the board of governors’...the board of governors is reconstituted every four years. the incoming...
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OMAGH
THE BOARD OF GOVERNORS’
REPORT TO PARENTS
2016/17
T: 028 82243633
W: www.loretogs.com
Email: [email protected]
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Board of Governors Report to Parents 2016/17, with reference to DENI Circular2003/15 Education (School information and Prospectuses Regulations (NI) 2003: Chapter 22 School publications of Guide for School Governors (Board of Governors Annual Report);
Board of Governors Summary Report
The steps taken by the Board of Governors in the discharge of its functions during the period since its last report are detailed in the School
Development Plan and the Principal’s report to the Board of Governors at the first meeting in the new school year.
The Board of Governors is focused on School Development Planning within the following areas:
1. Loreto Ethos
2. Child Centred Provision
3. High Quality Teaching, Training, Learning and Assessment
4. Effective Leadership and strategic direction
5. School Connected to its local community
The work of the Governors in the school year 2016/17 which marked 161 years in education included: Completing the refurbishment of school classrooms and replacement of mobiles via the School Enhancement Programme. Progressing the Development Proposal to move to phased introduction of non-academic admissions criteria to Year 8. Consulting on Governance, Ownership, design and implementation proposals for the Shared Education Campus in Omagh Ensuring policy, practice and procedures are effective in providing the highest standards of Teaching and Learning to meet the differentiated needs of learners and close performance gaps. Highlighting Pastoral Care, Emotional Health and Well Being strategies and Child Protection. Monitoring the school curriculum and performance in public examinations. Ensuring resources are managed effectively within stringent budget cuts with appropriate arrangements for Financial Management, attendance management and working relations. Developing links with parents, Primary and Post Primary schools, Further and Higher Education sectors, support agencies and businesses. Celebrating diversity, outreach and achievements within the school community and with others. List of Meetings of the full Board and sub committees in the school Year 2016/17
Full Board Meetings 3 October 2016, 12 December 2016, 27 February 2017, 8 May 2017, 14 June 2017
Finance Sub-Committee Meetings 3 October 2016, 12 December 2016, 27 February 2017, 8 May 2017, 14 June 2017
Appointments Sub-Committee Meetings 16 September 2016, 16 November 2016, 8 March 2017, 22 May 2017 29 May 2017, 14 June 2017
Transfer Sub-Committee Meetings 27 March 2017, 12 April 2017, 22 June 2017
SEC / DENI Meetings September 2016-June 2017
SEP Meetings September 2016
BOG/Trustees Meetings 3 February 2017
Name and membership category of each school Governor and date on which each Governor’s term of office comes to an end
Name Membership Category Term of OFFICE
Ms Mary Murnaghan (Chairperson) Trustees’ Representative January 2014 – December 2017
Mr Michael McAleer (Vice-Chairperson) Trustees’ Representative January 2014 – December 2017
Mr Brian Lenehan Trustees’ Representative January 2014 – December 2017
Mr Brian Conway Trustees’ Representative January 2014 – December 2017
Mr Eamonn Monaghan DENI Representative January 2014 – December 2017
Mrs Marian Doran DENI Representative January 2014 – December 2017
Ms Celine McCartan DENI Representative October 2015 – December 2017
Mrs Eimear Grugan Parent Representative January 2014 – December 2017
Mr Jason Wilson Teacher Representative January 2014 – December 2017
Mrs Grainne T O’Hanlon (Principal/Correspondent) Correspondent n/a
Arrangements for the next election of parent representative to the Board: Elections for the Parent Representative on the Board of Governors will be November 2017. The Board of Governors is reconstituted every four years. The incoming Board serve from January 2018 to December 2021. Parents/Guardians of pupils have the right to elect from among their members a representative onto the Board of Governors of their child’s school. For the position of Parent Governor of Loreto Grammar School parents complete a nomination form and return it to the Principal’s P.A. Only parents/guardians with a pupil currently at the school may be nominated and may propose and second a nomination. Both parents are entitled to vote. As the election is conducted by post, the Clerk examines all nominations received and confirms that those parents who have been nominated are prepared to stand. If the number of nominees is equal to, or fewer than, the number of places to be filled, all candidates are deemed to have been elected, without the need for a vote.
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Where there are more nominees than places to be filled, a postal ballot will be held. Each eligible parent will receive one ballot paper together with explanatory notes. A final date for the return of votes will be indicated and candidates invited to scrutinise the count. A simple majority determines the successful candidate.
Financial Statement Summary
Revenue Account Income
Grants from Department of Education £3 842,934
Additional Grant Funding
£301,391
Gift
Other Income
£134,616
Total Income
£4,278,941
Expenditure
Teaching Salary Costs
£3,237,307
Non-Teaching salary costs
£534,158
Other operating costs
£512,205
£4,283,670
Deficit for the financial year
£(4,729)
Voluntary Contributions Account
Income
Parental contributions
£25,632
Gift Aid
£4,000
Deposit Interest
£69
Total Income
£29701
Expenditure
Sundry Expenses
£122
Transfer to Revenue Account
£54,975
£55,097
Deficit for the financial year
£(25,396)
Security
Please see Health and Safety Report - Appendix 1
Steps taken to develop links with the community - Appendix 2
Links with parents, Primary and Post Primary schools, Further and Higher Education sectors, support agencies and businesses are ongoing. Their support is utilised and their opinions valued within reviews and consultations to inform future practice.
Meeting the needs of students from our multicultural community is reflected in our CRED policy and practice.
Special Educational Needs– Appendix 3
Outlined in the SEN and Pastoral Care policies, available from the school, are the arrangements and facilities in Special Educational Needs ensuring barriers to learning are overcome so that pupils have full access to the curriculum and entitlements. The steps taken to secure the implementation of the SEN policies include:
Ensuring every student is cared for guided and supported the SDP has particular focus on “every student, every encounter and every lesson matters.”
Planning, resources and advice in all areas will meet the safeguarding and differentiated needs of learners.
