LUMEN CHRISTI COLLEGE SCHOOL DEVELOPMENT PLAN

September 2017 – August 2020

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Lumen Christi College, founded in September 1997, is a diocesan co-educational Catholic grammar school welcoming pupils of all faiths, respectful of all religious beliefs and encouraging the religious development of all in their own faith. The core aims and values of the college are:

faith in God which expresses itself in Christian service

enrichment of pupils’ lives promoting development of the ‘whole person’ enabling students to lead fulfilling and purposeful lives as confident contributors to society

commitment to the pursuit of excellence in a caring, supportive environment and achievement of the highest possible academic success for each individual achieved through emphasis on co-operation in group work

development of responsibility and self-discipline

development of a listening culture marked by honest speaking, sensitive hearing and absence of defensiveness and aggression.

positive engagement with the local and wider community

The School Development Plan reflects the priorities of the college over the coming three years. These priorities have been identified through an analysis of a range of sources, including consultation with parents, pupil, governors and staff of the college, as well as educational and community partners:

ongoing and consequent action steps based on the SDP 2014-17

audits of pupils, parents and staff conducted in 2015 & 2017

self-evaluation audits based on the Quality Indicators of Together Towards Improvement processes (DENI) conducted at departmental and whole-school level and Inspection and Self-Evaluation Framework May 2017

ETI Inspection Report 2017

EA Providing Pathways Strategic Area Plan for School Provision 2017-20

FLC Strategic Plan 2016-17 and DEL Labour Market Bulletin 2016

consultation between Leadership Team and teaching staff in INSET 2016-17

consultation with the Leadership Team, staff, parents, students, local community & Board of Governors in 2016-7 via staff Inset, Student Council Meetings and on-line consultation with local parish council, Bogside and Brandywell Health Forum, Extended Schools Cluster Group, Triax community regeneration group and local primary schools

the college’s Pupil Pursuit reports

Board of Governors Reports 2015 & 2016

External Auditors Reports 2016-17

NICCE Vision for Catholic Schools

Public Examination Results at GCSE and A-Level 2015-17, ALPS reports 2014-17and NI Benchmarking Data 2014-2016

Other key documents used in writing this Plan include DE: Circular School Development Planning and Target Setting 2016/14, Every School a Good School- A Policy for Improvement (2009), The Chief Inspector’s Report 2014-16, GTCNI: Teaching – The Reflective Profession

The Board of Governors has designated to the principal the requirement to monitor, review and evaluate the Development Plan on an annual basis through verbal and written reports from those members of the Leadership Team responsible for each area based on the stated success criteria. Members will monitor progress through meetings with those responsible for action plans on a termly basis and report to the Leadership Team and principal annually. An annual Progress Report will be submitted to the Board of Governors.

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Local Context: Lumen Christi College is a Catholic co-educational grammar school of 850 students situated in the Bishop Street/Brandywell area of Derry. The school has a reputation as a high-achieving academic institution with an emphasis on the pastoral care of students and staff. Support of parents and pupils remains highly positive based on biennial audits of both groups and in April 2017 an Education and Training Inspectorate (ETI) Standard Inspection Report indicated high levels of satisfaction with the life and work of the school when eliciting views of parents, pupils and staff. The college is among the highest-performing schools in Northern Ireland in terms of public examination outcomes, is consistently oversubscribed and pupils attending the school come from all parts of the city and from the surrounding rural area. While it has a highly academic curriculum it also meets the requirements of the Entitlement Framework. It is a member of the Foyle Learning Community enabling access to a balanced curriculum of general and vocational subjects at post-16 but the emphasis on STEM subjects remains at the core of the internal curriculum and high uptake in this area at post-16 studies is consistent. In a socially deprived area, the school’s contribution to enhancing community links is vital and, within the context of the Triax Regeneration Area and Labour Market Research for the Derry City area, enhanced relationships with the business community remain essential. Necessary improvements to school fabric and grounds remain constricted both by the nature of the site and limitations of funding deriving from DENI changes to formula funding and Area Planning. External Changes Changes to the NI curriculum, revision of the GCSE and GCE specifications, area-based planning and e-Learning, will impact upon the College’s work between 2017 and 2020. The biggest single challenge will be building on existing standards while operating with a substantially reduced budget and fewer teachers. DE Strategic Area Planning recommendations may impact upon future intake in terms of ability with long-term impacts upon the commitment to on-site highly academic curriculum provision or the potential move towards reorganisation as a Sixth Form College. Uncertainty in this area makes it difficult to plan for their introduction within the timeframe of the 2017-20 plan. The NICCE recommendations for ending academic selection is at odds with the Board of Governors’ convictions on its merits and the conflict is likely to promote continued uncertainty as to the school’s vision for and mission towards its students and parents. The pace of E-Learning initiatives and subsequent increased demand on IT technology infrastructure, at a time when DE Funding is restricted, will impact adversely on the college’s budget. A significant immediate change away from modular examinations system requires revision of existing schemes of work to ensure pupil readiness and maximise outcomes. The principal challenges and opportunities deriving from such a context are:

Meeting the needs of the students with a reduced financial allocation in school’s budget over 2017-20; Continuing to improve the quality of learning and teaching by embedding a culture of self-evaluation and continued professional development (CPD) among teaching and

support staff; Maintaining high academic standards in public examination results in the 80- 95%ile rank whilst addressing low or underachievement (especially among boys); Preparing students for third-level education, the world of work and leadership in the community by extending our curriculum, encouraging more independent learning

and enhancing student’s skills; Enhancing students’ experiences through extra-curricular opportunities and promoting resilience alongside health and well-being Committing to Area Strategic planning through Foyle Learning Community; Enhancing links and collaboration with local primary and post-primary schools, ALCs, third level education providers and other stakeholders and the promotion of

Extended Schools provision to enhance community links; Developing sporting and recreational facilities Changes to curricular provision to ensure student academic attainment within non-modular examinations environment Working with NICCE to promote Catholic Ethos whilst retaining academic selection as an admissions criterion for the college Providing and building on teaching expertise and staff development programmes, allied to ‘Leading Learners’, to meet the above challenges and opportunities;

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Despite the many challenges facing our education system and schools today our School Development Plan charts a path which will help us move forward to address the priorities we have established to ensure that our young people will fulfil their potential, develop an appreciation of learning as an enjoyable, continuous process and leave the College, equipped with the skills and values that will support them for the rest of their lives. This School Development Plan 2017-2020 recognises key strengths, identifies areas where improvement and development are needed and contains eleven agreed Action Plans to improve the standard of education provided to our students.

The priorities of the School Development Plan for 2017-20 are:

1. Maximizing academic achievement 2. Nurturing resilience and developing self-reliance in students 3. Development of Student Voice 4. Review of Curriculum and CEIAG 5. Increased participation in and promotion of extra-curricular activities across the school 6. Creation of 21st Century Learning and Teaching Community 7. Sharing of good and next practice 8. Widening and acquisition of skills and dispositions 9. Building Leadership Capacity and improving CPD Opportunities 10. Enhancement of student and staff Health and Well-being 11. Increased collaboration with local schools, ALC, businesses and organisations

The previous School Improvement Plan of 2014-2017 focused on maintaining high standards of learning and teaching and care and welfare, Improving performance at C/D Borderline for A-Level, Promotion of student engagement in their own learning, enhancing the role of the Form Tutor, Promoting a coherent E-learning strategy, developing the curriculum to meet the Entitlement Framework, implementation of Mandarin and fostering links community links and past pupils union.

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TARGETS FROM 2014-2017 DEVELOPMENT PLAN & EXTENT TO WHICH MET Teaching & Learning Student engagement in learning Target met – Whole school Homework Policy revised, adopted and implemented. Impact monitored by all Departments. Departmental marking policies reviewed. Sharing good practice in the effective marking and annotation of written homework within and between departments carried out via Whole School Book Scoop. Evaluation of current departmental approaches to marking homework and teacher feedback to identified groups carried out with areas of strength and areas for development identified. Induction processes in Years 11 & 13 developed and implemented by all departments and a review and update of learning materials in Sixth Form Study carried out. Shared understanding of the role of classroom teacher in promoting student self- improvement established via INSET. Departmental evaluations of current strategies to promote student self-improvement carried out. Assessment record, target setting and pupil self – evaluation pro-forma included in Student Planner and used across all subjects and Key Stages. IEPs reviewed monthly by subject teachers focusing on SMART targets and subject specific strategies cascaded during INSET sessions. Target Partially Met - Use of Student Voice to enhance teaching & learning – audit completed on impact of individual department use of student voice to inform teaching and learning.

Sharing Good practice Target met - Departmental Meetings include a focus on learning and teaching and sharing of good practice. Intradepartmental observation and sharing of best practice established; PRSD targets available to promote this practice. Sharing of good practice established as an agenda item on Head of Department Meetings and is a regular feature of INSET. A programme of pastoral peer observation has been developed at each Key Stage, the Teacher Tutor implemented a ‘trusted colleague’ pilot programme with new teachers while four Heads of Department visited schools to observe good practice. Key personnel (Principal, V.P. Link Teacher, Timetabler, CEIAG Dept. SENCo, Heads of English & Mathematics) are involved in ALC meetings and CPD training opportunities. Develop Effective Whole School Use of SIMS Targets Met - Staff attended C2K training on various SIMS Modules (Exams / Timetabling / ULN/ Discover) and INSET session on Use of SIMS provided to all staff. Leadership Team members trained in use of Discover Module to monitor attendance / SEN data. Effective use of Tracking Data on SIMS established; Heads of Department review content and timing of Tracker Assessment tasks and use of common Tracker Assessments by subject teachers embedded. Use of common Tracker tests whose results are inputted by subject teachers for all year groups is well embedded and LT member monitors entry of data to allocated departmental trackers. Target Partially Met –

Link SIMS training with PRSD Target not met – Pilot reporting to parents using Tracking data from SIMS. All staff trained in use of SIMS Discover Module HoKS to investigate use of Behaviour Management Module in other schools with C2K personnel and examine the possibility of introducing a revised merit system at KS3 based on use of SIMs Behaviour Management Module. Academic Performance Targets met – 97% + with 7 GCSEs at grades A-C, including English and Mathematics in each year for 2015&2016 and 85-95% 3 A-C grades at A-Level; school in 95%ile of NI grammar schools and top of academic league tables GCSE (A*-A grade) and A-Level (A-B grade); ALPS three year T score of 3 achieved. Target not met – 97% 7+ A*-C incl English & Maths 2017 Curriculum Provision Implementing the Confucius Classroom Project Target met- Development of Mandarin embedded in the curriculum in Lumen Christi College (Year 8 two lessons of Mandarin Chinese per week, Mandarin part of Year 13 Enrichment Programme, YCT2 & YCT3 Extracurricular Clubs established and Annual Chinese New Year Celebration as part of school calendar) and in partner schools (4 Primary and 2 Post -Primary schools have timetabled Mandarin lessons). Additional Curriculum options offered to include A2 Software Systems Development and A2 P.E. Key Stage 3 ICT provision reviewed to enhance coding

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skills and provide continuous learning throughout the Key Stage. Vision & Ethos Enhancing Role of the Form Tutor Target met – Review of current role of the Form Tutor guidance material completed with common procedures/policies included in staff handbook; Inset of the uniqueness and remit of the role in LCC (Oct 2014), E Safety/social media awareness (Aug 2015), review of Positive Behaviour Policy and Sanctions (Oct 2016) and Mental Health Issues (April 2016); Summary report compiled on INSET to review Positive Behaviour Policy Sanctions and review of use of Pastoral / Registration time conducted. Audit of of staff Mental Health & Wellbeing undertaken and Mental Health Awareness Symposium organised by PTA (April 2016) Targets partially met – On-going plenary discussions on approach to teaching methodology at Pastoral meeting and Assertive Mentoring within Pastoral Teams. Target not met - Staff training in Conflict Resolution not provided.

