School Development Plan
2016 - 2019
Date the plan came into effect
Term 1 2016
Who is responsible for this document Principal, SLT, SMT, staff, Board of
Governors
Issued to
Staff, Board of Governors, parents
(shortened copy), (Pupils receive a
pupil friendly version)
Date of issue
Nov 2016
Victoria Primary School Development Plan 2016 – 2019
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Victoria Primary School
School Development Plan 2016 – 2019
An Introduction to Victoria Primary School and Nursery Unit
‘Working together for excellence’
Victoria Primary School is a controlled school built on Coronation Road in Carrickfergus in 1968 to
serve the surrounding local community. Many of our pupils in 2016 still come from the adjacent
local area and more from further afield. The school has currently 466 pupils enrolled including 52
pupils in the Nursery Unit.
Victoria Primary School is proud of its strong historical tradition of high sporting, musical and
academic achievement. It is a school with a true family atmosphere where staff, pupils and parents
have a communal identity. The school community is one that fosters high expectations in every
area of school life.
In September 2013 the Department of Education Inspectorate (ETI) stated that Victoria Primary
and Nursery Unit was a school in which, ‘The quality of education and pastoral care provided are
very good’.
The school development plan and its priorities, has been developed in relation to the following
documents, consultations and data analysis:
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ETI inspections 2011 and 2013
SLT development day June 2016
Staff consultation Sep 2015 August/Sep 2016
BOG consultation September 2016
Parental consultation 2016
GL and End of Key Stage Data analysis with SLT and SMT
SIMS data including FSM and attendance
Pupil discussions 2016
Victoria Primary School & Nursery Unit
A brief overview and evaluation of the school’s purpose, vision and values
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We believe the characteristics of an effective school are:
Being a Child Centered School;
Providing high quality teaching and learning;
Providing high quality, effective leadership;
Being a school strongly connected to its local community.
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Victoria Primary School Development Plan 2016 – 2019
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‘Working together for excellence’
Victoria Primary Mission Statement
‘To create a safe, happy learning community where together we inspire and equip our
children so that they fulfil their potential, use their talents and follow their dreams now and
always.’
Our purpose therefore is to be an excellent school. We continually strive for excellence in every
area of school life. To achieve this aim we must always have the right school vision and values
and these must be at the heart of all that we do, including our School Development Plan.
Vision and values
We believe in:
 Being a Child Centered School;
 Providing high quality teaching and learning;
 Providing high quality, effective leadership;
 Being a school strongly connected to its local community.
We believe that our school is a place where the child is at the center. Our school is always a place
where everyone feels safe, valued, cared for and successful in what they do and in what they
achieve each and every day. We aim to meet all our pupils’ needs in their learning, their welfare
and in keeping them safe.
Pupils are encouraged to build positive relationships with other pupils, the school staff and their
wider, more diverse community. We are a school with a Christian ethos and as such, we believe
that working together as a whole community will provide our pupils with the relevant knowledge to
understand and exercise the life skills and values of self-control, self-respect, mutual respect,
tolerance in diversity, morality, healthy living and loving family relationships.
We promote care and respect for ourselves, for others, as well as for the school and the local and
global environments.
Our values and attitudes revolve around our school ‘Golden Rules’. Our Behaviour and Citizenship
Policy and Pastoral Care Policy and all resulting rewards, praise and sanctions are interlinked to
these:
Do be kind and helpful
Do be gentle
Do listen
Do work hard
Do be honest
Do look after property
do not be unkind or unhelpful
do not hurt other people
do not distract or talk over others
do not be deliberately idle in class
do not tell lies
do not damage property
We expect everyone to uphold the school ‘Golden Rules’ and the core values that accompany
them. This value system is embedded in our school culture helping to sustain our strong positive
ethos. Adherence to these values will enable our pupils to grow to be good citizens, capable of
positive decision making and establishing healthy relationships. We believe that pastoral care is
not only at the heart of the working ethos of the school, but that it should be at the forefront of all
levels of decision making.
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We believe in high quality learning and pupils fulfilling their full potential. We believe that our
pupils should be encouraged to study to the best of their abilities at all times and
understand that we have high expectations of them in terms of standards and attainment.
We strive to provide excellence in teaching so that pupils experience a happy, challenging and
successful learning environment. Our pupils will have exposure to a very broad and balanced
curriculum with emphasis placed on their literacy, numeracy and using ICT. Together we believe in
teaching pupils the essential skills, knowledge, attitudes and values necessary to enjoy a
successful, peaceful and content life. We believe in instilling a love of learning that can be enjoyed
for a whole lifetime. We aim to use the widest variety of strategies to ensure that all learners are
catered for including those with special educational needs.
We believe in a life work balance. We aim to develop our own professional abilities that will serve
to both enrich the lives and learning experiences of our pupils and build the capacity of the school.
We believe in providing an excellent curriculum, one that is broad, balanced and challenging,
catering for all of our pupil’s needs and abilities. We believe that aspiring to excellence in our
teaching, assessment, planning and evaluation will serve to develop the full potential of each
pupil, socially, academically, physically, morally and emotionally.
We have important strong links with our parents helping to support pupil learning and our teaching.
We aim to involve our parents in their children’s’ learning and school life as much as possible. We
believe in the importance of strong community links with other schools, the Education Authority,
churches, outside support agencies, charities and local businesses.
To fulfil our vision and achieve these values we must ensure that we always aim to:
Overall Aims
of School
Development
Plan 2016 2019
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Value every child in our school family;
Make our learning environment as safe and as stimulating as
possible;
Ensure we have a strong school vision linked to our mission;
Promote and celebrate excellence in learning at every
opportunity;
Develop and celebrate excellence in teaching at every
opportunity;
Ensure there is strong leadership throughout the school;
Equip our pupils with the skills, knowledge and character to
enjoy a successful, peaceful and content life;
Promote a sense of stewardship in pupils for the community
and environment in which they live;
Continually consult all of our school community about our
provision;
Monitor and evaluate information to identify and address the
strengths and weaknesses in the teaching and pupil’s
learning;
Strategically plan to meet the needs of all our pupils using all
resources available;
Manage a rigorous self-evaluation process;
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Evaluation of
Vision &
Values
