ACTION PLAN

SCHOOL: St Columba’s CollegeRefno: 4230067DATE: October 2016

AreasforImprovement: To continue and further embed our rigorous programme of whole school performance review and improvement.

(Mr Breen, Miss Duffy, Mr R Campbell, Mr McDermott)

Wherearewenow?(withreferenceto areaforimprovementnotedabove)

  • St Columba’s continues to strive to be ‘a very good school’. All staff have been issued with DENI Exam Performance School Report indicating Five and Three Year Trends and have analysed the evidence.
  • PTE and PTM are used to gauge pupil capacity on entry and to monitor progress throughout KS3. Stanines used to determine individual pupil targets.
  • Accelerated Reader is used to very good effect throughout all of KS3 and St Columba’s College has been recognised as a Top Performing school in Northern Ireland at an award ceremony in London hosted by Renaissance UK on 21st October 2016.
  • St Columba’s College is fully compliant in its legal obligation to report pupil progress in Cross Curricular Skills of Communication (Level 5+ 73%), Using Mathematics (Level 5+73%) and Using ICT (Level 5+ 47%). Figures quoted are for June 2016. Exchange is an element within Using ICT which requires improvement.
  • All pupils do GCSE English (68% A*-C), Mathematics (59% A*-C) and Science DA (81% A*-c, SA 72% A*-C). Figures quoted are for June 2016 There is still a need to improve performance in Maths at GCSE. Progress in this area would bring about considerable school improvement
  • School leavers achieving 5+ GCSE A*-C including English and Maths in June 2016: 47% girls, 50% boys, 49% overall . Figures are much less than predicted.
  • There is room for improvement within our FSM band 30-39.99% in the area of 5 GCSEs A*-C (FSM = 57%), 5 GCSEs A*-C including English and Maths (FSM = 14.29% .
  • The % of pupils getting D grades at GCSE level has decreased year on year. Prediction for 2016/2017 is 15%.
  • There is a focus on under-performance, underachievement and the progress of vulnerable pupils (as identified in Count, Read, Succeed). Interventions by Heads of Key Stage, Form Teachers and Learning Support Group.
  • Target setting featuring the performance of boys and girls, students on FSM and those with SEN has been part of normal practice since 2005. There is an increased emphasis on individual pupil targets rather than performance against class averages.
  • All departments are actively involved in the process of school improvement, completing annual reports on ‘Results Analysis & Predictions’ and’ Departmental Self-evaluation’ under the headings ‘Standards Achieved by the Pupils’; ‘Quality of Teaching and Learning’; ‘Leadership and Management’. Principal/Vice Principal interviews with HOD’s/Teachers in Charge regarding subject performance have taken place. Report presented to BOG on Thursday 10th November 2016 on subject and whole school performance referencing relevant comparative data.
  • PRSD is inextricably linked to school development planning and the realisation of targets. Use of SDDs/Baker Days aligned with Whole School Priorities.
  • ‘Sharing of Good Practice’ promotes continuous professional development and enhances pupils’ learning experiences (has been running for 8 years in succession)
  • BOG is increasingly involved in monitoring and reviewing the standards attained by pupils. School Performance Report to BOG on Thursday 10th November 2016.

