SCHOOL STRATEGIC DEVELOPMENT PLAN 2014-2017 Section 1 A Statement and Evaluation of the Ethos of the School
VISIONARY FRAMEWORK VISION
St. Teresa’s Primary School –
‘Deeds Not Words’
AIMS
St. Teresa’s Primary School promotes high achievement and learning for life by working with children to: practise the Catholic faith; be tolerant and respectful of themselves, others and the environment; acquire knowledge and skills to be their individual best; be highly motivated life-long learners; be able to work independently and collaboratively; gain technological skills to equip them for the 21st century.
MISSION
We believe that each child will succeed through experiencing quality in: a caring and supportive environment; a broad and challenging curriculum; stimulating surroundings; innovative teaching and an investigative approach to learning; a learning partnership between school, home and the wider community.
We demonstrate our commitment to working as a learning school by: striving for continuous improvement in all that we do; working collaboratively towards common goals; investing in people. St. Teresa’s Primary School is a co-educational maintained primary school situated in the on the Glen Road in Belfast. St Teresa’s National school was opened in 1911. St Teresa’s church and school at that time belonged to the parish of Derriaghy and it remained a small country school until the first housing estate Andersontown Park was built in 1935.
In 1939 St Teresa’s Public Elementary school was opened and during the war years as people moved to avoid the Blitz, west Belfast gradually expanded and the number of children attending St Teresa’s school increased also. In 1943 more houses were built in Bernagh Drive.
In 1955 a second temporary school was opened at Casement Park to facilitate the growing number of families that were moving to the Andersontown area and to support the new Church of St Agnes.
In 1959 the Parish of Derriaghy was subdivided and the new parish of St Teresa was created. By the early 1960s St Teresa’s boy and girls school provided education for over one thousand children due to the rapid housing development in the area.
As our city has grown and people have moved on or become settled this number has decreased gradually. By 1995 there was an insufficient number to sustain separate Boys and Girls schools and both amalgamated to become a co-educational maintained school.
In September 2009 a Speech, Language and Communication Centre opened as part of St Teresa’s school. St Teresa’s Primary school has been successfully serving the community for one hundred years and our Centenary celebrations took place in the school on Wednesday 9th November 2011.
St. Teresa’s has an inclusive and supportive ethos which promotes the children’s cognitive, spiritual and social development. The strength of the ethos is characterised by the school community living out its values and the pride it takes in celebrating the success of all the pupils. St. Teresa’s is a caring school where the whole school community shares a common goal – to do the best for all the pupils in its care. As evidenced from the Parent Consultation in June 2014, 85.2% of parents feel that their children are happy and secure at that St. Teresa’s offers excellent provision.
We ensure that all pupils are given a wide range of experiences and are encouraged to achieve their full potential and to live out the vision ‘Deeds Not Words’. Pupils are provided with every opportunity and encouraged to achieve success, which takes place in a welcoming, stimulating and safe environment which supports pupils’ learning and achievements in all areas. The ETI Report, April 2009, states one of the many strengths of St. Teresa’s include ‘the effectual pastoral arrangements in the school’.
As a Catholic school our overriding aim is to establish and foster Christian values for life. To do this it is essential that we work in partnership with our parents and the parish community. Indeed the success of our school depends on the co-operation between staff, pupils, parents and Governors.
Decisions on planning, resources, curriculum and pastoral care reflect the needs and aspirations of the pupils within the school. The work of the Student Council and the opportunity for pupil, parent, staff and governor questionnaires demonstrate the school’s commitment to involve all stakeholders in discussions and decisions on school life. The school’s policies including Learning and Teaching, Pastoral Care, Positive Behaviour and Special Educational Needs and Inclusion show St. Teresa’s has a clear commitment to promoting equality of opportunity, high quality learning, a concern for individual pupils and a respect for diversity.
St Teresa’s has created a culture of achievement, improvement and ambition with clear expectations that all pupils can and will achieve to the very best of their ability. The establishment of appropriate effective use of data procedures including target setting at whole school, key stage, class and individual pupil level has resulted in the school being clearly focused on school improvement.
The staff, both teaching and learning support staff, are committed and enthusiastic, enjoy positive relationships with their pupils and colleagues, and are dedicated to improving learning and teaching. Staff gave an excellent overall performance score of 87.5% in the recent survey carried out in June 2014.
The governors are regularly consulted and publish an Annual Report. Their input to the SDP, including their monitoring and evaluating processes, demonstrate they understand their responsibilities and provide clear strategic direction as well as support and challenge to the Principal in carrying forward the process of improvement. A Summary and Evaluation, including through the use of performance and other data, of the school’s strategies for:
Section 2(a) 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).
(i) Learning
Pupils learn at different rates and have different learning styles. The school optimises learning by helping pupils to learn how to learn. Strategies include: Giving pupils opportunities to explain their work; Encouraging them to contribute effectively to group work; Giving opportunities to demonstrate their learning; Encouraging them to ask effective questions; Encouraging independent thinking and to use their thinking skills; Encouraging collaborative learning; Promoting active learning.
(ii) Teaching
Teachers: Provide a safe and purposeful environment; Encourage all pupils and value contributions and efforts; Use a range of strategies in line with what is being taught as well as with pupils’ needs and abilities; Have high expectations which are reflected in appropriate learning outcomes; Give a clear sense of what is expected of them; Use praise and rewards to celebrate success; Maximise the use of resources including learning support staff.
(iii) Assessment
Evidence of pupil performance is obtained through processes such as: PRSD (now being led by Principal, VP and SLT and linked to SDP); Classroom observations (however more robust systems needed for feedback to teachers) Discussions with pupils, staff and others; Displays of pupils’ work; Book Trawls (again more robust systems needed for feedback to teachers) Tests and standardised assessment tools (improved tracking systems identified); Pupils receiving written and oral feedback on their work; The implementation of Assessment for Learning strategies (self- assessment/evaluation needs further developed); Benchmarking and Target Setting both at whole school, key stage, class and individual pupil level (postponed due to industrial action). Raising Standards
The school’s drive for continuous improvement is based on the premise that all pupils must be given every opportunity to realise their potential. The school’s new visionary framework introduced in September 2014 is central to all that we do and impacts upon the strategic direction of the school.
Effective and purposeful medium and short term planning ensures that the curriculum policies provide a broad and relevant curriculum for all pupils. These policies have been agreed by staff and governors following researching best practice, trialling different strategies and reflecting upon the success and impact upon learning. Many statutory policies have been reviewed but a number of key policies require review in light of recent developments have been identified as a priority on a number of key action plans.
The professional competences of the staff show they are effective practitioners and are grouped into the following categories: a. Knowledge of the needs of the pupils – staff have demonstrated through their planning and target setting action plans that they have knowledge of their pupils and their specific needs, aspirations and interests which is essential to ensure effective learning and teaching. Staff use the results of standardised assessment outcomes in both literacy and numeracy to identify areas for improvement and implement appropriate action to improve the learning for their class. However, target setting at whole class and individual level needs more rigorous monitoring to ensure action taken has an impact on pupil outcomes. Review processes need to be more robust to ensure that targets are known by the children and tasks carried out in class to meet them. b. Planning for improvement – teachers have demonstrated through classroom observations and planning that they are well prepared for lessons ensuring effective learning and teaching takes place. In 2014-15 PRSD will be led by the Principal and members of the SLT, who will act as reviewers, a change from the current practice of peer review. c. Teaching and learning strategies – teachers, through sharing best practice and reflecting against quality indicators, have developed a range of teaching strategies that are fit for purpose ensuring effective learning is taking place. d. Classroom management – teachers through classroom observations and sharing good practice have acquired effective classroom management skills and strategies which promote learning. e. Monitoring and evaluation of learning – the evaluation of lessons in both medium and short term planning along with professional dialogue aims to have an impact on future learning and teaching. Use of more evaluative language in this process will lead to more rigorous self-evaluation and outcomes for pupils.
