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St. Patrick’s Primary School,

Ballymaghery,

Hilltown

School Development Plan

2018-2021

SDP Requirement 1: A statement and evaluation of ethos of the school

StatementSt Patrick’s Primary School is a Catholic Maintained, co-educational school. In St. Patrick’s we provide a well ordered and caring environment in which the children can work and play happily in safety, feeling valued and supported. We strive to provide an ethos in which fairness, tolerance, compassion and forgiveness permeate all relationships within the school community. As part of a believing community committed to a Catholic way of life, we believe that all are equal in the sight of God and that each child should know that they are important, whatever their individual talents and abilities. R.E. is an integral part of our catholic education provision and this incorporates Liturgical Celebrations, Circle Time and PDMU activities. Our pupils are taught to have respect and care for themselves and others and to respect the opinions and beliefs of others.

It is the Policy of our Board of Governors that in accordance with our Catholic ethos and in line with the Northern Ireland Curriculum, a balanced and broadly based curriculum, which promotes spiritual, moral, cultural, intellectual and physical development, will be offered to all pupils. Through this, our pupils will develop the skills, concepts and knowledge necessary for future learning and living. In Literacy and Numeracy we follow the N.I. Literacy and Numeracy Frameworks and aim to provide high quality education for all pupils. Our results in English and Maths are excellent and above the National Average in all areas. Analysis of data shows that a majority of pupils are working to their potential or above. Our pupils are given opportunities to learn through well planned and purposeful teaching. Active Learning methods are used to promote learning. We provide a stimulating learning environment using a variety of teaching methods. Expectations for all pupils are realistically high and teaching is matched to the needs and abilities of our pupils. Positive behaviour is encouraged through the use of rewards and we celebrate successes achieved at all levels. Children are at the centre of the learning process and the pupils’ voices are valued and celebrated.

St Patrick’s Primary School has strong links with its feeder pre-schools, neighbouring primary schools and secondary schools and with the many groups and associations within the Hilltown community and the surrounding areas. Our school motto ‘Progress Through Partnership’ is prominently displayed throughout the school environment. This partnership consists of the Board of Governors, the staff, the pupils and parents all working together to ensure that our children receive the best education possible. The ethos of the school is experienced through the warm welcome given to all. All contributions are valued, whether from pupils, parents, staff, external agencies or other stakeholders.

Evaluation

We deem the ethos of St Patrick’s Primary School to be outstanding. This evaluation is based on evidence from:

1. Pupil, staff and parent questionnaires (bi-annual)2. Feedback from Governors3. Feedback from parents – at meetings, by email, on termly Progress Tests4. Feedback from pupils, including the School Council: ‘Pupil Voice’ questionnaires on

relevant issues5. Feedback from visitors, external agencies and the local community6. School Data7. Performance Review and Staff Development/Class Observations/School Observations

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8. Professional Development Records for teaching and non-teaching staff9. Up-date and implementation of all Pastoral Care Policies with regular monitoring of

Policy and Practice10. Use of Associated Questionnaires: ESaGS Effective Leadership/ESaGS Child-centred

provision/ESaGS High Quality Teaching and Learning/TTI (Primary) Fulfilling Potential/TTI (Primary) Strategic Leadership

A sample of results from the Pupil Survey, in June 2018, are as follows:• 99.8% of children said they were proud to be pupils of St Patrick’s• 99.8% of children said that they like their teacher• 98.6% of children said they usually enjoy school• 98.6% of children said they feel safe in school

A sample of results from the Parent Survey, in March 2018, are as follows:• 98.8% of parents stated that they were pleased with the welcoming, caring environment • 98.2% of parents reported that their children were happy and settled in school • 99.1% of parents reported that the school understands and responds to their child’s needs• 98.8% of parents reported that their child enjoys coming to school

A sample of results from the Teacher Survey, in March 2018, are as follows:• All teachers agreed that the quality of pastoral care in the school has a high priority and is reviewed regularly. • All teachers agreed that pupils respect staff and that staff respect pupils.• All teachers agreed that pupils are clear about standards of behaviour expected of them.• All teachers agreed that the health, pastoral and educational needs of the pupils are met effectively.

A sample of results from the Support Staff Survey, in March 2018, are as follows:• All staff agreed that there is an inclusive, welcoming and pastoral ethos for all members of the school community.• All staff agreed that the staff manage the children’s behaviour well and deal effectively with related issues.• All staff agreed that the curriculum has been tailored appropriately to meet the differing needs and interests of children.• All staff agreed that staff with specific responsibilities carry out their duties effectively and contribute to the improvement of the school.

Areas for Development:• Continue to develop the school website (and app) as a means of communication with parents and to let pupils express themselves• Further develop the School Council with an emphasis on improving leadership qualities and leadership skills among pupils• Continue to improve the school environment with further eco-friendly and energy efficient activities• Develop the roles of Buddies, Prefects, Eco Council and School Council members further• Through the leadership of the Pastoral Care team, continue to implement the range of agreed positive behaviour strategies throughout the school to improve ethos • Extend the range of extra-curricular activities for pupils (include Art, Drama, Dance)

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SDP Requirement 2a: A summary and evaluation, including through the use of performance and other data, of the school’s strategies for learning, teaching, assessment, and promoting the raising of standards of attainment among all pupils, in particular in communication, using mathematics and using Information and Communications Technologies (ICT)

Summary

In St. Patrick’s, high quality learning, teaching and assessment are central. Within the ethos of our Catholic school and in line with the Northern Ireland Curriculum we promote the spiritual, moral, cultural, intellectual and physical development of our pupils. Throughout the school, teachers, supported by classroom assistants and parents, strive to provide a broad range of learning experiences where children are helped to develop their thinking skills, imagination and creativity and enabled to become more independent in their learning. We recognise that children learn in a variety of different ways and consequently we use a range of teaching strategies to make the children’s learning relevant, purposeful and rewarding. Our extra-curricular programme of activities supports learning in many areas, promotes confidence, self-esteem and raises standards of achievement. Our teaching is underpinned by detailed planning, in order to meet the needs of all children. Our planning (short, medium and long-term) reflects the N.I. curriculum and the needs and interests of all learners. It identifies the learning, demonstrates continuity and progression and reflects school priorities. Planning is carried out in half-termly cycles and teachers’ reflections on the children’s learning and evaluations of prior learning are used to inform these plans. The Literacy, Numeracy and WAU co-ordinators monitor teachers’ planning, carry out book scoops and provide effective feedback to teachers. All teachers are involved in classroom observations and dissemination of good practice is a priority. We employ a range of teaching strategies to ensure that the children’s learning experiences are beneficial and include opportunities for active learning. We develop children’s skills in working independently and as part of a team.