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‘The effective whole school approach to school improvement
under effective leadership’ (ETI 2013);
‘The action plans received by the Department of Education
were of a very good quality’ (ETI 2013);
‘The pastoral care provided by this school is very good’ (ETI
2013)
The exemplary behaviour of the children and their positive
disposition towards learning’ (ETI 2013);
‘Very good opportunities for the children to develop their
thinking skills and personal capabilities’ - 40% very good or
outstanding’ lessons (ETI 2013);
‘Staff use internal performance data to effectively inform their
planning to meet the needs of individual children’ (ETI 2013);
The quality of teaching was always consistently good or better;
The systematic and rigorous approach to monitoring and
evaluating;
100% staff (teaching and nonteaching) interviewed were
happy
in their work place – internal consultation 2015/16 and
2016/17
Strong strategic staff training programme for 2016/17;
‘Our school is brilliant and we learn lots of skills and
have so many after school activities…’ (Pupil Voice - school
council member 2016);
Other comments by parents and BOG/teaching/nonteaching
staff.
95% positive school report replies 2016;
100% positive feedback on policy consultation from parents
2016;
Vibrant school council;
Rights Respecting Schools, International Schools and Eco
Schools Awards.
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Victoria Primary School Development Plan 2016 – 2019
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2a A summary and evaluation, including through the use of performance and other data, of
our school’s strategies for learning, teaching, assessment and the raising of standards of
attainment among all pupils, in particular in communication, using mathematics and using
ICT
Learning and teaching in Victoria Primary is wide and balanced and centers around the NI
curriculum. Our pupils in Victoria Primary naturally have a wide range of preferred learning
strategies and we promote, encourage and support these in school. We also strategically plan for
the reality that pupils also have different learning abilities impacted upon by different contextual
learning environments at home. Classroom learning is rooted in the rich experiences the pupils
receive.
Strategies used to promote high quality learning include:
 Discussing the ‘Big Picture’ of the day’s learning with pupils (especially helpful with ASD,
ADD, ADHD and sequential and precise learners);
 Strategic planning for Communication, Using mathematics and using ICT, taking account of
long term objectives, past learning and teacher evaluations;
 Writing and discussing learning intentions/success criteria with pupils at the start/end of
topics/lessons;
 Pupils being given opportunity to set their own learning targets in topic planning, Individual
Education Plans (IEPs), Pupil Improvement Plans, booster ‘step up’ groups and G&T
groups in communication and using mathematics;
 Pupils reflecting on the teacher’s written formative comments on their work;
 Pupils encouraged to partake in active questioning;
 Pupils given opportunity to engage in active learning activities;
 Pupils given specific opportunities to use and develop thinking skills and personal
capabilities in activities;
 Pupils given opportunities to self-assess and peer assess work;
 Pupils presented with problem solving activities each week in using mathematics;
 Pupils are tasked with working individually, in pairs and in groups for learning activities;
 Learning tasks and texts are differentiated;
 Challenge and extension activities are provided for all pupils in Communication and Using
mathematics;
 Pupils are encouraged to take information from displays and classroom environment;
 Pupils are encouraged to work independently where possible in school and at home;
 Pupils are given opportunity to use ICT to support their leaning – internet, cameras,
computers, iPads and core curriculum related Apps;
 Pupils encouraged to take more responsibility for managing their skill development in
Using ICT;
 Pupils are supported by a safe and stimulating learning environment;
 Pupils in each year group participate in planned pupil voice discussions
about their school life and learning;
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Victoria Primary School Development Plan 2016 – 2019
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Pupils are provided with lessons in PDMU, R.E. and RSE to assist in understanding and
managing emotions.
Learning rigorously monitored by curriculum leaders.
Evaluation of
school
strategies for
providing
high quality
learning
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Areas for
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development
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Pupils achieving above average end of Key Stage results in years 4
and 7 (see section 4);
Internal M&E demonstrates high standards of work;
M&E highlights opportunities for individual and collaborative
learning and assessment;
Marking for Improvement is consistent throughout;
Learning intentions are clear and concise and written in pupil
books;
Planning evaluation highlights that learning is differentiated and
evaluated;
Photographic evidence of TSPC, active learning, PDMU and paired
and group activities in learning;
Large majority of pupils made progress year on year from year 4 to
year 7 in Communication and Using Mathematics;
Large majority of underperforming pupils make expected or above
expected progress by year 7;
Large majority of pupils receiving FSM make expected or above
expected progress in Communication, Using mathematics and
using ICT.
High level of positive supportive feedback from pupil written reports.
We will plan to sustain and improve end of Key Stage
achievements in KS1 and KS2 respectively;
We will analyse, plan and target improving % of pupils in higher
stanine levels in all relevant year groups;
We will plan to increase the number of pupils targeted for support in
literacy and numeracy;
We will train and provide time for more analysis and feedback to
staff from coordinators;
We will train all staff in using SIMS to access assessment data to
improve learning and teaching;
We will plan to further address underperformance trends in classes,
year groups and Key Stages.
A summary of the school’s strategies for teaching:
In Victoria Primary we understand that high quality teaching is the key component used
to actively engage our learners and unlock their ability to learn and progress.
The wide range of preferred learning strategies is necessarily supported by the adaptation and
development of the teaching strategies employed in each classroom. Teaching needs to be
sufficiently flexible to take account of the individual and the changing needs of the pupils.
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Victoria Primary School Development Plan 2016 – 2019
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Teaching strategies used in Victoria Primary include:
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Planning weekly/daily to meet the needs of pupils with emphasis on Communication, using
mathematics and using ICT;
Daily/weekly evaluations of teaching and learning are used to inform future planning and
teaching;
Weekly SEN pupil learning consultations between teachers and learning support staff;
All pupils are praised/rewarded efforts in learning;
Teachers regularly inform the parents of their child’s achievements/difficulties;
Pupil learning activities differentiated appropriately to meet the leaners’ needs;
Learning formatively marked to help with improvement;
Strategic observations of nursery/foundation stage
Set challenging tasks for all pupils;
Teachers use diagnostic and summative data to set targets/goals for low and under
achievement as well as low stanine and gifted learner groups;
Using assessment outcomes and teacher to teacher consultations to establish differentiated
working groups within each class;
Use of pastoral information to support individual pupils
