St. Patrick’s Primary School,
Ballymaghery,
Hilltown
School Development Plan
2015-2018
1
SDP Requirement 1: A statement and evaluation of ethos of the school
Statement
We in St. Patrick’s provide a well ordered and caring environment in which the children can
work and play happily in safety, feeling valued and supported.
We strive to provide an ethos in which fairness, tolerance, compassion and forgiveness
permeates all relationships within the school community.
As part of a believing community committed to a Catholic way of life, we believe that all are
equal in the sight of God and that each child should know that they are important, whatever
their individual talents and abilities.
R.E. is an integral part of our catholic education provision and this incorporates Liturgical
Celebrations, Circle Time and PDMU activities.
It is the Policy of our Board of Governors that in accordance with our Catholic ethos and with
the Northern Ireland Curriculum, a balanced and broadly based curriculum, which promotes
spiritual, moral, cultural, intellectual and physical development, will be offered to all pupils.
Through this, our pupils will develop the skills, concepts and knowledge necessary for future
learning and living. The key strategies used in St Patrick’s to bring about improvements are:
1. Curriculum Development
2. The Promotion of Effective Teaching and Learning
3. Pastoral Support
4. Learning Support
5. Effective use of Data
6. Professional Development of all Staff
7. Specific School Initiatives
In Literacy and Numeracy we follow the N.I. Literacy and Numeracy Frameworks and aim to
provide high quality education for all pupils. Our results in English and Maths are
consistently good and above the National Average in all areas. Analysis of data shows that a
majority of pupils are working to their potential or above.
Our pupils are given opportunities to learn through well planned and purposeful teaching and
Active Learning methods are used to promote learning. We provide a stimulating learning
environment using a variety of teaching methods. Expectations for all pupils are realistically
high and teaching is matched to the needs and abilities of our pupils. Positive behaviour is
encouraged through the use of rewards and we celebrate successes achieved at all levels.
Evaluation
As a whole school we gathered evidence using:
• Together Towards Improvement (TTI) indicators 1.1, 1.6, 5.4
• Analysis of Parent, Teacher & Pupil Questionnaires (March 2015)
• Analysis of Support Staff Questionnaires (October 2015)
• PRSD process feed-back from teachers (October 2015)
• Feedback from pupils and the School Council
• Feedback from visitors to the school
• Feedback from regular monitoring of policy & practice (SLT)
• Professional Development records of teaching and non-teaching staff
• Classroom observation and review discussions
2
Our Pastoral Care was described as ‘very good’ by ETI (2011). The policy is effectively
implemented by all staff. The policy is updated and issued to parents bi-annually to ensure
they are fully informed of procedures and practice. Parents are kept informed of all Pastoral
Care issues, including Child Protection, through newsletters and meetings on a regular basis.
98.1% of parents stated that they were pleased with the welcoming, caring environment.
98.4 % of parents reported that their children were happy and settled in school. 99% of
children said they were proud to be pupils of St Patrick’s.
Future action:
• Further develop the School Council with an emphasis on improving the school
environment, eco-friendly and energy efficiency activities.
• Further use of Buddy System and the establishment of Prefects.
• Pastoral Care team to implement a range of agreed positive behaviour strategies throughout
the school to improve ethos.
• Ensure our catholic faith is more meaningful for our pupils in the life of the school through
school Masses, preparation for Sacraments and the Annual Carol Service.
• Implement improved communication strategies and procedures with parents regarding
children’s progress.
• Extend the range of extra-curricular activities for pupils (include multi-sports, gymnastics
and girls football).
SDP Requirement 2a: A summary and evaluation, including through the
use of performance and other data, of the school’s strategies for learning,
teaching, assessment, and promoting the raising of standards of attainment
among all pupils, in particular in communication, using mathematics and
using Information and Communications Technologies (ICT)
Summary
In St. Patrick’s, high quality learning, teaching and assessment are central. We use the
following assessment and teaching strategies to ensure effective learning and to raise
standards for all children.
Assessment
 We use a range of tests to identify children’s level of attainment and their learning needs:
PTE, PTM, NRIT, SWST, BPVS, MIST, GRT, ICT Skills for Progression.
 Literacy and Numeracy Co-ordinators analyse and interpret data to identify whole school,
class and individual pupil targets, including end of key stage targets. They collaborate
with the SENCo to identify pupils who need additional learning support. They track
children’s progress to determine if it is in line with their ability. All teachers are involved
in this data analysis.
