance learningexperience.
   Improved marketing and
    links with feeder primary
    schools and local further
    education colleges and

TIMESCALE                        LEAD AND OTHER STAFF                        RESOURCES (TO INCLUDE STAFF                   MONITORING, EVALUATION AND REVIEW
As per SMART targets                Senior Teachers                           INSET – ongoing internal and external          Departmental reviews
                                    Head of Careers                           RTU                                            Feedback from parents at information
                                    Head of Departments                       Local/European business links                   meetings
                                    Vice Principal (Pastoral Care)            QAT Team                                       Records of Ab Intus awards
                                                                               Studio On                                      Staff development records for CEIAG and
                                                                                                                                leadership management and ICT.
                                                                                                                               Sixth form enrolment numbers
                                                                                                                               Bursar’s records / Financial returns
                                                                                                                               Fully developed Staff Development Plan for
                                                                                                                                all sections of staff.
                                                                                                                               IIP Documentation
                                                                                                                               QAT minutes

Annual review by Governors

                                                                                  Page 23

To top