Investors in People

Commercial in Confidence

Investors in People Re- Accreditation Review Report

St Mary’s High School Newry

Presented by Stephen Mathews Investors in People Assessor

Date 05/05/13

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Contents Page

 Background, Introduction and Assessment Objectives 3

 Executive Summary, Key Findings and Strengths 5

 Assessment Findings and Evidence Summary 8

 Recommendation for Accreditation 32

 Recommendations for Continuous Improvement 33

 Next Steps 35

Appendices

 Appendix A Assessment Plan 36

 Appendix B Evidence Matrix 39

 Appendix C Continuous Improvement Plan 40

 Background, Introduction and Objectives

St Mary’s High School, is a Catholic Maintained Girls Secondary School located in Newry Co Down. The School is an all ability establishment that takes pride in their commitment to develop the potential of each student and celebrates the achievements of all. Their Vision is to educate and develop their students to the highest possible standards and as a Catholic School, living to the Catholic faith while appreciating diversity. Current enrolment is circa 550, with an annual admission of approximately 80 students.

The School celebrated its golden jubilee year during 2011/12, with a formal launch in September 2011 and embracing a series of events, from a Celebration Mass to a Gala Ball. The year provided an opportunity for the whole school community to celebrate their achievements and the contribution of St Mary’s to the wider Newry and Mourne Community.

The year also provided an opportunity to celebrate the achievement of two significant Awards; UNICEF Rights Respecting School and the ECO – Schools Green Flag Award. These are in addition to the School’s status as a Specialist School in Mathematics and Business and participant in the Extended Schools Programme.

The School prides itself in providing strong links to the wider community via the Area Learning Community (ALC), business links and engagement with other learning institutions in further and higher education. The Principal is currently Chairperson of the Newry and Mourne ALC.

The School operates under the direction of a Board of Governors, chaired by Mr John E. McClelland.

The Principal, Mrs Margo E. Cosgrove heads a Senior Leadership Team (SLT) consisting of 1 Vice Principal, 1 Leader of Learning and 2 Senior Teachers responsible for Raising Standards and Professional Development. There are currently 31 teaching staff and 27 support staff, including Technicians, Administrative Staff and Classroom Assistants.

The School was first recognised as an IIP organisation in 2010, this is their first Re- accreditation Review.

Following the School’s application for Re- Accreditation contact was made with nominated IIP lead and SLT member Mr Maurice Fitzpatrick during the first week of December 2012. An initial planning meeting was organised for 29th January 2013. At that meeting a briefing was conducted by the Principal, Mrs Margo Cosgrove, Vice Principal, Miss Denise Crawley and Mr Maurice Fitzpatrick. This was a comprehensive overview of the School’s achievements and development since Recognition.

At that time we discussed the support provided by an external consultant, Ms Imelda McDaid and the work the School had progressed not only to maintain the Investors in People Standard but support a comprehensive process of continuous improvement using the wider IIP Framework.

Following this a planning meeting was conducted with Mr Fitzpatrick on 26th February. This involved a review of key documentation that illustrated the School’s use of the IIP Framework against its key planning, learning and development processes. We discussed the development of whole school priorities to support the achievement of objectives set in the Development Plan and in particular the focus on Assessment and Raising Standards. Follow-up included an analysis of a comprehensive range of key documents such as the current School Development Plan, the Professional Development Policy and Plan as well as various Subject and Curriculum Action Plans. All documentation had been meticulously cross referenced against the Standard.

As a result of that discussion the Review focused on the following objectives:

To give feedback on the complete Investors in People Framework in support of the School’s Mission: “Always to do ones Best” .to work in collaboration with other educational institutions and in partnership with parents and students to maximise academic and creative potential of students, enabling them to achieve the highest educational standards, thereby enriching their lives, the community and the economy. We agreed that feedback would be provided on the School’s approach to developing strategies to address the focus on Raising Standards.

We agreed that feedback would offer practical ideas as to how the wider Framework might be used to support the School’s approach to planning Learning and Development.

 Executive summary, key findings and strengths

St Mary’s continues to successfully navigate their way through one of the most challenging periods of change in Education in Northern Ireland. Since initial accreditation as an Investor in People organisation in 2010 this has involved the continued development of the new Senior Leadership Team and the evolution of a strategic planning process to drive whole school improvement.

The School development planning process is now highly refined and inclusive, a result of SLT development activity and benchmarking approaches with SELB support.

The process now involves widespread stakeholder engagement including various working groups across departments and curricular areas, Area Learning Community partner feedback, Board of Governor’s engagement and parent questionnaires. As a result there is a high level of ownership of the School Development Plan across the School and a strong alignment of actions to the School’s mission and values.

Fundamentally the process has continued to support the raising of standards and whole school improvement, including sustained enrolment during a time of demographic change, increased post 16 enrolment and pupil retention due to a wider A’ level offering. People believed that this was as a direct result of community recognition of the School’s wider academic successes, as well as leadership with in the Area Learning Community (ALC).

Improvement in achievement was widely communicated by interviewees across departments and curricular areas. There are numerous examples of continued improvements in student achievements as result of developments such as the utilisation of Assessment Manager on SIMS, target setting, afterschool support, parental engagement and teacher mentoring. All of which required considerable personal commitment and leadership by departmental heads and individual teachers to engage and commit time out of normal school timetabling. This has resulted in the sustained improvement in academic performance across the School in both GCSE and GCE A Levels.

Effective leadership is strong across the School, not only at SLT but across departments including teaching and non - teaching staff. Role model behaviour was clearly demonstrated on a number of occasions. For example the recent support provided by the Mathematics department to another school to improve standards as a result of a SELB request and the recent participation of the Art department in the “Junk Couture” competition. This had the aim of securing recognition for the student’s achievements, while providing an opportunity to learn from and be inspired by the achievements of others.

Innovative approaches in support of Learning and development have been progressed across the School. While the initial driver has often been the reduction in support available via CASS, it has been seen as an opportunity utilise internal expertise and to deliver in house programmes. For example the delivery SLT coaching programme and planed the deployment to middle managers and the use of learning logs to support the learning process. The effective use of resources and return on investment were clear themes communicated across the School. This reflected a determination to continue to invest in people development in an effective way, despite the challenges of a difficult financial environment.