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The challenges of the world of our students will be addressed by promoting tolerance, equality and opportunity.
SEN will be identified and supported through carefully chosen Teaching and Learning plans, strategies and active use of ILPs, IEPs, SEN register, data, to meet the differentiated needs of learners.
Facilities to assist access to the school for pupils with a physical disability and the Accessibility plan for the school
Disability Access: Lift to all floors and the canteen available within the main school building.
Access ramps: James Street entrance, Main Entrance, Assembly Hall, Music Room and at all mobiles.
Curriculum and Educational Provision – Appendix 4
In accordance with Regulation 10 of the Education (School Information and Prospectuses) Regulations (NI) 2003
The Curriculum Policy is available from the school.
The Curriculum report for 2016/17 – see Appendix 5
Loreto Grammar school ensures
Pastoral Care and curriculum provision is of the highest standards promoting high expectations for attendance, Positive Behaviour, health, safeguarding, well-being and academic progress.
The provision of a broad, balanced and relevant curriculum across the key stages meets the course requirements of EF. Pupil choice of subjects and collaborative arrangements with other educational providers is developed to meet the requirements of the Entitlement Framework.
Effective planning for continuity and progression in learning, differentiation, attainment and evaluation will raise standards and close performance gaps.
Achievement is celebrated both by event and communications.
Attendance rate of pupils 2016/17
Total number of possible attendance days 325496
Total number of days attended 304435
% Attendance 93.5%
Educational Achievements Top Candidates in Northern Ireland CCEA Summer 2017 GCSE and A’Level Examinations G.C.S.E English Language Maria Bernadette Haughey 3rd G.C.S.E Geography Maria Bernadette Haughey Joint 1st Grainne M Loughrey 8th G.C.S.E Irish Ailise Mairead Ward Joint 1st
A Level Business Studies Katherine McStay 1st A Level Religious Studies Roisin Theresa Devlin Joint 1st A Level French Aideen Teresa Casey Joint 2nd A Level Health and Social Care Kyra Martina Mc Mahon 1st (6 years in a row to gain 1st place in NI) A Level Health and Social Care Josephine Ann Quinn 3rd Curriculum Subjects 2016/17 Key Stage 3 Each year group is divided into five classes. These classes generally comprise 24-25 girls who study the following subjects: The curriculum at Key Stage 3 is in accordance with the Revised Curriculum statutory regulations phased in since September 2007. Art & Design, Drama, Music, English / English Literature with Media Education, Geography, History, Mathematics with Financial Capability, French, Irish, Spanish, Physical Education, General science, Technology and Design, religious Education, Employability, Local and Global Citizenship, Personal Development, Home Economics, Cross Curricular Skills: Communication, Using Mathematics, Using ICT, Thinking Skills and Personal Capabilities, Managing Information, Thinking, Problem Solving, Decision Making, Being Creative, Work with Others, Self-Management Special Education Needs/Learning Support: Individualised support is provided for students with identified Special Educational Needs. Registration Class, Pastoral Guidance and Support for all students is scheduled within the timetable. Key Stage 4
At Key Stage 4 a range of General and Applied courses are offered. The school delivers the Entitlement Framework and is a member of the
Omagh Learning Community. Loreto accommodates students from other schools and facilities our students to attend classes in other schools
to meet students’ requirements.
The Following GCSE subjects are available (A – Applied, G – General)
Art and Design (A) Business Studies (G), Contemporary Crafts (A), English language (G), English Literature (G), French (G), *Further
Mathematics (G), Geography (G), History (G), Home Economics/Food (A), Home Economics/Child Development (A), ICT (A), Irish (G), Learning
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for Life and Work (A), Mathematics (G), *Media Studies (A), Music (A), *Performing Arts (A), *Psychology (G), Physical Education (A), Religious
Education (G), Double Awards Science (G), Spanish (G), Technology and Design (A).
Post 16
The curriculum at Post 16 encourages breadth of study and is complemented by a wide, challenging Enrichment Programme. A range of
general and applied courses is offered. The school meets the requirements of the Entitlement Framework for Post 16 and is currently a member
of the Omagh Learning Community.
At Post 16 students choose from an extensive range of applied and general subjects.
BTEC Agriculture (A), Applied Health & Social Care (A), Art and Design (A), Biology (G), Business Studies (G), Chemistry (G), Construction (A),
Design and Technology (A), Engineering (A), English Literature (G), French (G), Geography (G), Government & Politics (G), History (G), Home
Economics (A), Information and Communication Technology (A), Irish (G), Mathematics (G), Medial Studies (A), Performing Arts (A), Physics
(G), Physical Education (A), Psychology (G), Religious Studies (G), Sociology (G), Spanish (G).
Post 16 subjects follow the new revised specifications as outlined in CCEA< AQA, or EDEXCEL Syllabi.