Assessment is an integral part of the learning process and its integration is on-going with teachers building a comprehensive picture of process and learning needs of each child in planning work and ultimately improving learning. A varied range of assessment techniques are integrated into classroom practice including topic reviews. Some of the Assessment for Learning techniques are well embedded in St. Teresa’s, further development is required in providing children with opportunities for self and peer assessment as well as evaluating their learning.
End of key stage results are collated with the use of CCEA assessment tasks to support teacher judgement. These outcomes are reported to parents in the Board of Governors’ Annual Report and in the end of key stage pupil report. Agreement trials, internal standardisation and moderation ensure that work is appropriately levelled. End of key stage assessment outcomes are used at both whole school and key stage level with data benchmarked against that of similar schools and the Northern Ireland average. The staff and governors are involved in setting targets for the next school year, whilst taking into account the cohort of pupils involved. However due to industrial action this process will be interrupted for the 2014-15 academic year.
An analysis of the key stage 2 assessment data shows that in English and mathematics, the school’s performance has been consistently above the average for Northern Ireland. Compared with similar schools in the same free school meals category, the children’s levels of attainment in English and mathematics have also been above average.
Standardised assessment tools (GL and NRIT) to date have been completed in March. In 2014-15 parents will be informed of the assessment outcomes and in 2015-16 this will be completed early in the autumn term to act as a baseline at the start of a new academic year.
The results of assessments are used to inform learning and teaching at whole school, class and individual pupil level. Targets are set for each class in the key learning areas of literacy and numeracy. The tracking system of pupil progress identifies those who are high achieving, low achieving and most recently, under achieving. Once again these outcomes inform the individual teacher’s planning and the SEN register along with the overall school strategic improvement plan. The progress to realising agreed targets will be monitored by the leaders of literacy and numeracy along with SLT and SENCo through book trawls, target books, classroom observations, assessment outcomes and professional dialogue with colleagues.
An analysis of the GL Progress in English (PIE) assessment data shows 24.3% of pupils achieving an ‘above average’ score i.e. a standardised score of 112+. However 18.5% remain in the below average category i.e. a standardised score of less than 89. Consequently a number of different initiatives including synthetic phonics, adopting the modelled/shared/guided/independent approach to teaching reading and writing are aimed at reducing this number.
Another very worthwhile initiative in supporting the raising of standards in literacy is the ‘Reading Partners’ programme. Learning support staff have been trained on how to implement this programme in September 2014. The programme targets the children in Year 3 who have a reading age greater than 1 year below their chronological age. The school will track this cohort of pupils to ensure they develop their reading skills.
Other literacy initiatives that contribute to the school’s drive to raising standards includes new initiatives implemented since September 2014 including writers in residence; time to read; world book day, parents story telling sessions, St Mary’s Volunteer Reading Programme, Solas ‘Back on Track’ programme and links to the local library.
An analysis of the GL Progress in Mathematics (PIM) assessment data shows 22.8% of pupils are achieving an ‘above average’ score i.e. a standardised score of 112+. However, 21.5% of pupils remain in the ‘below average’ category. The leader of numeracy along with the SLT have spent time finding a programme to address this low achieving cohort of pupils. In the 2013-14 academic year, a learning support teacher was appointed and trained on how to use Springboard Maths. The school identifies those pupils who are working slightly below that of their peers and provide them with a ‘booster’ programme in number using the Springboard Maths resource. It is too early to comment on its impact upon learning but staff and pupil feedback has been very positive. The school looks forward to seeing how this programme impacts upon the overall standards in numeracy. Additional training has been scheduled in Maths Recovery in February 2015 to further support children with additional learning needs in Mathematics.
In addition, in 2013/14 the school purchased a new Maths Programme, Heinemann Active Maths to further support all pupils. In order for this scheme to be effective, it is imperative that year group bench marks are in place and a clear line of progression is outlined for mental maths, problem solving and investigation. These areas will be addressed in this School Development Plan. The school looks forward to evaluating its impact upon the pupils’ learning and attainment levels.
The Board of Governors have set the following targets in order to continue the drive to raising standards: ENGLISH By 2015 there will be an increase of 3% in the number of pupils attaining a PIE standardised score of 97+ and a decrease of 3% in the number of pupils attaining a PIE standardised score less than 89 i.e. Target of 64.3% 97+ and Target of 15.5% <89.
MATHEMATICS By 2015 there will be an increase of 3% in the number of pupils attaining a PIM standardised score of 97+ and a decrease of 3% in the number of pupils attaining a PIM standardised score less than 89 i.e. Target of 58.5% 97+ and Target of 18.5% <89.
In 2014-15 children who are underachieving will be more clearly identified and outlined to teachers and learning support staff. Strategies will be considered to support this cohort and rigorous tracking will be implemented to raise outcomes for this group of pupils.
ICT is used effectively by the pupils and the staff to further the learning experiences of all. Each classroom is fitted with an interactive whiteboard and pupils have access to either stand-alone PCs in their classrooms or the cluster of PCs, laptops and I-pads in the ICT suite. The ICT team have recently produced a line of progression which was disseminated to all staff in a recent curriculum team review meeting. Staff will be provided with further professional development to ensure that their pupils are given the opportunity to acquire appropriate ICT skills which will build on previous learning. This will be monitored by the leader of ICT who receives samples of work for public display from each year group. By 2015 Pupils at the end of both key stages will complete CCEA assessment tasks in ICT and outcomes from these assessments will be monitored to determine the impact of learning and teaching.
At the heart of the school’s curriculum provision lies an explicit emphasis on the development of skills and capabilities for lifelong learning. Through opportunities to engage in active learning contexts across all areas of the curriculum, our pupils progressively develop the three cross-curricular skills of communication, using mathematics and using ICT; along with the thinking skills and personal capabilities. Evidence of same is sought in classroom observations, book trawls, displays of children’s work and in the teachers’ medium-term planners. The leaders of literacy, numeracy have reviewed the teachers’ plans to ensure the above mentioned skills are evident and set in meaningful contexts. The leader of ICT will begin this process in Term 2 (2015).
The school is aware of the change to the reporting of pupil assessment which will be based on the acquisition of skills, and outcomes will be recorded in line with the revised Levels of Progression. With this in mind a member of the SLT has worked alongside CCEA in developing and monitoring the assessment of pupils’ work in accordance with the ‘new’ legislation. This knowledge and experience will be utilised in the year to come in providing appropriate school-based InSET for teachers to become proficient in assessing pupils’ skills. Section 2(b) Providing for the special, additional or other individual educational needs of pupils.
Leader of Special Educational Needs & Inclusion: Miss MacAllister Learning Support Teacher: Mr E Haughey
St. Teresa’s has created a culture of achievement, improvement and ambition. The School Strategic Development Plan along with the implementation of the Assessment for Learning strategies and the class/individual pupil targets clearly demonstrates how the school ensures that all pupils can and will achieve to the very best of their ability. ‘The strengths include ‘The high quality and wide range of the learning opportunities and experiences provided by the staff’ ETI Report 2009.
The school has developed interventions and support to meet the additional education and other needs of pupils and to help them overcome barriers to learning. The school’s pastoral care system involves supporting families who are known to have difficulties in meeting the needs of their children. The school attends regular LAC review meetings and child protection case conferences in Belfast to ensure that each child receives appropriate care and protection. We work with a variety of outside agencies including Social Services, Health Trusts, Family Support Agency and Holy Trinity Centre. The school’s pastoral care and child protection systems have been evaluated as ‘being well met’ by the ETI in 2009. Additionally in a recent survey carried out in June 2014, over 85% of pupils rated their level of happiness in school as being outstanding.
The SEN and Inclusion policy ensures that pupils who have barriers to learning are identified as early as possible and placed on the SEN register. This process of identification is supported by the teachers’ professional judgement along with the school’s analysis of data. Pupil assessment scores are compared with expected outcome and note is taken of pupils who have a: (i) Standardised score in Stanine band 1, 2 to a maximum outcome of 84; (ii) Standardised score differential greater than 10 points between GL and NRIT Assessments.