Enhancing Catholic Ethos The Ambassadors of St Paul Programme embedded in the Year 10 RE curriculum. ‘Mary’s Meals’ identified as one of the main supported charity appeals in the College. Prayer initiatives promoted with Year 11 and Year 12 groups. Targets not met – Identify and adopt a whole school emergency relief project with a LECD, consult with schools engaged in similar charity planning establishing communication links and auditing process for funds and arrange a possible site visit after securing agreement with BoG. Student Voice

Target met - Student Development Officer (SDO) appointed, Junior Student Council in place. SDO examined practice in schools with robust Student Council, and adopted model merging Junior and Senior Council. Student Council involved in organisation and promotion of events (Casino Night, Irish Night, Spring Fayre), Assemblies (e.g. No Smoking) and assisted with initiatives such as Recycling and Anti-bullying Pledge. Links created with PTA and Eco Club. Leadership Training undertaken by senior members. Student Voice promoted through Pupil Pursuit and RSE focus groups. Target not met- Student Council to research attitudes to learning,

inputting to learning and teaching, delivery & policy

Prepare and present report to LT and BoG on student involvement in T/L: e.g. learning styles, peer support, student academic mentors, subject ambassadors, student appointments panels, lesson observation Creating Past Pupils Union Target met – Researched existing best practice and reported to LT. Use of Alumni/ Membership Manager trialled with Year 14 students and successfully registered. Past pupils participated in Enrichment talks, Careers events and Spring Concerts. Targets not met- Formation of Committee including past pupils and

current staff – publicity campaignOfficial Launch / Reunion event Sept 2016 Professional Development Promoting Leadership Development

Targets met – Develop the role of the Subject Head: Leading & Managing; INSET delivered on Role of Subject Head:

Accountability, Data Analysis & The Proficient Manager. Finance training for budget holders. Develop the role of the Leadership Team: Leading & Managing; LT members developed in role as links to HoDs. 4 LT and 5 Middle Leaders completed Coaching & Mentoring accreditation and Mentoring Team as coaches initiated. Basket of CPD options provided though PRSD. Proficiency in use of ipad technology developed across staff and up-skilling through PRSD and CPD programmes facilitated on individual basis for teaching and support staff. Target not met - Embedding CPD culture: Functional and competency Skills Training E-Learning provision Extend and enhance E-Learning Provision

through use of wireless technology Targets met - E-Safety policy in place, college’s approach to Internet filtering reviewed and agreed User Management procedure for adding staff and pupils created.

C2k Post - Transformation Services embedded. IT equipment provision extended through purchase of ipads/tablets for all teaching staff. INSET provided by iTeach to up-skill staff and to enhance L&T. Digital Champions Team also created to promote, support and enhance teacher e-learning. Class sets of ipads purchased. Individual subject departments planned and delivered modules using Ipad technology. Training sourced for relevant staff to enable the delivery of the new A Level SSD: engagement with FLC, UU and AllState as providers. ICT introduced to Year 9 curriculum and coding skills promoted. Target partially met – Research use of technology in other schools via school visits and presentations of devices; agree policy on use of w-fi for teaching and learning /

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whole-school and extra-curricular provision; e-Safety Policy and use of BYOD Source and provide staff training to support curriculum delivery at KS3 (Coding) Whole staff review of UICT levels at KS3 & 4 as refresher Target not met – Review the College’s position on the use of social networking e.g. twitter and You Tube for teaching and learning. Promoting Community Involvement Implementation of Extended Schools

Programme Target met – New Extended Schools Co-ordinator appointed and working collaboratively with partner schools and cluster partnerships. School funding committed appropriately and plans approved by DE. Bids prepared and approved annually with evening classes for local community offered -Provision of Cookery / Exercise / Mandarin Classes delivered and evaluated with high approval rating. Co-ordinator meets and updates all parties as desired/required. Additionally, Easter School and Saturday Morning Club well attended. Target partially met - City of Derry Netball Association training Target not met - Liaise with local businesses to offer Mandarin Chinese Foyle Learning Community Promoting the Foyle Learning Community

Strategic Plan – Raising Standards in Literacy & Numeracy through capacity building and Data Analysis;

FSM & Triax data used to identify pupils potentially at risk of underachieving in literacy/English and numeracy/Mathematics in Years 9&11. INSET provided and department time devoted to enable teachers to closely examine available data from CATS, Year 8 & 10 reports identified individuals underachieving and strategies agreed at departmental level for improving underperformance & underachievement for identified pupils. Accelerated Reading Programme initiated for Year 9 students. Heads of Mathematics and English Shared Good Practice through FLC Meetings and Training. Meetings of Curriculum Link, CEIAG and QA sub-groups attended to review progress towards FLC targets. Target not met - Research into, planning for and creation of Parenting Programme for those students identified as continuing to underperform, in liaison with FLC schools. CEIAG Links between CEIAG and LLW initiated to improve work-related learning opportunities for students and ensure statutory requirements re: Employability met. CEIAG delivery through curriculum areas has been developed and audited. Evaluation to be completed. CEIAG training and CPD qualification provided for members of Careers dept. INSET provided on writing of UCAS References and successful Interview Skills Day provided for all Year 14 students (Oct 2016) Targets partially met – Audit of all teaching staff to investigate confidence and competence in delivering CEIAG. Survey devised by FLC CEIAG sub group to identify satisfaction levels with CEIAG provision and collaboration arrangements. Survey results to be presented and discussed with Principals’ group.

Some use of Fronter VLE to improve communication between CEIAG teachers and encourage sharing of good practice. Facilities Improving School Fabric, Provision & Facilities Targets met – Upgrade to Technology Department, locker area provision for Year 13&14 students Targets not met - Refurbishment of Gate Lodge and ICT, painting of Sports Hall & Science Labs and preparation, installation and completion of 3G Pitch

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Academic targets

Academic Targets/Outcomes for Previous Development Plan:

Year Target Result Target Result Year Target Result ALPS % 7 GCSEs A*-C % 7 GCSEs A*-C PAT Score % 3 A-Levels A*-C % 3 A-Levels A*-C 2015 97 99.2 51.3 52.4 2015 85 92.0 2 2016 97 99.2 50.5 51.3 2016 83 83 3 2017 97 96.1 51.0 51.6 2017 85 95.4 2

Targets for 2017-2020 2017-2018:

% of students attaining 7 GCSEs % of students attaining at least 3 A-Levels (inc. English and Mathematics) at grades A*-C at grades A-C

97% 83% 51.0 3 2018-2019:

% of students attaining 7 GCSEs % of students attaining at least 3 A-Levels (inc. English and Mathematics) at grades A*-C at grades A-C

97% 85% 51.6 3 2019-2020:

% of students attaining 7 GCSEs % of students attaining at least 3 A-Levels (inc. English and Mathematics) at grades A*-C at grades A-C

97% 85% 51.0 3

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ASSESSMENT OF CURRENT SCHOOL PROVISION

Rating: 1 – Outstanding 2: Very Good 3: Good 4: Satisfactory 5: Inadequate Ratings are based upon the college’s self-evaluation procedures which include classroom observation; analysis of public examination data; a biennial audit of parents, pupils and staff; annual book scoop and review of departmental schemes of work; annual Board of Governors Report; ongoing monitoring of attendance data; annual review of pastoral programme; and a Pupil Pursuit Programme. In addition, the findings of ISEF self-evaluation audits on quality of outcomes and achievements, quality of provision, quality and effective of school leadership and management, Care and Welfare, Safeguarding, SEN and CEIAG and Governance underpin the ratings.

TEACHING & LEARNING Broad and Relevant Curriculum at KS4 and above: 2 The College provides a pupil centred curriculum that meets the needs of the student intake and allows a

combination of choice of subjects within learning areas and free choice at Key Stage 4 and free choice post-16. The College offers access to twenty four GCSE subjects on site and twenty eight post 16 subjects at A-level in

collaboration with other schools in the Foyle Learning Community 20 subjects are delivered on site; it also meets the requirement for one-third applied and general subjects under the Entitlement Framework. A Curriculum Review Team has been established to monitor uptake in the curriculum and to recommend changes to the subject offer on a three yearly basis. Curriculum Review at both GCSE & A Level is a priority on the 2017- 20 SDP.

The curriculum is enhanced by extra-curricular and outreach programmes, industry links, school trips and exchange programmes, fieldwork etc. Uptake in the STEM subjects is particularly high at both KS4 and post-16 and 96% of parents have indicated their satisfaction with the range of subjects on offer.

Literacy and Numeracy: 1 Pupils are exceeding NI targets for literacy and numeracy. Consistently 99.2% - 100% A* - C pass rate at GCSE in

Maths & English over the last three years. Literacy and Numeracy co-ordinators update policies and provide INSET guidance biennially and departmental literacy & numeracy policies are identified in Schemes of Work. Timetabled lessons for years 8&9 are scheduled in the library to promote personal reading lunchtime and after school access to library facilities are available for all students.

Baseline tests are conducted in years 8 & 10 literacy & numeracy skills with referral to SENCO for literacy & numeracy support for those identified as having problems in either area. The College also provides Peer-Tutoring programmes and an Accelerated Reading Programme for Year 9.

Relationships: 1 The vast majority of pupils and parents expressed considerable satisfaction with the pastoral care and ethos of the

College in terms of relationships between staff and students and between staff and parents. High attendance rates of 90%+ at parents’ meetings reflect this relationship and there are also high attendance rates for staff and students in the school year. Mutual respect shown between teachers and students is evident in class observations and through the Pupil Pursuit Programme. Staff have shown a willingness to invest considerable time supporting students in tutorials, personal assistance in study, Easter schools and after-school clinics.

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There is excellent commitment by teachers and pupils to the College’s extra-curricular programme and a considerable emphasis placed on positive relationships in the school ethos and vision.

Teaching Strategies: 2 A wide variety of teaching methodologies has been employed across departments, as evidenced in PRSD and Pupil

Pursuit outcomes and in Schemes of Work. The use of AFL is embedded well in pedagogy. All subjects have embraced e-learning technologies and the training started in the 2014-17 plan is on -going in the use of iPad technology and will be extended and embedded in the 2017-20 period. Teacher input on specific strategies is sought and incorporated into IEPs for pupils with additional learning needs. Sharing of good practice in learning and teaching both at whole school and departmental levels in the College will continue to be a focus in the 2017-20 SDP.

Use of Assessment & Other Data: 1 Targets are set for KS3 students using CAT benchmarking data and monitored by the VP and Head of Key Stage to

identify and act upon underachievement/low achievement in these early years. Targets for all pupils are set at KS4 and Post-16 using NI Benchmarking data, CAT test and ALPs predictive data. CAT test data at Year 8 and 10 inform subject teachers of pupil baseline standards and provide grade predictors for pupil tracking as well as referral to SENCO and peer tutoring programme. Annual detailed analysis of exam results is presented to all staff, discussed at departmental level and subject heads meet with the Principal to analyse data.

Target-setting days are set aside for students to meet one-to-one with teachers. Pastoral and academic data is used to good effect to identify pupils at risk of underachievement and those who would

benefit from additional stretch and challenge, to inform interventions, monitor their impact and ensure pupils achieve to their full potential. ETI Report May 2017

Within departments internal assessment data is used to inform teaching and provision for tutorial classes for underachieving students. Subject Heads are becoming increasingly proficient in data analysis and its use in identifying underachievement and there is sound evidence in the ISEF Audit of a wide range of strategies for tutorial and remedial support.

Whole school and departmental targets are set, monitored via pupil tracking and reviewed. Heads of Key Stage collaborate with Subject Heads to identify and monitor progress of underachieving students at whole-school level. Use of C2K Lesson Monitor and Assessment Manager for all staff is embedded within the assessment process and development of these is on-going.

Target setting and evaluation of public examination performance are undertaken with the Board of Governors and a report presented to members annually.