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Analysis of Exam Results Summer 2017 (2016 & 2015 Figures in brackets)
YEAR 14 A-Level (not including private entries) 121(107,124) Girls entered for 364 (323,389) exams
Grade A* A B C D E U X
Number 2017 2016 2015
43 56 33
120 117 105
96 95
119
78 28 79
17 14 25
9 10 12
1 3 2
0 0 0
%2017 %2016 %2015
11.81 17.34 8.80
32.97 35.99 28.00
26.37 29.72 31.73
21.43 8.67
21.07
4.67 4.33 6.67
2.47 3.10 3.20
0.27 0.93 0.53
0.0 0.0 0.0
These figures would give an overall pass rate of 99.17% (99.07%, 99.47%) DENI Statistics based on 121 Pupils 99 (86,96) girls 81.82% obtained 3 A-levels with a grade A-C this compares with the 2016 &2015 figures of 80.4% & 75.81%. DENI Statistic 120 (104, 121) girls 99.17% obtained at least 3 A-level with a Grade A-E this compares with the2016 & 2015 figure of 97.2 & 97.6%. 121 (107, 123) girls 100% obtained at least 2 A-levels with a grade A-E this compares with the 2016 & 2015 figure of 100% & 99.2%. DENI Statistic 121(107,124) girls 100% obtained at least 1 A-level with a grade A-E this compares with the 2016 & 2015 figure of 100%. DENI Statistic 71.15% (81.7%,68.53%) OF ALL GRADES OBTAINED AT THIS LEVEL WERE A*, A or B 1 (4, 2) girls obtained 3 A* or better 0 (1, 0) girl obtained 4 or more A-levels with a grade A* or A 33 (29, 21) girls obtained 3 or more A-levels with a grade A* or A 48 (56, 44) girls obtained 2 Grade A's or above at this level 82 (87, 73) girls obtained at least 1 Grade A or above at this level
A Level Grade Analysis (Percentage)
Subject Entries A* A B C D E U X A-C
Art & Design 5 0 20 40 20 20 0 0 0 80.0
Biology 36 11.1 36.1 13.9 30.6 2.8 5.6 0.0 0.0 91.7
Business Studies 18 11.1 16.7 22.2 44.4 5.6 0.0 0.0 0.0 94.4
Chemistry 14 21.4 35.7 14.3 21.4 7.1 0.0 0.0 0.0 92.9
Design Technology 3 0.0 66.7 0.0 33.3 0.0 0.0 0.0 0.0 100.0
English Literature 30 16.7 30.0 33.3 16.7 3.3 0.0 0.0 0.0 96.7
French 5 20.0 60.0 20.0 0.0 0.0 0.0 0.0 0.0 100.0
Geography 33 15.2 39.4 30.3 9.1 3.0 3.0 0.0 0.0 93.9
Health & Social Care 51 3.9 41.2 39.2 15.7 0.0 0.0 0.0 0.0 100.0
History 14 21.4 14.3 28.6 21.4 7.1 7.1 0.0 0.0 85.7
Home Economics 12 8.3 33.3 33.3 16.7 8.3 0.0 0.0 0.0 91.7
ICT 13 0.0 15.4 38.5 38.5 0.0 7.7 0.0 0.0 92.3
Irish 4 0.0 0.0 25.0 25.0 25.0 25.0 0.0 0.0 50.0
Mathematics 31 25.8 41.9 22.6 9.7 0.0 0.0 0.0 0.0 100.0
Media Studies 10 0.0 20.0 30.0 50.0 0.0 0.0 0.0 0.0 100.0
Performing Arts 2 0.0 50.0 0.0 50.0 0.0 0.0 0.0 0.0 100.0
Physics 3 0.0 50.0 50.0 0.0 0.0 0.0 0.0 0.0 100.0
Polish 1 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 100.0
Politics 11 0.0 36.4 27.3 18.2 9.1 9.1 0.0 0.0 81.8
Psychology 9 33.3 11.1 0.0 33.3 11.1 0.0 11.1 0.0 77.8
Religious Studies 39 12.8 38.5 30.8 12.8 2.6 2.6 0.0 0.0 94.9
Sociology 13 0.0 7.7 15.4 30.8 38.5 7.7 0.0 0.0 53.8
Spanish 4 0.0 50.0 0.0 50.0 0.0 0.0 0.0 0.0 100.0
Exam PE 3 0.0 33.3 0.0 66.7 0.0 0.0 0.0 0.0 100.0
BTEC 1 0.0 100.0 0.0 0.0 0.0 0.0 0.0 0.0 100.0
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Analysis of Exam Results Summer 2017
YEAR 13 AS-Level (not including private entries)
138 (133,124) Girls entered for 430 (429, 421) exams
Grade A B C D E U X
Number 2017 2016 2015
158 175
(181)
114 118
(108)
69 79
(64)
41 29
(43)
35 21
(14)
18 7
(12)
0 0
(0)
%2017 %2016 % 2015
36.32 40.56 42.89
26.21 27.51 25.59
15.86 18.41 15.17
9.43 6.76
10.19
8.05 4.9
3.32
4.14 1.63 2.84
0 0.0 0.0
These figures would give an overall pass rate of 95.82 (98.37%, 98.2%) 17 (25, 36) girls 12.3% (18.79%, 29.8%) obtained 4 AS-levels with a grade A-C 77 (97, 84) girls 55.07% (72.93%, 67.7%) obtained at least 3 AS-levels with a grade A-C 120 (127,116) girls 86.95% (95.48%, 93.6%) obtained at least 3 AS-level with a Grade A-E 135 (132, 122) girls 97.82% (99.25%, 98.4%) obtained at least 2 AS-levels with a grade A-E 138 (133, 124) girls 100% (100%) obtained at least 1 AS-level with a grade A-E 62.53% (68.07%, 68.88%) OF ALL GRADES OBTAINED AT THIS LEVEL WERE A or B 7 (4, 11) girls obtained 4 or more AS-levels with a grade A. 18 (29, 27) girls obtained 3 or more AS-levels with a grade A. 49 (60, 54) girls obtained 2 Grade A's or above at this level 84 (81, 87) girls obtained at least 1 Grade A or above at this level
AS Level Grade Analysis (Percentage)
Subject Entries Grade A Grade B Grade C Grade D Grade E Grade U Grade X
Art 5 40.0 40.0 20.0 0.0 0.0 0.0 0.0
Biology 44 20.5 18.2 22.7 15.9 15.9 6.8 0.0
Business Studies 19 21.1 15.8 31.6 10.5 21.1 0.0 0.0
Chemistry 21 38.1 14.3 9.5 14.3 14.3 9.5 0.0
Design Technology 6 0.0 0.0 100.0 0.0 0.0 0.0 0.0
English Literature 28 53.6 21.4 14.3 7.1 3.6 0.0 0.0
French 4 25.0 50.0 25.0 0.0 0.0 0.0 0.0
Geography 49 55.1 26.5 8.2 4.1 4.1 2.0 0.0
Health & Social Care 44 31.8 59.1 9.1 0.0 0.0 0.0 0.0
History 24 54.2 29.2 12.5 4.2 0.0 0.0 0.0
Home Economics 17 41.2 35.3 0.0 11.8 11.8 0.0 0.0
Digital Technology 12 41.7 8.3 8.3 16.7 16.7 8.3 0.0
Irish 2 50.0 0.0 0.0 0.0 50.0 0.0 0.0
Software Systems 1 0.0 100.0 0.0 0.0 0.0 0.0 0.0
Mathematics 40 25.0 5.0 20.0 20.0 17.5 12.5 0.0
Media Studies 13 7.7 38.5 30.8 23.1 0.0 0.0 0.0
Music 2 0.0 0.0 50.0 50.0 0.0 0.0 0.0
Performing Arts 4 0.0 100.0 0.0 0.0 0.0 0.0 0.0
Physics 4 25.0 25.0 25.0 0.0 25.0 0.0 0.0
Politics 5 20.0 20.0 60.0 0.0 0.0 0.0 0.0
Psychology 19 10.5 21.1 0.0 21.1 21.1 26.3 0.0
Religious Studies 45 46.7 31.1 15.6 4.4 2.2 0.0 0.0
Sociology 13 23.1 38.5 15.4 15.4 0.0 7.7 0.0
Spanish 1 100.0 0.0 0.0 0.0 0.0 0.0 0.0
Btec 13 92.3 0.0 7.7 0.0 0.0 0.0 0.0
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Analysis of Exam Results Summer 2017 (2016 &2015 Figures in brackets)
YEAR 12 GCSE (not including private entries)
121 (125,123) girls entered for 1107 (1155, 1118) exams.