 By identifying children who are Underachieving, Low achieving, Gifted & Talented, we
can best meet their needs.
 Assessment For Learning strategies are used throughout the school.
Learning & Teaching strategies
 Peripatetic Support
 Modelled, Shared and Guided reading & writing
 Topic approaches/connected learning
 Active Learning
3







Reading Partnership, Accelerated Reading
Intervention programmes such as Numeracy Catch-Up.
Teachers set classroom targets and plan appropriate strategies, EPs
Teachers evaluate their planners and make appropriate changes
Use of ICT to enhance learning and teaching (with ongoing CPD)
Lexia, IXL to improve the use of differentiation in classroom practice
Differentiation of pupils’ work.
Leadership and management
 Co-ordinators for Numeracy and Literacy ensure there is a strong focus on quality and
standards through monitoring planners/observations/scrutiny of children’s work/data
analysis
 Principal & SLT keep an overview of quality and consistency, ensuring that professional
development is focused on the SDP
Evaluation
As a whole school we gathered evidence using:
Together Towards Improvement (TTI) indicators: 2.1 Planning 2.2 Teaching and Learning
2.3 Assessment 5.1 Achievements 5.2 Standards 5.3 Progression
Methods used are:
 Scrutiny of teachers’ planners and evaluations
 Monitoring of Schemes of Work
 Classroom observations: formal (PRSD) and informal
 Data analysis/ use of assessment manager
 Outcomes of consultation/interviews with parents
 Sharing good practice (minutes)
In Numeracy we have identified Problem Solving and Investigations as areas for
improvement. There is also a need to develop approaches to support the more able pupils and
to ensure that there is consistent differentiation in lessons. Planning will be revised to ensure
continuity and progression. There is also a need to ensure consistency in assessment of the
cross-curricular skill of Using Mathematics. We will monitor Marking for Improvement.
In Literacy we have identified the need to develop children’s writing in a range of contexts.
We need to ensure consistency in assessment judgements of the cross-curricular skills in
Communication. Through analysis of PIE tests we have also identified the need to develop
children’s skills in understanding fiction and non-fiction. We are working on standardisation
of the quality and presentation of the children’s written work across the curriculum. Marking
for Improvement will be further developed. We will promote drama activities to support the
delivery of Literacy.
In ICT we have identified the need to ensure continuity and progression in the development
of skills and we will use the ICT Skills Booklet to assist this process. We will develop
competency in the use of iPads and laptops to support teaching and learning. The school
website will be used to promote the school and display samples of pupils work and interests.
Future Actions:
 Develop extension programmes for more able children in Numeracy – use IXL
 Develop writing across the curriculum
 Employ strategies to improve pupils Attention and Listening Skills (ACE team)
 Meet regularly for internal moderation of samples of pupil work in English and Maths
4






Develop new Management Team in use of assessment data to monitor and evaluate
progress
Monitor and evaluate Literacy and Numeracy planners to ensure continuity and
progression
Monitor Intervention strategies to improve pupil results
Develop PRSD process to make it more effective as a school-improvement tool
Review our assessment procedures and practices
Celebrate all achievements
SDP Requirement 2b: A summary and evaluation through the use of
performance and other data, of the school’s strategies for providing for the
special, additional or other individual educational needs of pupils.
Summary
In St Patrick’s we:
 Currently have 13.3% of pupils on our Special Needs Register
 Provide support for various identified educational needs of our children, reflecting current
DE guidance
 Use allocated funding to ensure training and materials are available for SEN Provision –
including Classroom Assistants, Support Teachers and Support materials.
 Identify and measure children’s progress:– PTE, PTM, MIST, NRIT; teacher observation
of all children.
 Undertake Baseline Assessment – intervention – follow up (as required).
 Maintain a register of children with SEN and track individual pupil progress
 Learning Support teacher provides withdrawal support for Literacy and Numeracy across
all Key Stages
 Employ intervention strategies e.g. – Reading Partnership, withdrawal groups, Maths
Catch-Up, Peripatetic Support, Paired Reading Programme for parents and children.
 Provide Dyslexia friendly classroom strategies.
 Use ICT Programmes – Lexia, IXL
 Provide classroom differentiation
 Target underachievers, low ability children as well as gifted and talented children.
 Provide an Interpreter for parents of EAL/Newcomer children.