Objectives/targetsto bring about improvement / Successcriteria / Actionstobring about improvement / Time/materials/staff development including costings / ExternalSupport
Required? / Staff/lead responsibility / Timescale
  • A narrowing of the gap in performance between boys and girls, special needs pupils and those on FSM.
  • Use of PTE and PTM to baseline pupil capacity on entry and progression throughout KS3.
  • Continue to promote improvements in literacy using Accelerated Reader throughout KS3.
  • A sustained/improved performancein Communication, Using Mathematics and UICT at Key Stage 3.
  • A realistic performance at GCSE level, 5+ subjects A*-C based on cohort capability and other comparative data internal and external
  • A reduction in the proportion of pupils getting D grades at GCSE through:
(i)An identification of under achievement and related explanations.
(ii)Early intervention
(iii)Targeted teaching
(iv)A clear examination entry policy.
(v)Use of appropriate resources
(vi)Employment of relevant study skills.
(vii)Pupil’s knowledge of examination requirements and examination techniques.
  • Greater pupil engagement through good opportunities for the use of ICT,shared learning objectives and related success criteria, pupil peer and self assessment and pupil’s knowledge of how to improve. Increased use of Wifi, iPads and Apple TV.
  • Increased pupil confidence and self esteem through the development of an ‘I can do …’ attitude
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  • Results Analysis and PredictionReport from each department evidencing outcomes.(31.08.16)
  • Stanines used to baseline individual pupil targets (Years 8-10). Improved performance in standardised scores.
  • STAR test results, changes in reading patterns and improved reading ages, Years 8-10. School recognition as ‘Top Performing Secondary School in NI’ on Friday 21st October 2016
  • A sustained performance at Key Stage 3 in 2016/17 in Communication, target Level 5+ 69% (82% girls, 50% boys) and Using Maths, target Level 5+ 75% (82% girls, 68% boys)
  • An increase in the proportion of pupils reaching the expected level in ICT at Key Stage 3. Target Level 2016/17: 5+ 55%.
  • Each department’s targets set for 2015/2016 to be measured against actual performance in 2016. Whole school targets 2016 measured against NI targets for 2015/2016 (30.09.16)
  • An improved performance in 5+ GCSEs A*-C 2016-17 from 77% - 83%.
  • An improved performance in 5+GCSE’s A*-C including English and Maths from 48% to 77% (100% girls, 60% boys).
  • A reduction in the proportion of students getting D grade at GCSE from 19.6% - 14.5%.
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  • Departments’ analysis of examination results set against predicted grades, pupil performance in other subjects and in other schools of similar size and FSM entitlement (31.08.16)
  • Each department to set realistic but challenging targets for Years 8-12 based on Stanines at Key Stage 3. Classroom observation, PPT, Annual Report, modular results for and previous performance trends, especially in English and Mathsby 27th October 2016.
  • Whole school targets for 2016/2017derived from each department’s targets/predictions, by Monday 10th October 2016.
  • Departmental Self Evaluation Report for 2015/2016 to be reviewed and updated to reflect departmental changes for 2016/17by30th September 2016.
  • Ongoing classroom observation, assessment outcomes to identify under-achievement and trigger intervention.
  • More effective use of pupil performance tracking at Key Stage 3 and 4 to inform learning and teaching. Use of Stanines at KS3. Use of Annual Report, end of KS3 results, PPT and modular results to set targets for KS4.
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  • SDDs, Thursday25th August, Tuesday 30th August 2016 to review external exam results. Predictions for 2016/2017 produced by Friday 30th September 2016.
  • A contextual value-added measure to be used alongside other performance data in assessing a school’s / school’s performance. DE assured us that this would be in place to coincide with new assessment arrangements from 2010 (ESAG, page 46).
  • Continue to fund PTE and PTM to baseline student capacity on entry and to gauge progress throughout KS3. A new focus on Stanines to set individual pupil targets.
  • Continue to fund and support the success of Accelerated Reader throughout KS3.
  • Support departmental review of performance at GCSE through Moderators’ reports, examination scripts, agreement trials, exam boards’ analytics and published comparative data.
  • Further staff training in the use of e-Progress File, Fronter and the use of mini iPads as part of classroom teaching.
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  • SMT
  • Head of English
  • Accelerated Reading Programme
Teacher in Charge of Maths
CPD Literacy & Numeracy Project: Key Stage 2/3 Transition
  • Avail of CCEA training in the use of Levels of Progression across subjects other than English, maths and ICT – HE, History, RE, Science.
  • Support for Literacy and Numeracy – (i) CPD Literacy and Numeracy Signature Project KS2/3 Transition. Teacher Cross-Phase Placement Bursary Scheme for Key Stage 2/3 teacher of Maths at KS3.
  • Other Heads of Departments/Teachers in Charge.
  • C2K support in the use of Stanines re: PTE/PTM to determine individual pupil targets
  • Learning Support Group set up to focus on vulnerable pupils, underperforming pupils, those pupils underachieving through examination of capacity, progress, informed review of IEPs as appropriate and the use of personalised targets to assist intervention. This group is guided by the work of Heads of Key Stage and Form Teachers who meet regularly to identify vulnerable pupils requiring particular help and support within school and from home.
  • Principal / Vice Principal interviews with HODs/Teachers in Charge to gauge subject performance in 2015/2016. Findings reported to BOG meeting on Thursday 10th November 2016.
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  • Departmental targets set for 2016/2017, Friday30th September 2016.
  • Whole school targets set for 2016/2017, Monday 10thOctober 2016.
  • Departmental Self-evaluation Report reviewed/adjusted 30 September 2016.
  • Monthly review of pupil performance/achievement using C2k management system by Heads of Key Stage / Form Teachers feeding into Learning Support Group meetings.
  • Whole school performance data shared with BOG on Thursday 10th November 2016 and as part of Annual Report.