Grade *A A B C D E F G U Q/X
Number 2017
2016
2015
289
238
(257)
406
414
(347)
253
316
(329)
136
152
(153)
21
29
(40)
2
5
(6)
0
1
(0)
0
0
(0)
0
0
(0)
0
0
(0)
%2017
% 2016
% 2015
25.93
20.61
(22.70)
36.31
35.84
(30.65)
22.76
27.36
(29.06)
12.29
13.16
(13.52)
2.08
2.51
(3.53)
0.54
0.43
(0.53)
0.09
0.09
(0.00)
0.00
0.00
(0.00)
0.00
0.00
(0.00)
0.00
0.00
(0.00)
These figures would give an overall pass rate of 97.29% (96.97, 95.94%)
The Percentage of *A and A grades combined is 62.78 (56.28, 53.36%)
118 (121*, 117) girls 97.52% obtained 7 or more GCSE's with a Grade *A-C this compares with the 2016 figure of 97.6% & 2015 figure of
95.12% (DENI Statistic)
120 (123, 120) girls 99.1% obtained 5 or more GCSE's with a Grade *A-C this compares with the 2016 figure of 98.4% & 2015 figure of 98.4%
(DENI Statistic)
97 girls 80.1% obtained 7 or more GCSE’s with a Grade A*-B Grades
121 (125,123) girls 100% obtained 1 or more GCSE's with a Grade *A-G this compares with the 2016 & 2015 figure of 100% (DENI Statistic)
1 (3, 2) girl obtained at least 10 Grade *A
5 (3, 2) girl obtained at least 9 Grade *A
8 (6, 5) girls obtained at least 8 Grade *A
10 (10, 11) girls obtained at least 7 Grade *A
10 (11, 8) girls obtained at least 10 or more Grade *A or A.
38 (20, 26) girls obtained 9 or more Grade *A or A.
49 (31, 31) girls obtained 8 or more Grade *A or A.
111 (81, 107) girls obtained at least 1 grade *A or A
108 (107, 102) girls obtained 9 or more *A-C
120 (122, 120) girls obtained at least 6 grades *A-C.
This means that 3 (2,3) girl(s) did not reach the minimum requirement (62 Points) to return to Year 13
GCSE Grade Analysis (Percentage)
Subject Entries A* A B C D E F G U X
Art & Design 11 18.2 27.3 0.0 45.5 9.1 0.0 0.0 0.0 0.0 0.0
Business Studies 18 22.2 33.3 22.2 22.2 0.0 0.0 0.0 0.0 0.0 0.0
Design and Technology 9 11.1 22.2 55.6 11.1 0.0 0.0 0.0 0.0 0.0 0.0
English Language 121 28.9 44.6 21.5 5.0 0.0 0.0 0.0 0.0 0.0 0.0
English Literature 121 21.5 46.3 21.5 9.9 0.8 0.0 0.0 0.0 0.0 0.0
French 60 10.0 30.0 36.7 15.0 6.7 1.7 0.0 0.0 0.0 0.0
Geography 61 54.1 16.4 16.4 11.5 1.6 0.0 0.0 0.0 0.0 0.0
History 40 42.5 40.0 10.0 7.5 0.0 0.0 0.0 0.0 0.0 0.0
Home Economics 20 5.0 55.0 30.0 10.0 0.0 0.0 0.0 0.0 0.0 0.0
Home Economics: Child Dev 32 43.8 50.0 3.1 3.1 0.0 0.0 0.0 0.0 0.0 0.0
Information Technology 24 20.8 66.7 8.3 4.2 0.0 0.0 0.0 0.0 0.0 0.0
Irish 43 11.6 32.6 16.3 34.9 4.7 0.0 0.0 0.0 0.0 0.0
Mathematics 121 31.4 28.1 25.6 14.0 0.8 0.0 0.0 0.0 0.0 0.0
Mathematics Further 15 26.7 53.3 20.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
Music 11 27.3 36.4 18.2 18.2 0.0 0.0 0.0 0.0 0.0 0.0
Performing Arts 5 20.0 20.0 60.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
Religious Studies 120 52.5 26.7 15.0 3.3 2.5 0.0 0.0 0.0 0.0 0.0
Science 1 121 14.0 40.5 29.8 14.0 1.7 0.0 0.0 0.0 0.0 0.0
Science 2 121 6.6 31.4 33.1 23.1 5.0 0.8 0.0 0.0 0.0 0.0
Spanish 23 21.7 47.8 26.1 4.3 0.0 0.0 0.0 0.0 0.0 0.0
Exam PE 10 10.0 70.0 10.0 10.0 0.0 0.0 0.0 0.0 0.0 0.0
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Summer Report Subject Analysis: Year 8
2016/17 Ar Dr En Fr Gg Hi He Ic Ir Ma Mu Pe Re Sc Tl
A* 18 13 17 63 27 85 22 84 55 17 5 25 56 9 41
A 39 90 52 49 69 32 42 39 46 39 54 61 34 43 75
B 53 25 43 13 25 8 40 3 21 60 37 42 25 42 11