Self-Evaluation and Reflection: 1 A Quality Assurance policy operates in all subject departments with common processes and targets for self-

evaluation including annual reviews of schemes of work, annual book scoops, target setting and pupil tracking procedures and annual meetings between the Principal and Heads of Departments. Departmental minutes indicate attention to revision of schemes, analysis of results, shared good practice and resources and identification of remedial provision as needed.

Biennial staff audits allow teachers to engage in self-evaluation as do opportunities for work observation, INSET deriving from Pupil Pursuit, the Stranmillis link programme, PRSD and analysis of value-added data at GCSE & A Level.

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Whole-school self-evaluation is also conducted through a biennial audit of parents, staff and pupils, informing Leadership Team and the Board of Governors on a wide range of school issues. Staff self -evaluation using ETI ISEF carried out as baseline for SDP 2017 – 20.

Educational Outcomes: 1 Public examination results at both GCSE and A-Level are consistently in the 95%ile range of NI benchmarking data

and the College has been ranked top in NI at both GCSE and A-Level in the Sunday Times UK Academic League Tables for the past eleven out twelve years. ALPS analysis of value-added performance at A-Level has rated the College among the top 10%-25% of UK colleges over the past three years. Subject performance is consistently higher than NI grammar school averages at both GCSE and A-level.

CHILD-CENTRED PROVISION

Child-centred decision-making: 2 Timetabling arrangements seek to build the curriculum around a pupil-centred, free choice of subjects at KS4

(within learning areas) limited only by viability of class size and at post-16 level the College is actively involved in FLC to provide access to additional subjects through common option blocks. Curriculum Review in terms of greater flexibility of subject choice is a priority in the 2017 -20 SDP. The pupils report that they would like greater flexibility in the curriculum in terms of subject choices to provide more fully for their interests and career aspirations. ETI Inspection Report May 2017 Feedback from the biennial audit of pupils and parents is used to help shape the SDP as is the input from Student Council to Leadership Team. The Student Council meets termly with the Principal and further development of the Student Council is continues to be an integral part of the SDP priorities for 2017-20. A fully developed Pastoral Programme is delivered by Form teachers and regularly reviewed by both teachers and pupils and includes protected time for one-to-one meetings of Form Teacher and students. There is dedicated pastoral time and meetings while access is provided to counselling services, internal and external. Student input to learning process identified was area for development in the departmental audits 2014 and whilst significant progress has been made in this area this still remains a priority for departments.

Commitment to equality of opportunity high quality learning, concern for individuals and diversity: 1 Admissions Criteria for Entry into Year 8 and Year 13 are non-biased in terms of gender, race, geography and creed

and are applied fairly based on meritocratic outcomes of academic test – year 8 and performance in GCSE exams year 13. As a co-educational school we promote equality of opportunity for all and positions of responsibility (e.g. Prefect, Class Counsellor, etc) are allocated by an application process and selection based on merit. All pupils are given the opportunity to access the full range of the curriculum. Strategies/support mechanisms are put in place to help break down any barriers to learning which manifest themselves e.g. SEN pupils (IEPs); Homework Club; departmental clinics, Peer Tutoring/Mentoring; Class Counsellors. Effective classroom management and an agreed positive behaviour policy leads to high quality learning which is evidenced in excellent academic results for all students irrespective of background.

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As a Catholic school promoting Catholic beliefs and values, the ethos of respect for all is inherent within our Vision Statement and our teacher in charge of Religious Development works with pupils of other faiths to assist transition and such students are treated with the dignity appropriate to their status as a created person of God while asked to respect the faith inherent in our school liturgies and practices. Careers programmes and opportunities are open to all and are advertised with all able to apply e.g. summer schools, engineering schemes, work- shops etc. A whole-school commitment to charities work and a Community Outreach programme is designed to enhance students’ appreciation of their responsibility for others and student participation in both is extremely high. Learning for Life & Work lessons help foster respect and diversity and the College engages proactively in a range of Citizenship programmes and has established CRED as an integral part of the taught Pastoral and LLW programmes in the school. School policies are available to parents on the College website and views of parents are welcomed and considered in the review of relevant policies.

Student Involvement in Decision-making: 3 Student opinions on a wide range of school issues are sought biennially through a whole-school audit which informs the SDP and through annual audits of the College’s Pastoral Provision and Enrichment Programme. In addition, the College has an elected Student Council which meets regularly, consults on issues relevant to the student body and liaises with the Principal and Leadership Team. Leadership training has been provided for its members. Progress has been made in the development of the Student Council and further development will remain a priority in the 2017-20 SDP.

School Culture: 1 The culture of the College derives from a desire for academic excellence which is rooted in the highest quality of

personal relationships among staff and students. It emphasises the talents and abilities of our student body and the consequent responsibility to use these talents as a “Light of Christ” in promoting the welfare of others. Thus, ambitious annual targets for pupil achievement at the upper quartile of grammar schools in keeping with DENI Benchmarking data are set, monitored and evaluated. Baseline targets are derived from CAT test and ALPS data. All Students set targets appropriate to their ability in collaboration with their teachers; all students are encouraged to attain a minimum of seven GCSEs including English and Mathematics and 3 grades A*-C at A-level. The vast majority of students’ progress to third-level education in high-demand university courses. Achievement is recognised and celebrated in a range of arenas – Prize-giving ceremonies, Merit System, Assembly, Sports Day, School Show – and students enter a significant number of competitions Debating, Public Speaking, Science, Technology, Maths Challenge, Eco Schools Award, Young Enterprise, Choir Competitions and Feis, with annual success in a range of extra-curricular areas. The College offers a wide range of extra-curricular activities annually, well-attended by pupils in all year groups 8-12 as well as a Community Outreach programme for all Year 13 & 14 students who are asked to engage in charity, community or parish or other voluntary work. The widening of opportunities for pupils to participate in extracurricular activities and links with community, businesses, higher education institutions, are a priority in the 2017-20 SDP.

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Learning Intervention and Support: 2 SEN Policy (in line with Special Educational Needs and Disability Order (NI) and strategies based on Good Practice Guidelines for Schools. SEN Register is reviewed and updated regularly by SENCO and available to all staff in Learning Support File on-line. Departmental Schemes of Work provide for identification of and remedial action for underachieving pupils and current Education Plans are made available to all staff with responsibilities clearly delineated and copied to parents. The SENCo updates staff on whole-school provision annually and provides for specific training on individual pupils or whole staff issues identified through PRSD process. Identification of pupils for Learning Intervention is done via Year 8 tests in Reading/Spelling and CAT tests; Tracker data, referral from form tutors or subject teachers/ under achievers list and actions include a range of strategies from reasonable adjustments to timetable, classroom assistance for specific learning difficulty, peer tutoring/mentoring, access arrangements for school and public examinations, Accelerated Reading programme, study skills support, supported study periods to individual education plans with Educational Psychology recommendations reflected in targets. Regular contact with parents is a key part of the provision as is the monthly review meeting of the SENCo and Heads of Key Stage. Parents are encouraged to liaise with school proactively and informed by school when child is placed on or moved on the SEN Register. The SENCo liaises with external agencies - Educational Psychologist, Sensory Support Team, ASD Team, Outreach Services, Behaviour Support Team, EWO, Community Paediatrician, Careers Service, EA Transitions Officer, Cedar Foundation, Middletown Centre for Autism etc. as necessary. Whole staff training has been provided in dyslexia, behaviour management, Managing Anxiety and Autism with online resources available and access to training powerpoints. Classroom Assistants avail of regular training opportunities through EA and Middleton Centre for Autism. The SENCo has completed CCET and training in testing and access arrangements but CPD needs for Assistant SENCo need to be prioritised in the new SDP. More focus on SMART targets and reviews in IEPs, sharing IEPs with pupils and adding subject specific strategies to targets have been a priority on 2014 -17 SDP. The termly review of IEPs by staff with recommendations for improvement has also been a priority on the 2014-17 SDP.

Educational Pathways: 2 The College is actively committed to the strategic planning of the Foyle Learning Community to provide access to

the full Entitlement Framework for students with appropriate careers guidance and provision on the pathways available to them. We offer an academic curriculum suited to the pupils in the College with a focus on third-level education but raising awareness of students of alternative options available to them. Careers guidance takes a variety of forms including the use of the NI Careers Service advisor, university talks, and use of Careers Fair, Parents Information Evenings for years 10, 12, 13 and 14 and published subject choice booklets at KS3 and KS4. The review of year 10 and year 12 choice booklets will be a priority on the 2017-20 SDP. Employability is a taught programme for all Key Stage 3 students and Careers taught modules are provided at Key Stage 4 in conjunction with two collapsed timetable employability days. All Year 12 students have a one-to-one careers guidance session. A taught programme of Careers Education is provided in Sixth Form together with individual student access to Careers Advice from an appointed Careers Team and a one-to-one session in applying for third-level courses. All students have a Work Experience programme in Sixth Form and additional work placement opportunities are provided through year-long placements with local employers and businesses. The College’s Careers Policy and additional guidance are published for parents on the school website.

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Pastoral Care Provision: 1 Annual reviews of the College’s Pastoral Programme and audit responses indicate a high level of satisfaction with pastoral care provision from staff, pupils and parents alike; all students have a form tutor and the Role of Heads of Key Stage and Form Teachers are central to Pastoral provision while Pastoral programmes are well structured across all Key Stages - regularly reviewed and updated. Form tutors have specified protected periods for consultation with pupils as groups or individuals. A suite of policies (Behaviour, Anti-Bullying, Child Protection, Drugs Education, Health and Safety, e-safety & Use of Internet, Pastoral, Reasonable Force, Sex Education and Special Needs) are in place to ‘safeguard’ pupils. The College currently meets the best practice guidance from DENI on all aspects of Safeguarding and all staff are Access NI vetted on a rolling programme of five year checks. The Designated Child Protection teachers, two designated governors, the principal and vice-principal as well as three Heads of Key Stage have availed of current EA training and there is a high level of pupil awareness of Child Protection procedures as indicated in the biennial audit. A Safeguarding Team – Principal, Vice–Principal, Child Protection Teacher, SENCO, Heads of Key Stage, Counselling Lead and Head of eLearning has been established. A wide range of services are provided to ensure a high standard of Pastoral Care for all students (e.g. External Agencies, 1-to-1 meetings, Counselling provision, Health Care plans, SEN, Parent Teacher Meetings) Commitment of the College to its Catholic ethos and spiritual development of its students is the responsibility of a designated person in charge of Religious Development. Counselling provision is available in school to all students who require it.

Healthy School Provision: 2 Health Education Co-ordinator plans and monitors provision annually. A taught curricular programme on Health

Education is provided through specific modules in PE, Home Economics, Biology and Pastoral lessons. The College Cafeteria conforms to the requirements of the Health and Nutritional Standards set down by DENI. A Walk to School Programme takes place each year and PE is provided in accordance with the NI curriculum to Key Stage 4 and offered as enrichment modules for all students at Sixth Form. Health and Well-Being of the student body is the subject of Child Protection, Health and Safety and Health Education Policies reviewed biennially. The College also offers access to internal and external counselling services to all students by request and referral. Three teachers have attained post-graduate qualifications in counselling for this purpose. Staff Health and Well-being is monitored biennially by audit and staff also has access to an independent, external counselling service and, in addition, to open door access to the Principal. Both staff and student health and wellbeing are priorities on the 2017-20 SDP.

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EFFECTIVE LEADERSHIP School Development Planning: 1 SDP 2014-2017 targets have been largely met or exceeded and current SDP 2017-20 in place with realistic targets

based on school vision and consultation with staff, parents, pupils and wider community. Leadership Team conduct annual review of progress reported to Board of Governors and annual action plan agreed. SDP process has previously been used as a training programme for WELB (now EA) advisors in 2013 and approved as a model process for development planning by ETI as noted in the report on their visit in April 2017. SDP objectives are identified through review of all available data: examination outcomes, DE Benchmarking data, audits of stakeholders, PRSD annex (teaching staff) and support staff PR process, Pupil Pursuit outcomes, Examination Results, Departmental minutes, collaborations with other schools, Department of Education and Curriculum directives, technological developments, community initiatives etc. The 3year SDP and 1year action plan are presented to staff and a period of consultation ensues to allow for feedback before it is confirmed. Interim evaluation and review of SDP action plans are carried out by designated LT members and strategies agreed by whole LT with amendments made annually in light of any updated information. ESaGS & ISEF indicators are used as basis for review of current performance.