 Put in place a Record of Concern for relevant children.
 SENCO and Principal work with Psychology Service, Behaviour Support Team, Pupil
Personal Services, Language and Communication Team, Speech and Language Services,
Spld teacher and Medical Personnel.
 Provide extension materials for high-achieving pupils
Evaluation
As a school we have gathered and analysed evidence from:
• Together Towards Improvement (TTI) indicators 3.1 Curriculum Provision
3.2 Learning Experiences 4.3 Additional Learning Support
• Records kept by individual teachers and the SENCo
• Parental interviews and on-going informal discussion with parents
• Quantitative data (NRIT, PTE, PTM)
• In-class observation
5
• Annual Reports
• EPs and Annual Reviews, Reports to Governors
• Previous school records for Newcomers
• Reports/ Meetings with outside agencies, for example, Educational Psychologists
• Feedback from children, classroom assistants and parents through questionnaires and
written or verbal feedback
We found that:
•We needed to differentiate learning especially for the more able
•Classroom assistants reported that they would benefit from awareness raising/ training in the
range of children’s learning needs
•Teachers felt that further speech and language development would benefit some children.
•SEN children would benefit from specific numeracy support.
Future Action:
• Provide a range of training for new SENCo
• Mentor new SENCo for the first 12 – 18 months
• Additional training for C.A.’s, as available, in a range of children’s learning needs
• SENCo to use strategies from Capacity Building Resource File – summarise in groups and
disseminate to staff/C.A.’s
• Develop the use of Assessment Manager to track progress of pupils
• Provision Mapping will be introduced to assist record-keeping for pupils with SEN
• Continue to provide Speech & Language support within Extended Schools’ provision
• Prepare a ‘Gifted and Talented’ Policy
SDP Requirement 2c: A summary and evaluation, including the use of
performance and other data, of the school’s strategies for promoting pupil health
and well-being, child protection, attendance, good behaviour and discipline
Summary
The safety, welfare and personal development of all children is of paramount importance in
St. Patrick’s. Our strategies include:
Promoting pupil health and well-being:• Use of : Helping Hands, Child-line, Heartstart, School Nurse, Walk to School Week, Rural
Respecting Differences Programme, Anti-Bullying week, N.I. Dogs Trust
• Promoting healthy eating through Boost Better Breaks, Healthy Lunches, Milk Scheme,
Salad Bar
• Cycling Proficiency, Road Safety lessons
•Improving physical development through the provision of extra-curricular sporting
activities, for example, Extended Schools Sport Clubs, Gymnastics, Multi-Sports, Dancing,
employment of Sports Coaches, Tennis
•Implementation of Health and Welfare Policy for the school community
Child Protection:• Training for the Designated and Deputy Designated teachers, staff, Governors, coaches and
volunteers in accordance with DE regulations
• Child Protection/Safeguarding actively promoted in assemblies, in classrooms and by
Governors’ involvement
6
• PPDS Service for bereavement / children in need/ counselling/self-esteem issues
• Communicating Child Protection Policy/E-Safety Policy to parents & pupils
• Rigorous vetting procedures in place
Attendance:•Attendance is monitored by office staff, teachers, the Principal and Governors
•Regular communication to parents and pupils regarding the importance of good attendance
•Six weekly/ termly review of attendance, parental involvement / follow up meeting to
determine improvement, EWO referrals
Good Behaviour and Discipline:• Consistent implementation of the Positive Behaviour Policy
• Anti-bullying week focus
• Use of rewards, golden time
• Training for School Council
• Pupil/Parent/Teacher Agreement
• Involvement of Behaviour Support Team.
Evaluation
As a whole school we gathered evidence using:
• Together Towards Improvement (TTI) indicators 4:1 and 4:2
• ETI Safeguarding/Child Protection audit
• Analysis of questionnaires from parents and children
• Staff discussions, directed time meetings plus exceptional closures
We found that
• 99 % of parents reported that the teachers are caring and committed to their child’s welfare
• The Child Protection Audit and ETI inspection (2011) show that our school implements
fully the Child Protection policies and procedures in line with D.E Circulars
• Analysis of data from SIMS shows that our attendance percentages have averaged 95% 97% in the past five years. The attendance in 2013 – 2014 was 96.0% and in 2014 – 2015 it
was 95.7%
• The reward system is having a positive impact on discipline & behaviour
• Pupils now have ownership of the School Council and fully support it
Future action







Attend and implement School Council training
Develop a Relationship and Sexual Education (RSE) Policy
Implement a RSE Programme for all year groups
Continued development of Personal and Social skills through the statutory Curriculum,
PDMU Programme and Circle Time
Development of Pastoral Care Team to focus particularly on good behaviour in school
and playgrounds.