C 18 0 15 3 6 3 21 2 5 10 24 0 11 24 0
D 0 0 1 0 1 0 3 0 1 2 0 0 1 10 1
E 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
U 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Abs 0 0 0 0 0 0 0 0 0 0 8 0 1 0 0
<C 0 0 1 0 1 0 3 0 1 2 0 0 1 10 1
Missing Marks 0 0 0 0 0 0 0 0 0 0 8 0 1 0 0
Totals 128 128 128 128 128 128 128 128 128 128 120 128 127 128 128
% Ar Dr En Fr Gg Hi He Ic Ir Ma Mu Pe Re Sc Tl
A* 14.06 10.16 13.28 49.22 21.09 66.41 17.19 65.63 42.97 13.28 4.17 19.53 44.09 7.03 32.03
A 30.47 70.31 40.63 38.28 53.91 25.00 32.81 30.47 35.94 30.47 45.00 47.66 26.77 33.59 58.59
B 41.41 19.53 33.59 10.16 19.53 6.25 31.25 2.34 16.41 46.88 30.83 32.81 19.69 32.81 8.59
C 14.06 0.00 11.72 2.34 4.69 2.34 16.41 1.56 3.91 7.81 20.00 0.00 8.66 18.75 0.00
D 0.00 0.00 0.78 0.00 0.78 0.00 2.34 0.00 0.78 1.56 0.00 0.00 0.79 7.81 0.78
E 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
U 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
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Summer Report Subject Analysis: Year 9
2016/17 Ar Dr En Fr Gg Hi He Ic Ir Ma Mu Pe Re Sc Tl
A* 18 5 3 8 28 37 31 44 30 19 20 33 27 13 20
A 37 65 38 32 33 51 50 49 46 18 43 52 27 38 67
B 43 52 54 40 37 20 27 27 26 31 30 37 31 38 34
C 25 0 27 32 15 10 13 0 15 41 17 0 30 21 2
D 0 0 1 7 10 1 2 0 4 12 1 0 3 13 0
E 0 0 0 3 0 1 0 0 1 0 0 0 3 0 0
U 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Abs 2 3 2 2 2 4 2 5 3 3 14 3 4 2 2
<C 0 0 1 10 10 2 2 0 5 12 1 0 6 13 0
Missing Marks 2 3 2 2 2 4 2 5 3 3 14 3 4 2 2
Totals 123 122 123 122 123 120 123 120 122 121 111 122 121 123 123
% Ar Dr En Fr Gg Hi He Ic Ir Ma Mu Pe Re Sc Tl
A* 14.63 4.10 2.44 6.56 22.76 30.83 25.20 36.67 24.59 15.70 18.02 27.05 22.31 10.57 16.26
A 30.08 53.28 30.89 26.23 26.83 42.50 40.65 40.83 37.70 14.88 38.74 42.62 22.31 30.89 54.47
B 34.96 42.62 43.90 32.79 30.08 16.67 21.95 22.50 21.31 25.62 27.03 30.33 25.62 30.89 27.64
C 20.33 0.00 21.95 26.23 12.20 8.33 10.57 0.00 12.30 33.88 15.32 0.00 24.79 17.07 1.63
D 0.00 0.00 0.81 5.74 8.13 0.83 1.63 0.00 3.28 9.92 0.90 0.00 2.48 10.57 0.00
E 0.00 0.00 0.00 2.46 0.00 0.83 0.00 0.00 0.82 0.00 0.00 0.00 2.48 0.00 0.00
U 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
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Summer Report Subject Analysis: Year 10
2016/17 Ar Dr En Fr Gg Hi He Ic Ir Ma Mu Pe Re Sc Sp Tl
A* 22 8 10 8 30 69 13 35 28 21 5 24 17 9 33 18
A 39 63 45 20 39 19 50 76 36 27 35 58 27 15 19 69
B 33 50 46 28 28 12 39 9 32 43 33 38 29 26 20 29
C 24 0 15 27 14 16 14 1 15 26 39 0 30 35 26 4
D 3 0 4 22 9 3 2 0 9 2 1 0 7 20 7 1
E 0 0 0 8 0 0 1 0 0 0 1 0 8 14 7 0
U 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Abs 0 0 0 3 0 0 2 0 0 0 0 0 0 0 0 0
<C 3 0 4 30 9 3 3 0 9 2 2 0 15 34 14 1
Missing Marks 1 1 2 1 1 3 1 1 1 3 8 2 3 1 3 1
Totals 121 121 120 113 120 119 119 121 120 119 114 120 118 119 112 121
% Ar Dr En Fr Gg Hi He Ic Ir Ma Mu Pe Re Sc Sp Tl
A* 18.18 6.61 8.33 7.08 25.00 57.98 10.92 28.93 23.33 17.65 4.39 20.00 14.41 7.56 29.46 14.88
A 32.23 52.07 37.50 17.70 32.50 15.97 42.02 62.81 30.00 22.69 30.70 48.33 22.88 12.61 16.96 57.02
B 27.27 41.32 38.33 24.78 23.33 10.08 32.77 7.44 26.67 36.13 28.95 31.67 24.58 21.85 17.86 23.97
C 19.83 0.00 12.50 23.89 11.67 13.45 11.76 0.83 12.50 21.85 34.21 0.00 25.42 29.41 23.21 3.31
