Stranmillis Primary School

SCHOOL DEVELOPMENT PLAN

2015– 2018

‘a quality education in a caring environment’

  1. School Ethos:
  2. Our Vision: ‘a quality education in a caring environment.’

We believe that all the members of our school community are unique and special individuals. Our school will nurture all these individuals in their life-long journey to achieve their full and unique potential. The members of our school community will be empowered to take ownership of their role as citizens of the local and global communities. We will celebrate our self-worth, appreciate our individual talents and achievements and strive to understand and empathise with others. We will embrace diversity and individual difference and demonstrate, through our daily practice and procedures, respect for all. We will all accept our responsibility to ensuring that our vision is transparent in all that we do.

  1. Our Aim:

All children have a right to a broad, balanced and relevant education which provides continuity and progression and takes individual differences into account. Work in school will be designed to meet the requirements of the Primary Curriculum (NI).

  1. In our school we will:
  • maintain high expectations for all members of our school community;
  • cater for the needs of individual children of both sexes from all ethnic and social groups, including the most able and those who are experiencing learning difficulties;
  • facilitate children's acquisition of knowledge, skills and qualities which will help them to develop intellectually, emotionally, socially, physically, morally and aesthetically, so that they may become independent, responsible, useful, thinking, confident and considerate members of the community;
  • create and maintain an exciting and stimulating learning environment;
  • ensure that each child's education has continuity and progression;
  • ensure that there is a match between the child and the tasks he/she is asked to perform;
  • provide an appropriate curricular balance amongst the competing and sometimes conflicting aims of education;
  • ensure that the health and well-being of staff is a priority;
  • ensure that all members of staff are involved in the leadership of our school community;
  • continually monitor and evaluate the quality of teaching and learning in order to enable us to identify appropriate priorities for our ongoing development;
  • recognise the crucial role which parents play in their children's education and make every effort to encourage parental involvement in the educational process;and
  • treat everyone in a dignified way;
  1. In our school children should:
  • learn to be adaptable, how to solve problems in a variety of situations, how to work independently and as members of a team;
  • be developing the ability to make reasoned judgements and choices, based on interpretation and evaluation of relevant information from a variety of sources;
  • be happy, cheerful and well balanced;
  • be enthusiastic and eager to put their best into all activities;
  • begin acquiring a set of moral values, e.g. honesty, sincerity, personal responsibility; on which to base their own behaviour;
  • be expected to behave in a dignified and acceptable way and learn to become responsible for their actions;
  • care for and take pride in their school;
  • be developing tolerance, respect and appreciation of the feelings and capabilities of others in an unbiased way;
  • be developing non-sexist and non-racist attitudes;
  • know how to think and solve problems mathematically in a variety of situations using concepts of number, measurement, shape and space, and handling data;
  • be able to listen and read for a variety of purposes and be able to convey their meaning accurately and appropriately through speech and writing for a variety of purposes;
  • be developing an enquiring mind and scientific approach to problems;
  • have an opportunity to solve problems using technological skills;
  • be capable of communicating their knowledge and feelings through various art forms including art/craft, music, drama and be acquiring appropriate techniques which will enable them to develop their inventiveness and creativity;
  • be confident and competent in the use of Information and Communication Technologies (ICT);
  • know about the local environment and the national heritage and be aware of other times and places and recognise links among family, local, national and international events;
  • have some knowledge of the beliefs of the major world religions;
  • be developing agility, physical co-ordination and confidence in and through movement; and
  • know how to apply the basic principles of health, hygiene and safety.
  1. Evaluation of our School Ethos:

There is ample evidence that our desired ethos as set out above pervades all areas of school life; this includes:

  • The high standards achieved by the children as evidenced in a variety of curricular observations and evaluations (appendix 1), PiE and PiM test results (appendix 2), end of key stage test results (appendix 3) and ongoing classroom observations etc. (appendix 1).
  • The continued and significant improvements made by those pupils identified as underachieving (appendix 1).
  • Formal and informal feedback from pupils and staff regarding their experience at Stranmillis (appendix 4).
  • Feedback from parents through the survey sent home to all parents in May 2015 (appendix 4). In almost every question over 90% of parents expressed a very high level of satisfaction with the educational and pastoral provision provided by our school.Only 2 questions had 5% or more of the respondents disagreeing:

If my child is bullied the staff will deal with the situation effectively (5% disagree.)Many parents neither agreed nor disagreed regarding how the school handles bullying, stating that they have had no experience of bullying at the school.

Good opportunities for out of school activities. (7.8% disagree.)

The main issue arising from the parent survey was a concern that the curriculum evenings for parents had not been held in the 2014 / 15 school year.

Suggestions from staff, pupils and parents have guided the identification of development priorities outlined in section 15 of this plan.