External recognition of improvement activity has been readily progressed, for example the achievement of Rights Respecting School and ECO School Awards. Both of which underpin the School’s ethos and values, demonstrated by the fact that they are fundamentally student led initiatives.

Specialist School Status in Mathematics and Science, while no longer resourced externally remains a key driver in supporting improvements in raising standards in this area. The Extended Schools initiative equally demonstrates the School’s commitment to drive improvement in line with its ethos and value base. It continues to be an innovative method to secure support to underpin wider community participation in the life of the School. The initiative is also effectively utilised to resource the mentoring programme to support individual students reach their full potential.

There were many excellent examples offered of the opportunities for people to develop through involvement in curriculum projects, external courses, leading improvement initiatives in the ALC, acting up opportunities, engagement with examination bodies and peer mentoring via observation and support. A recurrent theme was that people believed that the SLT, were approachable, listened and responsive. They demonstrated this by making decisions quickly and effectively responding to new ideas and suggestions. The Principal was seen as a role model leader that assured a commitment to this approach.

The underlying culture of the School is one that is open to new ideas, people consistently reflected on opportunities to develop and those with management responsibility recognised the value of capturing new and fresh ideas. Examples included, student teachers, those on work placement and beginning and EPD teachers. There is a supportive environment and people consistently reflected on how much they enjoyed their work and being part of the School community.

Those that had the opportunity to work in other schools or educational establishments or outside education consistently held the view that St Mary’s was a great place to work, they believed they were valued and given great scope to develop personally.

Overall people had a great sense of pride in working in St Mary’s; this was exemplified in the wide ranging participation in the many events surrounding the 50th anniversary celebration.

“You can’t imagine the great sense of pride I had in looking down the congregation at the celebration mass, past pupils, former staff, parents and friends. I felt I was part of something special and people really valued the work that I did.”

Assessment Findings Evidence Summary across the Framework (196 Evidence Requirements)

School Planning

 St Mary’s have a clear Vision “to educate and develop pupils to the highest possible standard and as Catholic School, to awaken them to the challenge of living according to the Catholic faith whilst appreciating diversity.” The Vision drives an aspiration to provide high quality, rounded education so that every student develops their full uniqueness and potential.

The School’s Values are encapsulated in statements to underpin the Vision these include a commitment to:

o Develop each person’s full potential in a climate of joy, freedom, respect, challenge, cooperation and celebration.

o Enrich pupil life - intellectual, physical, spiritual, moral, social and emotional.

o Prepare pupils to lead fulfilling and purposeful lives which contribute to the common good.

The Vision and Value statements support the School’s mission to “work in collaboration with other educational establishments and in partnership with parents and pupils to maximise academic and creative potential of pupils, enabling them to achieve the highest educational standards, thereby enriching their lives the community and the economy.”

The Strategy has four high level aims, Valuing Education, Fulfilling Potential, Promoting Equality and Inclusion and Resourcing Education. The practical delivery of the Strategy is through the School Development Plan. The current plan covers the period 2011 – 2014 and was developed following wide ranging consultation with stakeholders from staff to parents. Embedded in the plan’s development was a Learning and Development

8 of 46 Commercial in Confidence process that involved SLT, Governors and Heads of Department engagement in Revised SDP training by the SELB CASS team and RTU.

“The one thing that we learnt from the process was there is no set way about getting the perfect plan; it’s about having something that works for you and making sure as wide a level of engagement as possible”

The level of engagement with stakeholders was impressive, including standing agenda items on BOG meetings with individual members taking responsibility for specific issues, SWOT analysis by SLT and all staff, parental feedback questionnaires and pupil consultation via Google forms.

The consultation approach was benchmarked against the Department of Education Improvement Policy – Every School a Good School (ESaGS), with feedback sought from stakeholders on the characteristics of effective schooling: Effective leadership, Child Centred Provision, High-Quality teaching and learning and a School Connected to its Community.

“You had a real sense that everyone could have their say, it was a well - planned and inclusive process.”

“We have a very effective plan that everyone has ownership of and is a meaningful document that will help us deliver quality education to the students.”

“ The key priorities are clear, only 4, with a focus on assessment and raising standards.”

 Following agreement of Key Priorities actions are agreed, for example Raising Standards has 3 SMART targets, associated with KS3, GCSE and GCE A Level.

KS3 - By June 2013 the percentage of pupils who attain level 5+ in English will be 85%.

The plan defines co-ordinating responsibility, the baseline position, actions to bring about improvement, resources and success criteria.

“ The planning process has been very thorough, with clear lines of responsibility and the actions need to deliver targets.”

“ Planned improvement activity is core to the action plans, like identification of underachieving students, use of the mentoring programme and greater parental involvement.”

“ Measurement of success is key; it includes whole school targets, but also an assessment of increased motivation and engagement by measuring, for example attendance.”

“Targets are not so much about tackling underachievement – I prefer to think of it of measuring ways in which we enable each child reach her full potential.”

 Social responsibility is embedded in the Strategic priorities and actions, in particular to utilise partnerships. For example the School’s role in playing a leading role within the Area Learning Community (ALC) to deliver an enhanced quality of student education across the community. The principal is currently Chairperson of the ALC.

 Social responsibility is integral to the learning experience of pupils through the promotion and achievement of the Rights Respecting School accreditation, a UNICEF initiative promoting an understanding of the UN Convention on the rights of the child (CRC). Other initiatives include SNAG, promoting healthy eating and lifestyles, ECO Schools to promote environmentally friendly activities across the school. Education for sustainable development is a Key Priority in the SDP. There is also a commitment to support engagement in fundraising for local charities and links to Global Partner School St Mary’s, Papiri, Nigeria.

 Planned engagement in the Extended Schools Programme allows the School to play a key strategic role in supporting children from Neighbourhood Renewal Areas.

 Staff Learning and Development is scoped within the SDP through the Professional Development Action Plan. A Professional Development Policy has been agreed that ensures that all staff have access to development relevant to the changing curriculum, building organisational capability to respond to the needs of the School as outlined in the SDP.

“ The approach is designed to ensure we all have the right skills to deliver the plan in a fast changing and increasingly competitive world.”

“ We need to build expertise to respond to individual need….new learning strategies and better use of resources inside and outside school.”

“ We have a plan but it’s flexible - you need to be able to respond to opportunities and changing circumstances.”