Purchase additional playground equipment to further improve playground behaviour
Major focus on Anti-Bullying during Anti-Bullying week
7
SDP Requirement 2d: A summary and evaluation, including through the use of
performance and other data, of the school’s strategies for providing for the
professional development of staff
Summary
In St Patrick’s:
 Areas for development are embedded into our School Development Plan and within the
action plans. The professional development needs of the staff are then identified, priced
and organised as appropriate.
 Time is allocated through Baker days, School Development Days, Directed time and
attendance at courses offered by CASS which are directly linked to the SDP.
 We use peer observations and PRSD by Senior Leadership Team and Co-ordinators to
affirm good practice and identify individual training needs - the PRSD programme also
helps inform CPD needs.
 We value feedback from staff who have attended appropriate courses on developing trends
in education and action points are drawn up as a result.
 Foundation Stage teachers are currently deployed between 2 and 3pm twice a week to
share their skills and talents with other classes while allowing teachers planning time
 Staff are given the opportunity to lead curriculum development at meetings, during Baker
days and School Development Days. They are encouraged to report to the Board of
Governors.
 SENCo, Literacy and Numeracy Co-ordinators attend appropriate professional
development opportunities, for example cluster meetings.
 Co-ordinators monitor and evaluate curriculum through book scoops, leading monitoring
sessions, and supporting colleagues
 Classroom assistants deliver the Reading Partnership Programme and Maths Catch-Up
Programme to identified pupils
 The Extended Schools Programme uses expertise of staff and outside professionals
 Medical Awareness training is undertaken each year by teachers and C.A.’s according to
needs of pupils in individual classes
 Teachers are encouraged to extend their Professional Development outside of school –
one teacher graduated with a PQH (NI) qualification in October 2015 and another teacher
has applied for the PQH course. Two teachers are undertaking Masters degree studies.
 Opportunities are available for teachers and support staff to participate in courses which
facilitate personal and professional development, for example, First Aid, RTU’s
Leadership Courses, AMMA Centre Courses
Evaluation:
As a whole school we gathered evidence using:
• Together Towards Improvement (TTI) indicator 1.3
• PRSD files, linked with outcomes of peer observation
• Record of attendance at training and sharing of information and evaluations of courses
attended
• Co-ordinators monitoring the impact of training and identifying future training needs
8
We found that:
• Teachers all expressed satisfaction with their current responsibilities and felt that they had
the expertise to teach their current class to a high standard
• Some of the newly appointed co-ordinators felt the need to have a better understanding of
their roles and responsibilities and would be pleased to have CASS or other curriculum
support
• Classroom assistants valued their professional development opportunities and expressed
their desire to have more
• Curriculum and Pastoral Teams are bringing positive change to the school both for pupils
and teachers alike
Future action:
• The Management Team will clearly define the roles and responsibilities of all team-leaders
• Continued use of School Development Days and Baker Days to develop the priorities
within the School Development Plan
• Continued promotion of appropriate professional development of all staff
• Continued evaluation of training sessions so as to ensure that there is an effective and
efficient use of the school’s resources
SDP Requirement 2e: A summary and evaluation, including through the use
of performance and other data, of the school strategies for managing the
attendance and promoting the health and well-being of staff.
Summary
The Pastoral Care policy in St Patrick’s extends into all areas of school life and involves
all members of our school community.












The principal operates an open door policy and has good working relationships and
effective communication with all staff members, including ancillary staff
Effective channels of communication are in operation in school which encourage
professional, supportive working relationships
The school’s positive behaviour policy is applied consistently and fairly to support all
staff members, all pupils and parents
Staff members are supported in engaging in personal development
ICT is used effectively, where possible, to reduce workloads
Basic First Aid Training is provided for all staff and two teachers and one Classroom
Assistant have attended a three-day First Aid course. Four teachers undertake First
Aid Training annually as volunteers for organisations outside of school
We promote a supportive approach to teacher health and welfare, for example, an
exercise class is available in school for staff from 4 – 5pm each Thursday
Staff attendance is monitored by the Leadership Team and by the Governors
We ensure that teachers are treated fairly and consistently when ill and the Attendance
Policy return to work procedures are implemented fairly and consistently
Our school has disability access and disability toilet facilities
We provide a safe working environment for everyone – all Health and Safety
procedures are carefully implemented
Facilities for staff are improved (staff-room/toilets) as money allows
9
Evaluation
As a whole school we gathered evidence using:
• Together Towards Improvement (TTI) indicator 1.3
• Monitoring of staff attendance from the previous 3 years - for both teachers and support
staff
• Feedback from staff on their feelings on the extent of consultation on decision making
• Staff discussion regarding school environment, facilities, resources etc.