  1. Learning, Teaching and Assessment
  2. Learning and Teaching:

As set out more fully in our Learning & Teaching Policy, we aim to ensure that the children at our school are provided with high quality learning experiences that lead to a consistently high level of pupil achievement. In order to achieve this we will endeavour to:

  • ensure that the tasks provided for the children are appropriately challenging in line with their abilities;
  • provide regular opportunities for the children to work individually, in groups and as a class;
  • develop the children’s thinking skills and abilities to work independently and co-operatively;
  • provide frequent and regular opportunities for active learning;
  • create and sustain a stimulating learning environment;
  • acquire, maintain and utilise appropriate high quality resources to support learning and teaching; and
  • consistently monitor and evaluate provision and provide regular feedback at all levels, in order to ensure consistent high quality learning and teaching experiences within and across all year groups.
  1. Assessment:

We believe that assessment is an integral part of the learning and teaching process. It provides information with which to evaluate pupil strengths and weaknesses and the effectiveness of learning and teaching. It is then used to inform curriculum planning, the setting of children’s targets and the provision of resources.A commitment to Assessment for Learning (AfL) endorses the school’s participation in the Northern Ireland Curriculum and demonstrates an ethos in which the personalities, strengths and needs of children are considered and addressed individually.

The assessment procedures used at Stranmillis are set out in our Assessment Policy. Currently we make use of:

  • PiE and PiM tests;
  • NRIT tests;
  • end of key stage assessments;
  • regular curriculum marking; and
  • teacher observations.

The variety of data generated from these assessments is used by teachers, individually, in year groups and as a whole school to:

  • identify strengths and priorities for development;
  • identify and provide for children who may be underachieving; and
  • identify specific areas in children’s understanding that need to be further developed.
  1. Evaluation of learning, teaching and assessment:

The available evidence, both quantitative and qualitative, supports our belief that our children are provided with quality learning experiences that lead to a consistently high level of pupil achievement. Based on this evidence governors and teachers have also identified several priorities for further development, set out in section 14 of this document.

The following is a summary of our evaluation of the evidence; the details of the evidence / evaluations are set out in appendices 1-3.

  • The PiE and PiM data (appendix 2) shows that our children are achieving standards in both literacy and numeracy that are significantly higher than the national average;
  • In both literacy and numeracy, the mean standardised score for nearly every year group has either shown an increase on the previous year or remained the same.
  • Underachievement in numeracy has once again been significantly reducedfrom May 2014 to May 2015.
  • Underachievement in Literacy during this time remains unchanged. (4.7% from P4-P6)
  • All of our year 7 pupils secured a place in a grammar school.
  • Targets set for the children’s achievements in the end of key stage assessments are consistently met. (appendix 3)
  • In both literacy and numeracy, the gap between those achieving Level 2+ at the end of Key Stage 1 and those achieving Level 4+ at the end of Key Stage 2 is significantly less than the national average.
  • At KS1 100% of our children achieved level 2 in communication and 62% achieved level 3. Compared to similar schools Stranmillis is achieving at the upper quartile. (When compared to performances of other schools in 2012, when levels were easier to achieve – more up to date and accurate comparisons are not yet available; it is very likely that our achievements are even higher.)
  • At KS1 97% of our children achieved level 2 in using maths and 62% achieved level 3. Compared to similar schools Stranmillis is achieving just below the upper quartile.
  • At KS2 100% of our children achieved level 4 incommunicationand 69% achieved level 5. Compared to similar schools Stranmillis is achieving at or beyond the 95th percentile.
  • At KS2100% of our children achieved level 4 in using mathsand 75% achieved level 5 . Compared to similar schools Stranmillis is achieving just under the 95th percentile.
  • A range of classroom observations and other evaluations (appendix 1) highlighted significant strengths in the quality of teaching and learning.
  • Classroom observations also highlighted several areas for further development.

  1. SEN

As a school committed to developing all our pupils in a holistic manner, we recognise that all pupils are unique and develop at varying rates. We aim to cater for all these individuals, including the most able and those who are experiencing learning difficulties. We have high expectations of all our pupils and a determination that each child will achieve to his / her full potential, and that any barriers to learning will be identified and overcome.The arrangements for addressing special educational needs are set out in our Special Needs Policy. In particular:

  • We aim to identify as early as possible, children who are experiencing difficulties with their learning. Such early identification of need will be achieved through a mix of teacher judgement and diagnostic assessment.
  • We recognise that all teachers have a collective responsibility for the special needs of our pupils.
  • The SENCO will liaise with and support the class teachers in the development and implementation of Individual Education Plans and to ensure that each child follows an agreed programme of work designed to address his or her educational needs.
  • The support provided will be matched to the needs of the child and will be focused on tackling any barriers to learning that have been identified.
  • The Principal, SENCO and SLT will ensure the provision of appropriate staff training and professional development in order to raise staff capacity to meet the needs of the children.

Currently SEN provision includes:

  • the development of IEPs and group EPs;
  • differentiation of work within the class;
  • withdrawal support for targeted children, provided by our SENCO;
  • withdrawal support provided by specialist peripatetic and outreach teachers
  • Reading Partnerships, provided by trained classroom assistants; and
  • the identification of and support for those children deemed to be under-achieving.