D 2.48 0.00 3.33 19.47 7.50 2.52 1.68 0.00 7.50 1.68 0.88 0.00 5.93 16.81 6.25 0.83
E 0.00 0.00 0.00 7.08 0.00 0.00 0.84 0.00 0.00 0.00 0.88 0.00 6.78 11.76 6.25 0.00
U 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
12
Year 11 GCSE Module Results Summer 2017
Bs En Et Gg Cd Hi Rs Bi Ch Ph Tl
a* 2 21 47 30 4 7 30 10 9 6 0
a 8 64 28 14 6 17 45 27 28 15 1
b 13 29 28 10 6 8 28 32 31 34 8
c 13 9 13 8 4 2 15 27 24 38 5
d 3 2 8 5 1 0 4 20 15 20 1
e 3 0 1 0 0 0 1 8 9 6 0
u 0 0 0 0 0 0 0 1 8 6 0
42 125 125 67 21 34 123 125 124 125 15
% Bs En Et Gg Cd Hi Rs Bi Ch Ph Tl
a* 4.76 16.80 37.60 44.78 19.05 20.59 24.39 8.00 7.26 4.80 0.00
a 19.05 51.20 22.40 20.90 28.57 50.00 36.59 21.60 22.58 12.00 6.67
b 30.95 23.20 22.40 14.93 28.57 23.53 22.76 25.60 25.00 27.20 53.33
c 30.95 7.20 10.40 11.94 19.05 5.88 12.20 21.60 19.35 30.40 33.33
d 7.14 1.60 6.40 7.46 4.76 0.00 3.25 16.00 12.10 16.00 6.67
e 7.14 0.00 0.80 0.00 0.00 0.00 0.81 6.40 7.26 4.80 0.00
u 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.80 6.45 4.80 0.00
a*-c 85.71 98.40 92.80 92.54 95.24 100.00 95.93 76.80 74.19 74.40 93.33
Year 11 Summer 2016/17 Non-Module Subjects
Ar Fr He Ic Ir Ma Mu Pe Sp
A* 1 2 6 1 25 27 1 0 14
A 7 9 6 4 12 33 3 3 7
B 2 20 3 5 8 22 4 7 3
C 1 6 2 4 12 19 0 4 1
D 0 2 0 0 5 11 1 0 0
E 0 2 0 0 0 0 0 0 0
U 0 0 0 0 0 0 0 0 0
Abs 0 0 0 0 0 1 0 0 0
12 42 18 15 63 114 10 15 26
% Ar Fr He Ic Ir Ma Mu Pe Sp
A* 8.33 4.76 33.33 6.67 39.68 23.68 10.00 0.00 53.85
A 58.33 21.43 33.33 26.67 19.05 28.95 30.00 20.00 26.92
B 16.67 47.62 16.67 33.33 12.70 19.30 40.00 46.67 11.54
C 8.33 14.29 11.11 26.67 19.05 16.67 0.00 26.67 3.85
D 0.00 4.76 0.00 0.00 7.94 9.65 10.00 0.00 0.00
E 0.00 4.76 0.00 0.00 0.00 0.00 0.00 0.00 0.00
U 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Abs 0.00 0.00 0.00 0.00 0.00 0.88 0.00 0.00 0.00
A*-C 91.67 88.10 94.44 93.33 90.48 88.60 80.00 93.33 96.15
13
Leavers’ Destinations – June 2017
Year Number of Leavers
Higher Educ.
Further Educ.
Gap Year
Another School
Apprenticeships Repeating Loreto
14 121 100 2 12 2 5
13 8 8
12 5 4 1
TOTAL 132 100 14 12 1 2 5
TOTAL % 74% 10.6% 9% 0.75% 1.5% 3.7%
Careers Education and Guidance
Careers Education is given a special emphasis in years 13 and 14. Individual guidance interviews with Careers Teachers are an integral part of
the programme. Guest speakers are invited and visits to third level institutions are arranged. Work experience or work shadowing is offered to
all pupils in Year 13 for a one-week period. Mock interviews are facilitated to develop students’ self-presentation and interview skills.
Preparatory work for UCAS and CAO applications is ongoing.
Work Experience
Work Experience/Shadowing is offered to all Year 13 students. The aim is to provide the students with a valuable opportunity to experience the
world of work. Learning takes place through active participation in the normal events of the day providing an opportunity for students to view
their current course of academic study in the context of employment and long term career aspirations.
Performance in Public Examinations’ in Grammar Schools 2013/14, 2014/15, 2015/16 and 2016/17
Performance Indicator 2013/14 2014/15 2015/16 2016/17
Loreto
Omagh
N.I.
Average
Loreto
Omagh
N.I.
Average
Loreto
Omagh
N.I.
Average
Loreto
Omagh
N.I.