Strategies used to promote high quality learning include:• Use of a visual timetable to demonstrate the ‘big picture’ of the day’s learning with pupils (this is especially helpful for pupils with ASD, ADD or ADHD);• Strategic planning for Communication, Using mathematics and using ICT, taking account of long term objectives, past learning and teacher evaluations;• Writing and discussing learning intentions/success criteria with pupils at the start/end of topics/lessons• Pupils being given opportunity to set their own learning targets in topic planning and IEP’s;• Pupils reflecting on the teacher’s written formative comments on their work; • Pupils encouraged to partake in active questioning;• Pupils given opportunity to engage in active learning activities;• Pupils given specific opportunities to use and develop thinking skills and personal capabilities in activities;• Pupils given opportunities to self-assess and peer-assess work;• Pupils presented with problem solving activities each week in using mathematics;• Pupils working individually, in pairs and in groups for learning activities;• Learning tasks and texts differentiated;• Challenge and extension activities provided for pupils in Communication and Using mathematics;• Pupils encouraged to assimilate information from displays and the classroom environment;• Pupils encouraged to work independently where possible in school and at home;

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• Pupils given opportunities to use ICT to support their learning – internet, iPads, computers and core curriculum related apps;• Pupils encouraged to take more responsibility for managing their skill development in Using ICT;• Pupils supported by a safe and stimulating learning environment;• Pupils in each year group participate in planned pupil voice discussions about their school life and learning;• Pupils are provided with lessons in PDMU, RE and RSE to assist in understanding and managing emotions;• Pupils provided with an enriching programme of educational visitors and visits;• Pupils provided with opportunities to learn outdoors;• Learning monitored by curriculum co-ordinators.

Evaluation of strategies for providing high quality learning:• Results from PTE and PTM tests which are completed in years 4 – 7 show that pupils achieve above average results;• Internal monitoring and evaluation show high standards of work;• Learning Intentions are clear and concise and written in pupil books;• Planning evaluations highlight that learning is differentiated and evaluated;• School website provides a wealth of evidence of active learning, paired and group activities and the development of TSPC;• Large majority of underperforming pupils make expected or above progress by year 7;• Large majority of pupils receiving FSM make expected or above progress in Communication, Using Mathematics and Using ICT;• High level of positive supportive feedback from parents on termly progress tests;• Staff Development and Target Setting ensure improvements.

Areas for Development:• Outdoor Play facilities and opportunities will be prioritised for FS pupils;• Provision of more ICT equipment to ensure greater use of apps;• Use of the ‘Purple Mash’ Programme to develop pupil skills in the 5 ‘E’s

Strategies used to promote high quality teaching include:• Weekly planning to meet the needs of pupils with emphasis on Communication, Using Mathematics and Using ICT;• Daily/weekly evaluations of teaching and learning are used to inform future planning and teaching;• Weekly/daily consultations between teachers and Classroom Assistants for SEN pupils;• All pupils receive praise or rewards for efforts in learning;• Teachers regularly inform parents of their child’s achievements/difficulties;• Pupil learning activities differentiated appropriately to meet the learners’ needs;• Learning formatively marked to help with improvement;• Challenging tasks set for pupils;• Teachers use diagnostic and summative data to set targets for low achievers, under achievers and high achievers;• Teachers use assessment outcomes and teacher-to-teacher consultations to establish differentiated working groups within each class;• Teachers use pastoral information to support individual pupils;• Teachers have PRSD consultation with principal to identify strengths, areas for improvement, class trends, year group trends and training needs;• Teachers create a stimulating learning environment with emphasis on literacy and numeracy;

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• Teachers include pupils from P.4 – P.7 in setting their own targets for IEP’s;• Teachers provide a caring and safe classroom and the whole staff provide a caring and safe school environment;• Teachers use learning intentions and success criteria to best support learners;• Teachers include ASD strategies, Spld strategies and BST strategies in teaching;• Teachers have high expectations and set high standards for pupil learning and behaviour;• Teachers model learning when appropriate;• Teachers use active learning as much as possible;• Teachers provide opportunities for development of TSPC;• Teachers provide PDMU, RSE and RE lessons to help pupils learn how to manage their emotions;• Teachers promote the use of the following ICT Programmes: IXL English and Maths, Lexia, Accelerated Reading and Nessy Programmes:• Teachers use school development days and a range of training courses from outside agencies to enhance their professional development;• Teachers have year-group planning time each week;• Teachers are involved in peer observation and dissemination of good practice;

Evaluation of strategies for providing high quality teaching:• Results from standardised testing of pupils in P.4 – P.7 show above average results;• Monitoring shows Planning to be consistent and progressive;• Website evidence shows active learning, PDMU, shared, paired and group activities which are interesting and enjoyable for pupils;• Majority of pupils receiving FSM make expected or above expected progress in Communication and Using Mathematics;• Monitoring and Evaluation demonstrates high standards of work and opportunity for individual and collaborative learning and assessment;• All lessons observed in ETI Sustaining Improvement Inspection (January 2016) were very good or excellent;

Areas for Development• P.5 – P.7 teachers will be trained in use of the Accelerated Reading Programme;• All teachers and Classroom Assistants will receive on-going ICT Development;• Staff will be trained in using SIMS to access assessment data to better inform planning/teaching;• Collegiate Book Discussions and Peer Observations will be further utilised to disseminate good practice.