The leaders of literacy and numeracy work alongside the SENCo to support the class teachers and learning support assistants in implementing suitable interventions. Mr E Haughey was appointed in June 2014 as the school’s learning support teacher. Both Miss MacAllister and Mr Haughey support a number of children in daily withdrawal groups for both literacy and numeracy. 35 children receive literacy support, 23 children with Mr Haughey and 12 children with Miss MacAllister and 30 children with Mr Haughey for Numeracy). Since Sep 2014 every pupil on the SEN Register has a ‘target book’ in which the teacher, learning support assistant and pupil provide examples of work demonstrating how strategies have been effective in meeting the EP targets. These books are presented to parents at the termly progress review meetings. They are also used by the SENCo as part of the monitoring and evaluating of provision. The introduction of the ‘target book’ has received positive feedback from parents, pupils and staff. It ensures all stakeholders have a direct input into the child’s learning.
The SENCo liaises with a variety of outside agencies including speech and language therapists, occupational therapists, educational psychologist, Holy Trinity Centre, Oakwood ASD Support Service, Harberton Outreach Service, St Gerard’s Outreach support, , Clarawood Outreach Services, peripatetic Services including SpLD, for the hearing and vision impared and CIDS. Meeting with these agencies often result in school programmes being published and implemented, which in turn become part of the pupil’s annual review of progress. Percentage of Children on the SEN Register at the end of the academic year. 2011-12 2012-13 2013-14 2014-15 SEN Register 32.0% 35.0% 36.0% 30.1%
The school’s current systems and evidence to support the impact of a particular child’s barriers to learning has resulted in the referrals (Stage 3) either moving to Stage 5 of the Code of Practice or receiving the support of outside agencies such as the peripatetic service.
The school also hosts Annual Reviews for the pupils at Stage 5 of the Code of Practice – those who have a Statement of Special Educational Needs. In addition, Transferor Review meetings are held in the autumn term of the child’s final year in primary school, in order to help the parents make an informed decision about post-primary provision. The BELB and all relevant outside agencies are invited to both review meetings.
St. Teresa’s Primary School is in the fortunate position of having and Speech, Language and Communication Centre (SLC), consisting of three Primary 1-4 classes and 35 children enrolled. The average class size is 11 children, enabling the teachers and learning support staff to provide individualised education programmes. Children in the SLC receive extra support with their speech language and communication skills from dedicated speech therapists. This work is consolidated in the classroom and targets and useful strategies are shared with parents at regular meetings. Pupils have many opportunities to work and learn together with their peers in the mainstream school. Further development will include investigation of additional assessments tools that would support the effective tracking of learning targets and ensure the children’s achievements are being effectively monitored and reviewed.
St. Teresa’s warmly welcomes pupils who have English as a second language – newcomer pupils. The multi-cultural dimension of the school is often recognised with a ‘celebration of international cultures’ day; links with Arts Ekta; delegate visits from different European and world embassies, the learning of other languages, the China Bridge Visit and the long standing Ugandan Northern Ireland’s School’s Project. Recently the British Council have urged the school to consider applying for the Gold Award in International Projects.
The school has worked closely with the Inclusion and Diversity Service to ensure that appropriate policies, procedures and processes are in place to support newcomer pupils and their families. Interviews with all newcomer families are held before enrolment. A Data Capture form is completed along with other school proforma. If required an interpreter is provided for all parent meetings.
Since September 2014l all newcomer pupils have the Mandatory Designation proforma completed and teachers assess the child’s competency in English using the Common European Framework (CEFR). This assessment takes place in October and May each year. When a pupil has achieved B1 on the CEFR assessment they are no longer designated as newcomer.
With an increasing number of newcomer pupils seeking enrolment to St. Teresa’s the governors appointed a leader for inclusion and diversity. This will become an action point as part of the school’s review of its management structures and its middle leadership programme. Section 2(c) Promoting the health and well-being, child protection, attendance, good behaviour and discipline of pupils.
Designated Teacher for Child Protection: Mrs M Walsh (Miss Campbell SLC) Deputy-designated Teachers for Child Protection: Mr T Rodgers (Miss MacAllister SLC) Designated Governor for Child Protection: Dr D Hanna
Leader of Pastoral Care: Miss McAllister
(i) Health and well-being St. Teresa’s is a health promoting school and committed to supporting healthy pupils who are better placed to learn and develop. Following a consultation with parents and pupils the school operates a healthy breaks policy. Each morning there is a very well attended breakfast club with over 25 children attending daily and on average 120 children attending each week. The school kitchen provides hot dinners on site for those entitled to free school meals and those who wish to purchase at a cost of £2.40. The kitchen has been awarded the 5 star hygiene rating from the Food Standards Agency. The school has noted an increase in the number of pupils entitled to free school meals in recent years – an increase of 33% in the last 3 years.
Physical activity, as part of a healthy lifestyle, is also promoted well, for example through the school’s involvement in the GAA Ulster Council coaching programme, as well as links with the local Judo, basketball and soccer clubs. A wide menu of activities is on offer to pupils in the after school clubs. These include:
-Gaelic football, -ICT -Knitting -Hurling -Body and Mind -Science Club -Basketball -Irish Dancing -Soccer -Netball -Judo -Literacy and Numeracy club -Drama -Sewing -Tin Whistle and traditional music -Arts & Craft
Over 320 pupils participate in the after school activities organised during the year. Additionally the school hosts an annual summer school in July for over 150 pupils including a transitions project between St Teresa’s Nursery School and St Teresa’s Primary School.
The school’s Healthy Living Week held in the summer term reinforces the need for living a healthy lifestyle. In 2015 pupils, parents and staff will be involved in a variety of activities during the week including the walk to school week, morning exercise and visits by outside agencies.
The diocesan team and school doctor provide support in aspects of the RSE programme in Year 7. Other initiatives that support the school’s health and well-being policy include the GIFT programme organised by parents and members of the parish, De La Salle Retreat Centre, Be Safe, PSNI Internet safety and the Northern Ireland Fire and Rescue Service workshops. The Friends of St Teresa’s Association was established in September 2014. The focus of the FoST association for the next two years will be to provide a trim trail facility for the pupils of the school at a cost of £13.000.
The pupils in the school are given many opportunities to become involved in decision making. In the classrooms the pupils direct the learning through the KWL and planning boards. The Student Council also provides opportunities for the pupils to affect decisions and become involved in discussions. The work of the pupils, through the Student Council, makes a significant contribution to the whole-school healthy eating and healthy lifestyle agenda.
A target for the Student Council in the ‘new’ cycle of this development plan is to work towards achieving the Rights Respecting Schools Award in consultation with Mrs Branniff (leader of PDMU) and Miss Smyth (Leader of Student Council).
The Student Council also support the school’s health and well-being policy and they will be going forward to achieve the school’s first ECO flag.
(ii) Child Protection The staff of St. Teresa’s are dedicated to the children in their care and the child’s safety and welfare is paramount at all times. The school’s Child Protection/Safe-Guarding policy was updated in the 2014/15 school year and is reviewed annually by the governors. Parents are issued with a full copy of the policy each time there is an amendment. All newly enrolled pupils receive a copy of the policy. Each September parents are issued with a child protection information leaflet. Copies of all pertinent policy documents are available on the school’s website.
All staff and governors are provided with training in safeguarding procedures by the designated teacher/team and/or BELB. Likewise, as part of induction procedures new members of staff and volunteers are all provided with a copy of the school’s policy. They are also provided with safeguarding awareness training by a designated member of staff as part of their induction.
In addition, the governors have approved a Parental Complaints policy. This policy covers all matters relating to the actions of staff employed in the school and the application of school procedures, where they affect individual pupils. This document has been issued to all parents and is also available to download from the school’s website.
