SCHOOL DEVELOPMENT
PLAN
A Statement of
School’s Ethos and Aims
Aims: We the staff, parents
and governors aim to encourage each and every child in all aspects of learning
by:
- Working together as a team.
- Providing a balanced curriculum
- Ensuring smooth progression through the key
stages
- Catering for all abilities
- Promoting curiosity and enthusiasm
- Encouraging independence and confidence
- Promoting logical and creative thinking
- Encouraging respect for others and personal
self-esteem.
STRATEGIES IN PLACE
LEARNING AND TEACHING
Learning:
Pupils:
- Take responsibility for their own learning
- Are involved in setting their own targets for
improvement
- Are involved in reviewing and evaluating their
own work
- Working towards being aware of their own
preferred learning style and can use it to advantage
- Use Thinking Skills in their work
- Follow the daily timetable and can see the ‘Big
Picture.’
Teaching:
The following strategies are
used to enhance learning opportunities
- There is planning to cover the ICT skills to be
acquired and built upon across the curriculum.
- The whole class, group work and individual work
are all used where and when appropriate to encourage the development of
Personal Capabilities.
- Groups are of mainly mixed ability but
differentiated learning will be planned for in Literacy and Numeracy to
target individual needs.
- Circle time/class council is being developed
within the school to enhance self esteem and to foster good relations.
- Thinking Skills are incorporated into planning.
- Different learning styles are considered in
preparation for lessons.
- Programmes are in place to develop and enhance
children’s self esteem eg. Golden Time, Golden Pupil and a House System
where children receive points for positive behaviour.
- Children identified as having Special
Educational Needs are supported in their learning in line with the Code of
Practice.
- Coordinators of individual subjects offer advice
and support to individual teachers
Assessment:
·
Children are
involved in evaluating their own work
·
Teachers follow
the school’s marking policy, which will be reviewed in light of Assessment for Learning
and the revised curriculum
·
Children are
given feedback about their own progress through the marking of work and through
individual discussion
·
Praise and
rewards are used along with focused marking to celebrate success ie marking
linked to success criteria.
·
Marking is done,
where possible, in the presence of the child
·
Marking is
carried out promptly and provides feedback that will result in improvement
·
INCAS, NFER
scores and end of key stage results are monitored and inform planning.
A Summary of Strategies in Place for
the Promotion of Pupil’s Attendance, Good Behaviour and Discipline.
The strong home school links
which have been fostered over many years play and are an important part in the
promotion of pupil’s attendance and in the maintenance of good behaviour and
discipline.
Promotion of Pupil’s Attendance.
Parents are reminded of the
importance of good attendance to ensure that their child achieves their maximum
potential. Parents are encouraged to not to take their child on holiday during
school term. Work will not be provided
for this absence.
The percentage figure for
the school’s annual attendance is recorded in the School Prospectus and in the
Annual Report of the Board of Governors to Parents and is consistently in the
area of 95/96%.
At the end of each term
children with full attendance are presented with pencils, those with a year of
unbroken attendance receive full attendance certificates.
Where a child’s attendance
drops below an acceptable level or there are concerns about the nature of the
absences, this will be drawn to the parent’s attention. Parents may be invited to meet the principal
to discuss aspects of their child’s attendance.
The Educational Welfare
Officer linked with the school will be informed of any pupils for whom there
are issues concerning non attendance at school.
The school’s attendance figures are provided for the EWO on three
occasions during the year, in October, February and May, and the details of children
with attendance of less than 85% during the year, are provided each June.
Parents are responsible to
ensure that their child arrives on time for lessons. Pupils will be encouraged by the principal in
assembly to arrive punctually. Teachers
will on occasion use the awarding of House
Points to encourage punctual attendance.
Good Behaviour and Discipline:
Within the school community
we promote a caring, disciplined atmosphere where each child’s membership is
valued and consideration and respect for others is encouraged.
- A good standard of behaviour both in the
classroom and outside is expected from each child
- The school aims to build up pupil confidence and
self-esteem within the classroom and without through the implementation of
the Personal Development and Mutual Understanding programme.
- The school aims to highlight and reward positive
behaviour
- The school aims to foster and encourage strong
home school links with regards to behaviour, highlighting and commending
positive behaviour as well as making parents aware of any problems with
their child’s behaviour at an early stage.