 The Professional Development Action Plan has 2 Smart Targets. Firstly, focusing on CPD of all staff to support priorities in the SDP and secondly to support the development of newly qualified teachers and undergraduates. Actions include:

o Assessment for Learning Strategies – Effective Questioning, Self and Peer Assessment

o SLT Coaching Initiative

o Numeracy and Literacy – Count, Reed, Succeed

o Rights Respecting Schools

o Reading Partnership Programme

o BT and EPD Tutor meetings

o Classroom Observations and Feedback

As with all of the School’s Action Plans resources and responsibilities are clearly defined, with a lead responsibility to assure the delivery of the plan assigned to a member of the SLT. Success criteria are established against each target. The range of actions and associated development activity is flexible, reflecting an accommodation to different learning styles ranging from mentoring and professional guidance from CASS through to in house seminars on, for example Pupil Assessment and Target setting. Planned approaches are rich and diverse including benchmarking and practice sharing visits with other schools both within and outside the ALC and engagement in Masters Programmes via for example, the Open University.

“There is a thirst for learning new approaches here, I’ve learnt so much from involvement with partners in the ALC. It’s a healthy and mutually beneficial way of developing practice that benefits all our pupils.”

“Non-teaching staff were involved in the first part of the Assessment for Learning event, it makes sense, we are an important part of the support to raise standards and support pupils reach their full potential.”

“Approaches to learning are flexible here; observation of good practice, sharing lesson plans and schemes of work is all part of the learning process.”

Managing People and School Culture

 The process of developing the new School Development Plan was widely regarded as an effective and inclusive process. The development of the training responses is a dynamic process built around individual and SLT assessment, SDP alignment and links to reviews. People believed it enabled engagement with people across the School and encouraged all staff to bring forward ideas to support the delivery of the plan. The SWOT process and opportunities to engage in the identification of key priorities was particularly valued. SLT engagement of supporting staff to identify and respond to development opportunities was widely regarded as effective.

 There are a comprehensive range of formal and informal opportunities to identify and respond to ways to improve performance. Staff, SLT and HOD’s reported that the Performance Review and Staff development (PRSD) continues to be an effective tool for setting collective and individual goals in line with the School Development Plan and associated Action Plans. There is a common focus this year through learning and reflection plans to support teaching through Learning Intentions, Success Criteria, ICT and Development of Literacy. All contributing to effective pupil assessment, target setting and raising standards.

 Non - teaching staff benefit from a review process that is working well and equally valued. Responsibility for conducting these is shared across HOD’s and SLT members as appropriate. Key issues addressed include;

o Expectations and Priorities for the Year,

o New Developments,

o Child Protection,

o Training.

 The process is comprehensively believed to be inclusive and begins with engagement in the whole staff meeting held in August when teaching and 13 of 46 Commercial in Confidence

non-teaching staff are fully apprised of forthcoming developments. Many commented on the value of this approach and to have the opportunity to contribute to the whole school planning process. The formal appraisal meeting takes place at the end of term 1 and a follow up meeting scheduled for June. Non – teaching staff refered to the constructive nature of the process and opportunities arising from this.

“We’re encouraged to make a contribution, every-one has a fair say.”

“Departmental meetings help plan responses, we take stock, you don’t have to wait to formal reviews….there is a good, flexible culture, based on an open door approach.”

 Overall the Recruitment and Selection strategies are regarded as fair, efficient and effective. A number commented on the support and encouraged they had received from peers and managers to compete for either acting up positions or for promotion. There was a view that the process was consistently fair and designed to get the best candidate for the post.

“ While the process was daunting, the questions and the way the interview was conducted was fair…..”

“ I believed the questions were designed to stretch you but were very focused on best practice, and the key issues facing the school.”

“I was given the morning off to prepare for an afternoon interview, very supportive.”

 The School’s structure has continued to evolve to make the most of peoples individual talents and align responsibilities to curriculum developments and the key issues in the School Development Plan.

Two SLT positions have been added since initial IIP Accreditation, Professional Development Leader and Raising Standards Leader. Middle management roles have been more clearly defined and opportunities to align responsibilities to school priorities in for example, CEIAG, Raising Standards, Pastoral care and Numeracy/using Maths.

 The Principal and SLT are regarded to have effectively promoted a range of strategies in support of work life balance. Many commented on the Principal’s personal commitment to provide support at times of personal stress including bereavement.

People spoke highly of the Principal’s acknowledgement of domestic pressures and accommodation made by the school through:

o Part time working

o Flexible leave

o Career breaks

o Timetable changes

A number commented on the Principal’s recognition of the value of building departmental meeting time into the timetable. Other initiatives include encouragement to participate in the extended schools programme, e.g. Cooking and Yoga classes. Healthy eating, active lifestyles and environmental sustainability are integral to the way the curriculum is developed in St Mary’s. All staff are actively engaged in leading and participating in associated initiatives, which makes an effective contribution to a whole school culture that is supportive of work life balance.

“ Have time set aside in the timetable reduces so much pressure in finding space to effectively plan and communicate, it makes sense but not many schools are as supportive.”

“Time to celebrate and have fun is important, the 50th anniversary year did just that…. it put things in perspective. I took time to talk to colleagues and enjoy the events, it puts everything in perspective.”

“I’ll never forget the support that I had from Margo and the whole school, it was a difficult time for me but that’s when you see what really matters to people.”

Effective Leadership and Management systems

 Strong leadership across the School has been key to underpinning the School’s successful strategy to respond to a challenging time in Education in NI. The 3 years since initial accreditation have been used effectively to build management and leadership capability across St Marys. The 16 of 46 Commercial in Confidence

Principal and the SLT are seen as effective leaders, approachable and demonstrating a hands on approach to managing the School. People could readily reference their expectations of the Principal and the SLT.

Staff believe that there are many indicators that they are being managed effectively; accolades and accreditations such as Rights Respecting School Award and achievement of Specialist School status in Mathematics and Science, the commitment to resource work on Raising Standards, Growth of post 16 provision and continued improvement in academic performance all being readily referenced.

“ Margo is Chair of the ALC; Maurice is Chair of the Entitlement Framework sub group. Overall that demonstrates the strength of leadership by St Mary’s in shaping the future of Education in the Newry and Mourne area.”