Evaluation of SEN Provision:

Primary 2

  • The 5 children on Stage 2 of the Register achieved a SS of between 94 and 101.

Primary 3

  • Excellent progress has been made in P3; from February (New Group Reading Test) every child has made progress (with increased scores ranging from +5 to +22)
  • PIE scores in P3 show that 10/12 children who receive Stage 2 and 3 support or have a Statement are within 5 points of their NNRIT. The 2 children who are underachieving are currently being tested by the Educational Psychologist for a specific literacy difficulty.
  • PIM scores in P3 show that the 3 children receiving Stage 2 support for Numeracy are within 5 Points of their NNRIT (2 have PIM scores of +7 and +12)

P1E / PiM Tracking

Primary 4

  • PiE: all 5 children receiving Stage 2-5 support have made progress (+2 to +12)
  • All 5 are within 5 points of their NNRIT with 3 significantly over achieving (+14, +19,+23)
  • PIM scores show 6/7 pupil’s scores have increased (+2 to +27)
  • 6/7 children are over achieving compared to their NNRIT (+8 to +23)

Primary 5

  • PIE: 5/8 pupil’s scores have increased (+3 to +20.) 3 pupil’s scores decreased, 2 of these children had been receiving Harberton support until Sept. and Feb. this year. The other child has had two years of Peripatetic Support.
  • 5/8 pupils are within 5 points of the Non Verbal Ability test.
  • PIM:6/7 pupils receiving Numeracy support from Sept. have increased. (+3-+9) A further 2 children had been targeted for support from March 2015.
  • 4/9 of these children are underachieving with more than more than 5 points under the Non Verbal Ability test. (Only 1 child is 10 points below) These children will continue to be targeted for support next year.

Primary 6

  • PIE:all 5 pupils receiving literacy support showed an increase in their SS (+1 to +9)
  • 4/5 of these children are now achieving equal to or more than their potential (to +17); 1 child despite having Dyslexia and losing Peripatetic Support increased +6 and is now 10 points below her NNRIT.
  • PIM: scores increased (+8 to+10) for the 3 pupils receiving numeracy support.
  • 2/3 of these children are now achieving more than their NNRIT. The other child, with a diagnosis of ADD,and receiving Stage 3 Clarawood support, had an increase of +8.

Primary 7

  • The 3 children who received Stage 3 support are within 5 points of their NNRIT in both their PIE and PIM scores. (2 scores were +12 and +19).

General

  • There are currently 58 children on the SEN register. 14 children will have come off the Register in this academic year. (24%)
  • All 7 P1 children currently withdrawn for support have made pleasing progress in literacy.
  • IEP targets continue to be tightly focused and therefore the outcomes are easier to measure.
  • Teachers now share the targets with the child’s CA and pupils and each monitor and evaluate the targets as age appropriate.
  • CA keep daily records of observations and share these with the Class teacher
  • Children are now asked to contribute their own target(s). This has worked particularly well.
  • Targets are then shared with parents; they are asked for suggestions and are invited to meet with the SENCO and/or class teacher.
  • The targets are effective and pupils are making good progress; 375/454 or 83% of IEP targets were achieved (Sept. 2014–April 2015)
  1. Pastoral Care
  2. The policies and procedures relating to the health and well being of children at Stranmillis are set out in the following policy documents:
  • Behaviour Policy;
  • Drugs Education Policy;
  • Health and Safety Policy;
  • Health Education Policy;
  • Pupil Supervision Policy;
  • Child Protection Policy and Staff Code of Conduct; and
  • Anti-Bullying Policy.
  1. Evaluation of Pastoral Care:

The quality of provision for the pastoral care, health and well-being of our pupils is consistently very high. Pupil teacher relationships are observed by the Principal to be very good. Many parents have taken the opportunity to comment on the quality of these relationships and the extent to which teachers go to ensure the safety, happiness and educational progress of the children. In the recent parent survey:

  • 99% of parents agreed that their children are well looked after in school;
  • 95% are satisfied that their children are safe and secure at school; and
  • 98% agreed that their children are encouraged to behave well, respect and value the opinions of others, and are safe and happy in school.
  1. Attendance

Excellent pupil attendance is promoted at Stranmillis. In the 2015/16 academic year, the attendance percentage for the school was 98%. While this is very high, the main reason it is not higher is that many families continue to take advantage of the cheaper fares available for term-time holidays.

  1. Staff attendance, health and well-being

Staff attendance is managed by the full implementation of the staff attendance policy. The attendance of teaching staff is excellent as is the attendance of nearly all the non-teaching staff. Staff health and well-being is promoted through the implementation of all school policies, in particular the health and safety, attendance, pastoral care and safeguarding policies. Moreover, flexibility and good-will are demonstrated by both leadership and staff.