- Children are made aware of the necessity of
maintaining the quiet and settled behaviour which promotes sound learning.
- Children are encouraged to respect personal
property and to uphold a level of cleanliness and tidiness within the
school environment
- A proper and respectful regard for authority is
fostered by example and reinforcing the correct responses.
- Children will be expected to show good behaviour
when in school or when on educational visits or short trips and when
travelling to and from school.
- The Principal, teaching and non- teaching staff
in school, will offer a level of supervision which ensures that the
children feel safe at all times.
- Positive behaviour will be consistently
highlighted and rewarded.
- Where there is any suggestion of bullying, this
will be taken seriously.
- No form of bullying will be tolerated in this
school at any time.
HOUSE SYSTEM AND GOLDEN TIME
A House System is used in
the school; with each child being allocated to one of four Houses. Positive behaviour wins points which are
allocated through the children to their different houses. There is an annual cup for the winning house
and keen interest is taken by the pupils on the competition. ‘Golden Time’ is used as weekly reward for
positive behaviour and may be removed, curtailed for individuals whose
behaviour falls below acceptable standards.
(Discipline Policy attached)
(Anti-bullying Policy
attached)
Section B
Assessment of the nature and quality of the general
progress of the pupils.
The pupils of
While end of key stage
outcomes vary from cohort to cohort, standardised tests show that the majority
of individuals are progressing in line with teacher expectations and relevant
target and that the general trend indicated through benchmarking is
upwards. While the school compares
favourably with ‘similar schools’ it is noted that the gap between those
scoring higher levels and those with the lowest levels is significant. The school is attempting to address this gap
through involvement in projects such as RAIN and the work of Extended Schools.
Regular scrutiny of pupil’s
work in areas being developed through the SDP is another indicator of good
progress. Pupils themselves have regular
opportunities to consider their own performance and to comment upon it.
Assessment of the nature and quality of the
management structures within the school.
The school benefits from
having a teaching staff which provides the interests and skills necessary to
manage curricular and extra-curricular matters effectively.
|
Name |
Responsbility |
|
Mr Gault |
Numeracy, Pastoral Care,
Child Protection (Designated Teacher),RE, After School Activities including
Extended Schools |
|
Mrs O’Neill |
Science, Assessment, SENCO,
ICT, Child Protection (Deputy Designated Teacher), KS2 Assembly |
|
Mrs McAllister |
Literacy, The World Around
Us, Foundation Stage |
|
Miss Fulton |
Key Stage 1, Playground
activities |
|
Mrs Gault |
Nursery Teacher in Charge,
Art and Creativity |
|
Mrs McDonald |
Principal Release, Special
Needs Teacher |
Teachers are actively
encouraged to participate in courses provided by NEELB and other relevant
agencies, related to the curriculum and are given opportunities, formal and
informal to pass on ideas to their colleagues.
A good relationship exists between all staff helping them to disseminate
their ideas in a non threatening manner.
The ancillary staff deployed
in the best interests of the pupils and are given opportunities to discuss aspects
of their roles with the principal. Where
appropriate they avail themselves of training provided by the NEELB and other
agencies. They are aware of the policies
relevant to the all round welfare of the children and generally operate these
effectively. The value of their work has
received positive comments from teachers, parents and children.
An
Assessment of the teaching provided by the school
The teaching provided by
- Teachers recognising the need for a high
performance culture within the school
- Planning is thorough and this has a positive
effect on classroom practice as evidenced through PRSD observations and
other informal visits.
- Staff Development Days are well utilized to
enhance the quality of learning and teaching.
- Collaborative work is encouraged eg. Staff
working together to create pupil profiles, staff working on a history of
Bushmills project and DVD.
- Assessment for Learning is used to give pupils
more responsibility for their own learning.
- All teachers use ICT to enhance learning
opportunities.
- Teachers organise classroom routines
efficiently, good practice within classrooms is shared with other
staff.
Nature and quality of the
arrangements for the professional development of staff.
We at
- Informal discussions with principal
- PRSD
- Curricular Advisory Support Service
- School Development Plan
Teachers benefit from
courses provided by the NEELB, RTU and other agencies. From such courses, be they school or
centre-based, teachers report back to their colleagues at scheduled staff
meetings. Any actions which follow
courses are monitored and evaluated.