“We were always a good school but we are now a better school, that’s down to good leadership and a passion to lead the School to a better future by the Principal, the Leadership Team and the Board of Governors.”

 Leadership and Management capabilities are defined in a variety of ways, a number of the HOD and SLT have participated in PQH programme and spoke of the core competencies, including

o Shaping the Future,

o Leading Learning and Teaching,

o Developing Self and Working with Others,

o Managing the Organisation.

Reference was made to the direct support provided by the Principal and Vice Principal in encouraging leadership development through this process. I was recognised that this reflects a commitment to develop future leadership and management capability as well as a resource to support emerging leaders and effective succession planning.

“ Development opportunities involved participation in SLT meetings, participation in the overall whole school strategic planning events and external placement.”

 Changes in the Senior Leadership Team include two new roles i.e. Leaders of Professional Development and Raising Standards. As part of this process leadership capabilities where defined in the specification for all SLT roles. Examples included;

o Managing Change,

o Dealing with Outside Agencies and

o Leading Teams.

These demonstrated a clear link between the leadership strategy and the School’s long term strategic aims. For example, a key requirement for the new roles was to develop key policies and action plans against strategic objectives in Professional Development and Raising Standards. People across the School were clear about the expectations of these roles and their function in looking to the future and delivering whole school improvement.

 Similarly the capabilities of managers, i.e. HODs, are clearly defined through role definitions that included;

o Improving Standards, 18 of 46 Commercial in Confidence

o Planning for Development,

o Professional working relationships and

o Engaging the community.

These were embedded in middle management training delivered by SELB, for aspiring or recently appointed HOD’s. This provided a resource to develop future managers as well as the framework for SLT members to review HOD performance and provide them with structured feedback. The approach ensures that the capabilities needed to address current and future needs of the School were clearly defined and understood. Review of performance against these capabilities is conducted through a variety of methods that include PRSD, reflection via coaching links between HODs and SLT members and annual one – one planning meetings with the Principal.

 A number of HODs confirmed the value of these annual planning meetings and their focus on planning for results and strategies for improvement. They regarded the process as both a personal development opportunity and an excellent platform to plan for the new academic year.

“It’s not about offering solutions , but supporting individuals to arrive at their own approach, that builds personal capability in areas such as effective communications or managing teams.”

“The extension of the coaching programme is aimed at those in middle management, building a resource for the future that supports leadership development across the school.”

 People readily refered to clarity of roles across the leadership team, they had an excellent understanding of individual roles within the team and

particularly those associated with planning for the future, raising standards and developing people.

“Effectively the roles are there to lead and develop innovative practice to raise standards, by working in collaboration with colleagues both within and outside the School.”

“ They are leadership roles developed in response to “Every School a Good School” linking good practice to policy….essentially a leadership resource to support the whole school in enabling every child to reach their full potential.”

 The development of coaching capability within the SLT has been a core development activity progressed over recent times. An in house development programme facilitated by an external consultant was delivered over 2012. The approach included the development of a clear understanding of what coaching is all about. The process initially involved the development of SLT members as as coaches and swiftly moved to the development of a number of coaching relationships between SLT members and HOD’s.

The process involved “questioning for understanding while prompting action, reflection and learning.” This is exemplary practice which is now to be rolled out across the middle management team, with the aim of developing HOD’s as coaches. While there is already a culture of supporting mutual learning across the school. It is planned that this approach will extend current coaching capability to strengthen the delivery of key improvement activities.

“ The starting point was developing a clear understanding of what coaching was and the roles of leaders in the School as effective coaches.”

“We focused on developing skills in questioning – it’s not about providing solutions, but supporting people to arrive at their own solutions.”

“ Mentoring is well established in the school, from pupils to peer relationships across the staff team, we recognise the difference between good mentoring and effective coaching.”

“The process has strengthened relationships with HOD’s and SLT, we have a cohesive approach…..It makes an important contribution to building leaders for the future.”

 There were numerous examples of effective leadership behaviours across the staff teams. There is a clear and well understood strategy in place to promote leadership effectiveness across the school both in terms of subject area, cross curricular themes such numeracy and literacy, STEM, CEIAG/Employability as well as the Extended School’s Programme and promoting the School in the ALC. People are encouraged to take the lead in a variety of ways. For example teachers with in the employability team developing relationships with employers to secure meaningful work experience placements.

“ There is an effort to ensure we have a more holistic approach to delivering the curriculum. There is good leadership in the effective teams, leading improvement activity and supporting improvement.”

“Effective teams and good team leadership is the key to improvement in the school, we have very effective teams that link well to the SLT.”

“ As co-ordinator I take the lead to report the team’s activity and outcomes…. meet twice annually formally with Margo to update on our activity around evaluation planning and review.” 21 of 46 Commercial in Confidence

 Development of the middle management team has included a comprehensive approach supported through CASS and the SELB. The focus has been on development a clear understanding of roles and responsibilities, people could clearly link their development as a manager of a department or curriculum area in the context of the development and delivery of the School Development Plan.

Middle managers believed that there was a strong focus on management skills development through personal reflection and self-assessment. Wider development actions included: considering the managers role in the context of ESaGS, whole school improvement and Raising Standards through the effective gathering and utilisation of data, effective action planning and the characteristics of good practice defined by TTI (Together Towards Improvement). The inclusion of and effective utilisation of ICT, Google docs etc. in the middle management training programme was noted by many to be of particular value in supporting improvement activity.

“The whole development of the middle management team was linked to the processes around delivering the new Plan….. development, evaluation and review, engagement, team leadership in improvement planning……a very practical and useful experience.”

 All staff feel empowered as leaders in improvement activity, there is culture within the school that everyone has a responsibility to support each student reach their full potential. There is a particular emphasis on personal/professional development, target setting, nurturing and recognising achievement. Teachers, Classroom Assistants and support staff are all encouraged to act as role models for the pupils.

“We are a whole school community, the girls will look to the staff team, it doesn’t matter what role you have – we have all to lead by example.”

“People regularly take on additional roles or go the extra mile, the 50th anniversary events such as the fashion show was one example.”

“Taking the lead can mean after school support on a one to one basis or for a small group of pupils who need help – that’s what Leadership in St Mary’s is all about!