Use of teaching consultations with principal to identify strengths, areas for improvement,
class trends, year group trends and training needs;
Creating a stimulating environment with emphasis on literacy and numeracy;
Including pupils in target setting in topic boards, IEPs and PIPs;
Using whole school initiative like Golden Rules to instil high expectation, good behaviour
and pride in learning;
Strategically plan for and teach active questioning during lessons;
Provide an approachability for pupils;
Provide a caring, safe classroom/school environment;
Use learning intentions/success criteria to best support learners;
ASD strategies including in teaching;
Clear learning intentions used in teaching;
High expectation/standards set;
Modeling learning when appropriate;
Using active learning in lessons;
Providing opportunities for TSPC;
Providing opportunities for active learning;
Teaching PDMU, RE, RSE to enable pupils to manage their emotions;
Management of a strategic professional development training programme
using school development days and a variety of outside training agencies;
Curricular development time each week;
Planning time each week;
PRSD – peer observation coordinator observations.
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Victoria Primary School Development Plan 2016 – 2019
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Evaluation of
the school’s
strategies for
providing
high quality
teaching
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Areas for
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Development
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Large majority of lessons good to outstanding - ‘40% very good to
outstanding’ lessons (ETI 2013);
Pupils achieving above average end of Key Stage results in
Communication, Using mathematics and Using ICT;
Coherent planning documents;
Internal M&E demonstrates high standards of work and opportunity
for individual and collaborative learning and assessment;
Marking for Improvement is consistent throughout;
Learning intentions are clear and concise and written in pupil
books;
Photographic evidence of TSPC, active learning, PDMU and paired
and group activities;
Majority of underperforming pupils make progress in literacy and
numeracy;
Large majority of pupils receiving FSM make expected or above
expected progress in Communication and Using mathematics;
We will aim to train staff in using SIMS to access assessment data
to better inform planning/teaching;
Development of teacher competency in teaching reading skills and
mental maths;
Peer observation to improve teaching standards;
Training in and more opportunity for internal standardisation of
standards and attainment across year groups and Key Stages.
A summary of the school’s strategies for assessment:
Assessment is a key component to ensuring that pupils reach their full potential in school.
Assessment is also important to ensuring that pupils with SEN are adequately supported.
Teachers are trained in data analysis and given opportunity to reflect on evidence to support their
teaching, planning and the pupils’ learning. The data also highlights trends in each class, year
groups and Key Stages used to inform whole school strategic improvement planning. The internal
data and benchmarking data will also help inform the strategic planning of the school and most
effective resource allocation.
As such, in Victoria Primary we use a wide variety of assessment data including formative,
summative and diagnostic to inform and improve teaching and learning in the classrooms
including:
 PRSD is used to identify teaching strengths and areas for development in line with school
development priorities;
 Pupil Improvement Plans (PIPs) are used to support academic underperformance;
 Individual Education Plans (IEPs) to support academic low and under performance;
 Booster ‘Step Up’ groups to support the challenge and advancement of pupils in
Communication, and using Mathematics;
 End of Key Stage data performance trends are analysed;
 GL assessment class progress data in English and Maths collated and analysed;
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Victoria Primary School Development Plan 2016 – 2019
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Teacher consultations with SLT, learning support classroom assistants and parents about
pupil progress;
SEN consultations between SENCO, teachers and learning support classroom
assistants;
Data impact study from SMT;
Formative marking for improvement throughout;
Planning evaluations to inform future teaching and learning;
Focus week every month to target PIP and IEP pupils;
Weekly feedback from SEN support staff;
Termly feedback from curriculum leaders to staff about literacy and numeracy;
‘Pupil Voice’ conducted and feedback about learning given to staff each term;
Baseline testing in September;
GL assessment year 1 – year 7;
CAT tests in year 4;
Reading partners scheme in year 3;
Spelling tests planned year 2 – year 7*
Cross curricular skills tracked for each pupil every year;
Bench marking target setting whole school/key stage/year group/individual pupils.
Evaluation of
the school’s
strategies for
assessment
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Areas for
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Development 
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‘Staff use internal data effectively’ (ETI 2013);
Pupils achieving above average end of Key Stage results.
Internal M&E demonstrates high standards of work and opportunity
for individual and collaborative learning and assessment
Marking for Improvement is consistent throughout
Learning intentions are clear and concise and written in pupil
books;
Photographic evidence of TSPC, active learning, PDMU and paired
and group activities;
Majority of underperforming pupils made progress
Large majority of pupils receiving FSM make expected or above
expected progress in Communication and Using mathematics;
‘Rigorous system of M&E’ (ETI 2013);
Teachers will use SIMS effectively to access and analyse data;
More pupils targeted for support;
2 standardised SWSTs administered;
Staff will audit the effect of Focus Week on T&L;
Teachers will develop the use of baseline assessments used each
September.
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Victoria Primary School Development Plan 2016 – 2019
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2b A summary and evaluation, including 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.
Victoria Primary aims to ensure that it provides for the learning needs of all pupils including those
with special educational needs. Our provision is in line with the DE Code of practice (1998 & 2005)
procedures. We also take due cognisance of the DE Inclusion Policy on SEN (2009).
Pupils who identify as having a special education need through the services of GP, Child
Pediatrician, SS, HSS, parental information, Educational Psychologist and or our internal pastoral
information and performance data are given an IEP as deemed necessary. These education plans
are written in conjunction with the parents, pupils, teachers, classroom assistants, SENCO, EA
and any relevant outside agencies. The plans are reviewed each term by the class teacher,
SENCO, learning support teachers and classroom assistants in school and annually in the Nursery
Unit. The targets set are SMART and are supported by professional judgment and evidential
performance indicators from classroom activity and or assessment.
Close communication is kept between class teachers, learning support assistants, classroom
assistants and the SENCO as to progress on a weekly basis.
The SENCO will also liaise closely with EA support including Special Education, LTSS, and
Educational Psychology to prioritise pupils and secure required support in school for the pupils
concerned.
End of year performance assessment data is also used to measure any change in improvement.
All efforts are made to ensure inclusion of pupils who have a SEN and to ensure that they are
never unnecessarily or inadvertently disadvantage in school in terms of learning and having
