Belvoir
Park Primary School
Board
of Governors
If culture is the personality of an
organisation then a quality school is restless, constantly questioning, never
satisfied, challenging norms and believing that things can always be better.
Revised
School Development Plan 2007 -2010
following
inspection October 2007
‘What
the child can do in co-operation today he can do alone tomorrow.’
(Vygotsky
1934).
Evaluation
of 2005 –
2007 SDP
The school has organised after-school activities for
P3 – P7 classes. All teachers will be involved in helping with these
activities.
·
The after-school classes
were not successful for the Year 3 class as the children tired very quickly with
the longer day.
·
To accommodate this
promise we now offer Clubs on a Monday afternoon from 2.00 – 3.00pm for Year
3.
·
Key Stage 2 classes have
clubs from 2.00 – 300 pm on Wednesday
·
Year 5 have music
classes after school on Thursday from 3.00 – 4.00pm.
·
Years 6-7 have the
chance to take part in soccer & hockey on Tuesday/Wednesday from 3.00 –
4.00pm.
Parents
and children will be consulted in September 2005 in relation to procedures for
positive behaviour.
·
Parents and children
were consulted by questionnaire and no major issues were reported to governors.
·
A pupil council was set
up in 2006.
·
Election for this year
will be held next week.
·
We have no suspensions
in the last two years.
From September 2005 learning outcomes will made
clear at the outset of a lesson, reiterated during the course of the lesson and
recapped at the end; throughout the lesson the children will be encouraged to
give extended responses.
·
This formed part of PRSD
and classroom observation carried out by the Principal and the co-ordinators in
Literacy and Numeracy.
·
WALT is used in class.
·
WILF is being introduced
this year.
The Key Stage 1 staff will update and develop a new
structured play policy in consultation with the Nursery teachers.
·
The staff were advised
that this would be inappropriate as Play-Based-Leaning would form part of
training for the revised curriculum.
·
The new policy will be
grown from Year1 throughout Foundation & KS1 over the next three years.
·
Nursery teachers have
formed a close relationship with the Foundation staff.
·
A classroom is in the
process of being converted to a play room to support Play-Based-Leaning.
The SENCO will provide training for all staff to
ensure that IEP targets will be more specific in terms of learning goals for the
children. Reviews of progress will be more detailed and evaluative.
·
The SENCO & SENs
teacher have worked with staff in this area to focus learning.
·
IEP review discussions
are more structured with substitute staff being employed to cover staff.
·
Mrs Martin is employed
as a 2.5 days per week SENs teacher.
·
Mrs Hill is employed 1
day to support individual pupils.
·
Mrs Crawford is our EAL
teacher.
·
SENCO/SENs Teacher &
Principal meet to evaluate progress.
·
NSPCC counsellor
supports children.
The school will analyse more systematically all of
the available data, and use it to measure and evaluate the children’s progress
and achievements.
·
NFER scores are used and
the Maths co-ordinator has been trained in the analysis of the scores.
·
All staff have been
trained by the Co-ordinator.
·
All staff have been
trained to analyse CCEA data.
An action plan will be developed in Numeracy that
clearly defines targets to effect improvement in the teaching and learning of
mathematics.
·
The school has spent two
years developing numeracy as a follow up to the Numeracy Strategy.
·
The Co-ordinator has
been proactive in measuring the quality of teaching through classroom
observation.
·
We have spent two years
on the Raising Achievement In Numeracy Strategy.
·
An extensive report has
been prepared and is available to interested parties.
From September 2005 teachers’ planning will be
standardised with intended learning outcomes clearly identified. Opportunities
for ICT, mental mathematics and links with other curricular areas will
highlighted The learning activities will be differentiated to match the varying
ability levels within the class.
·
We have standard
planning sheets for short–term and daily notes.
·
Planning identifies
opportunities for ICT.
·
Differentiation has been
progressing steadily.
·
WALT is used to clarify
learning intentions
Children’s
oral contributions will be developed further to extend their ability to think
and communicate mathematically.
·
The principal has used
the DENI advice on communicating mathematically as part of INSET.
·
Staff were introduced to
ACTS and De Bono to help prepare them for oral contributions.
·
Plenary sessions are
used in class to aid communication.
There will be an improvement
in the planning and practice for the integration of ICT to support learning, and
to implement better the whole-school strategy for the development and
progression of the children’s ICT capabilities.
·
ICT training was given
to all staff with specific reference to the CCEA requirements in ICT.
·
Unfortunately our C2K
system was useless for most of 2006 -2007.
·
We now have new
platforms and software.
·
Mr Smith is developing a
new scheme of work as part of PQHNI.
·
Mrs Brown has
volunteered to become network manager.
The school will embed and
assess ICT across the curriculum, and provide more opportunities for the
children across all the ICT strands.
·
Children were using more
ICT programs in class to support and present learning.
·
SEELB RAIN project gave
pupils access to a rage of numeracy support material.
·
This unpredictability of
the system curtailed our development last year.
The staff will have
professional development in the use of ICT to enhance the children’s learning.
·
Staff were trained to
use Internet, Excel, PowerPoint, Word, Logo, and Roamer.
·
We have started to train
staff in the use of the Interactive Whiteboard.