Learning & Development is embedded in the school culture

 There is a strong sense that a culture of empowerment and fulfilment exists across the School. For example, teaching staff spoke how they were encouraged to take the lead in departmental discussions and activities associated with departmental action plans. Support staff spoke of how they had been encouraged to take on additional responsibilities, such as ICT improvement activity, teaching staff spoke about activities such as VLE improvement or updates on cloud based presentation software PREZI.

Other activities included working with CCEA on subject development. All referenced how they are encouraged to learn and develop through participation in these activities and how they are applied in the pursuance of the school aims.

Additionally many spoke of their contribution to the range of events that took place to celebrate the School’s 50th anniversary.

o Jubilee Year Launch,

o Anniversary Mass and Celebration,

o Junior and Senior Presentation Evenings,

o Variety Concert,

o Fashion Show,

o Gala Ball.

All considered these activities to be integral to their personal and professional development.

“ The 50th Anniversary was the success that it was because everyone stepped up to the plate, we all took some responsibility and ownership for something, that’s why we had such a great time.”

“Everyone is encouraged to take on responsibility for something… from teaching staff to pupils; pupils actively took the lead on the Eco- committee helping achieve the Eco School Award.”

“ I felt CCEA were more appropriate for our pupils… I looked at their approach to examination and assessment, I researched it and made the proposal to change, I was supported and learnt a great deal from the process.”

 A key aim has been to strengthen links with feeder primary schools and in doing so supporting the transitioning process between KS2 and 3. A number of initiatives have been successfully established and through primary / secondary school liaison groups provide St. Mary’s staff with new experiences, new skills, new responsibilities and an opportunity for personal and professional development. In addition there has been a drive to extend the range of feeder schools. As a result of both these approaches there has been an improvement in standards of achievement and easing of the transition process between primary and secondary school, while extending the population of KS2 pupils who might consider St Marys.

 Strategic staff development initiatives in support of the School development priorities include extensive investment in building an in- school expertise in the utilisation of Assessment Manager, with the aim to raise achievement and deliver better outcomes for pupils. The overall training programme covered key areas such as: 24 of 46 Commercial in Confidence

o Raising Achievement at KS4,

o Target Setting, Tracking,

o Mentoring selection,

o Implementation Timetable and Planning.

“ the delivery of the training was comprehensive, covering motivational target setting, spotting trends and how to assure accurate target setting.”

“We looked at the how to effectively manage the process, identification of pupils who would benefit from mentoring, when to inform parents, use of traffic lights ….when to review.”

“The approach was geared at building expertise…. we are well on the way…. even had the opportunity to show case how we used Assessment Manager with the Chief Inspector.”

The approach included update training on the mentoring programme. This assured that all staff were fully briefed on the role of mentoring in helping those pupils with additional support needs. Training covered; barriers to learning, utilisation of Outcomes Star and the role of the Learning Mentor.

“ It was important that we had an understanding of the role of the Learning Mentor, as a follow up we can we target those pupils that can most benefit from the resource…. it’s about developing their own sense of self belief.”

 The development of innovative practice is positively encouraged, with a strong emphasis on developing partnerships internally and externally to the school.

“Observation is being developed across departments to encourage the transfer of knowledge within the School…. there is flexibility and freedom to experiment in classroom.”

“We have learnt that project work is at its most effective if the pupils have a sense that they are doing something for a customer – we’re encouraged to explore techniques that develop this approach.”

“Improvements in achievement are down to effective target setting, sharing good practice is essential to get that right.”

 The Principal outlined a strategic approach to effective reward and recognition. This included use of different media to highlight individual contribution, via publications such as the Governor’s Annual Report and the school website, opportunities to apply for promotion or to act up as well as mentoring and coaching support with personal development.

 Overall there was a strong sense across the School that people are highly motivated to improve individual pupil performance and contribute to the schools overall success People highlighted how they are recognised and rewarded in a variety of ways, many reflected on the intrinsic reward of educating their pupils to reach their full potential. They believed this was embedded in the School’s culture. Others recognised the importance of the opportunity to be involved in; curriculum development projects, taking on additional responsibility, promotion via responsibility points or through appreciative comments by the Principal, Chairman of the Board of Governors and SLT, colleagues, pupils and parents. People recognised that monetary reward was linked to national agreements and that the school applied these fairly and equitably.

The staff team building day in Belfast at the Titanic and Cathedral Quarters illustrated the strong collegiality across the whole staff team and a creative approach to building teams while thanking staff for their commitment and support. The Principal frequently sends emails to thank people and reinforces this either on a one to one basis or at staff meetings.

 People acknowledge the Principal’s accommodation of challenges in domestic life or personal circumstances as a form of recognition. The opportunity to use all their skills, encouragement to realise their full potential and assisting career development were also highly valued by staff.

“Margo and Denise set the standard for recognition; she is the first to congratulate you. I completed my xxxx …they were the first there to say well done.”

“The team building day was excellent – it was a normal school day for some so we had to organise cover, we worked to ensure that cover was met.”

“There’s flexibility and freedom to experiment in the classroom.”

 The Principal and SLT confirmed how recognising achievement, through events such as student celebration events and presentation evenings has been used effectively to raise the profile of the School in the community and serves as a means of rewarding staff for their often exceptional efforts. School open evenings are increasingly well attended with pupils from other schools actively considering St Mary’s as a post GCSE option.

 People widely confirmed that St Mary’s enjoys an excellent reputation for being a school that genuinely cares about its pupils, parents and staff. The efforts made to accommodate work-life balance have sent a very clear message to staff about how they are valued and I was given many very poignant examples of how this was having a positive effect on people, their lives, and their performance.

 While there are constraints placed upon the school in terms of recognising and in particular rewarding the effective performance of its leaders. Leaders are recognised for the work they do through a ‘thank you’ or a mention at the staff meetings. Promotion and financial rewards through the allocation of responsibility points is another means of recognising and rewarding good performance.

 The school has effectively used the changing curriculum to provide opportunities for staff development. This includes update to the range of school policies, lesson plans, schemes of work or action planning for example in CEAIG, Literacy and ICT. There were numerous examples of how teaching and non-teaching staff had worked together to update their knowledge and skills. There is a strong commitment by all staff to sharing and learning and excellent support for those undertaking new roles. Peer support amongst the Heads of Department was noted by many to be strong, especially for those recently promoted to this role. Staff were full of praise for the work which has been done on the effective use of ICT and the VLE and this provides a rich source of materials, schemes of work and resources to help improve the quality of teaching and learning.