access to a broad and balanced curriculum and full experience of after school life.
In school we also cater for the needs of those pupils for whom performance data would indicate an
underperformance. These pupils have a Pupil Improvement Plan (PIP). The staff and pupils both
contribute to writing these plans. The targets set are SMART and reflect the learning areas
highlighted by professional judgement and performance data in GL and baseline testing that
requires improvement.
The PIPs are monitored termly by the teachers and Vice-Principal (Assessment coordinator).
Pupils who perform in the above average stanines 8 & 9 in literacy and numeracy in their GL
standardised tests are also identified as having an additional need, one that requires support in
order to best sustain their high level of learning and ability in literacy and numeracy.
Large stanine groups are targeted for support through booster ‘Step Up’ groups also. These pupils
This support is carried out by the Vice-Principal in line with the relevant year group schemes of
work and feedback on progress given to the class teacher.*
Medical and or behavioural needs requiring support in school or from relevant outside agencies
are planned for in the pupil IEP. These IEPs may or may not include curricular targets but are
monitored and evaluated in the same manner as other IEPs.
The school procedure for dealing with on-going general medical needs not supported by an IEP
are monitored and evaluated. Serious medical conditions are identified in pastoral care information
sheets and a staff room noticeboard.
A summary of the school’s strategies for providing the special, additional needs of pupils:
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Victoria Primary School Development Plan 2016 – 2019
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Literacy and numeracy support for SEN pupils;
Pupil voice M&E for all year groups in literacy, numeracy, Using ICT and SEN;
Pupil contribution to planning/target setting;
Parental permission information/meetings;
Staff consultation meetings;
Regular weekly feedback between staff;
Strategic intervention/planning;
‘Focus week’ each month to support teachers and pupils in aiming to achieve IEP and PIP
targets;
Booster ‘Step Up’ groups set up to target stanine groups and gifted pupils in literacy and
numeracy;
SENCO IEP reviews;
SENCO annual consultation with Educational Psychologist;
Differentiation in classroom planning T&L;
Reporting to parents 4 times yearly about pupil progress in SEN;
Formative marking for improvement.
Evaluation of
the school’s
provision for
SEN and
additional
educational
needs of
pupils
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Areas for
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Development
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‘Effectiveness of the SENCO’ (ETI 2013);
‘Rigorous approach to M&E the quality of the provision and the
standards attained by the children’ (ETI 2013);
SEN pupil progress sustained/improved year on year;
95% positive parental responses on reports 2016;
underperformance targeted;
stanine groups year 5 - 7 targeted;
Stage 5 pupils additional needs catered for in classroom practice.
‘Demonstrated capacity for self-improvement’ (ETI 2013);
‘Effective whole school collegiate approach to school improvement’
(ETI 2013).
SEN Learning support assistants developing weekly planning for
T&L;
Weekly consultation between teachers and SEN learning support
assistants;
Booster ‘Step Up’ groups established to target higher standards
and attainment;
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2c A summary and evaluation, including through the use of performance and other data, of
the school’s strategies for promoting the health and well-being, child protection, good
behaviour and discipline of pupil.
Victoria Primary is a friendly, nurturing learning environment. We undertake our primary
responsibility for the welfare, care and safety of pupils very seriously. We always aim to provide a
caring, supportive and safe environment valuing all individuals for their unique talents and abilities.
Everyone who works in our school including teachers, nonteaching staff, volunteers and visitors
have responsibility for the welfare and safeguarding of pupils. All staff are trained in Safeguarding
and Pastoral Care annually by the DT Miss Minnis. All peripatetic staff and volunteers are vetted
by Access NI and complete our internal volunteer forms. We have comprehensive school policies
that are reviewed every 2 years by parents and the Board of Governors. Staff are also trained in
the Process of the Code of Practice. A shortened Child Protection Policy and E:Safety Acceptable
Use Policy are shared with parents annually.
The school Safeguarding Team have monthly meetings to discuss on-going concerns and cases.
The DT or DTT attend case conferences for LAC and or CP pupils.
The Board of Governors is kept informed of on-going CP issues as a regular agenda item at each
meeting.
Pupils are advised on what to do in school if they have any concerns. Parents are also given
information about our Pastoral Care each year and given opportunity to comment.
We teach a comprehensive PDMU programme in school to include Relationships and Sexuality
Education.
We have a whole school healthy eating policy in operation Monday – Friday and a healthy menu in
the school canteen and Breakfast club to encourage a positive relationship between eating and
enjoying a healthy lifestyle.
Behaviour and Discipline
(See vision and values)
Attendance
Pupils attendance is monitored each month. Certificates of full attendance are awarded each
month. Pupil low attendance (85% and below) is discussed with staff and parents are informed
and asked to comment or make contact with the school principal to discuss in line with DE and
EWS guidance. The new absence notification form for parents is to be implemented for all
families. There is regular communication with the EWS. Attendance in Victoria Primary has a year
on year average of over 95%. We have a significant number of pupils (average 64%+) achieving
full attendance month to month. We aim to increase this attendance to 96% or higher in 2016/17.
A summary of other areas that are provided by the school to directly contribute to the well-being of
pupils:
 We have a healthy eating policy and our school canteen adheres to this;
 Pupils have access to drinking fountains during the day;
 We have 6 trained First Aiders to attend to sick or injured [pupils;
 We operate a school playground that encourages free and structured play at break and
lunchtime which directly contributes to mental health;
 We operate a 5 star healthy canteen;
 We have a healthy eating school policy;
 We have drinking fountains throughout school;
 We have positivity noticeboards and boards celebrating school council, eco committee
and teams;
 Pupils participate in PE lessons;
 We operate a school counselling service;
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Victoria Primary School Development Plan 2016 – 2019
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We have Thursday afternoon clubs and a comprehensive after schools programme
and musical opportunities for pupils including football, hockey, ju-jitsu, J.A.M.,
netball, tennis, badminton, , rugby, school digital newspaper, eco club, gardening
club, school council junior choir, senior choir, orchestra;
We have weekly whole school assembly including singing, star pupil awards, pupil
achievements and team and school announcements;
We have a school council who meet regularly with SLT;
We operate a year 7 playground, library and canteen buddy system;
We have school badges for members of organisations;
We have regular pupil voice discussions (year 3 - year 7) with coordinators and or senior
management;
We have a school worry box in operation;
We have differentiated learning in each classroom;
We regularly sing the school song in assembly and at school events.
Evaluation
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Areas for