·
SEELB RAIN project gave
us access to a rage of numeracy support material that was used in class.
·
This software will be
reloaded next month unto the C2K system.
·
Schemes of work are word
processed by staff.
·
We have developed an
Intranet.
Curricular roles and responsibilities of the various
members of staff, particularly the post-holders will be more closely defined in
a job description.
·
Mr Tate did this as part
of his PRSD.
·
Job descriptions have
been developed for post-holders.
·
A new SMT is being
formed shortly as the VP has retired.
Monitoring
the quality of teaching and learning will continue. First-hand evidence from the
monitoring will inform the teaching and help improve further the learning.
·
Principal, Literacy and
Numeracy Co-ordinators watch teachers in class as part of PRSD.
·
RAIN project was a major
project.
The
school will use standardised scores and benchmarking data in order to determine
the children’s progress and to set appropriate targets for further
improvement.
·
As stated above this has
been done.
·
CCEA opt-out policy
invalidates information.
Dissemination of the existing good practice will be
a feature of PRSD.
·
This has been done by
various members of staff.
·
INSET has been delivered
by a range of staff.
·
We have used some
team-teaching and EPD support
Co-ordinators will be involved in monitoring and
evaluating the quality of experiences and the standards reached in their
respective areas of responsibility. There will be a sharper focus on the
standards expected and achieved in each of the key stages.
·
Principal, Literacy and
Numeracy Co-ordinators watch teachers in class as part of PRSD.
·
HOD in Nursery & SLD
have also been involved in monitoring teaching.
Record folders for each child which contain copies
of past reports and assessments will be extended to include records of
achievement and samples of the children’s work.
·
Children’s reports are
word processed by teachers.
·
They cover all areas of
the curriculum.
INSET 2005 -2007
ICT
·
ICT Learning Styles and Brain-Based-Learning.
·
Using LOGO & Using Roamer.
·
Using Word, Excel &
PowerPoint.
·
Using the Internet.
Numeracy
·
Numeracy Strategy Final Year.
·
Numeracy Time & Classroom
Practice.
·
WALT & WILF.
·
Raising Achievement In Numeracy 2 Year Programme
·
Communicating Mathematically DENI Evaluating Mathematics 1999
Learning
·
Lessons for learning – Hughes.
·
Wait-Time in Lessons –Hughes.
·
The Intelligent School & Using Data – McGilchrist, Mysers &
Reed.
·
Invitational Schools - Purkey &
Novak.
·
Activating Children’s Thinking Skills – McGuinness.
·
De Bono’s Thinking Hats
·
Primary Movement – McPhilips.
·
Metacognition
·
Metanoia
·
The Autonomous Learner – Vygotsky & Constructivist Theory of
Learning.
·
Accelerated Learning Cycle- Smith.
·
Questioning Techniques – Bloom’s Taxonomy.
Literacy
·
What is the Literacy Strategy?
·
Learning Outcomes/Intentions.
·
Modelled, Shared & Guided Reading.
·
Using Big Books.
·
Shared Writing.
·
WALT & WILF.
Revised
Curriculum
·
The proposals for the new curriculum to the Minister by CCEA.
·
The new groupings for the curriculum.
·
Physical Education in the Revised Curriculum.
·
CD ROM from CCEA on the Revised Curriculum.
·
PRSD related to New Curriculum.
·
Assessment for Learning CD ROM.
·
Year 1& 5 teachers trained by CCEA.
Heath
Promoting School
·
Whole School Audit.
·
Developing a programme in school.
·
Link with outside agencies.
·
Evaluation.
·
School Council.
·
IFA link boys’ & girls’ soccer.
Extended
School
·
We began with a programme related to SEELB & SEBT.
·
We moved on to setting up an After School Child Care Facility &
Homework Club in conjunction with YMCA.
·
Games after school and competitive matches.
·
Linked to Belvoir Colts Soccer CLUB 2 nights per week.
·
Converted part of canteen to YMCA facility helped by Foyle Foundation.
·
CBC are proposing to place a playground on our site - SEELB has agreed to
this subject to planning permission.
·
Dissolving Boundaries & Visit to Irish President.
·
Music lessons after school delivered by SEELB.
·
Playing-For-Peace Basketball
Co-0rdinators
World Around Us:
·
Reviewed our current practice
·
Developed a new policy and scheme of work in conjunction with specialist
in this area.
Physical Education:
·
Using Val Sabin work to develop a gymnastics scheme of work.
·
Linked to outside agencies to teach PE.
Staff Further
Professional Development
·
SLD - 2 teachers on Master’s Programme QUB.
·
SLD -1 teacher finished Master’s Programme QUB.
·
SLD – 1 teacher on Career Break to work on PHD.
·
SLD – Teachers & Classroom Assistants on ELKALAN course.
·
Main School 1 teacher on PQHNI
·
Main School 1 teacher applying for PQHNI
Good
Practice
We
have been singled out for good practice as follows:
·
Human Rights Teaching – Amnesty International Lift-Off Project
·
Health Promoting Schools – Health Promotion Agency
·
Extended Schools - RTU
·
RAIN Project - SEELB
·
Whole School Development - Robson Davison
·
Dissolving Boundaries
INSET
Projects Staff have Attended or Supported