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2014-2017
Section 1 A Statement and Evaluation of the Ethos of the School
VISIONARY FRAMEWORK
VISION
AIMS
St. Teresas 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.
In 1939 St Teresas 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 Teresas 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 Teresas 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.
St. Teresas has an inclusive and supportive ethos which promotes the childrens 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. Teresas 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.
Teresas 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. Teresas 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 schools
commitment to involve all stakeholders in discussions and decisions on school life.
The schools policies including Learning and Teaching, Pastoral Care, Positive Behaviour
and Special Educational Needs and Inclusion show St. Teresas has a clear commitment to
promoting equality of opportunity, high quality learning, a concern for individual pupils and
a respect for diversity.
St Teresas 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 schools strategies for:
(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
The schools drive for continuous improvement is based on the premise that all pupils must
be given every opportunity to realise their potential. The schools 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. Teresas, 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
schools performance has been consistently above the average for Northern Ireland.
Compared with similar schools in the same free school meals category, the childrens 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 teachers 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 schools 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 Marys Volunteer Reading
Programme, Solas Back on Track programme and links to the local library.
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 schools 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 childrens 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.
St. Teresas 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 schools 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 schools 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 schools 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 schools 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 childs 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 Gerards 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 pupils 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 schools current systems and evidence to support the impact of a particular childs
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 childs 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. Teresas 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 childrens achievements are being effectively monitored and
reviewed.
St. Teresas 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 Irelands Schools 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 childs 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. Teresas the
governors appointed a leader for inclusion and diversity. This will become an action point as
part of the schools 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
Physical activity, as part of a healthy lifestyle, is also promoted well, for example through
the schools 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:
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 Teresas Nursery School and St Teresas Primary School.
The schools 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 schools 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 Teresas 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 schools health and well-being policy and they will be
going forward to achieve the schools first ECO flag.
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 schools 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 schools 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. Teresas 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;
Pupils 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.
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 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 schools 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 Marys 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 Teachers 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 childrens 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 Teresas (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 schools 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 childrens educational experiences.
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 Teresas 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 pupils 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
FINANCIAL PLAN
Initial Budget 1,277,670 1,306,061 1,308,245
transition funding 0
-
expenditure (as per budget breakdown for 2014/2015) -1,265,774 -1,278,432 1,278,432
-
Total Expenditure -1,265,774 -1,302,021 1,302,021
1. The coordinator will lead InSET on further 1. PIE 2014 1. By 2015 there will be 3% less pupils in the
detailed analysis of assessment data and target 100+ = 61.3%; below average PIE Stanine Group i.e.
setting. <90 = 18.5% this is the targeting low achievement target
baseline position. 15.5%
2. She will monitor existing targets through
classroom observation and book trawls. 2. By 2015 there will be an increase of 3% of
pupils attaining the above average PIE
3. She will monitor planning and evaluations. Stanine Group target 27.3%%
4. She will draw up and keep under review the Focus on early intervention measures and
end of year curriculum expectations. appropriate support for those who are low
achieving. Link to GL Action Plans, SEN
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.
towards these key targets in any School Development Plan which a School Development Plan supersedes or
revises.
(page 1 of 5)
(page 2 of 5)
Key Targets in previous SDP Extent to which we have met Further Action
Mathematics & Numeracy these key targets
1. PIM 2014 1. By 2015 there will be 3% less pupils in the
1. The coordinator will lead InSET on further 97+ = 55.8%; below average PIM Stanine Group i.e.
detailed analysis of assessment data and target <89 = 21.5% targeting low achievement target 19.3%
setting. Current Baseline Position
2. By 2015 there will be an increase of 2% of
2. She will monitor existing targets through pupils attaining the above average PIM
classroom observation and book trawls. Stanine Group target 29.9%
1. Culture of self-evaluation to continue involving staff in 1. C.f. Literacy & Numeracy 1. C.f. Literacy & Numeracy above
the review of policies, procedures and practice above
2. By 2015 internal standardisation will have
2. InSET will take place on the further analysis of 2. All classes have introduced Afl been completed and classroom strategies
childrens data to set targets for improvements. strategies and these are outlined to support children moving up to
Monitoring of targets set will take place through consistently being implemented the next level.
classroom observation and monitoring childrens 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 with
3. Benchmarking InSET will be arranged for staff. 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.
Key Targets in previous SDP Extent to which we have met Further Action
these key targets
Centre Speech, Language and Communication
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
Parents Evaluations
Consultations / questionnaires
Parent/Teacher Association
Parent Rep on the BoGs
Website
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.
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.
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.
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)
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.
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.
Aim 1. That our pupils gain technological skills to equip them for the
21st century.
Targets 1. By 2015 pupils will develop ICT skills across the 5 Es and will be
assessed using CCEA tasks for ICT.
4. By 2015 pupils will use ICT across the curriculum and in particular in
Language and Literacy and Using Maths.
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.
6. By 2016 pupils who are underachieving will have additional support to help
them reach their potential in Language and Literacy and Numeracy.
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.
Transition 3. By 2015 the school will further extend the curricular links with
both preschool and post-primary providers in the community.
Succession
7. By 2015 staff will have the opportunity to complete the
Planning
Emergent Leadership programme.