Development 



School data shows approximately 90% of pupils year 5 – 7
participate in the wider life of the school;
Average 96% annual attendance;
Approximately 70% of pupils achieving 100% month to month
2015/2016;
‘The exemplary behaviour of the children’ (ETI 2013);
‘Pupils spoke confidently and positively of their experiences at
school, in particular their access to a wide range of extra-curricular
activities’(ETI 2013);
‘Stimulating outdoor play in the Nursery Unit’ (ETI 2013);
‘The quality of pastoral care is very good’ (ETI 2013);
Parents appreciate the commitment and hard work of all staff in
providing a caring supportive environment for their children
including placing a strong emphasis on academic and social
development’ (ETI 2013);
Develop school information evening sessions in 2016;
Develop home school links in 2016;
Develop parental consultation regarding documentation;
Offer more opportunity for parental volunteering in school.
Improve overall annual attendance to 96%+.
14
Victoria Primary School Development Plan 2016 – 2019
___________________________________________________
2d A summary and evaluation, including the use of performance and other data, of the
school’s strategies for providing for the professional development of staff.
In an ever changing climate of education and increasing accountability and expectation placed on
our teachers, they require a supportive and capacity building process of professional development.
This programme of development will serve to ensure the continued high quality of teaching and
learning in school. Every year the school Senior Leadership Team will assess the school action
plans for the year past and the year ahead and prioritise the training requirements for staff. The
resulting action plans will identify the training needs of staff. The training will be strategically
planned for in line with the available financial resources.
The PRSD scheme will also identify the needs for staff in terms of training and development. The
overall aim of staff development being the raising of standards and further improving the learning
experiences of the pupils.
A summary of the strategies for providing continued staff development:










The planned use of outside agencies for training and support purposes including Joan
Henderson, Emergenetics, CCEA, EA support services;
Victoria Primary chair the Carrickfergus school cluster groups for literacy, numeracy and SEN;
Planned calendar of curriculum development given each September;
Clear actions given by coordinators;
PRSD observations to highlight strengths and areas for development;
Regular weekly meetings for year groups and curricular development dissemination and
leadership;
Clear roles and responsibilities;
Teacher consultations each September to discuss training needs;
Classroom assistant consultations each September to ascertain training needs, strengths and
areas for development;
Strategic use of Development Days.
Evaluation of
the school’s
strategies for
professional
development
of staff











Training in First Aid;
Curricular leaders training with Joan Henderson;
ICT – CCEA training for ICT coordinator;
E:Safety training for vice-principal;
Assessment training for assessment coordinator;
NAHT The Edge training for senior leadership team;
‘Emergenetics’ training for senior managers;
WAU training for coordinators;
Eco Schools training for coordinator;
Carecall well being training seminar for all staff;
Curriculum leaders training staff in reading comprehension, mental
maths, ICT, CCEA cross curricular skills assessment;
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Victoria Primary School Development Plan 2016 – 2019
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Areas for

Development 





Further development training for senior leaders/managers in 2016;
Further development of leadership roles and responsibilities in
school;
Further development of leaders accountability to Board of
Governors;
Develop staff ability to use SIMS for data analysis and planning;
Develop peer observation programme to raise quality and quantity
of good to outstanding teaching;
Classroom assistant training in using iPads to support classroom
learning in 2016;
Train classroom assistants in active questioning for the
development of pupil’s comprehension skills.
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Victoria Primary School Development Plan 2016 – 2019
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2e A summary and evaluation, including through the use of performance and other data, of
the school’s strategies for managing the attendance and promoting the wellbeing of staff.
Staff well-being is vital for the continuity and success of learning in each classroom. The most
important resource in school is our staff and the Board of Governors and SLT aim to empower,
support and provide all resource requirements to sustain high quality teaching. The SLT discuss
resourcing, staff attendance and staff well-being at their conference in June each year. The Board
of Governors is updated on staff attendance as a regular item in a Principal’s report at each
meeting. During staff consultations each September, they are encouraged to make requests or
voice concerns that are duly addressed in an attempt to alleviate any resulting stress or anxiety.
The school staff is given clear weekly commination. They receive a calendar of the year with
events and curricular development times included. They are given a time budget each year. They
are given a calendar of all meetings for the year in advance.
The school staff is encouraged to avail of an open door to the school vice-principal and principal to
discuss issues and concerns.
Each coordinator is given a budget for their curricular area and the school staff is allocated a
classroom requisition budget to help resources their room. The school also has membership of the
Play Resource Warehouse for the use of free materials to support classroom learning and
teaching.
A short summary and evaluation of the strategies used to manage attendance and support the
well-being of staff:













August school development day using Carecall;
Annual inter school, programme of staff welfare training planned for September 2017;
Time for year group planning each week;
Administration burden reduced where possible including making use of ICT when
appropriate including Nursery observation and M&E;
Requests for year group changes granted where appropriate;
Staff events including Christmas dinner in school canteen, coffee events, Friday treats.
Year calendar of school training and events;
Staff time budget given in September 2016;
Curriculum leaders given additional time for curriculum development planning and M&E;
Opportunities given for peer observation;
Clear PRSD scheme in operation.
Teacher absences recorded and reported the Board of Governors;
Regular meetings each half term for staff, key stages and year groups.
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Victoria Primary School Development Plan 2016 – 2019
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Evaluation of
managing
attendance
and well
being of staff





Areas for

Development 

Successful feedback regarding August school development day
using Carecall;
Staff consultations report a content staff and give annual
opportunity for staff to discuss well being;
Well attended staff events;
Staff questionnaire reported….(TBC)
95% positive pupil report comments 2015/16.
Further develop opportunities for peer observation;
Further development opportunities for staff;
Inter school Staff wellbeing day planned or September 2017 moral
building.
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Victoria Primary School Development Plan 2016 – 2019
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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 at the school and the
local community, including other schools, the business community and voluntary and
statutory bodies.
Victoria Primary has strong links with parents and its surrounding community. We hold a wide
array of events for parents and the community including: a Community Carol Service; parental
curriculum evenings; Open Day; Sport’s Day; PTA family evenings; school productions; school
musical concerts; parental events etc. such as drugs awareness; and eco events. We have
historically run courses for parents in ICT, healthy lunch boxes and drugs and internet awareness
seminars involving the PSNI and Life Education.
We continually aim to improve communication with our parents. We currently operate an e:mail
system with Parentmail. We send home shortened policy documents for parental input and
evaluation each year. We keep parents informed bout school upcoming events through our
monthly newsletter. We send home attendance certificates, praise notes and reminders for
uniform, punctuality and attendance as required. We have external swing boards and notice
boards to inform parents of upcoming events and changes to arrangements. Furthermore, we
have installed a new school website and noticeboards since 2012. We are currently developing a
new school app via Parentmail in 2016/17 to message parents, help parents report absences and
develop the use of online payment methods.
We have parental volunteers helping with classroom organisation and reading, after school
activities as well as having past pupils in school on work experience and offering general voluntary
services to school.
We have a thriving PTA who raise substantial school funds.
We link with the neighbouring post primary schools including, Garrickfergus Grammar,
Carrickfergus College, Ulidia Integrated College, Downshire School and Belfast High for curricular
taster evenings, Young Enterprise Project, sports events and AQE assessments.
We link in with local business and statutory bodies for advertising and PTA events.
Evaluation for 
promoting