Strategies used to ASSESS teaching and learning include:• PRSD is used to identify teaching strengths and areas for development in line with school development priorities;• Individual Education Plans (IEPs) are used to support low performance;• End of Key Stage data performance trends are analysed;• GL assessment in English and Maths (PTE and PTM) test results are collated, analysed and used to inform Teacher Planning for the next year;• Teachers consult with SLT, parents, Classroom Assistants and other teaching colleagues regarding pupil progress;• Teachers consult with SENCo, Classroom Assistants and other teaching colleagues regarding learning support for identified pupils;• Baseline testing in September;• GL assessment (P.3 – P.7);• CAT test in P.4;

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• Spelling Tests in P.2 – P.7;• MIST Test in P.2;• GRT Reading Tests in P.3 – P.7;• Mental Maths tests in P.4 – P.7;• Progress tests in November and February;• Paired Reading programme for P.3, P.4 and P.5;• Spld screening for P.3 pupils;• Individual pupil ICT Skills Booklet completed half-termly;• Reading Partnership programme for identified pupils in P.3 - P.5;• Evaluation of Sensory Motor (Occupational Therapy) small-group support;

Evaluation of the school’s strategies for assessment:• Almost all pupils make very good progress in English and Maths, in line with their ability or above expectation;• Pupils who require additional support with aspects of learning make good progress;• Pupils achieve above average end of key stage results;• Tracking of pupil progress is well embedded and progress tests in November and February help to inform pupils, parents and teachers about progress;• Planning documents, classroom observations, the children’s voice, data, displays, staff and parent voices confirm that work carried out in relation to the school development priorities is improving standards in planning, teaching and learning;• Effective use of IEPs, pupil involvement in assessing these (P.4 – P7) and the provision of differentiated work to suit the needs of pupils leads to good progress;• Assessment-For-Learning strategies are used throughout the school;• Evidence for the evaluation of the schools strategies for assessment is collated from the following sources: Data/Assessment Manager/Provision Mapping/ Planning Documents/ IEPs and Reviews/Monitoring/Evaluation/Reviewing/Intervention Programmes/Support Programmes/Communication with parents and staff.

Areas for Development:• Assessment of ICT skills will be embedded:• ICT co-ordinator will monitor planning for progression and continuity with an emphasis on raising teacher awareness of the levels of progression in ICT; • Identified pupils in P.2 – P.4 will be targeted for Literacy and/or Numeracy support;• Website development will be assessed and communication with parents will be further developed.

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SDP Requirement 2b: A summary and evaluation, including through the use of performance and other data, of the school’s strategies for providing for the special, additional or other individual educational needs of pupils.

SummarySt Patrick’s Primary School aims to ensure that it provides for the learning needs of all pupils, including those with special educational needs. Our provision is in line with the DE Code of Practice (1998 and 2005) procedures. We also take due cognisance of the DE Inclusion Policy on SEN (2009). We are prepared for the roll-out of the Revised Code of Practice and SEN legislation in 2019. Allocated funding is used to ensure training and materials are available for SEN provision, including classroom assistants, support teachers and support materials. Pupils who identify as having a special educational need through the services of the GP, paediatrician, HSS, parental information, educational psychologist or through our internal pastoral information procedures and performance data are given an IEP as deemed necessary. These education plans are written in conjunction with the parents, pupils, teachers, classroom assistants, SENCo, EA and any relevant outside agencies. The plans are reviewed each term by the class teacher, SENCo and classroom assistants. Teachers see parents four times each year regarding their child’s progress. The targets set are SMART and are supported by professional judgement and evidential performance indicators from classroom activity and/or assessment. There is close communication regarding progress between class teachers, classroom assistants and the SENCo. The SENCo liaises closely with EA support including Special Education, Educational Psychology, Language and Communication Team, BST, peripatetic services and PPDS to prioritise pupils and secure support in school for the pupils concerned. SEN records are up-dated regularly. The SENCo participates in appropriate training, disseminates relevant information to staff and organises training which impacts positively on the quality of teaching and learning. Dyslexia-friendly strategies are in place in all classrooms. Differentiation is used as appropriate. Strategies for improving teaching and learning for children with SEN are discussed at a whole-school level, key-stage level and individual level to ensure that each child reaches his/her full potential. Programmes are put in place to ensure development for all children, including under-achievers and high achievers, in all areas of the curriculum. These include: Paired Reading; Speech and Language Therapy; Reading Partnership; Maths Catch-Up; Sensory Motor Group; IXL Maths and English Programme; Peripatetic Literacy Support; Lexia Core 5 Reading Programme; Small-Group Withdrawal; Accelerated Reading, Extension Activities. All support is regularly monitored, evaluated and reviewed. By collating and analysing qualitative and quantitative data we measure the impact of interventions and plan accordingly.

Evaluation:We deem the provision for Special Needs at St Patrick’s to be of a very high standard.Between 2015 and 2018 approximately 12% of pupils were on our SEN Register. This compares favourably with the N.I. average. All pupils on the SEN register have made progress and this is sustained from year to year. As a school we have gathered and analysed evidence from:

1. Together Towards Improvement Questionnaires (TTI): Curriculum Provision/Learning Experiences/Additional Learning Support

2. ESaGS Child-Centred Provision Questionnaire3. Records kept by individual teachers and the SENCo4. Parental interviews and on-going informal discussion with parents 5. Quantitative data (CAT, PTE, PTM, GRT Reading Tests, SWST Spelling tests) 6. In-class observation

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7. Annual Reports 8. EPs and Annual Reviews, Reports to Governors 9. Previous school records for Newcomers10. Reports/ Meetings with outside agencies, for example, Educational Psychologists 11. Feedback from children, classroom assistants and parents through questionnaires and

written or verbal feedback

Areas for Development:• Differentiation of learning for the more able;• SEN Parents’ Questionnaire;• Additional training for classroom assistants, as available, in a range of children’s learning needs; • SENCo to further utilise strategies from Capacity Building Resource File – summarise in groups and disseminate to teachers and classroom assistants;• Develop the use of Assessment Manager for Provision Mapping.

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SDP Requirement 2c: A summary and evaluation, including the use of performance and other data, of the school’s strategies for promoting pupil health and well-being, child protection, attendance, good behaviour and discipline.