Role of Governors: 1 The Board of Governors meet each month and minuted meetings of Board are provided in summary form to staff;

Commitment of governors to the school vision is evident in their role in school development planning, three-year financial planning, participation in EA training and commitment to ALC. The BoG regularly monitors and reviews financial statements, staff attendance and academic results and plans and assesses the PRSD objectives for the principal and vice-principals. The Board has committed to ongoing updates on best practice and current school provision from the DE Policy “Every School A Good School”. It provides an Annual Report to parents. External audit outcomes to date have provided “substantial assurance” for quality of corporate governance provision while a recent ETI Inspection report noted “a high degree of confidence” in the aspects of governance evaluated.

Staff Development: 2 Annual INSET planning is based on PRSD annex outcomes as well as external DENI initiatives. There is a highly

effective teacher induction and BT/EPD programme in place monitored by a Teacher Tutor, while the Personnel Manager and Vice-Principal assess needs identified by staff and, where possible, source provision to meet these. Teaching staff are also encouraged to undertake examiner and moderator roles with examination boards and Leadership Development and PQH programmes. Teachers are encouraged to become monitors in the college’s Pupil Pursuit programme, while other teaching and technical staff have led staff INSET provision when appropriate. Several staff members have obtained additional post-graduate qualifications relevant to their in-school roles, one third of all teaching staff are involved in work with examination boards, eight now hold PQH status and ten staff members have completed RTU training as coach/mentors. Administration staff are trained in house to cover a variety of posts and support staff identify professional development needs in one-to-one interviews held throughout the year. The use of INSET time is planned in advance for each year in accordance with school priorities and needs now to focus on sharing best and next practice in learning and teaching, building leadership capacity.

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Leadership Opportunities: 2 The college Leadership Team currently comprises of 11 members and all staff may influence the agenda of meetings through individual members. A biennial staff audit informs whole-school decision-making and teachers are also encouraged through PRSD to identify leadership opportunities. The Board of Governors and Leadership Team facilitate access to their meetings as appropriate and the principal encourages staff participation in leadership programmes, internal and external. Regular Subject Head and Pastoral Head meetings are conducted with the vice-principals to gauge opinion on a range of school issues and departmental and pastoral minutes are submitted to the principal. Staff are consulted on school policy review and annual calendar. The Health and Safety and Curriculum Committees involve a number of staff outside the Leadership Team. Professional courses are encouraged by Leadership Team, of which most members have engaged in accredited courses at Senior Pathways or PQH level. A Leadership Skills Development programme is in place in the college affording voluntary opportunities for all staff to enhance skills through mentoring, job shadowing or workshop modules. In addition 4 working groups have been established with the aim of staff development and further enhancement of the pupil experience. These include the Learning & Teaching Group, Digital Champions, P.R and SEN groups. Capacity-building has been provided in administrative posts but still required in some key posts at senior teacher Level and for a number of newly appointed middle leaders and provision will focus in these areas in the 2017-20 SDP.

Resource Management: 1 A three year financial plan is prepared by the principal and finance manager, discussed with the Leadership Team

and submitted for approval to the Board of Governors. This is reviewed termly by the Board and annual end-of-year figures presented by the finance manager. The school budget has remained in surplus throughout the past three years. However, although preventative action has been taken to help alleviate the financial pressures on the college, cuts to the Education budget will have a negative impact on financial resources and will require careful management in the next three years. Accounts are audited externally by independent accountants and procedures in place have been confirmed as providing substantial assurance in each of the last three years. The BoG Annual report provides financial summaries to parents and the wider community. Staff attendance is regularly monitored and attendance for support staff is referred monthly by the personnel manager to line managers for one-to-one meetings while teacher attendance is monitored by the principal and a report presented biannually to the Board of Governors on each teacher. Attendance rates in both cases remain high. Attendance policies are in place and reviewed biennially. The Vice-Principal and Personnel Manager oversee working relationships and support staff have regular review meetings one-to-one with specified line managers while teachers engage in the PRSD programme. Both have been praised in staff audits as meeting staff needs. Grievance, Disciplinary, Harassment and Complaints policies are in place and reviewed biennially and the college provides access for all staff to an independent and confidential counselling service. The vice-principal and finance manager, in consultation with the principal and Board of Governors, identify areas of the school for annual refurbishment and maintenance.

Monitoring & Evaluation: 2 Principal and Leadership Team engage in annual monitoring and evaluation of public examination results in line with DENI Benchmarking data and CAT/ ALPS baseline predictors and subject heads conduct departmental analysis reporting to the principal on outcomes. The Board of Governors analyse and review progress on academic targets set each year and review progress in all subject areas. SDP targets and actions are monitored each term and reviewed

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annually by the Leadership Team and governors are updated on progress. The Pupil Pursuit programme, PRSD and classroom observation by Principal and Vice-Principals provides a quality assurance on teaching and learning in the classroom and this is supported by submission of departmental schemes of work to the Principal and annual book scoops conducted by the heads of subject. The Pupil Pursuit Programme provides an insight into pupil experience of teaching and learning and a report is presented to staff and governors. A Headline Tracker is completed by HODs, reflecting whole school academic target setting, in addition to cohort knowledge and the NI average for similar schools ; VP and HoDs meetings focus on self-evaluation and monitoring of tracker data by HoDs enables provision of remedial attention to identified underachievers and gifted and talented students at departmental level. INSET time is provided for departmental reflection, evaluation, consultation, review and training in areas whereby specific need has been identified. All departments follow the agreed Quality Assurance Policy and minutes of departmental and pastoral meetings are submitted to the principal for scrutiny. Departmental audits in May 2017 based upon ISEF Quality Indicators have identified priority areas for action and progress will be monitored by Heads of Department and regular updates provided to principal and vice-principals. Pupil attendance is monitored monthly and flagged to all staff. The Vice-Principal and pastoral heads meet with parents and interview students as appropriate. Leadership Team and Pastoral Team meet weekly in on-going monitoring of school practices and procedures and Leadership Team and Board of Governors conduct annual review of school policies. Annual Pastoral and Child Protection reports are provided to the Board of Governors. Staff attendance is reviewed biannually by the Board of Governors. Financial monitoring is conducted by the Finance manager and Principal in interim reviews of the school budget and monthly checks, by the Board of Governors in biannual reviews of the current and three-year financial plan and by independent external auditors in interim and end-of-year reports to the Board and to DENI. A biennial audit of staff, parents and pupils provides an opportunity for stakeholders to articulate concerns on all aspects of school provision, including the quality of the learning and teaching experience, pastoral care, extra-curricular provision, school leadership and fabric and maintenance.

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CONNECTIONS WITH LOCAL COMMUNITY Good relationships facilitating engagement with parents and wider community: 2 Biennial parental audit indicates satisfaction levels on all aspects of school provision; An active Parent Teacher

Association offers a range of events for parents with varied levels of success and undertakes fundraising for the college though proactive involvement of more parents is a priority for action. The college has a text and e-mail service and monthly newsletter in place for communication with parents in addition to teacher/parent communication via the student planner. Parental meetings are facilitated at any time of the year up to and including principal level in addition to the annual Parent Evenings (average attendance >90%). Parent Information Evenings are provided each term. School policies are available to parents who are invited to comment on them. The Extended Schools programme has enabled the college to offer a range of evening classes to the local community, and invitations are extended to the local community to attend school events such as Carol Service, Spring Concert and Art Exhibitions. Sixth Form students engage in a weekly Outreach Programme in the local community, including schools, hospital, hospice and care homes, and recipients’ feedback has been highly positive, as has response from St Vincent de Paul Society and Salvation Army to students’ promotion of charity work and hamper Appeals on their behalf. The college actively promotes the strategic plan of the Foyle Learning Community.

Involvement in Community Programmes 1 Participation in the Extended Schools Scheme has included community programmes in all of the following

areas: exercise and cookery classes for pupils, staff, parents and the community; health programmes on Breast Cancer for Year 14 girls; the FACT Project (Families Achieving Change Together) allowing families access to a Family Worker and Counselling Service; adult education classes in Italian and Irish; work with local residents to create window boxes and recycling; and Primary School Music Clubs. The college engages in active participation in cross-community events each year, e.g. Amazing the Space, Prejudice Face On, Inter-schools Faith Programme, Music City Programmes and Derry City Council CRED activities, as well as the NorthWest SciFest. The college offers use of school facilities for community access to enable diocesan retreats, City of Derry Netball training, NIBTS Blood Donation sessions, sports facilities to primary schools, FLC meetings and classes for local community. A Community Outreach programme is an established part of the Sixth Form curriculum involving students in local charities, organisations and parish work on one afternoon each week and the Charities Committee raises awareness of and engages in fundraising and active participation for designated charities.

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Respect for school by parents and local community: 2 Parental support for the college is particularly high as evidenced by audit returns, 90%+ attendance at Parent

Nights and parental involvement in PTA and Open Day, as well as significant financial support in voluntary contributions and PTA events. Parents are actively involved in school life as mock-interviewers for Sixth Form careers preparation, supervisors on school trips and assisting with extra-curricular clubs. Extended Schools events are well attended. Local businesses and industry continue to sponsor annual school prizes and engage with the school in internship and work experience programmes throughout the school year. The college continues to be oversubscribed with applications for admission. Engagement with the local community has been established through work in Extended Schools Cluster arrangements and relationships with local residents remain excellent.

Relationships with Educational, Voluntary and Statutory Agencies 1 The college has good relationships and clear channels of communications with a wide range of external agencies –

DENI, EA, C2K, WHSST, FLC, PSNI – as well as with specific support groups in these - EWO, School Nurse Service, Child Protection Team, Educational Psychology Service, Schools Library Service and Examination Bodies. Identified school staff have specific link roles to these groups. Good relationships also exist with local business partners and careers organisations – Seagate, SEC, Chamber of Commerce and City Council – all of whom contribute actively to the college, including membership of the Board of Governors. In delivering the Extended Schools programmes and STEM projects, the College has developed close links with the Bogside and Brandywell Health Forum, Conservation Volunteers, local primary schools, Altnagelvin Hospital, Volunteer Development Agency, the Loughs Agency, British Heart Foundation and Derry City and Strabane District Council. The Careers Department consistently uses SEC, local employers and businesses in its Careers Programmes for students and Seagate and Du Pont sponsor student internships, annual visits and Prizegiving Awards. Pastoral workshops are delivered by various groups e.g. PSNI, Aware Defeat Depression, Life and Careers Guidance support is provided by a range of universities, local businesses (such as Seagate, E&I Engineering, etc.).

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Summary and Evaluation of Strategies Learning, Teaching and Assessment At Key Stage 3 classes are divided into registration sets of approximately 24 pupils, with the sexes mixed according to the ratio of entrants in that year. These are unstreamed groups and form the teaching sets for the core subjects: pupils are allocated to the set according to their subject choice in languages in Year 8. These sets correspond to the pupils’ Form Class and the Form Tutor will normally be a subject teacher of this group. At Key Stage 4 Form Groups of approximately 20 students and in years 13 /14 Form Groups of approximately 24 are based on option choices.