links with
parents and

community




Areas for
•
Development
•
•
•
100% positive feedback from parents about importance and
relevance of annual curricular evenings;
100% feedback on shortened school policy documents from
parents;
90% uptake on parental and growing;
Growing PTA and an annual increase in funds raised;
Positive feedback from parents on school environment;
Very good attendance at school events;
Encouraging number of pupils attending Breakfast Club and after
school activities.
Further development of curricular evenings;
Development of monthly newsletters;
Development of Parental App;
Audit possible additional parental evenings and or training events.
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Victoria Primary School Development Plan 2016 – 2019
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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, including its use to support
teaching and learning, continuing professional development and school leadership and
management.
ICT has been integral to learning and teaching in Victoria Primary for over a decade. We aim to
implement the statutory elements for the curriculum to daily classroom activity. We also aim to
continually enhance the learning experiences of pupils by providing staff with training in relevant
areas of Using ICT to use in providing high quality teaching. The schools budget allocation is
strategically managed to effectively acquire and maintain suitable ICT resources to sustain
improvement and high quality learning experiences. We include the following areas as part of our
Using ICT provision and improvement planning:

















use of iPads by curriculum leaders for monitoring and evaluation of learning and standards;
use of iPads and App for Nursery/Foundation observations;
Use of iPads for PRSD scheme for observation and evaluation of teaching and learning;
Pupil digital team to support staff;
Digital school newspaper team;
iTeach teacher training in core Apps including, Green Screen, Explain Everything, iMovie
incorporated into planning;
Use of UICT CCEA tasks and staff training;
Opportunity to take iPdas home for familiarisation;
Classroom assistant training in C2K system, iPads;
ICT included in weekly Using Mathematics and Communication planning;
Apple TV used in entrance, staffroom and classrooms* (in progress 2016)
iTeach Classnet set up;
Interactive boards used in each classroom and playroom;
Use of iPads timetable;
Computer suite timetabled;
Parentmail and Parental App* used to communicate with parents (* in progress 2016)
Website development for information and communication with parents and local and global
community.
Evaluation of
school’s
strategies for
promoting the
use of ICT in
T&L





Pupils all use core Apps and ICT suite each week to support
learning;
‘The use of ICT to support literacy is very good’ (ETI 2011);
Teachers and classroom assistants up skilled in using iPads and
Apps to improve learning experiences and levels in Using ICT
Development of Classnet system to improve effectiveness of
internet use in learning;
Effective digital team and digital newspaper team in school.
20
Victoria Primary School Development Plan 2016 – 2019
___________________________________________________
Areas for