SummaryHealth and Well-Being of Pupils:St Patrick’s is a friendly, nurturing learning environment. The safety, health, welfare and personal development of all children is of paramount importance in St. Patrick’s therefore everyone who works in St Patrick’s has some responsibility for the welfare of our pupils. • Physical exercise and activity are actively promoted throughout the school and we offer a whole range of extra-curricular activities; • Physical exercise outside school is also actively promoted through our well-established links with lots of sporting organisations in the Hilltown area and beyond; • Emotional and Mental Health and Well-being links are made with the curriculum and supported by outside agencies such as the Action Mental Health ‘Healthy Me’ Programme;• Road Safety lessons are an important part of the curriculum and our P.7 pupils are prepared for the Cycling Proficiency Test;• Farm Safety is promoted for all year groups through curriculum links and competitions;• Fire Safety is promoted through curriculum links and visits by the NI Fire Service; • Healthy Eating is promoted in school through classroom work, assemblies, the Dairy Council’s ‘Food and Fitness’ Programme and other school initiatives such as ‘Boost Better Breaks’, the Milk Scheme and the promotion of Healthy Lunches with a daily Salad Bar; • Pupils have access to drinking fountains during the day; • We have positivity noticeboards and boards celebrating our school council, eco committee and teams;• We have weekly whole-school assemblies in which individual classes give presentations for the rest of the school, we present star pupil awards, pupil achievements are recognised, school and team successes celebrated and announcements made;• We operate a P.7 playground buddy system;• We have school badges for members of all organisations;• We have worry boxes in operation in P.4 – P.7 classrooms and a worry hand for P.1 – P.3 Pupils;• We have suggestion boxes in classrooms;• We promote ‘Walk to School’ Week and ‘Anti-Bullying’ Week; • The ‘Heart-Start’ programme is taught to pupils in P.5 – P.7;• The ‘Rural Respecting Differences’ Programme is taught in P.1 and P.2; • P.7 pupils participate in the ‘Love for Life’ programme and the ‘Amazing Brains’ Transition Programme; • Action Cancer present their ‘Be Smart’ programme every second year;• We liaise closely with the School Nurse and other medical professionals; • We have six trained First Aiders to attend to sick or injured pupils and a dedicated Classroom Assistant who provides First Aid for pupils during morning and lunch time breaks;• Our Health and Safety Policy, Healthy Eating Policy, First Aid Policy, Fire Safety Policy, Road Safety Policy and RSE Policies are fully implemented and up-dated as required.

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Safeguarding/Child Protection:The safety, protection and holistic development of our pupils is of paramount importance.• Our Safeguarding/Child Protection Team attend training regularly and all staff, Governors, volunteers and students receive refresher training in accordance with DE regulations; • Child Protection/Safeguarding information is displayed throughout the school and is disseminated regularly to pupils, staff, volunteers, students, parents and Governors; • Our Rights Respecting School (RRS) Project (Bronze Award in March 2018) contributes towards our school’s Child Protection/Safeguarding work with the implementation of RRS principles; • External Agencies such as the NSPCC, Child-line, Helping Hands, the EA PPDS Service and CPSS help with Child Protection/Safeguarding issues; • ‘Safer Internet Day’ is recognised with E-Safety lessons in every class;• We have comprehensive school policies (Safeguarding and Child Protection Policy, Pastoral Care Policy, E-Safety Policy, RSE Policy, Anti-Bullying Policy, Mobile Phone Policy, Private Car Transport Policy, Policy for Educational Visits, Drugs Education Policy) which are reviewed every two years.

Attendance:We recognise that high levels of attendance and punctuality enhance educational achievement. Parents and pupils are reminded of the need for good attendance. • We work closely with the EWO and act quickly if there are any concerns – this is done in a caring and sensitive manner; • Our attendance percentages from 2015 – 2018 have averaged 96.5% each year which is consistently above the N.I average; • Attendance is monitored by office staff, teachers, the Principal and Governors; • Our Attendance Policy is consistently implemented and reviewed every three years.

Good Behaviour and Discipline:In our school there is a climate of mutual respect and we consistently promote positive behaviour. • All staff have taken part in training to promote Positive Behaviour and recognise that this is an integral part of our school’s ethos; • We consistently implement our Policy for Promoting Good Behaviour; • Our Annual Pupil/Parent/School Agreement serves as a focus and reminder at the start of each year of the high expectations we have for all of our pupils; • All pupils know our GOLDEN RULE: ‘Treat others as you yourself would like to be treated and treat property with respect’ and our other eight school rules are promoted through positive rewards and at our weekly assemblies; • The School Council play a valuable role in promoting positive behaviour in the school.

EvaluationWe believe that the promotion of health and well-being, child protection, attendance, positive behaviour and discipline of pupils at St Patrick’s is outstanding. The best evidence for this is the happy pupils who love to come to school each day, with 99.8% of pupils reporting that they liked their teacher (Pupil Survey, June 2018).As a whole school we gathered evidence using:

1. ETI Safeguarding/Child Protection audit2. Analysis of questionnaires from parents and pupils3. Staff discussions, directed time meetings plus exceptional closures4. School Council Records5. Policies/School Procedures/School Prospectus6. Attendance Records

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7. Rights Respecting School Project8. Associated Questionnaires: TTI Pastoral Care/ESaGS Child-Centred Provision/

TTI (Primary) Safeguarding (protection of children and vulnerable adults)

Areas for Development• Continued development of Personal and Social skills through the statutory Curriculum, PDMU Programme and Circle Time;• Development of the Pastoral Care Team to promote positive behaviour in new ways; • Development of outside play and the outside play environment/resources;• Develop greater parental consultation regarding documentation.

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SDP Requirement 2d: A summary and evaluation, including through the use of performance and other data, of the school’s strategies for providing for the professional development of staff.

SummaryIn St Patrick’s Primary School we are committed to providing for and encouraging the professional development of all staff. To ensure effective leadership and high quality teaching and learning throughout the school, we recruit, deploy, support and develop staff in a systematic and pastoral way. This is informed by the effective evaluation of the capacity of staff to deliver school priorities. We source training from a variety of providers, in a range of formats and for different staff groupings.• Areas for development are embedded into our School Development Plan and within the action plans. The professional development needs of the staff are then identified. Training is priced and organised as appropriate; • Time for Professional development is allocated through Baker days, School Development Days and Directed time. Attendance at courses which are directly linked to the SDP, offered by CASS or other providers, is also encouraged;• SEN Capacity Building courses are taken by all staff, as appropriate to need. SEN expertise and skills are shared with other staff members;• We use peer observations and PRSD by Senior Leadership Team and Co-ordinators to affirm good practice and identify individual training needs - the PRSD programme also helps inform CPD needs;• We value feedback from staff who have attended appropriate courses on developing trends in education and action points are drawn up as a result; • Teachers share their skills and talents with other teachers and with other classes; • Staff are given the opportunity to lead curriculum development at meetings, during Baker days and School Development Days. They are encouraged to report to the Board of Governors; • Principal, Vice-Principal, SENCo, Literacy and Numeracy Co-ordinators attend appropriate professional development opportunities, for example cluster meetings;• Co-ordinators monitor and evaluate curriculum through book scoops, leading monitoring sessions, and supporting colleagues;• Classroom assistants have been fully trained to deliver the Reading Partnership Programme and Maths Catch-Up Programme to identified pupils;• The Extended Schools Programme (concludes January 2019) uses expertise of staff and outside professionals;• Medical Awareness training is undertaken each year by teachers and classroom assistants according to needs of pupils in individual classes;• Teachers are encouraged to extend their Professional Development outside of school. A number of teachers have taken or are currently taking Leadership Training Courses provided by RTU or Masters Qualifications in Leadership; • Opportunities are available for teachers and support staff to participate in courses which facilitate personal and professional development, for example, First Aid, AMMA Centre Courses, ICT courses;• A large range of courses are now provided electronically and staff avail of these development opportunities regularly.