All procedures for record keeping of concerns and complaints are in place and during each meeting of the Board of Governors the principal provides an update on child protection matters.
The children are aware of the procedures and what to do if they are worried or concerned about anything, or if something is troubling them. There is signage throughout the school which reminds pupils who the designated teacher and the deputy designated teachers are. At assembly, during Anti-Bullying week, pupils are reminded who they can approach to confide in.
All records of concerns are kept and maintained securely in accordance with the procedures in the Child Protection/Safe-Guarding policy. (iii) Attendance Attendance 2010-11 2011-12 2013-14 2014-15 St. Teresa’s 95.1% 93.5% 94.8% 92.1%
The school carefully monitors pupil attendance and is involved in the promotion of attendance through: Quality learning and teaching; Daily attendance recorded on SIMS.net; Pupil’s attendance is monitored and where there is a cause for concern parents are contacted with a view to working positively to improve pupil attendance and targets set for pupils where necessary; Parents and EWO contacted when attendance drops below 85% or if there are concerns; Incentive of annual attendance certificates and prizes; Promotion of punctuality with parents informed of the importance of punctuality and expectations to be in school promptly at the beginning of each school day; Parents are expected to contact the school by phone or letter explaining absences; School holidays are grouped together to allow for weekly mid-term breaks; Parents are advised that taking pupils on holiday during the school term is unapproved and is recorded as such.
The strategies outlined above may need further development e.g. more frequent rewards for children with excellent attendance records to raise the profile of attendance throughout the school community.
(iv) Good Behaviour and Discipline The school has a positive behaviour policy and anti-bullying policy. The whole-school approach to promoting and rewarding positive behaviour develops the children’s confidence, self-esteem and nurtures a sense of pride in them-selves and in their school.
Currently the Foundation Stage have introduced of the Golden Rules which will be further developed this year throughout the school. Golden Time is used as a reward for good behaviour. Procedures are in place when behaviour is unacceptable the pupils are aware that they must take responsibility for their behaviour and the consequences it might have. The school behaviour and discipline policies are being consistently and successfully implemented throughout.
Feedback from the school Council survey indicates that these initiatives have resulted in better behaviour in class and in the playground. The recent Staff Survey reported that 77.9% of staff rated the pupils respect of staff and others as outstanding and the 2009 ETI report recognised ‘The exemplary behaviour of the children’; The school also considers that its policies are effective in that the number of incidents reported to the principal is minimal and there have been no incidences of suspension or expulsion from the school.
The findings of the Parent Consultation, June 2014 reveal that: -Parents rated the control of bullying, school discipline and school security as outstanding;
The school uses an effective ‘buddy system’ which has been recognised by the BELB and indeed Miss Smyth the coordinator has been invited to share best practice with other schools.
Section 2(d) Providing for the professional development of staff
A revised Staff Development policy and strategic Staff Development Plan is in place that more clearly demonstrates the importance placed by the school on developing its personnel. Only 62.4% of staff rating the current staff development opportunities as effective and only 65.4% felt that their ideas were considered. This is now being addressed and feedback from staff is more positive as a result.
Additionally in since June 2014 all staff, both teaching and learning support staff, are involved in the PRSD process. Each member is given the opportunity to identify their learning and development needs and appropriate support is provided to bring this about. In addition staff members receive regular feedback on their work and opportunities for celebrating success are provided. The SLT are involved in the PRSD of staff and portfolios of the process for each member of staff are held centrally.
The School Strategic Development Plan also identifies collective areas for staff development. These are timetabled, allowing for training, practicing, reviewing and embedding. All staff development activities are monitored through evaluation proforma and its revised format leads to a greater understanding of how InSET will impact upon learning. All staff development is reviewed on an annual basis as part of the school’s PRSD process.
Staff are also encouraged to attend relevant InSET outside of the school term, e.g. RTU Summer School. Those who do are given a day in lieu during term time.
Teachers are given opportunity to share in the leadership of the school. Curriculum teams are lead by different members of staff throughout the year. Key Learning Area co-ordinators lead whole staff development training days. The management structure within the school allows for all members to have the opportunity to lead aspects of learning and teaching in the school – at year group; key stage or whole school level. Staff have been invited to share best practice with other schools and to support schools in furthering their own practice.
The school is also involved in a middle leadership programme facilitated by the BELB CASS service. To date the SLT and middle leaders are at the beginning stages of this programme. The governors value the importance of succession planning and have agreed the following target for the ‘new’ cycle accordingly:
By 2015 senior and middle leaders will have the opportunity to complete middle leadership programme.
In addition to both in-school and outside of school staff development opportunities, a number of staff have received additional award bearing qualifications: 5 staff members have been awarded MEd; 2 staff member currently completing the SEN CPD Literacy project with Stranmillis University College and St Mary’s University College.
Staff members have also been invited to work with other educational bodies as Associates: Professional Associate with CCEA; Professional Development Partner with RTU; College Fellow of the Primary Science Teacher’s Trust Member of the West Belfast Area Learning Community. Section 2(e) Managing attendance and promotion the health and well- being of staff.
Staff work closely as a team and are very willing to help and give advice to others. There are very effective working relationships between all members of staff. The staff feel comfortable to approach their respective line manager with any queries or problems. Line managers recognise that on occasion individuals may have difficulties which may affect their work and will endeavour to empathise and help alleviate any problems.
At times the well-being or attendance of a staff member may be of concern. To this end, the governors have adopted the ‘Managing Attendance at Work’ policies for teaching and non- teaching staff i.e. CCMS and BELB procedures. All members of staff have received copies of their respective policy document. These policies are being consistently implemented.
A Code of Conduct has also been approved for all staff and included in their respective induction manuals.
It is important as part of pastoral care within our school that the promotion of the health and well-being is central. Staff are aware additional outside agency support is available and will be made available to them at attendance/well-being meetings. Section 2(f) Promoting links with the parents at the school and with the local community including other schools, business community, and voluntary and statutory bodies.
93.8% of parents said they would recommend this school to another parent– Parent Consultation, June 2014
The school gives a high priority to maintaining productive links with the parents and the local community. However the recent parent consultation reported 39% of parents as being less happy with the current level of school communication. As a result of this feedback, the parents are now kept well-informed about the work and life of the school through a weekly letter (through email and paper copies for those without an email facility), a termly magazine and the school website. The parents are now consulted pro-actively and their views influence policy and procedures.
Parents are also invited to attend a range of meetings which encourage them to become involved in supporting their children’s learning including Maths and Literacy workshops, Transition meetings, Y1 Induction and sacramental preparation meetings. Parent evaluations of same are used to inform future workshops.
Parent/Teacher consultations are offered in November and a written report is issued at the end of the academic year. In addition parents of children on the SEN Register have regular meetings with staff in discussing IEP targets, progress, annual reviews and transition plans.
The Friends of St Teresa’s (FoST) recently established in September 2014, are proactive and support the work of the school and pupils by providing additional finance to purchase resources in line with the school’s priorities as identified in the school development plan. In addition the FoST will organise social evenings for the parents and staff of the school to come together strengthening the community spirit of the school.
The local GAA sports clubs now use the school premises two evenings per week to facilitate training. The local youth club now facilitate the school in using their minibus and club facilities.
The school has established important links with a wide range of external organisations; these links impact positively on the children’s educational experiences.
Queen’s University – STEM (Medics In Schools) W5- Maths Week Primary Science Teachers Trust CCEA-Assessing the cross curricular skills Bombardier – STEM; Sentinus – STEM; Arts Ekta – inclusion and diversity; Belfast City Council; Business in the Community – Time to Read; Poetry in Motion; Travelling – Book Fair; Suffolk Library; St Teresa’s Soccer and GAA clubs; Ulster GAA – coaching programme; St. Mary’s Grammar School –Languages, ICT, STEM; St. Mary’s University – Art; Volunteer Reading Programme, WAU Gartan Education Centre, Donegal. Early Year, Media Initiative For Schools’ Project Peace Players NI Northern Ireland Dairy Council.