Development






ICT medium term planning to develop to incorporate Desirable
Features for each year group;
Purchase more iPads for each Key Stage;
Invest in more ICT training for all staff;
Peer observation to widen skill base with teaching staff in ICT to
improve pupil learning Using ICT;
Cluster groups sharing planning and T&L ideas in ICT to be
developed;
Developing task portfolio for CCEA quality assurance moderation;
Develop internal standardization of use of ICT in planning and
teaching.
21
Victoria Primary School Development Plan 2016 – 2019
___________________________________________________
3a An assessment of the school’s current financial position and the use made of its
financial and other resources.
In Victoria Primary we have several sources of revenue to support the budget allocation.
* School fund/School account. Victoria Primary requests an annual voluntary contribution of £20
per family. We request this in the first term of school. This contribution is used to purchase
resources to support classroom learning and teaching in line with school development priorities
* Contributions from outside agencies – The school photographer and a variety of outside
agencies including Ju-Jitsu, Irish Dancing and language clubs contribute £50 per year to the
school fund. This is again used to purchase resources used to support classroom learning and
teaching in line with the school development priorities.
Parent/teacher Association (PTA) – The revenue raised by the PTA school events throughout
each academic year is vital to the school financial ability to procure necessary resources to best
support the classroom learning and teaching.
Grants – Victoria Primary has availed of several funding arrangements to supplement income and
project work such as the school garden.
The Board of Governors of Victoria Primary will agree to the school spending needs for the year
and are informed of how the additional funding is allocated in terms of training or resource
allocation.
Each teacher and each subject coordinator is given a small annual budget to resource classrooms
or purchase resources that have been agreed in their action plan to fulfil their priorities for the year
ahead.
Books and photocopying paper are centrally resourced to ensure prudent spending and use.
(See 3 year Financial budget allocation and expenditure management planning below)
Please note that austerity at Executive and Departmental levels has had direct bearing on the
budget allocation for Victoria Primary School.
22
Victoria Primary School Development Plan 2016 – 2019
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23
Victoria Primary School Development Plan 2016 – 2019
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24
Victoria Primary School Development Plan 2016 – 2019
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25
Victoria Primary School Development Plan 2016 – 2019
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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 improvement in standards.
In line with the school action plans and this development plan several areas have been identified
that will require the use of planned resources this academic year:
Planned use
of projected
resources
* WAU
Literacy (Communication);
Mathematics;
PDMU
Assessment;
ICT;
The Action Plans are documented on the website in addition to this document.
26
Victoria Primary School Development Plan 2016 – 2019
___________________________________________________
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 is
being superseded or revised.
In Victoria Primary we currently have 466 pupils enrolled including 52 part time nursery pupils. We
have 24% of pupils on FSM. Since 2012 benchmarking end of key stage data was not submitted
due to on-going industrial action. We have maintained internal end of Key Stage data to support
our school development. This benchmarking data would strongly indicate that our pupils achieve
higher than the Northern Ireland average and higher than the majority of other schools in the same
FSM banding.
Mathematics EoKS2
Level of
attainment
1
2
3
4
5
% L4+
Victoria 07
0%
0%
19 %
41 %
40 %
81%
N.I. 07
0%
3%
18 %
39 %
40 %
79%
Victoria 08
0%
5%
13 %
41 %
41 %
82% +1%
N. I. 08
0%
3%
17 %
39 %
41 %
80%
Victoria 09
0%
0%
22 %
31 %
47 %
78% - 4%
N.I. 09
0%
3%
17 %
39 %
41 %
80%
Victoria 10
0%
0%
24%
40%
36%
76% -2%
N.I. 10
0%
3%
16%
40%
41%
81%
Victoria 11
0%
2%
15%
39%
44%
83% + 7%
N.I. 11
1%
2%
15%
39%
43%
82%
Victoria 12
2%
2%
7%
37%
52%
89% + 6%
N.I. 12
0%
2%
14%
40%
43%
83%
Victoria 13
0%
0%
9%
48%
43%
91% +2%
N.I. 13
1%
4%
18%
55%
23%
78%
Victoria 14
0%
0%
4%
49%
47%
96% +5%
N.I. 14
1%
4%
17%
56%
23%
79%
Victoria 15
0%
0%
13%
57%
30%
87% - 9%
NI 15
2%
4%
17%
55%
Victoria 16
0%
0%
9%(7)
50%(40)
NI 16
23%
41%(33)
80%
91% + 4%
No relevant or available data
27
Victoria Primary School Development Plan 2016 – 2019
___________________________________________________
Communication EoKS2
Level of attainment
1
2
3
4
5
% L4+
Victoria 07
0%
0%
35 %
52 %
13 %
65%
N.I. 07
0%
3%
19 %
52 %
26 %
78%
Victoria 08
0%
0%
17 %
57 %
26 %
83% +18%
N. I. 08
0%
3%
18 %
51 %
28 %
79%
Victoria 09
0%
2%
19 %
35 %
44 %
79% -4%
N. I. 09
0%
3%
18 %
50 %
29 %
79%
Victoria 10
0%
0%
21%
45%
34%
79% =
N.I. 10
0%
3%
16%
50%
31%
81%
Victoria 11
0%
1%
21%
52%
26%
78% -1%
N.I. 11
1%
3%
15%
49%
32%
81%
Victoria 12
2%
2%
7%
44%
45%
89% +
11%
N.I. 12
0%
3%
15%
50%
32%
82%
Victoria 13
0%
0%
9%
59%
32%
91% + 2%
N.I. 13
1%
4%
19%
60%
16%
76%
Victoria 14
0%
0%
7%
51%
42%
93% +1%
N.I. 14
1%
4%
17%
60%
17%
77%
Victoria 15
0%
2%
13%
55%
30%
85% - 8%
NI 15
2%
4%
17%
60%
17%
77%
Victoria 16
0%
1%(1)
9%(7)
64%(51)
26%(21)
90% +5%
NI 16
No relevant or available data
28
Victoria Primary School Development Plan 2016 – 2019
___________________________________________________
Communication EoKS1
Level of attainment
Q
1
2
3
Level 2+
Victoria 07
0%
0%
67 %
33 %
100%
N.I. 07
0%
6%
56 %
38 %
94%
Victoria 08
0%
0%
65 %
35 %
100%
N.I. 08
1%
6%
53 %
40 %
93%
Victoria 09
0%
0%
68 %
32 %
100%
N.I. 09
0%
6%
53 %
41 %
94%
Victoria 10
0%
2%
45%
53%
98%
N.I. 10
0%
6%
53%
41%
94%
Victoria 11
0%
4%
56%
40%
96%
N.I. 11
1%
6%
51%
43%
94%
Victoria 12
0%
8%
41%
51%
92%
N.I. 12
1%
6%
53%
40%
93%
Victoria 13
0%
4%
76%
20%
96%+4%
N.I. 13
1%
10%
71%
19%
90%
Victoria 14
0%
3%
72%
25%
96% -
NI 14
2%
9%
70%
19%
89%
Victoria 15
0%
0%
69%
31%
100% + 4%
NI 15
1%
9%
69%
21%
90%
44% (28)
100% -
Victoria 16
NI 16
0%
0%
56% (35)
No relevant or available data
29
Victoria Primary School Development Plan 2016 – 2019
___________________________________________________
Mathematics EoKS1
Level of
attainment
Q
1
2
3
Level 2+
Victoria 07
0%
0%
69 %
31 %
100%
N.I. 07
0%
5%
50 %
45 %
95%
Victoria 08
0%
3%
67 %
30 %
97%
N.I. 08
0%
6%
48 %
46 %
94%
Victoria 09
0%
0%
66 %
34 %
100%
N.I. 09
1%
5%
47 %
47 %
94%
Victoria 10
0%
2%
47%
51%
98%
N.I. 10
1%
5%
47%
47%
94%
Victoria 11
0%
3%
62%
35%
97%
N.I. 11
1%
5%
47%
48%
95%
Victoria 12
0%
9%
42%
49%
91%
N.I. 12
0%
5%
48%
47%
95%
Victoria 13
0%
0%
74%
26%
100% +9%
N.I. 13
1%
9%
71%
19%
90%
Victoria 14
0%
0%
75%
25%
100% -
NI 14
2%
8%
72%
19%
91%
Victoria 15
0%
0%
75%
25%
100% -
NI 15
1%
8%
70%
21%
91%
Victoria 16
0%
3%(2)
65%(41)
32%(20)
97% - 3%
NI 16
No relevant or available data
*CCEA 2020 target for KS2 is 90% reaching level 4+ by the end of Key Stage 2 (year 7) in
Communication and Using Mathematics. Victoria Primary already exceeds this target and
has a larger % of pupils achieving level 5 in both curricular areas than the Northern Ireland
average and the majority of other schools in the same FSM banding.
30
Victoria Primary School Development Plan 2016 – 2019
___________________________________________________
5 An assessment of the challenges and opportunities facing the school.
Each year every school is faced with challenges and opportunities and Victoria Primary is no
exception. For the current academic year 2016/17 a summary of the opportunities and challenges
facing the school are below:
Opportunities
Challenges
Learning
• Broadening of pupil learning
experiences in mental
mathematics, problem solving
and reading comprehension
skills;
• More diagnostic/summative
assessment opportunities for
pupils in year 1 and year 2;
• Improving pupil attitude
towards learning;
• Having a greater numbers of
pupils targeted for support,
learning boost groups;
• Raising attainment in GL end
of year assessment testing;
• Raising spelling attainment;
• Raising attainment in KS2
further;
• Implementing new booster
‘Step Up’ groups;
• Ensuring targets for
individual pupils, classes and
year groups are met.
• Raising attendance to an
annual 96% or higher.
Teaching
• Widening and deepening
teaching skill base through
training opportunities;
• Developing peer observation
to widen skill base;
• Developing teaching skills of
classroom assistants;
• Further promotion of
wellbeing among staff.
• Developing staff analysis and
use of performance data;
• Encouragement of staff
participation in any peer
observation in addition to
PRSD;
• Financial support for training;
• New induction and EPD staff
members offered less outside
training/support.
Leadership