Teaching methods vary according to purpose in specific lessons and subjects but include, in all subjects, whole-class, group, paired and individual work. Pedagogy reflects the College’s belief in the use of a range of learning strategies intended to meet the needs of learners whose preferred learning style is didactic, aural, visual or kinaesthetic and who respond well to the increased pace of content delivery appropriate to their high academic ability. The teacher seeks to encourage pupils to take responsibility for organising their own learning, while at the same time identifying areas of weakness which require remedial help and providing such help when necessary. The quality of relationships in the classroom is particularly good, as evidenced in biennial audits, and the teacher, by precept and example, encourages an atmosphere of mutual respect among pupils and build a friendly but formal professional relationship with the students. Pupils are encouraged to take an active part in their own learning and pupil’s active engagement with teachers, on- going target-setting is a feature of the school’s learning process, supported by a strong departmental focus on continual improvement as evidenced by practice in departmental benchmarking and target setting and tutorial provision for underachieving students identified through a tracker system based on continuous assessment. Agreed departmental schemes of work ensure continuity in learning and avoidance of overlap and repetition. The cast majority of subject areas perform at levels significantly higher than NI grammar school averages and achieve or exceed targeted grades for the students they teach at GCSE or A-Level as indicated by CAT and ALPS predictors and public examination outcomes. Additional time is given at Years 11 & 12 to English and Mathematics and ~ 95% of all GCSE entries in Mathematics and ~90% of entries in English Language result in A*-B grades and all but one student in each subject – Maths & English have attained a minimum grade C over the past fourteen years. The Assessment Policy at Lumen Christi College emphasises the formative value of assessment rather than the merely summative. Departments have an assessment policy which identifies when such assessment takes place, the knowledge, concepts and skills to be assessed and a process of moderation to ensure uniformity of marking by teachers. In particular, classroom practice is centred upon AfL procedures (in particular, specific learning intentions, success criteria, effective questioning, peer assessment and student self-evaluation) while the methods of assessment depend upon the nature of the subject and the requirements of the NI Curriculum. Projects, practicals, controlled assessment and fieldwork form components of the process for many year groups. A separate Controlled Assessment Policy is in place compatible with the requirements of examination bodies. Mark schemes for all internal examinations are agreed in advance to ensure consistency of marking and common papers are set for all pupils in a Year Group. These will be essentially summative in nature but will guide the teacher towards individual remedial help for those students found to be below acceptable standards of achievement. This may involve after-school clubs, tutorial provision, involvement of peer tutors, extension work or revision of topics. The reporting of such assessment takes place after school examinations in January and June. In addition, pupils causing concern are reported on at Halloween. These reports are used in subsequent meetings with parents of pupils considered to be underachieving and in target setting interviews between form teachers and pupils each year. The full annual report provides a percentage mark for the subject, a year average, a subject comment identifying strengths and areas for development, comments on the personal and social development of the pupil by their Form Teacher and an overall comment by the Principal. Other reports are essentially summative, though areas of concern are highlighted by the Form Teacher to assist parents in helping in the education process. Summative reports will also ensure that parents of pupils in KS3 will be informed of pupil progression in the statutory areas of Communication, Using Maths, Using ICT and LLW.

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Behaviour and Discipline It is our belief that good discipline is based, first and foremost, on good relationships between teacher and pupil and high expectations of pupils in terms of behaviour and work. These principles extend to the interaction of the whole school community and Lumen Christi College seeks to promote its aim of being a “listening school” in the development of friendly professional relationships at all levels. To achieve this, there must be a shared understanding of rights and responsibilities: parents/carers are expected to promote school rules and good behaviour and have special responsibilities with regard to uniform, punctuality, attendance and general courtesy. To assist staff in fulfilling our aims we expect all pupils to:

Come to school on time, with homework completed and suitably equipped for activities in the day ahead

Respect the views, rights and property of others and behave appropriately in and out of class

Co-operate in class with teaching staff/adults and their peers

Apply themselves with due diligence to all tasks, whether as an individual or in work groups

Seek help/support/advice with their work or personal worries/concerns

Respect the right of other pupils to learn and teachers’ right to teach

Show care and consideration for everyone in the school community

Welcome visitors with courtesy

Act as positive role models through honesty and self-responsibility

All staff have a responsibility to:

Act in a professional manner

Establish a purposeful, listening environment;

Plan lessons with clear aims and objectives; share learning intentions and success criteria with pupils

Value the contributions of pupils, colleagues and parents and respect their views

Be consistent and fair.

Identify and seek to meet pupils’ Individual Educational Needs

Maintain high, realistic expectations of pupils

Parents/Carers have a responsibility to

Act as positive role models for their child in their relationship with school staff, fellow pupils and parents

Accept all school rules and ensure that their child abides by them As part of the review of the College’s Behaviour Policy in 2014, parents, staff and pupils have been consulted on the sanctions to be used in the case of indiscipline and, for the purposes of consistency of approach, a range of agreed sanctions have been provided for minor, serious and most serious categories but the school reserves the right to consider the individual circumstances of pupils when deciding the appropriate response to any incident. Sanctions range from a verbal reprimand through detention to suspension and expulsion. Standards of behaviour and discipline in the college remain highly positive as evidenced by limited requirement for use of formal internal school sanctions. Formal suspension of students remains significantly below 1% per year. A review of the Positive Behaviour Policy will take place in the 2017-18 year.

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Promoting Attendance Students Proactive measures undertaken in the school include the reward of pupils at KS3 & KS4 attaining excellence attendance in Prize giving Ceremonies. High attendance is also a criterion used to identify pupils eligible for consideration for Whole School Prizes or as School Prefects. Attendance also figures prominently in UCAS reports and all references from the College. Attendance Data is monitored and reviewed each month. The attendance analysis for all pupils with <90% attendance is forwarded to Form Tutors, Heads of Key Stage, Principal and Vice Principals for action. Heads of Key Stage will discuss individual reasons for absence with the appropriate Form Teachers and arrange for parents to be notified by letter of concerns regarding attendance. Those students who do not achieve a satisfactory attendance rate must have submitted medical evidence (e.g. doctor’s certificate) for such absences. Vice Principal meets with EWO to review pupils with attendance <85%, No pupil who has low attendance rates (without medical reasons) or unauthorised attendance will be considered for whole school prizes or be appointed prefect. Attendance is also used as a criterion for entry to Year 13. Parents of any pupils not attaining the required attendance rate for entry to Year 13 receive letters informing them of the situation in February and June Year 11 and October and April of Year 12. Final decisions regarding attendance will be ratified by the Leadership Team in June. The target rate of attendance for the school year is: >95% The average annual attendance rate for Lumen Christi College for the previous school development plan was: >96% Staff Staff attendance is consistently above 95% and reflects the commitment of staff and recognition of the positive work environment that has been created within the school. Attendance policies for teaching and non-teaching staff provide mechanisms for regular monitoring of staff attendance and the principal reports biannually to the Board of Governors on staff attendance. Providing for special, additional or other individual educational needs of pupils The College is committed to meeting the special needs of pupils who have specific learning difficulties or a disability and has a designated SENCO and Assistant SENCO supported by thirteen full-time classroom assistants. Facilities for the withdrawal of pupils from class for specific learning needs are provided in Years 9-12, while Year 8 is seen as a period in which needs can be assessed and identified at whole-school levels. IEPs are provided to all teachers by the SENCO who also arranges annual INSET sessions on specific students and generic topics. The SENCO liaises with external agencies - Educational Psychologist, Sensory Support Team, ASD Team, Outreach Services, Behaviour Support Team, EWO, Community Paediatrician, Careers Service, EA Transitions Officer, Middletown Centre for Autism, Cedar Foundation, etc.- as necessary to support pupils’ needs and classroom assistant provision is available to those requiring it; at present, the college has fourteen students with a Statement of Educational Need and some seventy others at various stages on the SEN register. Strategies for providing for individual pupil needs include withdrawal from timetabled class, peer tutoring, better reading and study skills support and after-school tutorial classes.

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Promoting Effective Use of ICT The College currently offers w-fi provision and interactive whiteboard technology in each classroom and all teaching staff are trained in its use, as well as in the use of SIMS Behaviour Manager, Assessment Manager and Lesson Monitor modules which feature prominently in the College’s target-setting and pupil tracking programmes at whole-school and departmental level. Staff training in the use of Fronter as an integral part of the curriculum provision for subjects has also been provided. A pilot programme on the use of iPads for Subject Heads has been completed and has been followed up by an iPad use within the classroom training by iTeach There is a taught programme of ICT skills for all students in Years 8,9 and 10 and all subjects incorporate aspects of ICT in their subject curriculum at Key Stage 3 with Mathematics, Technology, PE, and Science all formally reporting on Using ICT. Within the timescale of the 2014-17 SDP, programming and coding skills at KS3 have been incorporated for all pupils and Software Systems Development A-Level has been incorporated in the A level curriculum. Significant investment has been made in ICT equipment in Music Technology to enhance curricular provision for students and refreshing and updating of ICT equipment is planned annually between the Head of E -learning and the Finance Manager The embedding of mobile technology into classroom practice with ensuing challenges and opportunities will be investigated over the course of the 2017-20 SDP. All students sign up to an Acceptable Use of the Internet Policy to ensure responsible usage of this facility. The College has an e-Safety Policy providing guidance on use of the internet and e-mail in the college.

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School Finance 2017 - 2020

The financial implications of the college’s current Development Plan have been anticipated in the three year financial projections for the college and, in addition, more detailed costs provided in each of the action plans are included below in terms of staffing, premises and other operating costs. Projections are based upon current DENI funding levels as derived from Common Formula Funding and on a consistent intake of students at current levels in the school enrolment number. Key aims of the financial plan are to prioritise staffing levels, meet agreed incremental pay structures, conduct replenishment of ICT, classroom fabric and equipment and anticipate increased utilities charges within that period in order to effect the curricular needs of the college within a balanced budget over the three-year period. A contingency element of planned spending has been provided in each year to take account of potential variations in CF funding. The School Finance Manager prepares an annual budget taking account of spending decisions, incremental pay progression and inflation; budgets are issued to departments based upon a formula of pupil uptake, allocated teaching time and consumable requirements. Budget performance against actual performance is monitored each month by the finance manager, who prepares a report presented to the full board of Governors each term. Reports are minuted by the Board. The 2017-18 budget plan and the three-year financial plan below are due for approval by the Board of Governors (November 2017) and are reviewed throughout the financial year. A financial report, externally audited by independent auditors, is presented to DENI at the end of each financial year. The 2016-2017 Audit Report identified no issues for concern and all arrangements in place for internal financial monitoring were regarded as providing substantial assurance of good practice.

Financial Position as of end of year 2016/17: INCOME EXPENDITURE Surplus/Shortfall

£ 4,048,736 £ 3,986,648 £67,405 (Inc. of 2015/16 surplus) (Inc. Excepted items)

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THREE YEAR PLAN OVERVIEW

2017-2018 2018-2019 2019-2020

Child-Centred Provision Identify opportunities and plan for expansion of extra-curricular provision. Departments identify opportunities to provide extra-curricular activities for pupils. Working group established to review Merit System, Induction and Transition. Refinement of the Student Council election process. Creation of an Executive Council & sub-groups: Reviewed Curriculum offer at GCSE agreed and promoted to students and parents. Creation of Careers E-Portfolio. Careers Fairs for Y10 and Y12 pupils organised.

Enhanced departmental extra-curricular provision. On-going review of Extra-Curricular Programme and Extended School Programme Implementation of #teamlumen. Progression of sub-group initiatives. Integrate the role of the anti-bullying ambassadors Implement the anti-bullying pledge/ student friendly policy Action outcomes of student voice consultation Review A Level options in collaboration with ALC and extended curriculum as appropriate. Evaluate new GCSE Curriculum changes Identify Skills needed by KS5 Pupils in order to enhance development of PCP throughout the school.

On-going review and evaluation of Extra-Curricular Programme and Extended School Programme. Regular events embedded on calendar. Ongoing progression of sub-group initiatives Promotion of Student Voice in L&T. Explore Investors in Pupils Ongoing review all KS4 and KS5 Curriculum and Carers changes.