We found that:
• In the past two years staff attendance has improved and in 2013 – 2014 and 2014 – 2015 it
was above the NI Average and the CCMS Average (no staff member was off on long-term
sickness in these years)
• The ‘Staff Well-Being’ day in January 2014 was beneficial for all staff
Future action:
 Look at cost of possible future projects
 Promote Staff’s awareness of the use of occupational help service and Carecall
 Organise Team-building activities to build up staff morale
 Up-date the Attendance Policy for staff
 Ensure that Staff disciplinary procedures, staff grievance procedure and teacher
redundancy procedures are known by all
 Update of First Aid Training for whole staff
SDP Requirement 2f: A summary and evaluation, including through the use
of performance and other data, of the school’s strategies for promoting links
with parents of pupils, promoting links with the local community including
other schools, the business community and voluntary and statutory bodies
Summary
In St Patrick’s we promote links in the following ways:
Parents - Curriculum meetings, New Parents Day for P1 (June – Induction), Curriculum
evenings and workshops, assemblies, seasonal celebrations, website, texts, monthly
newsletter, memos, ‘Open –Door’ policy, parent/teacher meetings, homework diary, Parent
Association, Eco–Schools, school events and performances, Extended Schools, Prospectus,
Sports Day.
Local Community– PSNI, Fire-fighters, Nurse, Healthy Eating Programme, Extended
Schools, charities, local events, Choir, Religious Services, Festivals, Local Councils,
Churches, Parishes, sports organisations, coaches, Youth Organisations, visitors – Linked
with community/curriculum topics, Newcomer Programme, Children’s Liturgy
Other Schools- active transition links with Clonduff Playgroup (our main feeder pre-school);
St Mark’s H.S. (our main non-grammar post-primary school); Post-Primary Teachers and
schools, pupils; St.Patrick’s P.S., Mayobridge – Rural Respecting Differences Programme;
sports, concerts, student work placements, events, lessons, support programmes, sports trips,
Cluster Meetings, Staff Training, P4 Do This in Memory Programme, E.A.S.R. Band, Choir
and Orchestra, Sporting tournaments and competitions, collaboration - Eco School
10
Business Community - sponsorship, topic work – visit linked to WAU, PR – newspaper,
speakers, publicity of/for events; Credit Union; local bank; contributions to local bulletin
(Clonduff Post); use of school building for community events; Cash for Schools- Tesco and
Sainsburys
Voluntary and Statutory Bodies – Charities, EWO, OT, Psychology, Speech and language ,
Parent and Pupil Support Services, Sensory Support, Behaviour Support, PPDS, Peripatetic
Team, EASR Services, CASS, Library Service, CCMS, Autism Support, NSPCC, Love for
Life, Health and Social Services, Health Centres.
Evaluation
As a whole school we gathered evidence using:
• Together Towards Improvement (TTI) indicator 1.5 Links and Partnerships
• A review of existing Leaflets, Website information, Newsletters
• Parental Questionnaire (March 2015)
• Teacher PRSD questionnaire responses (October 2015)
• Attendance records at Parent/Teacher meetings and other Parents evenings
We found that:
Many parents felt that the strong community spirit was a great strength of the school and that
staff were approachable, inclusive, helpful and friendly.
Many teachers felt that the strong community spirit was one of the strengths of the school.
The local community is highly supportive of everything we do in school for the pupils..
Future action:



Photographs- Approximately Monthly Communication with local press (now easier
through e-mail)
Increased Parenting Programmes
Improve the Website
SDP Requirement 2g: A summary and evaluation, including through the use of
performance and other data, of the school’s strategies for promoting the
effective use of ICT to support learning and teaching, continuing professional
development and school leadership and management.