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Evaluation: The provision for the professional development of staff is very good and is well-matched to the school priorities. Baker days and School Development days are used effectively and evaluated. These evaluations inform future planning. Co-ordinators and teachers are very efficient at disseminating information from courses attended. In the PRSD process for 2017 - 2018 all teachers expressed satisfaction with their current responsibilities and felt that they had the expertise to teach their current class to a high standard. Classroom assistants valued their professional development opportunities and expressed their desire to have more, as resources allow. All staff stated that our Curriculum and Pastoral Teams are bringing positive change to the school both for pupils and staff. Evidence to support this evaluation is found in the following sources:

1. Consultation Exercises2. Minutes of Meetings3. Records of School Development Days/Baker Days4. Evaluations5. Training Records6. PRSD/Classroom Observations7. Sharing Good Practice sessions – Collegiate Book Discussions (CBD) and other8. Co-ordinators Files

Areas for Development:• Continued use of School Development Days and Baker Days to develop the priorities within the School Development Plan;• Continued development of clusters with other schools, to see and share good practice;• Continued evaluation of training sessions so as to ensure that there is effective and efficient use of the school’s resources.

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SDP Requirement 2e: A summary and evaluation, including through the use of performance and other data, of the school strategies for managing attendance and promoting the health and well-being of staff.

SummaryThe Board of Governors, Leadership Team and staff recognise the importance of managing staff attendance and promoting the health and well-being of staff. Every effort is made to ensure staff members are well supported. Effective channels of communication are in operation in the school, which encourage professional, supportive working relationships.The Pastoral Care policy in St Patrick’s extends into all areas of school life and involves all members of our school community.

• The principal operates an open door policy and has good working relationships and effective communication with all staff members, including ancillary staff;• The school’s positive behaviour policy is applied consistently and fairly to support all staff members, all pupils and parents;• Staff members are supported in engaging in personal development activities;• ICT is used effectively, where possible, to reduce workloads;• Staff attendance is monitored by the Leadership Team and by the Governors;• We ensure that teachers are treated fairly and consistently when ill and the Attendance Policy return to work procedures are implemented fairly and consistently;• We provide a safe working environment for everyone – all Health and Safety procedures are carefully implemented;• Facilities for staff are improved (toilets) as money allows;• Staff are acknowledged publicly and privately for ‘a job well done’;• A Weekly Agenda informs all staff of events each week which helps planning;• Staff are informed well in advance of curriculum development dates and meetings; • Year-group planning is timetabled weekly;• Team-Building and social events are timetabled

EvaluationWe believe that the school’s management of attendance and promotion of health and wellbeing of staff is currently outstanding. The absence rate of teaching staff during 2017 – 2018 was 2.14% while the absence rate for the years 2014 – 2017 was 2.45%. This falls well below the N.I. average. The absence rate for support staff in 2017 – 2018 was 2.25%. Attendance records for staff are presented at each Board of Governors’ meeting, any attendance issues are discussed and actions are agreed to address these issues.Evidence to support this evaluation was gathered from:

1. Attendance Policy and Records2. Board of Governors’ Agendas and Minutes of Meetings3. Return to Work Meetings4. Meetings between Principal and Staff Members5. Classroom Observations/ PRSD6. Evaluation of Staff ‘Well-Being’ Day (March 2018)7. Staff ‘Well Being’ Questionnaire Data (April 2018)8. Staff ‘Well-Being’ Policy adopted for implementation in May 2018

Areas for Development:• Promote Staff’s awareness of the Occupational Help Service and the free counselling service offered by Carecall • Improve Staffroom facilities over the next three years, as money allows

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SDP Requirement 2f: A summary and evaluation, including through the use of performance and other data, of the school’s strategies for promoting links with parents of pupils at the school and with the local community, including other schools, the business community, and voluntary and statutory bodies.

SummarySt Patrick’s P.S. promotes strong links with parents: our school motto is ‘Progress Through Partnership’ and parents are one of the three links in this partnership of pupil/school/parents. A highly successful way of linking with parents is through our School Website which is up-dated regularly with news items and with messages via the app. Teachers and parents also communicate through parent/teacher meetings, Progress Tests in November and February, Reading Records, Homework Records, Weekly Spelling and Mental Maths tests, children’s books, school events, parent’s meetings, newsletters, consultation exercises, IEP’s (four P/T meetings per year) and Annual Pupil Reports; Further links are: Friends of St Patrick’s; the school Prospectus; evening workshops for parents; PR in local newspapers and the local bulletin; the Principal operates an ‘open-door’ policy; additional parent/teacher meetings can be arranged by request; invitations to assemblies, concerts, seasonal celebrations; Eco-School events; Sports Day; team performances for music and sports.We promote links with the Local Community, including: PSNI, N.I. Fire Service, Nurse, Healthy Eating Programme, Extended Schools, charities (Trócaire, Action Mental Health, Heartstart, Action Multiple Sclerosis, N.I. Hospice, Shoebox Appeal, NSPCC, Action Cancer, Oxfam); local events, Choir, Religious Services, Festivals, Newry, Mourne and Down District Council visitors, Churches, Parishes, sports organisations, coaches, Youth Organisations, visitors – linked with community/curriculum topics, Newcomer Programme, Children’s Liturgy, the Dairy Council, N.I. Dogs Trust.We promote links with other schools, including: active transition links with Clonduff Playgroup (our main feeder pre-school); St Mark’s H.S. (our main non-grammar post-primary school) - P.7 cross-phase numeracy project; Post-Primary Teachers and schools, pupils; St Malachy’s H.S. – Digital Schoolhouse Project; St.Patrick’s P.S., Mayobridge – Rural Respecting Differences Programme; St Paul’s P.S. Cabra and St Mary’s P.S. Rathfriland – joint educational initiatives; sports, concerts, student work placements; events; support programmes; sports trips; Cluster Meetings; Staff Training; ‘Do This in Memory’ Programme; ‘Children’s Liturgy of the Word’; E.A. band, choir and orchestra; Sporting tournaments and competitions; Eco School collaboration.We promote links with the business community, including: sponsorship, topic work – visits linked to WAU, PR – newspapers, speakers, publicity of/for events; Credit Union; local bank; contributions to local bulletin; use of school building for community events; Cash for Schools - Tesco and Sainsburys, Habitat for Humanity, OSM Re-cycling; visiting drama companies; Zoolab; Youth Alliance Trust; Peace Proms; Easons ‘Spelling Bee’; Junior Entrepreneur; Wildlife Trust.We promote links with voluntary and statutory bodies, including: Charities; EWO; OT; Psychology; Speech and language; Parent and Pupil Support Services; Sensory Support; Behaviour Support; PPDS; Peripatetic Team; Language and Communication Team; EA Services; Inclusion and Diversity Service; CASS; Library Service; CCMS; SPACE team; Autism Support; RISE N.I., NSPCC; Love for Life; Health and Social Services; Health Centres.