High Quality Teaching and Learning

Share good practice within departments to enhance L&T using exam analysis tools. Review of Pupil Pursuit and Teacher Induction Processes. Review of links with other schools/ HE Institutions / Business etc. Review of Skills development across KS3 & 4 learning areas. Development of professional dialogue with regard to pedagogy and identify strategies for target learner groups. Provision of ongoing Digital Skills Workshops and use of technology to enhance learning.

Introduction of teaching staff to TPLF revised competences. Creation of professional learning communities. Review of Skills development across KS5 learning areas. Review of GCSE & A Level Choices Booklets to include TSPC. Provision of ongoing Digital Skills Workshops Creation of strategy/policy for device usage BYOD. Creation of pupils’ Digital Leaders Group.

Departmental next practice shared with HoD forum. Sharing next practice within learning communities. Select and participate in ICT Self Evaluation accreditation mark Audit departments on technology usage for improvement.

Effective Leadership Establish a Staff Well-being Team Deliver a bespoke Health & Well-being Day Promotion of ‘Leading Learners’ with CPD Opportunities for all staff Middle Management Module Review of Roles and Responsibilities

Ongoing implementation of actions planned and agreed by H&WBT Explore Investors in People. Cohort 1 of Senior & Middle Managers complete CPD Module Revised Roles and Responsibilities implemented

Ongoing implementation of actions planned and agreed by H&WBT Cohort 2 of Senior & Middle Managers complete CPD Module

School Connected to its local Community

Develop ‘Specialist Programme’ to encourage engagement with local Primary School children. Creation of new School DVD & Social Media use Develop Community Outreach opportunities at KS3&4 Review Spiritual Development Provision.

AdditionalOutreach/Enrichment opportunities implemented Year 10 Cross Community Project Develop business links within the local community. Plan and deliver a College Mission. #teamlumen launched and events publicised.

Expand Specialist Programme Increase links with businesses etc. Continued promotion of #teamlumen and PR on events.

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Objectives and Action Plans for 2017-2020 School Improvement Plan

Objective

Led by Monitored / Assisted by

1 Academic Targets 2017-20

S McCauley M Ferris

1a Child-Centred Provision - Nurturing resilience and developing self-reliance in students

S Deery B O’Hare

1b Child-Centred Provision – Student Voice

B O’Hare S Matthewson / C Ryan

1c Child Centred Provision - Review of Curriculum & CEAIG Provision

M Kerlin M Gillan / Ms M McMenamin

1d Child Centred Provision - Increased participation in and promotion of extra-curricular activities across the school

M Gormley S Doherty / C Ryan

2a Learning and Teaching – To create a 21st century learning community: Pedagogy – (Professional practice)

S Matthewson S McCauley

2b Learning and Teaching – Sharing Good and Next Practice

M Ferris M Kerlin / N Dobbins

2c Learning and Teaching –Widening and acquisition of Skills and Dispositions

M Ferris M Gillan

3a Leadership and Management - To Build Leadership Capacity and improve CPD Opportunities

S McCauley M Ferris / Mrs M McMenamin

3b Leadership and Management - Staff Mental Health & Well-being

B O’Hare S Deery / A King

4 Collaboration with local schools, ALC, businesses & organisations

S Doherty M Gormley / D Carlisle/ C Ryan E McCaffrey

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Objective 1a: Child-Centred provision: Nurturing resilience and developing self-reliance in students [Links to Student Voice & Extra-Curricular Opportunities for All]

Baseline: Lumen Christi College has always prided itself on positive relationships within the whole school community working towards a shared goal. During ISEF

consultation with staff 29th/30th 2017 staff highlighted the importance of a team approach encompassing pupils, staff, parents and the wider community. In INSET on

behaviour management 2017 staff acknowledged the good behaviour of the majority of students but the need for a consistent approach from all teachers on low level

behaviour.

Action Timescale: Start/End

Success Criteria / Impact Resources Lead Staff involved

Monitored

1.1 Launch and

implementation of #teamlumen

Sept 2017 March – May 2018 Sept 2018

Working group established in Sept 2017 to review: - Merit System - Induction Process for Transition groups - Celebration of success across all stakeholders within the college Research undertaken of ‘models of best practice’. Staff, Parents and Student Council ideas elicited and recommendations reported to LT by Feb 2018 Recommendations agreed and implementation planned. #teamlumen launched (including Twitter account) Team Building activities rolled out as part of Induction Sept 2018 for Years 8,11&13 and end of year events for Y10, 12 & 14 refreshed. Regular events arranged on calendar and

Working Group Initial Meeting time. Cover for staff visits (if required) Student Council & PTA Meeting agenda items LT Meetings PR Materials

SD

HKS & Working group members PTA Working group & SDO LT & Working group PR Team All staff HKS & Form Tutors Working

BOH

29

Sept 18- June 2020

publicised e.g. School Show, Bands, Talent Show, and Games. Staff involvement linked through INSET activities Positive evaluation of events and INSET #teamlumen >85% positive impact evident on bi-ennial Audit June 2019 IMPACT: School ethos and profile enhanced with high % involvement of all stakeholders and very favourable feedback from bi-ennial audit.

Fees for Event Management and time to plan these.

group, PR Team & all staff

Evidence and Evaluation

Evidence:

Minutes of meetings of Working Group, Student Council, PTA, Leadership Team

Induction processes revised and actions implemented

Written report on best practice in other schools with recommendations

Launch of #teamlumen on school website/twitter

Calendar of Events organised 2018-20

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Objective 1b: Child-Centred Provision – Student Voice

Baseline: Student Council operational. Collaboration with the PTA on-going and sub-groups identified. Collaboration with the local community established through advertising for the Carol Service, Spring Fayre etc. Student Council members established and ran successful extra-curricular activities e.g. Latin Club & Science Club. In the Student Biennial Audit 13% (KS3); 11% (KS4); 20% (KS5) claimed not to know their Student Council representative. 46% (KS3); 43% (KS4); 63% (KS5) pupils stated that they were unaware of the work carried out by the Student Council.46% (KS3); 56% (KS4); 66% (KS5) felt that they did not have a voice in school issues. In contrast, in the Staff Biennial Audit, 99% conveyed that they felt that pupils contribute appropriately to aspects of decision-making. The need to develop the Student Voice/Student Council emerged as an outcome from whole school self-evaluation (ISEF INSET)

Action Timescale: Start/End

Success Criteria / Impact Resources Lead Staff involved Monitored

1b (i)Refinement of the Student Council election process to improve impact 1b (ii) Establishment of an Executive Council to drive sub-group initiatives. 1b (iii) Improve communication between the Student Council and all stakeholders.

Sept 2017- Sept 2018

Process for biennial elections at KS3 (Years 9&10), KS4&KS5 agreed and implemented. To encourage continuity and progression. Elections held annually at KS3 to promote leadership development.

Documentation updated to reflect amendments made.

Role of an Executive Council and process for appointment agreed.

Executive Council, with sub-groups, operational and meeting regularly to progress agreed initiatives.

Documentation updated to reflect amendments made.

Dates for Cycle 1&2 meetings included in the School Calendar, Heads of Key Stage meeting schedule and Assembly Rota for each Key Stage.

Training for Student Council

Assembly time/Form Class time INSET time Meeting venue identified Meeting time Meeting time Form Class/Assembly time Training time for Student Council members

BOH

SDO Principal LT SDO Principal LT SDO SDO HoKS VP SDO Learn Spark

S Matt

31

Website updated regularly to reflect on-going initiatives and meeting outcomes. 1b (iv) Involvement in whole school initiatives and with the local community: support PTA in a designated whole school fund-raising initiative; Eco initiatives in pursuit of the Green Flag; facilitate the student vote in the Prefect Appointment Process 1b (v) Implementation of the Anti-bullying pledge. Student friendly version of Anti-bullying policy agreed Develop and integrate the role of the anti-bullying ambassadors

Sept 2018 Sept 2019

members provided. Minute taking, chairing meetings, recording information from whole class discussion, reporting back

Key Stage Student Council representatives update staff on Student Council initiatives at designated staff briefings twice termly.

All documentation updated to reflect amendments made.

Information on website current and reflective of Student Council actions.

Successful whole school fund-raising initiative completed by the Student Council fund-raising sub-committee with the support of the PTA.

Trees successful planted and thriving.

Green Flag awarded.

Student body contribute to appointment of Senior Prefects

Key Stage 3 students commit to Anti-bullying pledge.

Clear understanding of what bullying is and consequently a reduction in reported instances of bullying.

Anti-bullying ambassadors trained and active in peer mediation.

Whole school approach to student self-evaluation in Learning & Teaching embedded.

Professional fees Morning briefing time ICT technician time PTA/Student Council meeting time. Administration, utility, personnel and monetary support for the initiative. Trees, soil and fertiliser Time for planting. Professional fees. Time for planning and executing vote INSET time/Department meeting time Professional fees Cover time

SDO/PRO ICT Technician VP SDO PTA/Student body/Parents Staff/Governors Environment Monitors Geography Department VP/ Heads of KS/Head of Year 8.

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1b (vi) Evaluation and review of departmental approach to student voice in Learning & Teaching and agreed proforma implemented. 1b (vii) SDO to research Student Council input into Teaching and Learning in 2- 3 schools where this is in operation and report outcomes to the LT Explore Investors in Pupils

Sept 2019-2020

Effective Learning & Teaching practices identified from analysis and used to inform future planning.

If viable, plan for implementation of

Investors in Pupils

IMPACT: Students indicate that they have a valued voice within school decision- making.

Clear and active links between the school and the community.

SDO HOD VP VP HoDs/All staff

Evidence and Evaluation

Minutes of Student Council meetings, minutes of meetings with Heads of Key Stage and minutes of meeting with Principal/Vice-Principal. Effective meeting practices adhered to. Clear record of agendas, points discussed and future actions. Minutes of Executive Council and sub-group meetings. Assembly rotas Heads of Key Stage meeting schedule Biennial audit indicate increased levels of satisfaction Evaluation of the Anti-bullying Ambassador scheme Common departmental self-evaluation proforma SDO Report to LT on Student Council input into Learning & Teaching

33

Objective 1c: Child Centred Provision - Review of Curriculum and CEIAG Provision

Baseline: Entitlement Framework 21/21 achieved in school, however new subjects which may be of interest to pupils need evaluated. Y11 Curriculum choice is

structured according to previous National Curriculum stipulations. Y13 Curriculum choice asks pupils to select 3 subjects from the school’s offer. Limited numbers

of pupils avail of FLC courses.

Action Timescale: Start/End

Success Criteria / Impact Resources Lead Staff involved

Monitored

1c (i) Research Curriculum choice offered in other Co-ed Grammar schools, and present findings to the Curriculum Team, LT and Governors 1c (ii) Evaluate reviewed GCSE curriculum and explore A Level options in collaboration with ALC. Present to stakeholders and extended curriculum as appropriate.

Sept 2017-Dec 2017 Jan 2018 -June 2018 June 2018 -June 2019

Report compiled and discussed with relevant stakeholders. Recommendations presented to Board of Governors and decision taken on implementation of any agreed curriculum changes Reviewed Curriculum offer at GCSE agreed and promoted to students and parents. Findings presented to Leadership Team & Board of Governors. Decision made by Board of Governors on A Level Curriculum opportunities and implemented. IMPACT: Pupils access a wider curriculum choice which caters to their interests, strengths and career aspirations

Time for research and contacting other schools Meeting time for discussion Time Pupil Subject forms CEIAG Guidance Time Attendance at FLC Principal Meetings and relevant ALC sub-groups

M Kerlin M Kerlin Curriculum Team Leadership Team (as above) Principal Curriculum Team CEIAG Team Leadership Team

M Ferris

Evidence and Evaluation

Report compiled. Discussed at LT, Curriculum Team and BoG as seen in minutes. New Curriculum offered in Subject choice forms at KS4 and KS5 Minutes of FLC and sub groups re collaboration.