Summary
In St Patrick’s ICT provides opportunities to enhance and enrich children’s learning
experiences.
ICT to support Learning and Teaching
• ICT is integrated across the curriculum through use of the following: Interactive White
Board in each classroom, iPads, lap-tops, Notebooks, Bee-Bots, Pro-Bots, C2K system,
Digital Story Telling, digital camera, web camera, scanner, Vu-Scan, headphones, wi-fi,
e-mail
11
• Planning for progression for the 5 Es
• Use of Fronter and appropriate websites and programmes
• Implementation of CEA ICT cross-curricular skills
ICT for Continuous Professional Development
• Teachers access on-line courses, Fronter, Clounagh VLE, relevant websites, video
conferencing, ESaGS TV
• ICT co-ordinator consults with staff to identify areas for development and CPD
opportunities are organised accordingly
ICT for Leadership and Management
• The Assessment/Data Team use SIMS and Assessment Manager for recording and analysis
of data, including pupil results and attendance
• ICT is widely used to facilitate effective communication within school and also with
parents, outside agencies and Governors
• Text service for parents and staff was introduced in March 2014
• ICT is widely used by the Leadership Team and teachers during assemblies and when
delivering presentations to pupils, staff, parents and Governors
Evaluation:
As a whole school we gathered evidence using:
• staff discussions
• ICT Accreditation results (up until June 2013)
• samples of ICT tasks and activities
• displays of ICT work
• ICT co-ordinator’s monitoring on the implementation of 5Es
In the ICT accreditation in Key Stage 2 some gaps in pupil skills were identified. Children
needed to become more proficient in ICT skills in order to ensure that all pupils attained
Level 4.
ICT skills from P.1 – P 7 need to be taught consistently and systematically – the introduction
of the ICT Skills Booklet will assist with and simplify this process.
Future action
• provide additional training in the use of ICT Cross curricular skills
• provide further training on the implementation of the 5Es
• provide training for SLT and identified teachers on use of Assessment Manager and SIMS
• further improve staff communication through e-mail
SDP Requirement 3a: An assessment of the school’s current financial position
and the use made of its financial and other resources
In St. Patrick’s we aim to ensure that:
• Human resources are used effectively to support the curriculum (TTI: 1.1.7)
• Teaching and learning resources are adequate to deliver statutory curriculum
• We carry out audits of equipment and books as necessary
• We allocate finances to co-ordinators as dictated by school development plan
(TTI: 1.7.2)
12
• Extended schools budget is allocated to ensure the community benefit from the programmes
(TTI: 1.7.3)
• Parents receive questionnaires to explore the quality of provision of Extended Schools clubs
within the community
• Board of Governors are kept up to date on the budget at each meeting
• Current expenditure is monitored on a monthly basis
(See Appendix 8 – LMS 3 Year Budget Plan)
Evaluation:
• Spending has been prioritised in accordance with the targets within the School Development
Plan
• The Governors and all staff members have been made aware that all expenditure will be
carefully planned and based upon realistic projections of cost
• Expenditure on staffing, maintenance, energy equipment and resources will be carefully
monitored
Future Action:
• Spending in 2015 – 2016 and beyond will support the priorities as detailed in the School
Development Plan
SDP Requirement 3b: An assessment of the planned use of the school’s
projected resources during the period covered by the plan in support of actions
to bring about improvements in standards
Within the current 3 Year School Development Plan in St. Patrick’s we will:
Human resources
• Review current deployment of teaching and ancillary staff to ensure that everyone is used
efficiently to bring about effective improvement.
• Identify Classroom Assistant expertise and use this to promote areas of curriculum, for
example, football for girls, Sensory Motor group, ICT
• Look at projected numbers and future implications on staffing and delivery of the
curriculum.
Physical resources
• Effectively use all available space to ensure full delivery of the curriculum, especially the
areas identified in the School Development Plan.
• Use Extended Schools money to ensure appropriate staffing and resources to deliver
programmes.
• Investigate sources of funding to develop an outdoor play area.
• Ensure that funding is in place to support initiatives identified in Action Plan and target
spending.
• Implement new Health and Safety initiatives – improved safety in parking arrangements.
We will ensure
 Monthly monitoring of school budget
 Co-ordinators take control of auditing and purchasing of resources
 Reports are made to Board of Governors
 Health and Safety Checks on building and grounds
13


Evaluation of impact of resources purchased
Money spent is targeted at the areas identified in the SDP
Future action
• Look at projected numbers and future implications on staffing and delivery of the
curriculum.