The school also has very good curricular and pastoral links with the local pre-school providers and the post-primary schools which aid the transition of the children to the next stage of their education. Developments have been planned in this area in January 2015 as staff will plan exchange visits between St Teresa’s Nursery and the Primary school to share best practice in classroom observation and assessment of children in the early years.
“ The strengths include the outstanding arrangements to support the children at the key transition stages in their education” ETI Inspection Report 2009.
Our local parish clergy support the school in a number of different ways. Fr Hickland, the school chaplain, celebrates Mass at the beginning of the academic year and for the Year 7 and their families in June. The parish team work closely with the school and its parent body in supplementing the sacramental preparation with a series of workshops. The P5-7 children attend a weekly Mass in the parish church. The school invites the parish community to its Annual Carol Service in the parish church in December.
Through the Peace Players programme the school has very recently established a link with Euston Street Primary School. Projects have involved different cohorts of key stage 2 children from both schools working on sport-based programmes to explore differences and similarities between their cultures and traditions.
The governors have agreed the following target for the next cycle of the SDP:
By 2015 pupils will have the opportunity to experience ‘shared education’ projects with neighbouring schools in the community’.
The termly magazine and the school website allow people beyond the immediate school community to become aware of the school, its purpose and its successes. Feedback from parents influence the content and support the communication links between home-school-and the wider community. Section 2(g) Promoting the effective use of ICT, including its use to support learning and teaching, continuing professional development and school leadership management.
All classrooms have an interactive whiteboard and staff have received training on how to make maximum use of this technology to further enhance the learning and teaching experiences of our pupils. All teaching staff have been awarded the Promethean accreditation certificate for the successful completion of their training.
All pupils have access to the C2K computer network, either in their classroom or in the ICT suite located in the ICT Suite which is also equipped with 30 I-Pads. A line of progression of ICT skills for the pupils has been agreed and is in the early stages of implementation. ICT is embedded in the teachers’ planners. By 2016 teachers will assess pupils ICT skills using the CCEA ICT assessment tasks and by 2017 the school will be able to go forward for the BECT ICT Quality Mark.
Members of the teaching staff are continuing to develop their skills in the use of I-Pad technology to support learning and in particular in Literacy and Numeracy.
Teachers use ICT for their planning and the Staff Folder contains relevant policy documents for ease of reference along with a suite of electronic resources e.g. espresso. The school makes good use of the C2K technology, including the emailing system, to reduce paperwork and ensure effective communication is practiced.
Pupils use ICT to further their learning, e.g. ALTA Maths will be introduced to pupils in 2015. Pupils can access this module from home to consolidate and evaluate their learning. They will also complete a home-school journal which allows the teacher to monitor pupil progress and the progress towards meeting a pupil’s individual targets. Pupils can also complete exercises/projects using their personal computers and email the finished product to their teacher using Fronter.
The management of the school use SIMS.net and FMS modules to operate the main functions of the school. Records of pupil progress are held centrally online and the different software packages assist the effective use of data and the schools rigorous self-evaluation processes leading to sustained school improvement. Section 3 The School Financial Plan 2014-2016 Sep-14 Sep-15 Sep-16 pupil numbers 442 455 456
FINANCIAL PLAN Initial Budget 1,277,670 1,306,061 1,308,245 transition funding 0
Total Budget 1,277,670 1,306,061 1,308,245
- expenditure (as per budget breakdown for 2014/2015) -1,265,774 -1,278,432 1,278,432
+ additional expenditure in running costs + additional expenditure in support staff + additional expenditure in permanent teaching Grades 6,595 6,595 + additional expenditure in temporary teaching 2 Sept 14 23,084 23,084
- savings in running costs not being repeated - savings in support staff - savings in permanent teaching 0 0 - savings in temporary teaching Re: PRTs 6,090 6,090
- Total Expenditure -1,265,774 -1,302,021 1,302,021
in year surplus/ - deficit 11,896 4,040 6,224 surplus/ - deficit carried forward from previous year 0 11,896 15,936
year end surplus/ - deficit £11,896 £15,936 £22,161 DE % surplus/ - deficit 1% 1% 2% Section 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 a School Development Plan supersedes or revises.
(page 1 of 5)
Key Targets in SDP Extent to which we have met Further Action these key targets
Y 1. The coordinator will lead InSET on further 1. PIE 2014 1. By 2015 there will be 3% less pupils in the C detailed analysis of assessment data and target 100+ = 61.3%; ‘below average’ PIE Stanine Group i.e. A
R setting. <90 = 18.5% this is the ‘targeting low achievement’ – target
E baseline position. 15.5% T
I 2. She will monitor existing targets through L classroom observation and book trawls. 2. By 2015 there will be an increase of 3% of & pupils attaining the ‘above average’ PIE E 3. She will monitor planning and evaluations. Stanine Group – target 27.3%% G A
U 4. She will draw up and keep under review the Focus on early intervention measures and G end of year curriculum expectations. appropriate support for those who are low N
A achieving. Link to GL Action Plans, SEN
L IEPs, Reading Partners and other agreed Literacy initiatives & practices. 2. Current position: 92% level 2 at KS1 and Development of Writing Strategies and 80.0% level 2 at KS2 comprehension skills.
Additional Reading analysis standardised tests will be introduced in 2015-16 to provide further information regarding reading outcomes. (page 2 of 5) Key Targets in previous SDP Extent to which we have met Further Action these key targets y
c 1. PIM 2014 1. By 2015 there will be 3% less pupils in the a
r 1. The coordinator will lead InSET on further 97+ = 55.8%; ‘below average’ PIM Stanine Group i.e. e detailed analysis of assessment data and target <89 = 21.5% ‘targeting low achievement’– target 19.3% m u setting. Current Baseline Position N
2. By 2015 there will be an increase of 2% of &
2. She will monitor existing targets through pupils attaining the ‘above average’ PIM s c
i classroom observation and book trawls. Stanine Group – target 29.9% t a m 3. She will monitor planning and evaluations. e h The introduction of Springboard Maths and t a 4. She will draw up and keep under review the Maths Recovery Strategies in 2014-15 is M end of year curriculum expectations. hoped to have an impact on standards. It is hoped with the introduction of Heinemann 2. 92% Level2 2 by end of Active Maths in 2013/14 alongside the KS1. development of year group bench marks and a 90% level 4 by end of clear line of progression in mental maths as KS2. part of the staff development programme, that this particular cohort of children will continue to make steady progress with a view to realising their full potential. (page 3 of 5) Key Targets in previous SDP Extent to which we have met Further Action these key targets
T 1. The ICT coordinator will develop in line with CEA It Accreditation no longer 1. As part of the staff development C
I Revised Curriculum guidelines, end of year viable programme for ICT, a line of progression
g expectations for pupils for ICT. in the 5 E’s is being established with clear n i s 2. She will lead and monitor the CEA Accreditation School website in place but links to the CCEA assessment tasks to
U Scheme. much of the content needs assess children’s skills in each area 3. She will set up the school website and update data upodated. accordingly. as required. t
n 1. Culture of self-evaluation to continue involving staff in 1. C.f. Literacy & Numeracy 1. C.f. Literacy & Numeracy above e the review of policies, procedures and practice above m s 2. By 2015 internal standardisation will have s e 2. InSET will take place on the further analysis of 2. All classes have introduced Afl been completed and classroom strategies s s children’s data to set targets for improvements. strategies and these are outlined to support children moving up to A Monitoring of targets set will take place through consistently being implemented the next level. classroom observation and monitoring children’s as evidenced by PRSD books. observations, discussions with 3. By 2016 pupils assessment in Y3-7 will be pupils and book trawls. based on ‘Using ICT’ recorded in line 3. Benchmarking InSET will be arranged for staff. with the revised Levels of Progression. 3. Book trawls and other evidence 4. InSET will be arranged for assessment of Cross will be reviewed to ensure class 4. Additional training will be needed to Curricular Skills. targets are met. empower teachers to support children in this category. 4. Industrial action has led to all assessment of cross curricular 5. Further analysis of the Data will be skills being postponed. required to ensure effective use of Data to However in 2013/14 internal inform future planning, L&T. standardisation of Communication did take place. 6. ALTA maths will then be introduced to P7 and 5.