Average
% Achieving 5+ GCSE at Grades
A* - C (or equivalent) ²
99.2 97.2 98.4 97.8 98.4 96.5 99.17 96.5
% Achieving 7+ GCSE at Grades
A* - C (or equivalent) ²
96.7 93 95.1 93.6 97.6 92.1 97.52 91.2
% Achieving 3+ A’Levels at
Grades A* - C (or equivalent) ²
80.6 75.7 75.8 77 80.37 76.3 81.82 78.1
% Achieving 2+ A’Levels at
Grades A* - E (or equivalent) ²
99.2 99.6 99.2 99.7 100 99.5 100 99.7
² Figures include all relevant qualifications
14
The school day begins at 9.05am and ends at 3.35pm
School terms and half-term holidays for the current year 2017/18
School Reopens Friday 1 September 2017
School Closed – Staff Day Wednesday 18 October
School Closed - Mid-Term Break Friday 27 October – Friday 3 November 2017
School Reopens Monday 6 November
School Closed - Christmas Holidays Thursday 21 December – Thursday 4 January 2018
School Reopens Friday 5 January 2017
School Closed - Mid-Term Break Thursday 15 February – Friday 16 February
School Reopens Monday 19 February
School Closed - St Patrick’s Day Monday 19 March
School Reopens Tuesday 20 March
School Closed - Easter Holidays Thursday 29 March – Friday 6 April
School Reopens Monday 9 April
School Closed – Staff Day Friday 27 April
School Reopens Monday 30 April
School Closed - Bank Holiday Monday 7 May
School Reopens Tuesday 8 May
School Closed - Bank Holiday Monday 28 May
School Reopens Tuesday 29 May
Summer Holidays begin on Friday 29 June at 3.25pm
The school will be closed for pupils on the following days to facilitate Staff Training
Staff Baker Days Wednesday 30 August 2017
Thursday 31 August 2017 Thursday 21 December 2017
Thursday 29 March 2018 Monday 28 May 2018
School Development Days Wednesday 18 October 2017
Friday 27 October 2017 Wednesday 3 January 2018
Thursday 4 January 2018 Friday 27 April 2018
Policies: Parents can access school policies covering areas related to the operation of the School, Curriculum and Behaviour Management on request from the school office. Charging and Remissions Policy capital charges and tuition fees 2016/17
In striving for excellence, within budgetary constraints, Loreto Grammar School Omagh will charge for the following:
1. Board and lodging on residential visits. 2. Contributions towards the cost of participation in educational and sporting activities or visits. 3. Costs associated with the provision of individual tuition on a musical instrument whether inside or outside school hours unless it is
provided as part of the syllabus for an approved public examination or to meet the requirements of Article 11(1) (b) of the Order. 4. Costs re Examinations i. The cost of entering a student for a non-approved public examination and for preparing the student for that examination outside school
hours. ii. The cost of entering a student to re-sit an approved public examination where no further preparation has been provided by the school. iii. The cost of entering a student for public examinations at Post 16 for a second or subsequent sitting. iv. Fees for late entry and late withdrawal from Public Examinations after the closing dates. v. Fees for late amendments to examination entries requested by the student. vi. Entry fees which have been paid by the school and where th5 e student has failed to turn up. vii. Certification charges if students wish to obtain a certificate for AS results following a Re-sit. viii. Costs for re-scrutiny of examination results if such a re-scrutiny is requested by the parents.
5. The cost, in cash or in kind, of ingredients, consumables or materials needed for practical subjects (such as Home Economics, Technology & Design and Art & Design) where necessary.
6. The cost of printing credits over and above the allocation designated to the pupils at the beginning of a school year. 7. Optional extra activities which take place wholly or mainly outside school hours and are additional to the education provided by the
school for the purposes of preparing students for an approved public examination or for the purposes of meeting the statutory requirements imposed by Article 11(i)(a) and (b) of the 1989 Order. Participation in any such activities is to be on the basis of parental choice and a willingness to meet such charges as are made.
8. A voluntary subscription of £60.00 per student per annum is requested with concessions for families - £60 for 1 child, £100 for 2 children and £120 for 3 or more children.
9. Damage to school property resulting from improper behaviour on the part of the students. Please Note: Requests for refunds should be made to the school in writing and will be given due consideration.
15
Appendix 1:
Health & Safety Report
Fire Safety:
Full School Fire Drill completed on 20/9/16. Issues regarding Fire alarm sounding identified and followed up. Full maintenance of Fire
Alarm in main school building undertaken by ADT. Issues identified with the old structure when linked to the new modular building fire
alarm structure. Upgrade of system to be considered. Follow up monitoring and replacement of Fire Alarm bells in new Drama / Music
room areas as well as replacement of Technology and Irish Alarms.
Chemicals:
Inspection of storage and management of Radioactive chemicals facilitated in November 2016 to ensure all legal
requirements are met. A new area for the storage of such chemicals identified.
The identification of 2 containers of banned chemical 2, 4-DNP within the Chemistry Department-required immediate
disposal. New safety guideline requirement for PSNI Bomb Squad to attend such removal was implemented.
Full chemical inventory undertaken in all science departments. Arrangement for the disposal of excess and outdated
chemicals completed in line with CLEAPPS recommendations.
Separation of toxic and flammable chemicals undertaken and new storage cupboards purchased.
General Maintenance:
General safety checks carried out in the following areas; burglar alarm, fire-fighting equipment, fume cupboards, gas installations and
electrical and plumbing maintenance.
Replacement of all glass windows in link corridor area – to upgrade infrastructure to meet fire and health and safety guidelines.
Alarms fitted to all external fire exits to ensure doors secured and no unwarranted access of fire danger exposure.
Break in and damage to convent house, repairs undertaken to CCTV, plumbing and general security.
Plumbing repairs carried out to oil and water pipes in the aftermath of Convent House break- in.
Fire Evacuation safety plan submitted for
external examinations – inspection of arrangements by CCEA deemed to meet all requirements.
Electrical Maintenance:
Replacement of Internal Safety lighting in main building area to ensure adequate lighting to exit the building in the event of a power
failure completed Feb 17.
CCTV System:
Upgrade of current CCTV System DVD replacement; 1 camera in Convent outside grounds area disconnected and screen reallocated
to Front Office area. New Camera added to Main front office entrance. 2 new infrared cameras installed for better vision in aftermath of
Convent House burglary.
Explosive Licences:
Explosive license checked for dating and coverage.
Training:
NASUWT Schools Health & Safety Training course attended by VP.
EA Training on managing radioactive substances attended by Head of Physics.
EA Chemical Health and Safety Course attended by Chemistry Technician.
Meeting with PSNI Community Officer to discuss recommendations and improve security following break in to Convent House.