• Liaise with DE to obtain extra accommodation which is seriously needed as the numbers
continue to rise.
• Review car parking arrangements.
• Work closely with the Parents’ Association to ensure funding for future initiatives to raise
standards.
SDP Requirement 4: An assessment of the extent to which the school has met
its key targets, or the progress that has been made towards these key targets in
any school development plan which this school development plan supersedes or
revises
In 2014 – 2015 our key targets within the School Development Plan were based on the
following areas:
• Pastoral Care
• PIE and PIM targets
• Assessment data
• Mathematics and Numeracy
• English and Literacy
• Self-evaluation/Leadership
• Information and Communication Technology
The following tables provide a summary of our Maths and English results in June 2015 and
show that all year groups are performing above the national average.
June 2015 English Test Results (PIE)
Year Group
P3
P4
P5
P6
P7
BOYS
Mean SS
104
106
107
113
101
National Mean SS = 100
GIRLS
Mean SS
112
109
110
115
108
All Pupils
Mean SS
111
107
109
112
108
14
June 2015 Maths Test Results (PIM)
Year Group
National Mean SS = 100
BOYS
GIRLS
All Pupils
Mean SS
Mean SS
Mean SS
P3
108
108
108
P4
117
106
110
P5
112
112
112
P6
116
111
114
P7
108
110
109
Key Targets to bring about Improvements
Numeracy 2014 – 2015
Target 1: To ensure consistency in assessment of the cross- curricular skill of Using
Mathematics
Extent to which target was met:
• No external moderations took place.
• All teachers used a variety of the new A.T’s and levelled work related to their own class
• Topic areas covered were Space and Shape, Measure and Handling Data
• Levels were agreed on pieces of work – teachers shared skills (keystages and whole-school)
• P.4 and P.7 teachers designed their own A.T.’s and trialled same
• Staff proficiency greatly improved
Future Action:
• The process will be continued in 2015 – 2016 for consolidation of teacher skill in
moderation
• A.T.’s should now be incorporated into planning and used alongside NHM resources
Target 2: Improve pupil skill in problem solving and investigations
Extent to which the target was met:
• Teachers emphasised the real life nature of the problems given
• Pupils tackled the given problems at a variety of levels
• Many teachers chose their own topics and designed their own tasks
• Classes from P.5 – P.7 did work on the 24 Game
• There have been improvements in mean standardised scores in all year groups
• There has been a marked improvement in ‘Using Concepts and Solving Routine Problems’
across P.3 – P.7
Future Action:
• Attention needs to focus on planning in 2015 – 2016 with a revision of short-term planning
• Algebra needs to be a focus for P.6 and P.7 teachers
15
English/Literacy 2014 – 2015
Target 1: Develop pupil understanding of fiction and non-fiction text
Extent to which the target was met:
• Pupils now talk confidently about differences between fiction and non-fiction books
• Report Writing about fiction and non-fiction books shows clear understanding of the
features of both types of books
Future Action:
• Ensure that there is clear evidence of the teaching of non-fiction in teacher planners
Target 2: Improve the quality and presentation of written work by pupils across the
school
Extent to which the target has been met:
• Teachers now use an Independent Writing Book to encourage good presentation and
standards have risen
• Pupils have a check-list to judge their own work and make improvements
• Most pupils take pride in their written work
• Collins joined hand-writing script is used consistently in all classes from P.3 to P.7 and
many pupils have developed a beautiful style of their own
Future Action:
• Continue to have a ‘Hand-writing’ competition each year as this encourages pupils to
practice their writing and improve their presentation
• Remind teachers to continue teaching the joined writing style consistently in each year
group
Special Educational Needs:
Target 1: Improve teacher confidence, competence and knowledge in identifying
Specific Literacy Difficulties (Spld) resulting in more effective interventions for pupils
with SEN
Extent to which the target has been met:
• Two teachers attended CPD training in Stranmillis and disseminated the knowledge and
skills to all other teachers in twilight meetings and Staff Development Days
• Teachers implemented many of the strategies in their classrooms
• Teachers shared resources and disseminated good practice
• Identified pupils with Spld were encouraged and supported throughout the school
Future Action:
• Teachers will continue to provide for pupils with Spld so as to support their progress and
enable improved results
ICT
Target 1: Introduce iPads, become familiar with their use and begin to use them to
support teaching and Learning
Extent to which the target has been met:
• Using Extended Schools money two ipads were purchased for each class
• Teachers became familiar with basic uses of ipads in the classroom
• A variety of apps were sourced to enhance learning
• Basic training was delivered and skills are developing
16
Future Action:
• New ICT co-ordinator will provide further training in use of iPads
• New apps will be trialled and knowledge and skills disseminated among staff
• More iPads will be bought so that small groups can use them in the classrooms
• Training will be accessed (AMMA or other)
SDP Requirement 5: An assessment of the challenges and opportunities facing
the school
Opportunities include:
• A new principal and vice-principal took up post on 1st September 2015
• A new Senior Leadership Team has just been established (October 2015)
• Five new co-ordinators have just been appointed – Numeracy, Assessment, ICT, WAU,
SENCo (October 2015)
• Five new teachers started on 1st September 2015 – three permanent and two temporary.