Area


Changes in staffing –

recruitment of new teachers;
New emerging training
agencies offering curricular 
and leadership training;




Aging staff, significant
number of staffing changes
to be managed;
Change to 2 subject
coordinators;
New principal pending;
Changes to Board of
Governors;
Time pressures on staff;
Financial pressure on
31
Victoria Primary School Development Plan 2016 – 2019
___________________________________________________
strategic planning of
spending and training
opportunities;
Community



More parental events;
More opportunity for
parental feedback on policy
documents and T&L;
The Big Read in Nursery
Unit.



Maintenance


resources


Potential extension
development to front of
school;
New iTeach Classnet
broadband services
installed.

Changes in staff may
alleviate financial
constraints enabling new
resources to be purchased;
PTA purchasing resources
including iPads.


Changing demographics
in local area;
Too many primary
schools for number of
available pupils – area
planning (Providing
pathways policy
document);
Promotion of school in
local community.
Development dependent
upon EA prioritising of
major and minor works
Maintaining building with
constrained budget;
Maintaining resources
difficult under a
constrained budget;
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Victoria Primary School Development Plan 2016 – 2019
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6 The arrangements made by the Board of Governors to consult and take account of the
views of the pupils, parents, staff and other persons or bodies in the preparation of the
plan.
In May of each academic year the school Principal meets with the SLT and SMT to evaluate the
previous year’s development, the data analysis of the learning and the proposed targets for
training and curricular development for the incoming year.
The SMT draw up their relevant action plans for the incoming year in June each year.
Action Plans from the School Development Plan are monitored termly by the school Principal, SLT
and coordinators of relevant learning areas.
The yearly action plans are discussed with the school staff and the Board of Governors in August
and September respectively each year.
Teaching staff and Non-Teaching staff have an opportunity to offer suggestions and critique during
an annual consultation with the school principal each September. Staff members are also given a
questionnaire in line with TTI from which relevant data is included in the school development
planning process.* (November 2016)
The Board of Governors receive reports sand presentations from the coordinators of each subject
area on a termly basis relevant to the area of the curriculum targeted for development.
The School Council (2 pupils from each class in year groups 4 – 7) discuss a relevant shortened
document relating to the plan for the year and have opportunity to make comments and
suggestions in writing and in person to the SLT.
The parents are sent a ‘parent friendly’ copy of the school development plan* (November 2016)
and given opportunity to make comment or suggestion.
The school council (years 4 – 7) discuss parts of the planning proposals in a pupil friendly manner
and setting and are given opportunity to make comment and suggestions.
We publish the plan on the school website.* (November 2016)
As a whole school there is widespread contribution to the plan and a collective ownership of the
plan and its outcomes.
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Victoria Primary School Development Plan 2016 – 2019
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7a Identification of the areas for development which shall be informed by the school’s selfevaluation including the school’s key priorities for the period of the plan, based on the
Department’s priorities for education.
The agreed Action Plans for Victoria Primary School for the year 2016/17 are attached. These
plans aim to improve the learning experiences, raise standards, improve the quality of teaching
and learning in Victoria Primary School.
7b Planned outcomes in learning and teaching and raising standards in attainment, which,
in the case of schools other than nursery, must include targets for raising standards of
attainment in communication; using mathematics and using ICT.
The targets for outcomes and raised standards in Communication, Using Mathematics and Using
ICT are as follows:
Current attainment
2015/16
Planned Attainment
target
Communication L2
56%
55%
Communication level 3
44%
45%
Communication level 2+
100%
100%
Using Mathematics L2+
65%
70%
Using Mathematics level 3
32%
30%
Using Mathematics Level 2+
97%
100%
Using ICT level 1
90%
80%
Using ICT level 2
10%
20%
Current attainment
2015/16
Planned Attainment
target
Communication L3
9%
8%
Communication level 4
64%
63%
Communication level 5
26%
29%
Communication level 4+
90%
92%
Using Mathematics L3
9%
8%
Using Mathematics level 4
50%
50%
Using Mathematics level 5
41%
42%
Learning Area KS1
Learning Area KS2
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Victoria Primary School Development Plan 2016 – 2019
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Using Mathematics level 4+
91%
92%
Using ICT level 3
20%
15%
Using ICT level 4
80%
85%
Using ICT level 4+
100%
100%
7c Actions to be taken to achieve the outcomes and final dates for completion.
The actions to be taken to achieve the proposed targets for the year 2016/17 are detailed in the
attached action plans (see section 7a).
7d The financial and other resources available to the school to be used in support of the
actions to achieve the planned outcomes.
The financial resources available and the resources required to achieve the proposed targets for
2016/17 are detailed in the financial position (see section 3a) and in the learning area Action plans
(see section 7a).
7e The arrangements for the Board of Governors, in consultation with the principal, to
monitor, review and evaluate progress made against the school development plan.
In Victoria Primary the arrangements made by the Board of Governors in consultation with the
school Principal to evaluate and monitor progress against the proposed development plan are as
follows:
Monitoring and Reviewing Action
Date
Principal discusses School
Development Plan with Board of
Governors
Term 1
Board of Governors invited to make
suggestions/comments of School
Development Plan
term 1
Curriculum leaders (SMT) make
presentation of action plans and target
monitors to the Board of Governors
Term 2 & 3
Principal’s report at each Board of
Governors meeting regarding
evaluating ongoing action plans
terms 1, 2 & 3
Principal report of coordinator M&E to
Board of Governors
terms 1, 2 & 3
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Victoria Primary School Development Plan 2016 – 2019
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Principals’s financial report to Board
of Governors
terms 1, 2 & 3
End of year target monitors evaluated
by Board of Governors
term 3
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