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EvaluationWe have strong and flourishing links with all the above groups. Our links with local businesses and schools are being actively extended. Cluster training with neighbouring schools is being further developed and extended as part of our work to ‘Share Good Practice’.Parental attendance at Parent/Teacher meetings, school events and curriculum or other workshops is excellent. Community support for school events is first class.Evidence to support this evaluation is found in the following sources:

1. School Website2. Newsletters3. Parent/Teacher Meeting summaries4. Reading Records/ Homework Diaries/Pupil Folders/ Progress Tests5. Weekly Homework Page6. Pupil Annual Reports7. Friends of St Patrick’s8. Links with External Agencies9. Competitions10. Charity Work11. Parental questionnaires12. ESaGS questionnaire: A school connected to it’s local community

Areas for Development:• Further development of the website and app• Further development of links with local schools as part of our ‘Sharing Good Practice’ work

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SDP Requirement 2g: A summary and evaluation, including through the use of performance and other data, of the school’s strategies for promoting the effective use of ICT, including its use to support learning and teaching, continuing professional development and school leadership and management.

Summary

In St Patrick’s ICT provides opportunities to enhance and enrich children’s learning experiences. The Board of Governors and staff know that ICT is an effective tool to help raise standards of attainment. It is used effectively in the school to support the teaching and learning. It is integrated effectively across the curriculum as demonstrated in teachers’ planning and in the implementation and evaluation of the plans.

ICT to support Learning and Teaching • ICT is integrated across the curriculum through use of the following: Interactive White Board in each classroom, iPads, lap-tops, Notebooks, Bee-Bots, Pro-Bots, C2K system, Digital Story Telling, digital camera, web camera, scanner, headphones, wi-fi, e-mail;• ICT is used extensively throughout the school to create and share resources and in the daily routines of the school;• ICT is used to support SEN pupils (Lexia, Nessy and other apps);• C2k Newsdesk is used to help cover requirements of the 5 E’s;• ‘Purple Mash’ was purchased in October 2017, with a three-year licence. This programme offers excellent possibilities for ICT development in the coming years;• Use of Fronter and appropriate websites and programmes;• Implementation of CEA ICT cross-curricular skills;• A group of P.6 and P.7 pupils were trained as Digital Leaders in 2018 and this will be continued and developed;

ICT for Continuous Professional Development • Teachers access a range of on-line courses, Fronter, Clounagh VLE, relevant websites, video conferencing, ESaGS TV;• AMMA have provided training in the use of relevant apps such as Lexia, AR, IXL, Lightbot, Book Creator, and Greenscreen and these programmes are now well utilised throughout the school;• ICT co-ordinator consults with staff to identify areas for development and CPD opportunities are organised accordingly;• Staff share their skills and expertise in ICT with their colleagues in CPD sessions;

ICT for Leadership and Management• The school website is used to inform the community of school events, school policies, the SDP and Action Plans and all other relevant items of news;• The Assessment/Data Team use SIMS and Assessment Manager for recording and analysis of data, including pupil results and attendance;• ICT is widely used to facilitate effective communication within school and also with parents, outside agencies and Governors;• School App for communication with parents and staff was introduced in April 2018;• ICT is widely used by the Leadership Team and teachers during assemblies and when delivering presentations to pupils, staff, parents and Governors;• Digital photos and news items are sent to local newspapers regularly to promote the school;

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Evaluation: ICT, as a curriculum area, is advancing faster than any other, therefore it will always require time, effort and allocation of money to keep up with new developments. ICT was identified as an area requiring development over the past three years. Much has been achieved. In the course of this SDP we will build on the work already done. Four new IWB’s have been installed (September 2018) and our Parent Association will fund-raise for new ipads in the 2018 – 2019 year. As we will have a spare Resource Room in the 2018 – 2019 year this will be set up as an ICT Suite.

Evidence to support this evaluation is found in the following sources:1. ICT Displays2. Website3. Planning Documents4. Evaluation Documents5. Weekly Agendas/Communication with staff6. ICT Assembly Presentations7. ICT Skills Booklets8. Assessment Manager/SIMS9. Recorded work on ipads10. PRSD/Classroom Observations

Areas for Development:• Provide additional training in the use of ICT Cross curricular skills, using ‘Purple Mash’ • Provide further training on the implementation of the 5E’s, using a wide range of apps• Ensure continuity and progression in development of pupil ICT skills;• Provide support for the ICT co-ordinator in monitoring teacher/pupil use of the ICT Skills Booklet

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SDP Requirement 3a: An assessment of the school’s current financial position and the use made of its financial and other resources.