7. Standardised assessment will be moved to term 1:1 2015 and all assessments will be trailed in May 2015 (page 4 of 5) Key Targets in previous SDP Extent to which we have met Further Action these key targets e r 1. InSET for all staff regarding Pastoral Care and 1. Policies in place: 4. By 2014 newcomer pupils will have their a Discipline and Child Protection to be Child Protection; Code of skills of communication in English C l continued. Updating of policies is on-going. Conduct; Health & Safety; assessed against the CEFR. This will be a r Positive Behaviour; reviewed on an annual basis. o t
s 2. Pupil’s attendance will be monitored. a
P 2. Pupils attendance monitored 1. By 2014 pupils will have the opportunity 3. The School Based Behaviour Support Team of monthly in consultation with to experience ‘shared education’ projects five members of staff will continue to monitor EWO. with neighbouring schools in the behaviour issues. community. 3. School based support team for behaviour no longer viable. 2. By 2014 pupils will have fixed outdoor play equipment to use during break/lunch time and a buddy system developed to support the pupils in the Foundation Stage.
3. Work towards the Rights Respecting Schools Award. RR week in Term 2:1
4. Golden Rules to be introduced in assemblies during Term 2:2 and linked to the new star of the month awards. (page 5 of 5)
Key Targets in previous SDP Extent to which we have met Further Action these key targets n o i t a c
i No Targets Set in the 2011-14 N/A See Strategy 6 outlined in Section 7 n School Development Plan. u m m o C d n a e g a u g n a L
, h c e e p S e r t n e C Section 5 An assessment of the challenges and opportunities facing the school Challenges Reviewing the current self-evaluation practices to ensure the raising of standards.
Reviewing the current management structure of the school
Developing inclusion of the Speech, Language and Communication Centre
Raising Standards – particularly the low and underachieveing achieving cohort of pupils
Increase in FSM – increase of 33% in the last three years
Assessment procedures – CBA; assessment of cross curricular skills, Observation of play/ ABL, Assessment in the Foundation Stage.
Staff Development – building leadership capacity- The role of the middle leader
Transition – links with preschool and post primary schools
Better links with Sure Start
Improving communications with parents and the wider community.
Developing shared education opportunities
Fluctuating admissions
No nursery/preschool on site
Changing social economic makeup of the school
Inclusion & Diversity
SEN & additional needs – identifying /complexities of the varying barriers to learning
School site – Aging building, decommissioned buildings, lack of green spaces, canteen location and capacity, increased admissions numbers.
Financial situation –need to source additional funding e.g. Awards for All
Emerging technologies: better implementation of I-Pad technologies.
CASS support: Merging of ELB’s
Raising the ICT proficiency of some staff to better support teaching and learning.
Opportunities Additional funding due to changing socio/economic profile of the school. Recent housing developments in the local area
Supportive, hardworking and dedicated staff focused on child centred education
Staff development / career progression
Involvement of parents and the wider community
Develop and initiate an active Parent/ Teacher Association
Use the school as a hub for community activity.
Curriculum Development
After school provision with funding for extended schools
Develop shared education programmes with Zuzhou China Province
Inclusion & Diversity, opportunity to share cultures
Proximity to local Post Primary Schools
Established links within the local and wider community e.g. GAA clubs, nursery, post primary schools, parish etc.
Section 6 The arrangements made by the Board of Governors to
consult and take account of the views of pupils, parents, staff and other persons or bodies in the preparation of the plan
Consultation Group Method Pupils Student Council Surveys / questionnaires Pupil audits Discussions
Parents Evaluations Consultations / questionnaires Parent/Teacher Association Parent Rep on the BoGs Website
Staff Staff Development Days Consultations / questionnaires Staff audits PRSD Staff Rep on the BoGs
Other persons or bodies CCMS – consultation with Mrs A McDermot BELB – CASS consultation- Ms T Adair Other schools – observe best practice Research material – best practice Reference to Every School and Good School Reference to TTI Reference to Count Read and Succeed Section 7 ST. TERESA’S PRIMARY SCHOOL Strategic Plan Overview (page 1)
Priority 2014-2015 2015-2016 2016-2017 Strategy 1 Goal: Goal: Goal: The pupils are provided with a range of relevant The pupils are provided with a range of relevant and purposeful That every child realises their potential in Language and and purposeful opportunities to develop their skills opportunities to develop their skills across the Literacy requirements. Literacy. Language & across the Literacy requirements. Target: Literacy Target: By 2015 there will be a synthetic phonics programme in place for P3 By 2014 the Writing Scheme of Work will reflect and 4 Target: the teaching and learning strategies including By 2017 there will be an increase of 6% of pupils shared, modelled, guided and independent writing. By 2016 pupils will demonstrate their Literacy skills across all Areas attaining a standardised score of 97+ and a 6% decrease in of Learning e.g. Activity Based Learning the number of pupils attaining a standardised score of By 2014 there will be a synthetic phonics below 89 – GL PIE: target 68.3% 100+ & 15.5% below programme in place for P1 and 2 By 2016 pupils in KS2 will use reciprocal reading strategies to 90. develop comprehension skills. By 2015 the accelerated reading programme will be By 2017 there will be an increase of 2% in the number of introduced to P5 children. By 2016 pupils will develop reading skills in a progressive way as children reaching level 2 by the end of Key Stage 1. teachers will implement a revised scheme of work for Reading. Target 94.0% and an increase of 4% in the number of By 2015 the school library will be enhanced to children reaching level 4 by the end of Key Stage 2. motivate and foster a love of reading in pupils. Target 84.0%. Strategy 2 Goal: Goal: Goal: The pupils are provided with a range of relevant The pupils are provided with a range of relevant and purposeful The pupils are provided with a range of relevant and and purposeful opportunities to develop their ability opportunities to develop their ability to apply their mathematical purposeful opportunities to develop their ability to apply Mathematics to apply their mathematical skills across the skills across the requirements for Using Mathematics. their mathematical skills across the requirements for requirements for Using Mathematics. Using Mathematics. & Numeracy That every child is enthusiastic about mathematics. That every child is enthusiastic about mathematics. That every child is enthusiastic about mathematics.
Target: Target: Target: By 2015 pupils in the ‘below average’ stanine By 2016 pupils will demonstrate their Numeracy skills across all By 2017 there will be an increase of 5% of pupils group will be supported with a SEN Maths Areas of Learning e.g. Activity Based Learning. attaining a standardised score of 97+ and a 5% decrease in programme. the number of pupils attaining a standardised score of By 2016 pupils will demonstrate their ability to use their problem below 89 – GL PIM: target 57.8% 97+ & 19.5% below By 2015 pupils will build on previous knowledge as solving and investigative skills. 89. teacher implement clear bench marks in the skills taught in each year group. By 2016 P5-7 will use ALTA maths to support learning.
By 2015 pupils will engage in active maths lessons using the Heinemann Active Maths Scheme to support teaching and learning.
By 2015 pupils will participate in whole class mental maths activities daily, building on previous knowledge as teachers follow a clear line of progression in mental maths skills. ST. TERESA’S PRIMARY SCHOOL Strategic Plan Overview (page 2)
Priority 2014-2015 2015-2016 2016-2017 Strategy 3 Goal: Goal: Goal: To promote the use of ICT to further pupil’s To promote the use of ICT to further pupil’s learning. To promote the use of ICT to further pupil’s learning. learning. Using ICT Through ICT the pupils are given the opportunities and skills they Through ICT the pupils are given the opportunities and Through ICT the pupils are given the opportunities need to cope with the emerging information society. skills they need to cope with the emerging information and skills they need to cope with the emerging society. information society.