 St. Mary’s staff are actively encouraged to become involved in curriculum development activities or participation in the many external partnerships such as the Newry and Mourne ALC Learning.

“Participating in the ALC is important….co-ordinating effective use of work experience opportunities to make sure we make the best of this resource…..you learn about building team approaches both inside and outside of the School”

This approach reflects the fact that staff are offered regular opportunities to learn about new developments through a variety of methods:

 Team meetings (e.g. Curriculum updates and review of results),  Attendance at a series of INSET days or specialist training days,  Attendance at formal courses, at local Universities Colleges and OU,  Involvement in work for the various awarding bodies,  Mentoring by experienced colleagues and more recently coaching,  In house CASS development days.

 Staff commented that much of their development has taken place in-house over the last couple of years as they embedded new approaches to improve the quality of teaching and learning. They learn from colleagues (both teaching and support staff) and this reflective approach has worked very well, it has improved staff confidence and encouraged them to embrace and respond to change.

“There has been significant investment in training using CASS (Shane Comer), external consultants, and in house development days all focused on raising standards and targeting under achievement.”

“Department and Team (Curriculum) meetings are used to consider Learning and Teaching methods and to embed practice from the Development days, for example Peer Assessment Strategies.”

“Department and team meetings are timetabled , that allows time to consider development issues and application of good practice…use of iPads….learning and teaching is a key agenda item at each meeting…..sharing practice, cross curricular quizzes on maths and science…generally discussing and learning from these type of developments.”

“The policy needed to reflect “Count, Read, Succeed” …..we considered the document and gave feedback on how it could be incorporated into the Policy…. the meetings are a very effective way of keeping up to date with policy developments as well as good practice.”

 The development of teaching staff is well embedded, effectively using generic education processes but refining them to meet the needs of the School. Mentoring occurs at all levels, whether formally with Beginning Teachers, through Early Professional Development (EPD) and more often informally within Departments as part of or as a result of the PRSD process.

 PRSD is used effectively to gauge individual performance and to set new targets for development. School Development Plan priorities are included in everyone’s PRSD. Areas such as, Raising Achievement, effective ICT utilisation and literacy and numeracy improvement actions feature across the PRSD process. ICT is an ever changing aspect of the curriculum, for example effective use of whiteboards is discussed at team meetings. Additionally more specialised training on new packages is discussed; for example use of PREZI – a cloud based presentation package is being reviewed by the ICT department with guidance support being produced for staff and pupils.

 Several staff have completed the PQH and a number are engaged in Masters Programmes. Clearly this approach enhances the leadership capability across the School and within the various partnerships that St Mary’s contributes to. Participants confirmed that the approach was valued as it exposes them to new ideas, new thinking and provides confirmation of good practice.

The opportunity to import and disseminate good practice is also achieved through the Principal’s lead in promoting St Mary’s as a Leadership Development Partner School.

“Everything we do is about getting better, continuously improving – we have so much expertise here. We’re getting better at identifying what’s really good and building on that.”

“ Learning and Teaching as a standing agenda item at the meetings means we are constantly looking at our practice, learning from others and making changes.”

“ It’s a process of being open to change; we want the school to be successful, learning about new opportunities and building that into the curriculum.”

 Engagement of non-teaching staff in whole school development days, the non-teaching staff review process and participation in celebration events ensures an inclusive approach to the delivery of learning and development across the School. Classroom Assistants development needs are considered to be effectively addressed through this process and the regular team meetings facilitated by the SENCO.

 The Principal’s role as chair of the ALC and as a mentor on the PQH programme are recognised as effective opportunities for personal learning and as a means of identification opportunities for school improvement. For teaching staff there is no shortage of assistance in terms of advice, information and career development. The support for this comes from colleagues and management. Feedback is encouraged and discussions with staff who have been unsuccessful with applications for promotion confirmed that they have received honest feedback to enable them to learn and develop.

Performance Management and continuous improvement

 The considerable investment in improving the School Development Planning process over the past few years has ensured that there is a strong alignment of development activities to SDP targets. Overall impact on performance was widely described by people throughout the Review.

While improvements in examination performance were readily referenced, people also cited improved performance against a wide range of indicators. These included, sustained enrolment through a wider cohort of feeder schools, wider post 16 subject and examination choices, increased enrolment in post 16, more effective KS3 transitioning processes, improved targeting of underachievers, better utilisation of ICT and improved community profile and recognition. The easy communication of these successes clearly reflect the pride staff have in their work and the extent to which they believe St Mary’s is an excellent place to work.

“We now have 19 feeder schools, the same levels of enrolment in first year but that’s against big demographic changes …that’s quite a success.”

“ Open nights are a good indicator – we now have an interest from a greater number parents and pupils…. and greater community interest, more first preferences than ever.”

“ We’re showing good strong results, the whole raising achievement approach, more effective targeting and improvements in teaching and learning strategies – all contribute to a sense of achievement.”

 In recent years St Mary’s College has demonstrated a very sharp focus on improving approaches to teaching and learning. All its key strategies are geared towards that purpose. People believe timetabling of Departmental

meeting time, to allow space to consider this, is one of the most significant resources allocated to personal and team development.

 The recent strategic focus on TTI – Together Towards Improvement has provided the SLT with an excellent review framework to self-assess against key indicators in areas such as Action to Promote Improvement and Quality of Provision for Learning. Areas for development are identified which in turn are reflected in the School development planning process, via action plans and specific initiatives. For example; Introduction of KS3 Tracking Pupil Progress through Assessment Manager, Pupil and Topic Reflection. The TTI approach is now used as a benchmark to facilitate departmental evaluations and inform target setting. For example, the Health and Social Care Department review of 11/12 year cites standards being raised by changing from GCE OCR to CCEA, with areas for improvement identified including new methods of dealing with missed course work and closer links with CEIAG. The approach provides for constructive improvement planning and with the Heads of Department, the Principal and SLT members.

 In addition to normal Department of Education Inspection feedback, information from external reviews equally are valued and applied to the improvement planning process. Feedback from the recent participation in the ECO Schools and Rights Respecting Schools process provides useful information that is considered by, for example, curriculum teams and the SLT to inform improvement activities across the School. Improvements included embedding the UNCRC into school development planning and global citizen work.