The school’s financial position is included on the agenda of each Board of Governors’ meeting. Governors review the monthly LMS reports, which help to inform future decisions.The LMS 3-year budget plan (2018 – 2021) projects a positive balance for the 2018-2019 year (Appendix ???).The day to day running of the school budget has been delegated to the Principal by the Board of Governors. The Principal and Leadership Team, through monthly reconciliations, monitor and prioritise spending in accordance with the school’s priorities as detailed within this School Development Plan. The Principal accesses support and guidance from LMS when necessary. We ensure that human resources are used effectively to support the curriculum and that teaching and learning resources are adequate to deliver the statutory curriculum.The school’s financial resources are used to support the school’s priorities as detailed in this School Development Plan and to bring about improvements in standards. They are also used to provide a safe learning environment, taking account of advice from the Board of Governors and EA’s Maintenance and Health and Safety Officers. The school has a very supportive Parent Association, the Friends of St Patrick’s. They raise a substantial amount of money each year for the school. This money allows the school to purchase resources which would otherwise be beyond the scope of the school’s LMS budget. Evidence to support this assessment is found in the following sources:

1. LMS Monthly Reports2. Requisitions3. Co-ordinators Action Plans4. Progress towards Key Targets in the School Development Plan – Annual Document

Areas for Development:• Remaining within the 5% surplus/deficit budget target set by DE at the end of the 3 year financial period;• Raising all staff members’ awareness that all proposed expenditure must be carefully planned and based upon realistic cost projections.

SDP Requirement 3b: An assessment of the planned use of the school’s projected resources during the period covered by the plan in support of actions to bring about improvements in standards.

In line with the school Action Plans and this Development Plan several areas have been identified that will require the use of planned resources this academic year.Our immediate priorities for expenditure (September 2018) have been identified as:

1. iPads (ICT Action Plan)2. Reading books for Foundation Stage (Literacy Action plan)3. Outdoor play equipment (Pastoral Care Action Plan)

The Action Plans are appendices of this document and can be viewed on the website.

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SDP Requirement 4: An assessment of the extent to which the school has met its key targets, or the progress that has been made towards these key targets in any school development plan which this school development plan supersedes or revises.

Assessment:Yearly Action Plans for the key areas of learning identify appropriate priorities. Progress is monitored regularly by the co-ordinators, the Leadership Team, teachers, classroom assistants and Governors. Pupils’ progress is tracked using a range of qualitative and quantitative data, in order to identify children’s needs, to identify under-achievement, to plan interventions and to put in place strategies to help meet children’s needs. Early intervention strategies are in place and these are successful. For those who have not made progress, despite the use of relevant and purposeful measures, assistance from outside agencies is sought. The Literacy, Numeracy, SEN, Pastoral Care and ICT co-ordinators report to the Board of Governors on their action plans and the progress made. In June each year we produce a document which summarises progress made during the school year, details pupil results and provides an overview of events during the year. This document informs future planning documents.This document, entitled: ‘Progress towards Key Targets in the School Development Plan’, is sub-titled ‘An overview of the 20-- - 20-- year’. These documents for the years 2015 - 2016, 2016- 2017 and 2017 – 2018 evidence outstanding progress for the school in academic and pastoral areas. This progress is supported by excellent academic results. Associated questionnaires for this summary of progress are: TTI - Action to Promote Improvement ESaGS - High Quality Teaching and Learning.

Evidence of targets met is found in the following sources:1. Leadership and Management Files and Co-ordinators Action Plans and Reviews2. Progress towards Key Targets in the School Development Plan – Annual Document3. School Data (PTE, PTM, CATS, SWST, GRT,)4. End of Key Stage 1 and 2 results

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SDP Requirement 5: An assessment of the challenges and opportunities facing the school.

Opportunities in the years 2015 – 2018 included:• A new principal and vice-principal took up post in September 2015; A new Senior Leadership Team was established in October 2015; Five new co-ordinators were appointed in October 2015 – Numeracy, Assessment, ICT, WAU, SENCo; Three new permanent teachers were appointed in September 2015. This major change in personnel brought fresh motivation, energy, enthusiasm and expertise to the school and resulted in lots of positive change.

• The new website was launched in May 2015 and it has been highly successful as a communication tool and in promoting the school.• The Parent Association has helped to provide resources and shared their expertise and skills with the pupils.• Local community involvement has been strong and has brought new opportunities. • The school (current building) celebrated its 50th anniversary in 2016 and this was a marvellous success for pupils, staff and the community. • There has been significant development of ICT opportunities for pupils.• The school has had significant success in academic pursuits, alongside sporting, musical, artistic, dramatic and other successes. This success has been celebrated by the school community and the wider community.• Improved road safety in the immediate area surrounding the school.

Opportunities in the next three years: • After a wait of four years, a modular unit of two new classrooms with toilet facilities (September 2018) has been provided by DE. This gives us much-needed classroom space and restores the Library and Learning Support Room to their original use.• The school received its first ECO flag in April 2018 and pupils and staff look forward to continuing this work.• The school received the Bronze ‘Rights Respecting’ Award in March 2018 and pupils and staff look forward to continuing this work.• An Outdoor Classroom was erected in April 2018 with funding from ‘Awards for All’. This will provide opportunities to develop outdoor learning in the next three years.• A metal storage container was purchased for the bottom playground in June 2018 to store play equipment for Foundation Stage pupils. This partially solves one of our major problems which is lack of storage space and will contribute to the development of outdoor play for P.1 and P.2 pupils.• We have developed strong new links with local schools in the past three years and this provides great opportunities for sharing good practice and developing our pupils socially.• Our enrolment is increasing each year due to new housing in the area.• Further development of the School Council to ensure that every pupil feels they have a voice, that they belong and that they are valued.

Challenges in the next three years include:• A building which is now 52 years old, which requires constant maintenance and in which E.A. will only carry out essential repairs (for example, they will not paint the outside of the building even though it is in dire need of paint to preserve the cement work)• Lack of security in school grounds – no perimeter fencing (Minor Works Application submitted in November 2017)• Lack of secure access and need for enhanced CCTV and improved external lighting (Minor Works Applications submitted in November 2017)

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• Road Safety issues – need for DOE to place bollards along the footpath between the main school gate and the Parochial House • Budget constraints which lead to large class numbers (32 pupils in F.S. and Key-stage 1 classes)• Increasing workload (especially paperwork) for teachers and principal and the need to ensure that staff have a work/life balance• Lack of storage space• Lack of opportunity for cross-community links• Long waiting lists and lengthy delays for any SEN service offered by the E.A. (psychology, Behaviour Support Team, Spld, PPDS, Language and Communication)• Reduced support from E.A. CASS service due to rationalisation and restructuring• Loss of ‘Extended Schools’ money from January 2019 resulting in less after-school opportunities for pupils.