This major change in personnel brings fresh motivation, energy, enthusiasm and expertise to
our school and will result in positive change.
• Promoting the school through the new web-site which was launched in May 2015
• A very supportive Parent Association which will help to provide resources and share their
expertise and skills with the pupils
• Local community involvement is strong and this will bring new opportunities
• The school (current building) celebrates its 50th anniversary in 2016.
(Education on this site began in 1858).
• Development of ICT opportunities for pupils
• Celebrating our success as an effective and well-run school
Challenges include:
• Lack of accommodation: - rising enrolment means that one class is currently being taught in
our library and another class is being taught in a resource room
• Lack of storage space
• A building which is now 50 years old and requires constant maintenance
• Budget constraints
• Provision of an out-door play area/classroom for Foundation Stage pupils
• Responding positively to challenging behaviour from a very small minority of pupils
• Increasing workload for teachers and principal which may sap creativity
• Lack of opportunity for cross-community links
• Reduction of CASS Service
SDP Requirement 6: The arrangements made by the Board of Governors to
consult and take account of the views of pupils, parents, staff and others persons
or bodies in the preparation of the plan
Summary
This School Development Plan has been developed as a result of consultation between
members of staff, pupils, Governors, parents and other stakeholders. It has been shaped by
the responses to the Parent Survey (March 2015), Pupil Survey (March 2015), Teacher
Survey (March 2015), Support Staff Survey (October 2015), PRSD Consultation Process
(October 2015). It has also been shaped by school audits, school evaluations and school data.
17
Evaluation
This School Development Plan and Action Plans within it have been formed as a result of a
range of questionnaires, surveys, feed-back opportunities, audits, data, self-evaluation
activities, staff meetings, work of the School Council and work with parents and external
agencies/personnel.
Future Actions
Future School Development Plans and Action Plans well continue to be based on
consultations with our stakeholders and shaped by their feed-back. We will continue to take
account of the views of pupils, parents, staff, Governors and other stakeholders.
SDP Requirement 7
Documentation
7a Identification of key areas for
See the 3 year overview 2015 – 2018 : Appendix 1
7b
Targets for KS1 and KS2 are not included due to current
Industrial Action short of strike.
development, informed by the
schools
self-evaluation,
including the school’s key
priorities for the period of the
plan, based on DE priorities
for education
planned outcomes, including
planned outcomes in learning,
teaching
and
raising
standards of attainment,
which must include targets
for raising standards of
attainment in communication,
using mathematics and using
ICT
See Action Plans for 2015 - 2016:
Appendix 2: Numeracy Action Plan
Appendix 3: Literacy Action Plan
Appendix 4: Leadership and Management Action Plan
7c
actions to be taken to achieve Appendix 5: ICT Action Plan
these outcomes, with final
Appendix 6: Special Educational Needs Action Plan
dates for completion
7d
Appendix 7: World Around Us Action Plan
the financial and other
resources available to be used Appendix 8: Three Year Budget Plan 2015 - 2018
in support of these actions to
achieve the planned outcomes Appendix 9: School Development Days 2015 – 2016
7e
the arrangements for the The arrangements are outlined in each action plan.
Board of Governors, in These include:
consultation
with
the
 Principal reporting to BOG on progress against SDP,
principal, to monitor, review
year on year
and evaluate progress made
 Co-ordinators monitoring and evaluating outagainst
the
school
workings of action plans
development plan
 Co-ordinators reporting annually on the outcomes
from action plans to principal, governors and staff
18
19