Target: Target: Target: By 2015 pupils will develop ICT skills across the 5 By 2016 pupils will save and organise their work in e-portfolios. By 2017 St Teresa’s Primary School will go forward to E’s and will be assessed using CCEA tasks for ICT. achieve the BECTA ICT quality mark.
By 2015 Pupils will better engage with I-Pad By 2016 pupils assessment in P1-7 will be based on ‘Using ICT’ Technology. recorded in line with the revised Levels of Progression.
By 2015 Pupils will safely use the internet having completed an internet agreement. By 2016 pupils will use widgets and Fronter to complete homework tasks. By 2015 pupils will use ICT across the curriculum and in particular in Language and Literacy and Using Maths. Strategy 4 Goal: The pupils are provided with a range of relevant and purposeful opportunities to develop their World knowledge and skills in the contributory elements of the World Around Us. Around Us Through innovative teaching and an investigative approach to learning the children will develop their skills in scientific enquiry.
Target: Target: Target: By 2015 pupils will experience a curriculum that encompasses the three contributory elements across By 2016 will develop the skills of scientific enquiry using a thematic the four strands of World Around Us and develops approach. By 2017 the school will have achieved the Primary the skills of STEM. Science Quality Mark. By the end of 2016 the school will promote STEM in Key Stage 2 By 2015 pupils will have opportunity to develop the through the involvement and links with outside agencies including skills in Science, History and Geography through a competition variety of reviewed themes and topics.
St Teresa’s will take part in the ‘Science Through Play’ Pilot project from Stranmillis University College. ST. TERESA’S PRIMARY SCHOOL Strategic Plan Overview (page 3)
Priority 2014-2015 2015-2016 2016-2017 Strategy 5 Goal: Goal: Goal: The pupils achieve their expected or value added The pupils achieve their expected or value added levels of The pupils achieve their expected or value added levels levels of attainment. attainment. of attainment. Assessment Target: Target: By 2017 there will be an increase of 6% of pupils By 2014 pupils that are underachieving will be attaining a standardised score of 97+ and a 6% decrease identified and teachers will begin to implement in the number of pupils attaining a standardised score of support strategies for this group. Target: below 89 – GL PIE: target 68.3% 100+ & 15.5% below By 2016 pupils who are underachieving will have additional 90. By 2015 pupils will have greater opportunity to support to help them reach their potential in Language and Literacy self and peer assess and evaluate their work as part and Numeracy. By 2017 there will be an increase of 2% in the number of of developments in AFL strategies. children reaching level 2 by the end of Key Stage 1. By 2016 children’s learning will be assessed using a wide range of Target 94.0% and an increase of 4% in the number of By 2015 there will be effective monitoring and standardised assessments. The outcomes of assessments will be children reaching level 4 by the end of Key Stage 2. review of class targets based on GL assessment used to improve target setting at whole school, Key Stage, Class Target 84.0%. outcomes. and individual pupil level. By 2017 there will be an increase of 5% of pupils By 2015 a review will have taken place to develop attaining a standardised score of 97+ and a 5% decrease current methods of standardised assessments. in the number of pupils attaining a standardised score of below 89 – GL PIM: target 57.8% 97+ & 19.5% below By 2015 parents will be informed of the GL PIE 89. and PIM outcomes. Strategy 6 Goal: Goal: Goal: St Teresa’s Primary School will be inclusive of all St Teresa’s Primary School will be inclusive of all children. The St Teresa’s Primary School will be inclusive of all children. The pupils are provided with a range of pupils are provided with a range of relevant and purposeful children. The pupils are provided with a range of Speech, relevant and purposeful opportunities to develop opportunities to develop their skills across the curriculum including relevant and purposeful opportunities to develop their their skills across the curriculum including support support with Speech and Language. skills across the curriculum including support with Language with Speech and Language. Speech and Language. and Communication Target: Target: Target: Centre By 2015 new methods of assessment will be adopted to support teaching and learning. By 2016 to host an open morning in the SLC and to disseminate By 2017 teachers in the SLC will disseminate resources good practice to local primary schools. and teaching strategies to support children in the main By 2015 Tracking systems for assessment stream school with speech and language difficulties. outcomes will be in place. By 2016 to pursue the opportunity for developing the SLC to To promote the SLC with the wider educational include children in Key Stage 2. community including BELB and local nurseries and primary schools. Including new signage and published Prospectus. By 2016 to provide parent workshops to help parents support their children with Speech and Language at home. Create a cluster group including staff from local nursery/primary schools to develop S&L in the mainstream school.
Develop links with Taughmonagh and Curry Primary School SLC’s to share best practice. ST. TERESA’S PRIMARY SCHOOL Strategic Plan Overview (page 4)
Priority 2014-2015 2015-2016 2016-2017 Strategy 7 Goal: . The pupils are given every opportunity to live out the school vision ‘Deeds Not Words’ through a Other Areas for commitment of all staff and associates in creating a culture of learning. Development Target: Target: Target: SEN: By 2014 pupils on the SEN Register will Pastoral Care: By 2016 pupils will have fixed outdoor play Succession Planning: By 2017 SL & ML staff will have have target books published focusing on the equipment to use during break/lunch time. the opportunity to complete the Emergent Leadership success of the teaching strategies towards agreed By 2016 St Teresa’s will have been awarded the Right’s Respecting programme offered by the RTU IEP targets. Pupils Reading will be supported School Award. using the new Rapid Scheme.
Inclusion: By 2015 newcomer pupils will have their skills of communication in English assessed Play Based and Activity-Based Learning: By 2016 there will be a against the CEFR. This will be reviewed on an consistent approach to the monitoring of skill acquisition in annual basis. play/activity based learning.
Transition: By 2015 the school will further extend the curricular links with both preschool and post-primary providers in the community.
Community Relations: By 2015 pupils will have the opportunity to experience ‘shared education’ projects with neighbouring schools in the community. Develop the China Bridge Links with Zuzhou Province in China.
Pastoral Care: By 2015 the children will begin working towards a rights respecting school’s award. By 2015 the Positive Behaviour and Discipline and Anti-bullying Policies will be reviewed making reference to ‘The Golden Rules’ ST. TERESA’S PRIMARY SCHOOL
Strategic Plan: Strategy 1 Language & Literacy
Aim 1. That our pupils acquire knowledge and skills to be their individual best. 2. That our pupils are able to work independently.
Goal 1. The pupils are provided with a range of relevant and purposeful opportunities to develop their skills across the Literacy requirements.
2. That every child realises their potential in Language and Literacy.
Targets 1. By 2015 the Writing Scheme of Work will reflect the teaching and learning strategies developed to date.
2. By 2015 Children in the Foundation Stage will develop phonic skills using a synthetic phonics programme (Jolly Phonics)
3. By 2016 pupils in Key Stage 2 will use reciprocal reading strategies to develop comprehension skills supported by the accelerated reading programme.
1. By 2016 all pupil assessment will be based on Literacy skills and outcomes recorded in line with the revised Levels of Progression.
2. By 2014 pupils will demonstrate their Literacy skills across all Areas of Learning e.g. Activity Based Learning.
3. By 2016 the Reading Scheme of Work will reflect the teaching and learning strategies developed to date.
4. By 2015 there will be an increase of 3% in the number of pupils attaining a PIE standardised score of 97+ and a decrease of 3% in the number of pupils attaining a GL PIE standardised score less than 89 i.e. target of 64.3% 97+ and a target of 18.5%<89.
5. By 2017 there will be an increase of 6% of pupils attaining a standardised score of 97+ and a 6% decrease in the number of pupils attaining a standardised score of below 89 – GL PIE: target 68.3% 100+ & 15.5% below 90. ST. TERESA’S PRIMARY SCHOOL
Strategic Plan: Strategy 2 Mathematics Aim 1. That our pupils acquire knowledge and skills to be their individual best. 2. That our pupils are able to work independently.