34

Objective 1d: Child Centred Provision - Increased participation in and promotion of extra-curricular activities across the school Baseline: The extra-curricular programme is an important element of school life and plays a central role in promoting positive relationships between staff and pupils,

and in promoting the health and well-being of all involved. An extensive range of clubs and activities is offered each term.

Pupil Audit May/June 2017 – 62.3% of pupils at KS3, 47.9% at KS4 and 50.4% at KS5 indicated that they participate in extra-curricular activities. Extended Schools Funding for 2017/18 to be confirmed

Action Timescale: Start/End

Success Criteria / Impact Resources Lead Staff involved

Monitored

1. d (i) Audit of pupils undertaken September 2017 regarding ideas for clubs/activities and recommendations from the Extra-Curricular and Extended Schools Report 2016-17 to be presented to LT 1.d (ii) Identify opportunities for expansion of extra-curricular provision and plan implementation 1.d (iii) Departments identify opportunities to provide extra-curricular activities for pupils such as debates, competitions etc.

Sept 2017 – Oct 2017 Sept-Dec 2017 Jan 2018 Sept 2018-June 2019 Sept 2018 – June 2020

- Report presented to LT, staff and students Reviewed extracurricular offer and pilot a range of ‘new’ activities in Term 2 2017-18 All departments identify 1 opportunity for extra-curricular involvement of pupils at each Key stage as appropriate. Enhanced extra-curricular provision in all departments On-going review and evaluation of Extra-Curricular Programme and Extended School Programme

Materials for ‘new’ activities Promotion in locker areas, assemblies, form classes

MGormley C Ryan C Ryan & All staff HoD All staff

S Doherty

35

IMPACT: Vibrant Extra-curricular Programme in place with increased numbers attending from each Key Stage

Evidence and Evaluation

Attendance registers 2017/18 Recommendations from 2016/17 report presented to LT Increase in the percentage of students attending extra-curricular activities External coaches to be confirmed Projected costs (coaches etc.) to be confirmed in light of Extended Schools funding

36

Objective 2a: Learning and Teaching AIM To motivate and engage students (and boys in particular) so as to raise academic standards and behaviour Learning and Teaching – To create a 21st century learning community: Pedagogy – (Professional practice) e.g. Research/L&T / Digital Champions/SEN

Baseline: The whole school performance over the last three years is above the NI Average and compares favourably with that of similar schools. This is the case in all subjects at GCSE and most at A level. FSM and SEN students are achieving in line with their peers. Gender differentials at GCSE (7A*-B) has increased over the previous three years. Data analysis and sharing of CAT/ALPs/Predicted Grades is routinely used to identify individual pupil potential, track progress and enable timely intervention year on year. The relevant PSHE teams have worked to embed a strong programme which meets the needs of pupils. A range of pedagogical strategies are deployed across departments to facilitate pupil learning styles. There is some professional dialogue about these but this occurs mostly at HOD level. The development of pupils and staff as 21st century digital citizens is on-going and the use of technology to enhance learning is used to varying degrees across the school.

Action Timescale: Start/End

Success Criteria / Impact Resources Lead Staff involved

Monitored

(i) Knowing our pupils through data: August INSET time to review the rational for target groups and their general characteristics. Include analysis of SEN/FSME/GENDER/S&C students at subject level as part of report to Principal in August 2017. Actively monitor target groups: Utilise the improved examination macro ‘Aspire’ to assist with analysis of data. Make consistent use of target setting and tracking data to report on improvement.

August 2017 - Sept 2017 August 2017 (ongoing)

Departmental staff aware of students in target groups. Departmental Report on exam outcomes submitted to Principal. Initial departmental targets set to include those for target groups. All departmental staff systematically review pupil progress and ensure timely intervention. Documentation of intervention is on-going through SENCO and

INSET TIME – identifying target groups Meeting time – Departmental Personal preparation time Meeting time – Departmental Personal preparation time

S Matt

All Staff HoDs HOKS HoDs HOKS Mentors Form Tutors

Principal/VP

37

Action Timescale: Start/End

Success Criteria / Impact Resources Lead Staff involved

Monitored

teacher’s own records/ planners

(ii) Re-discovering pedagogy: The teacher as a learning leader in the 21st Century. Raise staff awareness of the impact of selected strategies and classroom climate on target groups: GENDER / FSME/ SEN / G&T October INSET time (2 slots) allocated to focus on the role of 21st Century Teacher, pedagogy and Digital Skills.

October 17

Staff have reviewed the ‘Learning Leaders’ Document. Departmental planning includes reference to key groups and proposed strategies to effect improvement

INSET TIME 1 (Guest Speaker 1 building professional learning communities – Reflective workshop (professional dialogue) INSET TIME 2 (Guest Speaker 2) Reflective workshop on Digital Skills and their role in raising standards (professional dialogue) Meeting time – Departmental Personal preparation time

SM

Heads of Dept. Subject Teachers SENCO T&L Team Digital Champions

Principal

Place pedagogy on agenda of Departmental and HoD Meetings

November 17

Departmental staff aware of students in target groups and actively adopt appropriate strategies to take account of barriers to learning.

Meeting time – Departmental Personal preparation time HOD meeting time – professional dialogue

SM All staff Principal

Communication of Progress in terms of strategies developed and engagement of students

August 2018 Marginal gains in academic achievement and attitude observed in target groups. Report on pupil outcomes behaviour management data, pastoral data, SEN data, Student Voice. Case Study: Sharing of good practice – all staff

Meeting Time – Pastoral/Departmental/LT/SENCO INSET TIME – SGP communication of report.

38

Action Timescale: Start/End

Success Criteria / Impact Resources Lead Staff involved

Monitored

(iii) Learning with Technology Reviewing the digital skills agenda and building teaching power Evaluate digital agenda and communicate action plan for 2017-2018 Digital Skills Workshop – Kahoot/Showbie/IPad Accessibility

August 17 Digital skills agenda updated Programmes for digital skills developed and delivered. All departmental action plans refer to the development of Digital Skills for teachers, the appropriate use of technology to enhance learning and the development of a community of Digital Citizens (teachers and learners)

INSET TIME: Digital Skills Workshop Meeting Time- Digital Champions Departmental Meeting Time Personal Preparation Time

Digital Champions LT SENCO

Principal

(iv) Developing 21st Century habits: Provide on-going support and subject specific training in the use of mobile technology. Timetable short ½ hour support sessions

August 17-June 18

Areas of the SDP refer to ‘Learning with Technology and the Development of Digital Citizens’ Ed Tech objectives clearly specified and included in Dept. Action Plans ICT support sessions provided by Digital Champions, Technicians At least 3 training sessions undertaken in small groups on non-INSET days. For example, departmental time, personal preparation time. Increased usage of technology to enhance learning evident through

Departmental Meeting Time Personal Preparation Time Meeting time – Digital Champions Allocation of financial resources for Digital Champions training. Digital Champions support time

SM

Digital Champions LT SENCO HODs

Principal

39

Action Timescale: Start/End

Success Criteria / Impact Resources Lead Staff involved

Monitored

classroom observation. Student bi-ennial audit indicates higher level of classroom use.

Building learning power INSET session to define BYOD Pilot E-Safety Consultation

Sept 17 – June 19

E-Safety Policy re-visited with parents, pupils, staff to create a more positive document

INSET TIME with C2K Staff Time to conduct consultation on E-Safety

SM

Digital Champions LT

Principal

Create Digital Leaders Program for pupils Create strategy for device usage BYOD for pupils Select and participate in ICT Self Evaluation accreditation mark

Digital leaders program Year 9 and 10 established Strategy for device usage School purchased/BYOD for pupils agreed 360 e-Safety SWGFL or NAACE framework accreditation achieved Pilot BYOD completed

Allocation of funds to set-up programme Extra-curricular time for program induction and roll-out Financial planning to support strategy LT Time for discussion Allocation of funds to participate in accreditation INSET/LT/Digital Champion Time to prepare for accreditation

Pupils IT Teacher Digital Champions All staff Digital Champions

Principal

Audit departments on technology usage for improvement.

June 19

Departmental report on impact of renewed professional practices

INSET TIME – to conduct audit; for SGP

SM

All Staff

Principal

Evidence and Evaluation

Renewed professional practices embedded into each department. Impact of professional practice evident in pupil outcomes, motivation, engagement and behaviour for all. Marginal gains for target groups.

40

Objective 2b: Learning and Teaching – Sharing Good and Next Practice

Baseline: A developing sharing good practice process both at whole school and departmental level has been started in the college through peer observation. Heads of PE, Geography, Spanish and Home Economics have visited other schools. Principal/ Vice Principal/ Timetabler/ Head of Careers/ SENCO participate in FLC meetings. Sharing Good Practice is an agenda item on INSET days, department and HoD meetings. Revised classroom observation pro-forma developed and agreed by Learning and Teaching Working Group. Representatives from other schools have visited the college to share good practice in areas of data analysis/ SDP/LLW. Whole school sharing good practice presentations agenda item on INSET sessions. Good Practice identified by Working Teams/ HoD / HoKS and Classroom Observation. Launch of DE’s strategy for TPL Learning Leaders in March 2016.

Action Timescale: Start/End

Success Criteria / Impact Resources Lead Staff involved

Monitored

2b (i) Refinement and utilisation of examination analysis to identify areas of good practice within departments and in turn enhance L&T 2b (ii) Review Pupil Pursuit Programme in light of Learning Insight Profile as tool to Share Good and Next Practice and promote Student Voice 2b (iii) Induction Programme for BT & EPD teachers

Sept 2017 Oct 2017-June 2018 Jan 2018 Sept 2017

Revised classroom observation pro-forma utilised. Aspire and CCEA Analytics used by VP & HoDs to inform Learning and Teaching highlighting differentials which is shared within departments. HoDs visit departmental colleagues. All staff use ‘trusted colleague network’ to promote sharing of good practice. Strengths and areas for development highlighted to VP. Enhance learning and teaching experience pupil outcomes. Updated Pupil Pursuit Programme incorporating Learning Insight Profile presented to LT and staff. Implementation of revised Pupil Pursuit Programme. Updated Induction Programme implemented.

INSET time Department Meeting Time Classroom observation Cover time / Department Meeting time Meeting time Teacher Tutor/ VP INSET session(s) Cover for staff to engage in new Pupil Pursuit Programme

VP

All staff HoDs All staff All staff Teacher Tutor

M.Kerlin

41

reviewed. 2b (iv) Introduction of teaching staff to Teacher Professional Learning Framework revised competences. 2b (v) INSET allocated to allowing staff to visit another school /institution of HE/ businesses 2b (vi) Review of existing departmental /pastoral / careers / whole school links with other schools/ institutions of HE / businesses etc Identifying new opportunities for and establishing departmental / pastoral / careers/ whole school links with other schools / institutions of higher education / businesses building on existing partnerships. Ref Learning Leaders DE 2016 2b (vii) Each department will investigate next practice in T& L with in their departments and report this to HoD Forum.

Sept 2018 2018/19 Jan 2018 Jan 2019 – June 2020

Teachers aware of reviewed TLPF teaching & learning competences leading to improved pupil outcomes. 40% staff visits completed and INSET report submitted and actions undertaken. Report on existing partnerships compiled and presented to SLT Opportunities for new partnerships identified and links established. Collaboration with FLC etc Departments have opportunities to envision next practice what their subject area would look like and how it could be delivered more effectively within a collaborative environment

INSET Meeting time Teacher Tutor / VP Meeting time INSET time Departmental /Pastoral Meeting time Departmental /Pastoral /SLT Meeting time

All staff Teacher tutor / HoDs All staff HoD/HoKS/SLT HoD/HoKS/SLT HoD/SLT

42

Sharing of next practice within established sharing of good practice partnerships

IMPACT: Reviewed Pupil Pursuit Programme established. Sharing good practice process established at all levels creating a vibrant learning environment. New opportunities for links with other schools / businesses/ HEI. Collaborative promotion of sharing best practice and next practice through professional learning communities.