Developments are firmly based within the SDP.
The Principal will assess
the needs of ancillary staff through formal and informal discussions and where
possible training will be provided.
Children, whether in class or beyond, feel safe, secure and cared for by
a dedicated and enthusiastic team of ancillaries. The Principal will provide regular child
protection training to all staff. For
non-teaching staff specific additional time is set aside.
Assessment of the nature and quality
of: the curricular and extra-curricular provision made for pupils
By providing a broad and
balanced programme of learning which takes into account the needs of the child
and fulfils the requirements of the Northern Ireland Curriculum. The staff of
The curriculum is broad and
stimulating providing opportunities where the children will be motivated
through success and so develop self esteem.
The school has been involved
in the Extended Schools Project since 2006.
Extended Schools offers children a range of sporting, art and cultural activities
including cookery. Children have taken part in football, hockey, badminton,
rugby, table tennis, cricket and soccergym.
Children in P1 to 4 attend an after school club between 2.00pm and
3.00pm each day. Those in P4 to 7 attend
the club between 3.00pm and 4.30pm Tuesday to Friday, Pyramid Plus is offered
on Monday afternoons. Parents have benefited from computer, cookery, beauty
classes and first aid classes.
The detail of the curriculum
provision and extra curricular activities are included in the school Prospectus
and in the annual Report of the Board of Governors to Parents.
An Assessment of the provision made
for pupils with special educational needs.
The SENCO oversees the
implementation of the Code of Practice.
The school identifies and determines the needs of individual
pupils. This information is used to plan
provision which matches the pupils’ needs.
Where needed, individual education
plans are compiled after appropriate consultation
(parents/pupils/teachers.)
Records are maintained for
individual pupils. There are regular
reviews to ensure that pupils are benefiting and are making progress. A Special; needs Teacher works with those
children on the Special Need Register
one day a week.
Parents are regularly
informed, formal interviews take place on a twice yearly basis but parents are
invited to attend informal interviews when necessary.
In March 2008, there are 10
pupils on the register of whom 3 have full statements. Statements are reviewed annually.
The SENDO legislation is
adhered to within the limits of the physical capacity.
All of the above contributes
towards an effective SEN provision within the resources available.
Assessment of the nature and quality
of the pastoral care of pupils.
Principles for the Protection of Children:
Pupils feel safe and secure
in
Children are made aware of
these systems and operate them to good effect.
They know who to contact should problems arise such as feeling unwell
and any bullying issues. Children are
reminded on a regular basis in assembly of these procedures. Ancillary staff also know the actions to take
in certain situations and newly appointed staff have an induction meeting with
the principal to inform them of the relevant procedures and policies.
The welfare of pupils is the
school’s prime concern and the support of parents is valued in the
establishment of an environment where few problems occur and children regularly
express their enjoyment of their learning experiences and environment.
(Pastoral Care Policy
attached)
( Child Protection Policy
attached)
The strategies for promoting pupil’s attendance, good
behaviour and discipline.
Attendance statistics are as
follows:
2004/5 overall 95%
2005/6 overall 96%
2006/7 overall 96%
2007/8 overall 96%
The arrangement for managing attendance and promotion
of health and well-being of staff and pupils
A supportive culture exists
amongst all staff. This is nurtured through
personal meetings with the principal on a regular basis to listen to concerns
and to support when necessary. Staff
development is an important part of ensuring the well being of staff, to raise
self esteem and motivation. Staff are
not only given opportunities to attend NEELB courses but are given further
experiences to enhance their practice and personal well being.
There are procedures in
place for managing attendance at work which will be reviewed as required. The Board of Governors have adopted the NEELB
Attendance at Work Policy.
Close links are established
between school and home so that the children can be supported at all times in a
caring and understanding way.
A meeting is held for
parents of new nursery pupils at the end of the term prior to them starting
school. This is an opportunity for the
parent teacher and nursery assistant to meet so that routines and procedures
within school are understood and ways to prepare the child for school are
discussed. There is an opportunity for
parents to speak to the teacher about any concerns they may have about their
child starting school. Parents are
encouraged to inform the school of any difficulties that arise during the year
which would affect their child within school so that the staff are aware of
them and can make allowances for them.