 Return on Investment is considered by the SLT, clear “whole school costings” are readily available against activities such as School Development days. In addition the impact of initiatives such as the Extended School Programme is routinely undertaken through assessment tools developed through Google Docs.

“ Areas identified for development included KS3 ICT accreditation, this was taken forward through the ICT action planning process…..its work in progress.”

“Participating teachers reviewed the programme – we looked at issues such as impact on improving numeracy and literacy and impact on reducing underachievement….the assessment was a 75% positive impact.

We also looked at improved life chances, with over 90% positive impact.”

 The recruitment, development and retention of competent staff has made an important contribution to the belief that working at St Mary’s is a good long term career option. The Principal highlighted excellent staff retention figures and the extent to which teaching and non-teaching staff have progressed within the school. A small number of teaching staff have left to promotion opportunities within other schools. In general new appointments have arisen due to those standing down from positions of responsibility as a phased response to retirement as well as actual retirement. SLT members readily refered to key indicators such as low staff turnover, promotion opportunities being made from within the school, yet subject to open competition, low absence levels for both teaching and support staff, and high levels of engagement in improvement activity and school planning. The approach to monitoring staff satisfaction and engagement is often around anecdotal feedback of involvement in these processes. The use of a more formal feedback, via a staff satisfaction survey, might be considered to capture more detailed information.

 There is strong sense across the School that people are effectively managed. For example, performance reviews at a team and individual level happen routinely, are supportive and developmental in focus. The SLT and HOD’s are seen as effective, fair and highly competent managers and leaders.

Post holder and curriculum action plans help drive improvement across the school, clear targets and success criteria are set; these provide the basis of review meetings between HOD’s post holders and the Principal.

The ECO School’s action plan is about delivering real improvements…. reducing waste by improving recycling by 10% and energy consumption by 10%”

 The development of coaching capability across the leadership team exemplifies the School’s approach to improve people management strategies that have a relevance to whole school performance. The planned roll out across the middle management team following internal review of the approach by SLT – equally demonstrates the Principal’s aim to replicate best practice and build leadership capability.

“ The coaching programme has been a real benefit, it has supported leaders at all levels to deliver improvement initiatives that have brought about real change….. how we are raising standards and targeting underachievement.”

Key performance indicators are set for these initiatives in terms of pupil attendance, targeted underachievement and improved results in subject areas and key stages.

Overall school performance is reported via the Governors Annual Report which is available to all stakeholders, including parents and partners. The report covers highlights, including recent awards, academic performance and activities in staff development.

Throughout the interviews people readily referred to improvements in the School’s overall academic performance. For example, GCSE performance has been maintained or improved across a number of indicators. In 2012 83% achieved 5+ A* -C compared to 60 - 70% in the previous 5 years.

GCE results, similarly improved, in 2012 74% of entrants achieved 2+ A- C, a 5% improvement on 2011. 40 pupils entered the GCE 2012 examinations, compared to 27 in the previous year.

“The School has gone from strength to strength, people are supported to deliver results, we have a shared vision, great development opportunities and an outstanding team spirit, the impact is there and it’s great to see.”

“ it’s also about improving life chances, a very high % of our pupils are from Neighbourhood Renewal Areas or have Special Educational Needs, that makes our improved results all the more impressive.”

 Excellent links with the wider educational and business community have been forged in recent years to support the range of vocational offerings. The local business community provides a network of support for learning through placement opportunities and by providing experienced and up-to- date guest speakers. Productive partnerships have been developed with local business to support the delivery of vocational and non-vocational programmes. Key performance indicators are set for these initiatives in terms of level of engagement and pupil involvement. Stronger links have been made with the universities and further education institutions to promote FE and HE options for the pupils, with the development a wider post 16 provision.

 External benchmarking is already a significant part in St Mary’s drive for continuous improvement and networking is used to very good effect. The drive to benchmark against the ECO and Rights Respecting Schools Awards has brought about noticeable improvements in the way the curriculum is developed. Partnership working within the ALC has driven improvements in approaches such as the Entitlement Framework, with the Leader of Learning chairing this sub group.

 St Mary’s is clearly a school that genuinely seeks feedback from staff and stakeholders and acknowledging that their input is invaluable when planning for improvement. All staff are aware of the need to constantly keep up-to-date with learning in all subjects and in particular the continuing importance of ICT in the learning environment. This was exemplified by an all staff development day in 2012 that focused on, Mentoring, KS3 ICT Accreditation; Sharing Good Practice – Whiteboard, 36 of 46 Commercial in Confidence

VLE and SIMS technology; Review of IEP’s and Setting New Targets. Presentations were undertaken by staff from across the School, work was progressed in small working groups and feedback was sought to facilitate the learning process.

“In house staff development events have got better and better…. a great way to drive improvement, build confidence….. it gives recognition to the expertise that exists within the school and builds professional links across St Mary’s.”

 Recommendation for Accreditation

Following an on-site Assessment on the 20th and 21st March and follow up telephone contact on the 26th March for purposes of clarification I believe St Mary’s School Newry continues to meet the Investors in People Standard.

I recommend that they continue to be accredited as an Investors in People Organisation by The NI Investors in People Quality Centre.

Additionally there was strong evidence of the school effectively using the Standard to accelerate organisational learning to improve whole school performance. This was underpinned by an exceptional investment in Leadership Development across the School, a strong focus on engagement and involvement of all stakeholders to develop the new Strategy and School Development Plan. This in turn put a clear focus on delivering more effective teaching and support strategies which has delivered improved pupil results.

The Principal, her Senior Leadership Team and all Staff clearly demonstrated how they have used the Standard to continually improve, to meet the needs of their pupils. In doing so, they have achieved an additional 135 evidence requirements. They are to be congratulated in achieving a Gold Award.

I would like to thank the Principal, Mrs Margo Cosgrove and her team for their open facilitative approach to the Review. My particular thanks to Mr Maurice Fitzpatrick for his exemplary preparation and support through the planning and review process.