Evidence and Evaluation

Sharing good practice programme in place at all levels in the college to enhance professional practice. Reports from Working Teams. Revised Induction Process. Reviewed Pupil Pursuit Programme Annual Sharing Good Practice Report compiled. INSET day assigned to sharing good practice session external to college. Expanded links with other schools, businesses and institutions. Data Analysis linked with Learning & Teaching & Sharing Good Practice. Development of professional learning communities.

43

Objective 2c: Learning and Teaching –Widening Skills and Dispositions

Baseline: A range of extracurricular activities particularly in the sporting and music arena and community outreach opportunities allow pupils to acquire wider skills and dispositions. TSPC development embedded in all schemes of work at KS3. Pupil Pursuit Report 2015 indicates that Skills development is explicit at KS3 but implicit at KS4 & KS5 in the classroom. ISEF self -evaluation identified more explicit development of skills and dispositions across the curriculum to prepare students for the world of work as a priority.

Action Timescale: Start/End

Success Criteria / Impact Resources Lead Staff involved

Monitored

2c (i) Review present skills development across each Learning Areas at KS3 & KS4. Identify strengths and areas for development and make TSPC explicit in classroom practice at KS3&4. 2c (ii) Develop TSPC during ‘collapsed timetable days’ and events e.g. LLW (includes PD) & CEIAG 2c (iii) Review skills development across each subject at KS5. Identify strengths and areas for development and make TSPC explicit in classroom practice at KS5. 2c (iv) Head of Careers to coordinate departmental review of GCSE & A level Choices Booklets to include TSPC development within subjects

Jan 2018- April 2018 Sept 2017 – June 2018 Sept 2018 – April 2019 Sept 2018- Jan 2019

KS3 and KS4 schemes updated with explicit reference to skills. Pupil Pursuit, Classroom Observation, etc. evidence explicit skills development. TSPC recorded by pupils Years 8-14 in PCP [see CEIAG action plan]. TSPC identified in LLW/ CEIAG/ Pastoral plans. Pupils aware of skills development at KS5 KS5 schemes updated with explicit reference to skills. Pupil Pursuit, Classroom Observation, etc. evidence explicit skills development. Reviewed Choices GCSE & A level Booklets ready for Jan 2019

Departmental, Shared & Pastoral Meetings

Departmental, Shared & Pastoral Meetings PCP template & relevant Staff training Departmental, Shared & Pastoral Meetings

HoD & Department Meetings

VP

All staff HoD LLW Careers & KS All staff HoD LLW Careers & KS

M Gillan

44

IMPACT: TSPC development embedded in lessons at all Key Stages and pupils can articulate this in all arenas. Quality of PCP & UCAS Personal Statements enhanced.

Evidence and Evaluation

Pupil pursuit and PRSD classroom observation reports should indicate pupils engaged in explicit TSPC development. Pupils motivated, curious and engaging well in learning working well in teams and can think flexibly, critically and creatively making predictions and informed decisions and solve problems. Students aware of skills development and can articulate this in classroom practice and record in PCPs Updated Schemes of Work including TSPC Revised GCSE & A Level Choices Booklets see Careers Action Plan

45

Objective 3a: Leadership and Management - To Build Leadership Capacity and improve CPD Opportunities

Baseline: Three of the Targets set in the previous SDP (CPD for SEN staff and quality assurance of IEPs, middle management development through coaching & mentoring & embedding a culture of self-evaluation and CPD of staff through sharing of best practice) were met to a significant degree. Individual CPD opportunities were provided for post holders (including SEN, CEAIG, HoD, etc.). Also, in the course of the SDP, two members of staff completed the PQH (NI), three others completed the Senior Leadership Pathways course and a further three staff members undertook the Middle Leadership Course. Our INSET programme currently provides CPD opportunities for all staff but with the demise of RTU, and current financial constraints, a sustained and in-depth programme is needed to continue to build robust leadership capacity within the college to future proof it. The importance of CPD is further highlighted and promoted by DENI in the publication of ‘Leading Learners’ (March 2016). The Bi-ennial Audit and PRSD outcomes (June 2017) highlighted individual areas for skills development.

Action Timescale: Start/End

Success Criteria / Impact Resources Lead Staff involved

Monitored

3 a.(ii) Audit qualifications, skills, professional development and training of staff. 3 a (ii) Research sources and develop opportunities for enhanced Staff CPD 3 a (iii) Review Roles and Responsibilities & Promotions

September 2017 to Jan 2018 September 2017-18 September 2017 to

Staff Skills Audit completed

SIMS used to compile recent Staff Development/Training and responses from a) Skills audit b) PRSD Targets c) Staff Biennial

Audit d) Staff Development/training summary

Strengths & Areas for Development identified.

CPD Opportunities offered to all staff (E.g. Professional bodies, SGP, Pupil Pursuit, School visits, INSET, External agencies)

LT CPD Session provided and completed by members

Middle Management Module explored and delivered to volunteer post holders

Good practice shared with colleagues and an aspect reported on to the Board of Governors

Areas/Posts which require development identified

‘Menu of training options’ provided for staff, availed of and evaluated.

Updated Promotions Policy and job descriptions of post holders.

SIMS access Admin time ‘Whole school’ Bi-ennial Audit Time to research and plan CPD options Professional fees Reprographics

SMcC

Personnel Manager All staff All staff Working Parties Post holders Principal Board of

MF

46

Policy with Board of Governors

June 2019 INSET planned for 2018-19 with Cohort 2 of Middle leaders engaged in CPD modules

IMPACT: Increased CPD opportunities availed of by staff Improved leadership capacity and professional competency among staff. Senior and Middle leaders cohorts successfully completed CPD course

Governors Middle Leaders

Evidence and Evaluation

Skills Audit documentation INSET agendas, attendance and evaluations Module uptake and delivery

47

Objective 3b: Leadership and Management - Student and Staff Mental Health & Well-being

Baseline: Explicit promotion of mental health and well-being among staff and the inclusion of this as a priority in the School Development Plan were outcomes of staff base-lining audit tool, ow mentally Healthy is Your School? reinforced by the ISEF audit. Health and Well-being Day is part of current provision. In the Staff Biennial Audit, 78% felt that the management promoted the welfare of all staff whilst 12% felt that it did not and 10% did not know. Events organised in 2016-17 to help raise awareness of Staff Mental Health and promote collegiality included e.g. Presentation to staff delivered by ZEST organisation, an end-of-year barbecue, celebratory lunch etc. Staff members attended a Teach Meet on building resilience for staff.

Action Timescale: Start/End

Success Criteria / Impact Resources Lead Staff involved

Monitored

3b (i) Establish a Staff Well-being Team (ii) Plan and deliver a bespoke Health & Well-being Day (iii) Promotion of Team Lumen (iv) Explore Investors in People.

Sept 2017 – Dec 2017 Jan 2018 Jan 2018 – June 2020 Sept 2018

Staff H&WB Team established, remit confirmed and recommendations proposed to LT and staff following Report to staff on the Mental Health Audit. Awareness raised of Health & Well-being issues and support available through regularly updated notice board displays Staff Well-being Team confirmed and active Health & Well-being Day held which caters for individual areas of interest. Evaluation of event to confirm satisfaction and benefit Plan and implement actions to be confirmed by H&WBC IMPACT: Staff levels of H&WB improved, high attendance and engagement If viable, plan for implementation of Investors in People

Meeting time Noticeboard - 100 INSET session for Report Professional fees SDD Jan 2018 School Calendar Meeting time with Investors in People representative. Investigation and visit to successful Investors in People school(s)

BO’Hare

HPO H&WBT All Staff H&WBT HPO H&WBT VP, BO’Hare & HPO BO’HARE & HPO

S Deery

48

Evidence and Evaluation

Active Staff H&WB Team Minutes of H&WB Team Attendance at and evaluation of H & WB events. Achievement of Investors in People Award

49

Objective 4: School connected to its Community -Collaboration with local schools, businesses & organisations

Baseline: Nurturing the Catholic Ethos; Charity Provision; Sixth Form Outreach Programme; LLW Provision at KS 3 & 4; Promotion of the College among local

Primary Schools; Primary Six Taster Day; Promotion of success in local press; visiting speakers to the College from a variety of organisations (Pastoral Provision)

Action Timescale: Start/End

Success Criteria / Impact Resources Lead Staff involved

Monitored

1.1 Collaborate with local schools, businesses and organisations to further develop the college within the community

1.2 Promotion of the college

within the local community

1.3 Enhance Outreach

provision currently in place for KS5

Sept 2017-Dec 2018 Sept 2018-June 2020 for 2nd and 3rd cohort of Primary Schools Sept 2017-June 2018 Sept 2017-June 2019

Develop ‘Specialist Programme’ to encourage engagement with local Primary School children offering a range of educational and fun activities including… STEM, ICT, PE, Cookery, Art, Music Evaluation completed and positive feedback received from Primary schools Increased volume of applicants for Y8 places Roll out programme to range of other feeder Primary Schools, continue to evaluate and amend accordingly. Creation of new School DVD Improve use of Social Media to promote college success and events Report to LT & staff on evaluation of Enrichment & Outreach Provision conducted June 2017. Use as a basis to source and plan for additional

Time to liaise with local schools Department time to organise events Materials for activities Transport & food costs Schedule of events in calendar (as above) In liaison with Pi Communications £5,000 School Twitter account Presentation of Report and discussion at LT Meeting & INSET

S Doherty

HoY8, HKS3 LT, HoDs, Staff volunteers including Admin staff Canteen staff VP S Doherty & PR Team S Doherty

M Gormley

50

1.4 Develop Community

Outreach Opportunities at Key Stages 3 & 4

1.5 BUSINESS LINKS

1.6 Catholic Ethos

Sept 2017-June 2018 Sept 2017-June 2020 Sept 2018-June 2020

‘enrichment’ opportunities for 2018-19 with a potential ‘taster’ session initially piloted in 2017-18 Participate in Young Social Innovators Project Year 10 C.L.A.S.S Cross Community Project / involved with local schools and organisation Through the CEIAG Department link with local business to explore and implement opportunities for school visits, work experience and Young Enterprise events. Review Spiritual Development Provision and Plan and deliver a College Mission IMPACT: Enhanced school profile in the community, links further developed with business and organisations, opportunities for teamwork and leadership improved for students and better informed public as evidenced in bi-ennial audit 2019

YSI Registration & Programme REACH Across RE Programme Caretaking arrangements Reprographics/ website PR

HoD LLW & LLW Team HoD LLW & LLW Team RE Department

Evidence and Evaluation

Programme of activities in place for feeder Primary Schools School DVD updated for June 2018 with ‘taster preview’ ready for Open Day January 2018

51

ACRONYMS USED IN THE SCHOOL DEVELOPMENT PLAN

ABP Area Based Planning DE(NI) Department of

Education (Northern Ireland)

ICT Information Communication and Technology

RTU Regional Training Unit

AfL Assessment for Learning EA Education Authority IEP Individual Education Plan

SDP School Development Plan

ALC Area Learning Community

EF Entitlement Framework

INSET In-Service Training SEN Special Educational Needs

BoG Board of Governors EPD Early professional Development

LLW Learning for Life & Work

SENCo Special Educational Needs Coordinator

C2k Classroom 200-NI’s IT Network

ETI Education & Training Inspectorate

LT Leadership Team SoW Scheme of Work

CEA Council for Examinations & Assessment

FLC Foyle Learning Community

NICCE Northern Ireland Commission for Catholic Education

STEM Science Technology Engineering and Mathematics

CEIAG Careers Education, Information and Guidance

GCSE General Certificate of Secondary Education

PQH Professional Qualification for Headship

UCAS Universities Central Council on Admissions

CPD Continuing Professional Development

HOD Head of Department PRSD Performance Review and Staff Development

VP Vice-Principal

CRED Community Relations Equality and Diversity

HOKS Head of Key Stage PTA Parent Teacher Association

WELB Western Education and Library Board

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REVIEW DATE August 2018 August 2019 June 2020

Status