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SDP Requirement 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.

Summary

The Board of Governors believe that all members of the school community should be given the opportunity to share their views on the life and work of the school. Pupils, parents and staff are given the opportunity to complete questionnaires and to participate in consultation exercises which allow stakeholders to share their views on the school and its strengths, weaknesses and areas for development. All issues raised within the pupil, staff and parents consultation exercises are analysed and addressed. The information yielded is used, where appropriate, to inform future planning in terms of policies, documents, procedures and practice in our school. This School Development Plan has been shaped by the well-embedded self-evaluation and consultation practices in St Patrick’s.

Staff, Governors, pupils and parents are involved in the compilation of this School Development Plan. Many sources of data are used to inform the decision making process in relation to the identification of the school’s priorities. The Board of Governors meet the Literacy, Numeracy, World Around Us and ICT Co-ordinators to review progress and to discuss their plans for the future development of the subject/area.

Consultation with pupils takes place through questionnaires. The Pastoral Care co-ordinator works with the School Council to receive their input to the SDP. The Principal has SDP sessions with pupils in P.7. The Eco Team and the Rights Respecting Team are also consulted. Pupils receive a ‘child-friendly’ version of the SDP and are asked for their comments, thoughts and suggestions.

Consultation with parents takes place through questionnaires. The Principal operates an open-door policy and is always happy to receive input from parents, grandparents and other adults who visit the school. The Principal also consults regularly with the Parent Association. There are Parent information meetings for each year group at which questions or suggestions are welcomed. A sample group of parents are consulted when any policies or documents are being revised. Parents are also encouraged to express their views and opinions at Parent/Teacher meetings and at review meetings. Parents receive a copy of the proposed SDP three-year overview in September and are asked for their comments or suggestions.

Consultation with staff takes place through questionnaires. Consultation has an important role at staff meetings and Staff Development Days. The Principal has individual staff consultations and also operates an open door policy for staff. All staff are asked for suggestions, comments or criticism in August each year when the SDP is being prepared.

Consultation with Governors takes place through regular electronic communication (e-mail), by phone and at Governors meetings.

Consultation with other relevant personnel such as D.E. and E.A. takes place by phone, e-mail and in meetings or workshops.

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Evidence to support this summary is found in the following sources:

1. Consultation Records2. Records of Meetings3. Questionnaires4. Self-Evaluation Records5. School Data (Qualitative and Quantitative)

Areas for Development:• To ensure that consultations and self-evaluation procedures are methodical and transparent• To draw up a questionnaire for Governors so as to have a written response which gives their views and opinions.

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SDP Requirement 7a: Identification of the areas for development, which shall be informed by the school’s self-evaluation and include the school’s key priorities for the period of the plan, based on the Department’s priorities for education.

Key priorities:In the year 2018 – 2019 our key priorities are:• ICT – to incorporate ICT in planning, with a particular focus on the ‘Express’ section of ICT skills as covered in the English curriculum• Literacy – to promote the love of reading books through the effective use of the Accelerated Reading programme• Numeracy – to improve the teaching and recall of times tables through the use of practical resources and ICT software (apps)• SEN – to develop teachers’ knowledge and understanding of their responsibilities under the SEN Code of Practice• Leadership – to improve displays of pupils work throughout the school

SDP Requirement 7b: Identification of the areas for development, which shall be informed by the school’s self-evaluation and include planned outcomes in learning, teaching and raising standards of attainment, including targets for raising standards of attainment in Communication, Using Mathematics and Using ICT.• Appendix 8: End of Key Stage 1 and 2 results for 2017 – 2018(results were not submitted to DE due to current industrial action short of strike).• Appendix 9: PTE and PTM results for P.4 – P.7 2017 - 2018

SDP Requirement 7c: Identification of the areas for development, which shall be informed by the school’s self-evaluation and include the actions to be taken to achieve the outcomes mentioned at sub-paragraph (b) and final dates for completion.• Appendix 7: School Development Plan 3-year Overview• Appendix 1: ICT Action Plan• Appendix 2: Literacy Action Plan• Appendix 3: Numeracy Action Plan• Appendix 4: WAU Action Plan• Appendix 5: SEN Action Plan• Appendix 6: Pastoral Care Action Plan

SDP Requirement 7d: The financial and other resources available to the school to be used in support of the actions to achieve the planned outcomes.• Appendix 10: LMS Three-year Budget Plan (2018 – 2021)

SDP Requirement 7e: The arrangements for the Board of Governors, in consultation with the principal, to monitor, review and evaluate progress made against the school development plan.ArrangementsThe Principal, Governors, Leadership Team and Co-ordinators are involved in monitoring, evaluating and reviewing progress towards the priorities as identified within the class teachers’ plans, the co-ordinators action plans and within the School Development Plan. The Action plans are reviewed at the end of each term. The Leadership Team produce the document ‘Progress towards Key Targets in the School Development Plan. An overview of the year…’ This document provides a summary of the progress made against the targets as set out within the School Development Plan. Using thorough monitoring, evaluating and reviewing procedures, the Principal, Governors, Leadership team, Co-ordinators and staff

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members ensure that progress towards the priorities as identified within the Action Plans and within the School Development Plan is appropriate.

Evidence is found in the following sources:1. Action Plans and Evaluations2. Staff and Governor Meetings3. School Data4. PRSD5. Review meetings6. Parents’ Evenings7. Sharing Good Practice8. Classroom Observations

Area for Development:• The school’s monitoring, evaluating and reviewing procedures will be further developed so that they are as effective as possible and have maximum impact in terms of raising attainment in St Patrick’s Primary School.

SummaryIn St Patrick’s, we believe that the School Development Planning process reflects our school’s self-evaluating culture and is making a positive contribution to the motivation of staff and pupils, to the quality of teaching and learning and to the standards attained by our children. We have improved our consultation on a number of different levels when formulating our School Development Plan, primarily to improve the stakeholders’ ownership of the plan, to improve its effectiveness and to ensure that it raises standards of attainment. We are conscious of the need to continue to develop rigorous procedures so that governors and staff can systematically and strategically monitor, evaluate and review the implementation and impact of the School Development Plan on the life and work of the school.Finally, we would like to acknowledge the excellent support and professional guidance we have received from EA and CCMS, from ETI and from RTU personnel, in relation to School Development Planning.

(Please note: Appendices 8, 9 and 10 can be viewed by request to the principal).

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