Goal 1. The pupils are provided with a range of relevant and purposeful opportunities to develop their ability to apply their mathematical skills across the requirements for Using Maths and the other Learning Areas. 2. That every child is enthusiastic about mathematics. Targets 1. By 2015 pupils in the ‘below average’ stanine group will be supported with a SEN Maths programme.
2. By 2015 pupils will build on previous knowledge as teacher implement clear bench marks in the skills taught in each year group.
3. By 2015 pupils will engage in active maths lessons using the Heinemann Active Maths Scheme to support teaching and learning.
4. By 2015 pupils will participate in whole class mental maths activities daily, building on previous knowledge as teachers follow a clear line of progression in mental maths skills.
5. By 2015 pupils in the ‘below average’ stanine group will be supported with a SEN Maths programme.
6. By 2016 pupils will demonstrate their Numeracy skills across all Areas of Learning e.g. Activity Based Learning.
7. By 2015 there will be an increase of 3% in the number of pupils attaining a GL PIM standardised score of 97+ and a decrease of 3% in the number of pupils attaining a PIM standardised score less than 89 i.e. Target of 58.5% 97+ and Target of 18.5% <89
8. By 2017 there will be an increase of 5% of pupils attaining a standardised score of 97+ and a 5% decrease in the number of pupils attaining a standardised score of below 89 – GL PIM: target 57.8% 97+ & 19.5% below 89. ST. TERESA’S PRIMARY SCHOOL
Strategic Plan: Strategy 3 Using ICT
Aim 1. That our pupils gain technological skills to equip them for the 21st century.
Goal 1. To promote the use of ICT to further pupil’s learning. 2. Through ICT the pupils are given the opportunities and skills they need to cope with the emerging information society.
Targets 1. By 2015 pupils will develop ICT skills across the 5 E’s and will be assessed using CCEA tasks for ICT.
2. By 2015 Pupils will better engage with I-Pad Technology.
3. By 2015 Pupils will safely use the internet having completed an internet agreement.
4. By 2015 pupils will use ICT across the curriculum and in particular in Language and Literacy and Using Maths.
5. By 2016 pupils will save and organise their work in e-portfolios.
6. By 2016 pupils assessment in P1-7 will be based on ‘Using ICT’ recorded in line with the revised Levels of Progression.
7. By 2016 pupils will use widgets and Fronter to complete homework tasks.
8. By 2017 St Teresa’s Primary School will go forward to achieve the BECTA ICT quality mark. ST. TERESA’S PRIMARY SCHOOL
Strategic Plan: Strategy 4 World Around Us
Aim 1. That our pupils acquire knowledge and skills to be their individual best. 2. That our pupils are able to work independently and collaboratively; Goal 1. The pupils are provided with a range of relevant and purposeful opportunities to develop their knowledge and skills in the contributory elements of the World Around Us 2. Through innovative teaching and an investigative approach to learning the children will develop their skills in scientific enquiry. Targets 1. By 2015 pupils will experience a curriculum that encompasses the three contributory elements across the four strands of World Around Us.
2. By 2016 the school will promote STEM in Key Stage 2 through the involvement and links with outside agencies including competition.
3. By 2016 pupils will develop the skills of scientific enquiry using a thematic approach.
4. By 2017 the school will have achieved the Primary Science Quality Mark. ST. TERESA’S PRIMARY SCHOOL
Strategic Plan: Strategy 5 Assessment Aim 1. That our pupils acquire knowledge and skills to be their individual best. 2. That our pupils are able to work independently and are highly motivated life-long learners.
Goal 1. Those pupils achieve their expected or value added levels of attainment. 2. That pupils are given the opportunity to reflect on their learning and consider success against agreed criteria.
Targets 1. By 2014 pupils that are underachieving will be identified and teachers will begin to implement support strategies for this group.
2. By 2015 pupils will have greater opportunity to self and peer assess and evaluate their work as part of developments in AFL strategies.
3. By 2015 a review will have taken place to develop current methods of standardised assessments.
4. By 2015 parents will be informed of the GL PIE and PIM outcomes.
5. By 2015 there will be effective monitoring and review of class targets based on GL assessment outcomes.
6. By 2016 pupils who are underachieving will have additional support to help them reach their potential in Language and Literacy and Numeracy.
7. By 2016 children’s learning will be assessed using a wide range of standardised assessments. The outcomes of assessments will be used to improve target setting at whole school, Key Stage, Class and individual pupil level.
8. By 2017 there will be an increase of 6% of pupils attaining a standardised score of 97+ and a 6% decrease in the number of pupils attaining a standardised score of below 89 – GL PIE: target 68.3% 100+ & 15.5% below 90.
9. By 2017 there will be an increase of 2% in the number of children reaching level 2 by the end of Key Stage 1. Target 94.0% and an increase of 4% in the number of children reaching level 4 by the end of Key Stage 2. Target 84.0%.
10. By 2017 there will be an increase of 5% of pupils attaining a standardised score of 97+ and a 5% decrease in the number of pupils attaining a standardised score of below 89 – GL PIM: target 57.8% 97+ & 19.5% below 89. ST. TERESA’S PRIMARY SCHOOL
Strategic Plan: Strategy 6 Speech, Language and Communication Centre Aim 1. That our pupils acquire knowledge and skills to be their individual best. 2. That our pupils are able to work independently and are highly motivated life-long learners.
Goal 1. Those pupils achieve their expected or value added levels of attainment. 2. That pupils are given the opportunity to reflect on their learning and consider success against agreed criteria.
Targets 1. By 2015 new methods of assessment will be adopted to support teaching and learning.
2. By 2015 tracking systems for assessment outcomes will be in place.
3. To promote the SLC with the wider educational community including BELB and local nurseries and primary schools. Including new signage and published Prospectus.
4. Create a cluster group including staff from local nursery/primary schools to develop S&L in the mainstream school.
5. Develop links with Taughmonagh and Curry Primary School SLC’s to share best practice.
6. By 2016 to host an open morning in the SLC and to disseminate good practice to local primary schools.
7. By 2016 to pursue the opportunity for developing the SLC to include children in Key Stage 2.
8. By 2016 to provide parent workshops to help parents support their children with Speech and Language at home.
9. By 2017 teachers in the SLC will disseminate resources and teaching strategies to support children in the main stream school with speech and language difficulties. ST. TERESA’S PRIMARY SCHOOL
Strategic Plan: Strategy 7 Other Areas for Development
Aim 1. That our pupils will acquire knowledge and skills to be their individual best. 2. That our learners will be highly motivated life-long learners.
Goal 1. The pupils are given every opportunity to ‘be the best they can be’ through a commitment of all staff and associates in creating a culture of learning.
Targets 1. By 2015 pupils on the SEN Register will have target books published SEN focusing on the success of the teaching strategies towards agreed IEP targets.
Inclusion 2. By 2014 newcomer pupils will have their skills of communication in English assessed against the CEFR. This will be reviewed on an annual basis.
Transition 3. By 2015 the school will further extend the curricular links with both preschool and post-primary providers in the community.
4. By 2015 pupils will have the opportunity to experience ‘shared Community Relations education’ projects with neighbouring schools in the community. Develop the China Bridge Links with Zuzhou Province in China.
Pastoral 5. By 2015 the children will begin working towards a rights respecting school’s award. By 2015 the Positive Behaviour, Discipline and Anti-bullying Policies will be reviewed making reference to ‘The Golden Rules’ By 2016 pupils will have fixed outdoor play equipment to use during break/lunch time.By 2016 St Teresa’s will have been awarded the Right’s Respecting School Award.
Activity-Based 6. By 2016 there will be a consistent approach to the monitoring of Learning skill acquisition in play/activity based learning.
Succession Planning 7. By 2015 staff will have the opportunity to complete the Emergent Leadership programme.