StrategiestoMonitorandEvaluate:

Strategies Monitor and Evaluate:
Success Criteria / (Evidence) What / When / Whom
i)Improve GCSE results 5+A*-C, 5+A*-C including English and Maths.
ii)A narrowing of the gap in performance between boys and girls.
iii)Review of performance of SEN/FSM pupils.
iv)iv) A reduction in the number of
v) D grades. / i)Increase in overall performance 5+GCSEs A*-C from 77% to 83%. An increase in overall performance in 5+GCSEs A*-C including English and Maths from 49% to 77% (excludes SEN pupils).
ii)Boys outperformed girls in 5+GCSEs A*-C in June 2016. Need to focus on predictions for 16/17 i.e. boys 60%, girls 100%.
iii)FSM improved performance girls 5+GCSEs A*-C from 75% to 100%; boys from 25% to 80%. SEN improved performance for girls – N/A, boys from 33% to 60%.
iv)Number of D grades have been falling over the last 3 years. Focus on reducing the current situation i.e. from 19.5% in 15/16 to 14.5% in 16/17. / Work throughout the year culminating in final outcome in August 2017. / All staff – Teaching and Classroom Assistants
i)Widespread use of PTE/M to baseline pupil capacity and determine progress.
ii)New focus on the use of Stanines to determine individual pupil targets at KS3. / i)PTE/M used by all staff to register capacity and gauge progress in conjunction with pupil performance tracking. Observations identify vulnerable pupils highlighted at HOD and Form Teacher meetings and reported to Learning Support Group.
ii)Stanines used to identify individual pupil targets. / October 2016 individual pupil targets identified using stanines. Results of 6 significant tests in each subject throughout the year inform pupil progress. Vulnerable pupils progress discussed on a monthly basis leading to appropriate interventions – Learning Support Group. / All Teaching Staff. Input from Classroom Assistants at Annual Reviews for those pupils with Statements.
Literacy and Numeracy
(i)Use of Accelerated Reader to improve Literacy
(ii)CPD Signature Project Year 2 Action Plan Improved KS2/3 Transition
(iii)Teacher cross phase placement bursary scheme KS2/3 Maths teachers / (i)Review analysis of reading ages (Years 8, 9 and 10). Progress report at staff meeting on a
bi-monthly basis. Pupil graduations to celebrate success twice a year. St Columba’s College deemed an outstanding secondary school by Renaissance UK.
(ii)Outcome of Year 2 Action Plan
(iii)Numeracy KS2/3 CPD Bursary Project – review/evaluation / (i)Accelerated Reader Programme operating on a daily basis
(ii)CPD Signature Project outcome of Year 2 Action Plan June 2017.
(iii)CPD Bursary Evaluation by Friday 10th March 2017 / (i)Accelerated Reader Co-ordinator, Librarian/Classroom Assistants, all Form Teachers and Parents
(ii)School Principals (6), P7 teachers, Heads of English and Maths St Columba’s College
(iii)Teacher in Charge of Maths St Columba’s College and P7 teacher St Mary’s Primary School, Portaferry
(i)A sustained performance in Communication, Using Mathematics and Using ICT.
(ii)Roll out training on subject contribution to cross curricular themes.
(iii)Review of our assessment model / St Columba’s College has been fully compliant in the reporting of levels before it was a legal requirement
(i)Target for Communication 69% Level 5+, Using Mathematics – 75% Level 5+ and Using ICT – 55% Level 5+.
(ii)Increased number of teaching staff on training in subject contribution to Communication and Using Mathematics
iii)Above training will inform a new assessment model / CCEA date specific / English, Maths, Geography, Science, Technology, Modern Languages, Art and ICT Departments
All pupils in Year 10
CPD. Further staff training in the use of:
(i)e-Progress File
(ii)Fronter
(iii)Mini iPads in Classroom / (i)Progress File used as part of Careers/Employability development. Increased staff expertise. Greater awareness on the part of pupils as to the benefits of e-Progress File.
(ii)Fronter – refresh of training already provided.
(iii)All staff have iPads. Consolidate training already provided. Widespread use of Wifi and iPads by both pupils and teachers / (i)Timetabled Careers class once a week for all Year groups.
(ii)SDD – 19th December 2016.
(iii)SDD – Sharing of Good Practice on Monday 29th May 2017. / (i)Career Teacher
(ii)All Staff
(iii)All Staff
Greater involvement of BOG in the process of target setting KS3/4 and school improvement / (i)P/VP meetings with HODs/Teachers in Charge to gauge contribution to school improvement and target setting scrutinising ‘Results Analysis & Prediction Report’ and ‘Departmental Self Evaluation Report’.
(ii)Report to BOG on overall school performance, departmental contribution and future targets 2016/17. / (i)All interviews completed by 27th October 2016
(ii)Report to BOG on 10th November 2016 / (i)Principal/Vice Principal, HODs/Teachers in Charge, BOG

Conclusion (to include overall evaluation with relevant evidence)

SELF EVALUATION – to be completed after your implementation period
(At the end of the implementation period of the action plan how successful have we been and how do we know?)
What success have we had and why?
(link to each success criteria using the evidence)
What has gone less well and why?
Analysed by:
Reported to:
FUTURE ACTIONS
As a result of this evaluation what do we need to do next?