The teachers also inform parents of anything within the school that may
be affecting the child. New parents
receive a book outlining policies and procedures and outlining school life for
the new pupil.
The school’s links with parents of pupils at the
school and the wider community, including the business community and other
schools.
In June before starting
school, new year one pupils come into school for a morning of play to meet the
teacher and the other pupils so that they will feel happy and content about
coming to school in September.
Formal parent interviews are
held in October and February/March and a written report is produced at the end
of June. Parents may speak to the staff
about issues of concern informally or they can arrange to meet the principal or
teacher at any time to discuss matters that may be affecting their child in
school. All matters are dealt with in a
confidential manner but in matters concerning child protection the welfare of
the child is paramount.
Parents Evenings are
organised throughout the year on various curricular and non-curricular
matters.
For example:
- ICT Course for Parents
- First Aid Course
- Makeup and Beauty Course
Each year a group of parents
and friends present a pantomime involving pupils, past and present, parents,
grandparents and staff all take part.
Cross Community Links
The school takes part in local
Primary Schools’ Football Competition competing against schools from all sides
of the community.
We take part each year in
the Ballycastle Credit Union Quiz, on occasions representing the whole district
at a higher level.
It is hoped that in the future
the school will look to raise money for a project in a third world country to
raise the pupil’s awareness of the needs of other children in the world.
As a result of these
initiatives, the children’s self esteem has been increased and their ability to
work with and have concern for others has improved.
An assessment of the school’s accommodation.
The school was built in the
1950s with an extension added in the 1970s. In 1998 two classrooms were adapted
to accommodate a 26 pupil nursery unit.
The structure of the school is generally in good condition and has been
well maintained. The decline in numbers
over the past fifteen years has led to a change of use for a number of
otherwise surplus classrooms. In Foundation/Key Stage 1 a room is now used for
play, another room is used as a library/Spanish room. Another room is used for
special needs while two rooms are now permanently used by Dalriada Rural
SureStart.
Section C4
A summary of the challenges and
opportunities facing the school.
|
Challenges |
Opportunities |
|
Abolition of selection
(11+) |
Enthusiastic staff team |
|
High Staffing Costs |
Revised Curriculum |
|
Managing a ‘tight’ budget |
Expertise of staff |
|
General social issues affecting
pupil’s wellbeing in an area of significant social deprivation |
Marketing the school |
|
Neighbouring schools
competing for children |
Good relationships within
local community |
|
|
Good links with post
primary schools |
|
|
Supportive Parents |
|
|
Support from outside
agencies eg CASS, Barnardos |
|
|
|
Summary Statement
It is crucial that the
‘culture’ of self-evaluation is promoted and that the ‘process’ of
self-evaluation is embedded within the school’s way of working.
(Plan/Do/Review)
Many of the challenges are
outside of the school’s control but do have to be faced.
The extent to which the Board of Governors have consulted
with pupils, parents, staff and other organisations in the preparation of the
plan.
Pupils
Aspects of the School
Development Plan, as appropriate to age and level of maturity, are discussed
with the children informally during Circle Time/Class Council.
Staff
Contents of the School
Development is reviewed and amended during staff training days at the start of
the year.
Parents
The School Development Plan
is placed on the school website and the parents informed and invited to view
the plan and forward any comments to the school.
Other organisations
Partner and other
organisations are also invited to view the School Development Plan on the World
Wide Web and similarly pass any comments or suggestions to the school.
The arrangements of the Board of Governors, in
consultation with the principal to monitor, review and evaluate progress
against the School Development Plan.
Formal Arrangements:
PRSD – All staff PRSD objectives are linked to targets
highlighted by the SDP and Governors will receive regular updates on
these.
Board of Governors Meetings,
where aspects of the school development plan will always be on the agenda.
Principal will give a
summary presentation on the School Development Plan at the end of each school
year highlighting the achievements and areas of focus for the next year.
Informal Arrangements
The Chairman and other
members of the governors are in the school on a regular basis enabling them to
get a sense of what is happening in the school.
Copyright © 2008 Bushmills Primary School, BT57 8QW,