Stephen Mathews IIP Specialist 05 May 2013

 Recommendations for Continuous Improvement

The following recommendations are offered to facilitate a process of continuous improvement against the Investors in People framework. Implementation is at the discretion of the School and future accreditation as an Investors in People organisation is not dependent upon these.

o The Governors annual report is an invaluable means of communicating the School’s overall achievements and performance to all its stakeholders. You might consider adding a section on the Return on Investment achieved from investing in key strategic learning and development initiatives such as the SLT coaching and Assessment and Raising Standards initiatives. Useful information on approaches to this can be found via the IIP website:

http://www.investorsinpeople.co.uk/Documents/Interactive/Managing %20performance/Measuring%20Return%20on%20Investment.pdf

o Leadership development is effectively taken forward through a variety of routes, including SLT Coaching and PQH programme. You should consider building on this work, you might consider piloting 360 feedback as part of the coaching processes you have in place. You may consider 360° assessment of the capabilities of the management team, and how it might be used to roll out the development of your coaching programme to middle managers.

The use of Chartered Manager or Inspirational Leadership Insights (www.inspiredleadership.org.uk) as a yard stick for performance are worth consideration. Additional support on Leadership Development is available via the IIP web site – Leadership Academy, to be launched in May. Register at the website for regular updates and support.

http://www.investorsinpeople.co.uk/MediaResearch/Academy/Pages/d efault.aspx

o You have correctly identified the crucial role of coaching and mentoring in managing performance and developing individual leadership capability. You should consider accreditation routes for those who wish to develop their coaching and mentoring capability, using this to strengthen current approaches and developing a cohort of role model coaches and mentors to strengthen these practices across the organisation.

o A useful link for additional information on coaching and mentoring is available through the Institute of Leadership and Management.

http://www.i-l-m.com/learn-with-ilm/850.aspx o You should consider benchmarking your approach to promoting health and wellbeing and CSR by making links with Gold accredited organisations such as Allstate. Support is also available through Business in the Community, through initiatives such as Workplace 20:20. This aims to take employers forward to 2020 in a way that will build a better society in Northern Ireland by creating a healthy, engaged and inclusive workforce of world-class calibre. Further information is available at:

www.bitc.org.uk/northern_ireland/resources/publications/shaping_the. html o You might consider using the IIP online staff survey questionnaires, the tool provides an excellent summary of responses and can be a useful facility to set baseline measures for staff satisfaction and is a very cost effective method to survey staff and provide up to date information for subsequent Re-Accreditation Reviews. o You have clearly demonstrated a strong commitment to continuous improvement and there are aspects of Customer Service Excellence Standard, which may help improve your planning and evaluation processes. CSE as a best practice tool looks at dimensions such as; Customer Insight, Information and Access, Delivery, Timeliness and Quality Service. You might consider benchmarking your focus on providing a quality service to your pupils through this Standard. Further information can be found at the CSE website:

http://www.customerserviceexcellence.uk.com/

 Next steps

After considering the feedback issues in the report and the development opportunities arising, I would be happy to support you to plan for continued development within the full Investors in People framework.

A continuous improvement planning meeting will be scheduled once you have had the opportunity to consider the report. A further support meeting can be re scheduled to support you and ensure you receive the maximum benefit of working with the Investors in People framework.

APPENDIX A - This table demonstrates how the Investors in People framework will support your Schools objectives, priorities and issues

Strategic Themes People Linkage to issues/measures IiP Framework School Planning Understanding of Vision 1 – Business Strategy mission and values. 2 - L&D Strategy 3 –People Management Stakeholder engagement strategy in whole school 4 - Leadership & development and management strategy planning. 6-Recognising and valuing contribution An effective School 7-Involvement & development planning Empowerment process. 10-Continous improvement Learning priorities and resources scoped into SDP process.

Dissemination of learning & Innovative approaches to learning and development.

Managing People Clear strategy to develop 1 – Business Strategy and School Culture people to contribute to 2 - L&D Strategy whole school 3 –People Management effectiveness. strategy 4- Leadership & Creative and constructive Management strategy feedback processes, e.g. 5-Managers are in PRSD and Team effective working. 6-Recognising and valuing contribution Equality of opportunity 7-Involvement & reflected in recruitment Empowerment and development 8- Learning and opportunities. Development

Work life balanced addressed.

Culture promoted to support personal and career development.

Effective Leadership Clear leadership 3-People Management and Management capabilities, understood strategy systems by all. 4- Leadership & Management strategy SLT effectiveness is 5-Managers are linked to good practice. effective 6-Recognising and PQH opportunities are valuing contribution delivered. 7-Involvement & Empowerment Dissemination of good leadership practice takes place.

Role model behaviour through coaching and mentoring is evident across the School. . Learning and Personal learning and 2 - L&D Strategy Development is development is part of 3 –People Management embedded in School the School’s culture. strategy culture 4- Leadership & Innovative approaches to Management strategy learning and 7-Involvement & development are used to Empowerment support the SDP delivery. 8- Learning and Development Success is celebrated at 10-Continous an individual and whole improvement school level.

Effective recognition and engagement strategies are used.

Performance School Development 1 – Business Strategy management and Plan supports a process 3 –People Management Continuous of continuous strategy improvement improvement and Raising 5-Managers are Standards. effective 7-Involvement & The ALC is an effective Empowerment resource to support 8- Learning and improved school Development performance

Self - evaluation and 9-Performance benchmarking (e.g. measurement Specialist School status) 10-Continous supports whole school improvement improvement.

Learning and development impact on whole school improvement is understood and communicated.

APPENDIX B - Evidence Requirements Achieved

1 2 3 4 5 6 7 8 9 10 1           2           3           4      5    6  4      5       6         7        8         9        10          11           12         13           14         15        16        17       18     19     20     21    22    23    24    25   26  To be Assessed 27 Not Assessing 28  n/a Not Applicable 29 

 A total of 39 evidence requirements from the core Standard and 135 evidence requirements from the wider Framework were met.

APPENDIX C - Investor in People Continuous Improvement Plan

 Key Information

Organisation St Mary’s High School Newry Date of TBA Date of last March 2013 Improvement assessment/review Plan Proposed next Review date for TBA TBA meeting date this plan

 Key Contacts

Mr 028 3026 Client Key Maurice [email protected]. 2851 E T Contact Fitzpatrick sch.uk

Mr 078 0148 Assessor Stephen E [email protected] T 2948 Mathews NA Adviser E T Centre John McBride Contact Investors in People NI Quality Centre Details [email protected]

 Future Activity

Development Organisation Support from Centre, Objective Area Activity Specialist or others

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