16
Appendix 2: Community Links
Action MS Local Artists / Print Designers Sacred Heart College, Omagh
Arvalee School and Resource Centre Local Health Trusts Saturday Club
Association for Science Education Local Parishes Scholastic Book Fair
Belfast Spanish Society Loreto College, Coleraine School Employer Connections (SEC)
Blood Transfusion Service Loreto Community in Ireland Scouting Ireland
Bookbuzz Loreto Education Trust Serve Project
BringITOn Loreto Peru Share Centre, Lisnaskea
British Heart Foundation Loreto Sudan Skyzdalimit
CAFRE – Loughrey Campus Loreto, Letterkenny Social Services
Cancer Focus Lough Derg Soroptomist International
CCEA ‘True Colours’ Exhibition Macmillan Cancer South West College
CHARTER (Work Experience Programme) Marble Arch Caves & Global Geopark Special Olympics Ulster
Children in Crossfire Mary Ward International Sporting Icons
Christian Brothers Grammar School, Omagh Meadowbank Nursing Home St Vincent de Paul
Citizens Advice Bureau Michaela Foundation St. Joseph’s Hall
Clonard Retreat Team, Belfast Milk Bank – Lactation Consultant Star of the Sea Retreat House
Coca Cola Factory Millennium Forum, Derry STEM Module Bus & STEM Ambassador
Comhaltas Uladh Mood Matters Stormont Links
Contact Youth N. I. Ambulance Service. Strule Arts Centre
Cuan Mhuire N. I. Anti-Bullying Forum Survival Linx
Dairy Council N. I. N. I. Assembly Tayto Factory
Derry and Strabane District Council N. I. Athletics Association Federation Terex/Finley Ltd.
Diocesan Catechetical Centre N. I. Fire Service The Fold
Diocesan Youth Ministry N. I. National Athletics The Ulster Herald
Disneyland, Paris N.I. Careers Service Top Flight for Schools Ski Trip
Drumragh Integrated College N.I. Road Safe Roadshow Trocaire
Dun Uladh Heritage Centre N.T. Giant’s Causeway Tyrone Constitution
Dundonald Ice Bowl Navan Fort UK Mathematics Trust
EA(WA) – Music Services Nerve Centre Derry UK Parliament
Electoral Office NISCA Ulster American Folk Park
Environmental YouthSpeak NSPCC Ulster Cancer Foundation
Familyworks Schools Counselling Service Omagh Academy Ulster GAA
Fermanagh & Omagh District Council Omagh Business Forum Universities & Colleges of Further & Higher Educ.
Fieldwork Studies Council – Titanic Quarter Omagh Cinema Volunteer Now
Forestry Service (DANI) Omagh Ethnic Community Group W5
Foyle Hospice Omagh High School West Tyrone Feis
Gael Linn Omagh Learning Community West Tyrone MP
Gaelscoil Links Omagh Leisure Centre Women’s Aid
Gaeltacht Omagh Lions Club Year 13 R.E. Outreach Programme
Grovehill Animal Trust Omagh Today Young Enterprise
Guest Speakers – Careers Dept. Omagh Youth Service Young Writers
Holy Family PS ORBA Health & Wellbeing
International School of Finance Outreach to Senior Citizens/ Fold Housing
Inter-School Debating Parish Retreat Team
Irish News Reading Project Past Pupils Ambassadors
Islamic and Jewish Communities Patrick Kavanagh Poetry
Knights of St. Columbanus Presbyterian Church
Liturgy Team PSNI
Livestock & Meat Commission Pure In Heart Team, Dublin
Local / Regional Employers Renaissance Learning
This list is not exhaustive but is indicative of our extensive outreach to the community.
17
Appendix 3: SEN
Special Educational Needs
1. Ethos
The Loreto Ethos permeated SEN, “Striving for excellence the Loreto way”. This Mission statement was reflected in the work of all SEN Staff and SEN Students, who positively contributed to the Loreto spirit of community, wellbeing, learning and leadership for life. Our inclusive, “embracing all” philosophy was evidenced by supportive relationships, SEN progression, SEN achievement and an open, welcoming learning environment.
2. Child Centred Provision
The Emotional Health and Well Being of all SEN pupils was supported through interventions and support strategies. e.g. 3 successful workshops were delivered by Mrs Cecilia McGuigan – Federation of Holistic Therapies to 30 pupils from Year 8 – 11, teaching Hand Reflexology and Meditation.
Access to the curriculum for all SEN pupils was enhanced through employment of the Whole-school Habits of Mind Programme, via planner and year group assemblies for all pupils.
Familiarisation and incorporation of the I-matter Document 2016 was implemented– protecting life in schools… by supporting pupils’ emotional health and wellbeing.
A Supportive Teaching and Learning Culture was developed through incorporation of its Whole School Action Plan which aimed to remove barriers to learning.
The Special Educational Needs of Pupils outlined in the SEN Register and Individual Education Plans were addressed and implemented by all staff, with SEN resources and good practice shared.
The Academic Mentoring Programme was launched, in conjunction with the Senior Leadership Team, to provide revision for English, Maths and Science to pupils in Key Stages 3 and 4. Subject-specific Peer Mentoring and Pupil Support sessions supplemented the removal of barriers to learning, further supported by the U Link to Learn Post 16 Initiative.
The Loreto Assertive Mentoring Programme (LAMP) and the role of the Lead Mentor were developed to address the SEBD/ Medical/ Cognitive needs of pupils including 41 Mentees – Year 8 – 12 and 18 Mentors (Teaching & Non-Teaching Staff)
The Social Skills Programme (PALS Play and Learn Skills) was implemented with 24 pupils from Year 8 – 10, during 3 registration periods per week.
The After School Study Club was promoted, in conjunction with the Classroom Assistants, to support students in their learning and ran 4 Days a week 3.30 – 5pm for All Year Groups.
The Better Reading Partnership Programme ran successfully, in conjunction with the SEN & English Departments, Lead Mentor and Literacy Prefects, to support 7 pupils with Literacy difficulties – Yr 8: 1; Yr 9: 4; Yr 10:2
4 new Literacy Support Teachers were upskilled in order to co-ordinate the successful screening, diagnostic testing and Literacy Support provision of pupils with Literacy related deficits.
The SENCO developed links with the Numeracy Co-ordinator for the implementation of Numeracy Support screening and provision and Numeracy Data Analysis.
The SENCO held meetings with the Head of Year 8 regarding Data Analysis and support strategies.
Updated Cause for Concern Sheets were administered to Year 8 teachers to identify barriers to learning and acted upon accordingly.
Links with careers were ongoing and the career plans of SEN pupils were supported.
Parents were invited to evaluate and support the learning process through consultation on IEPS and questionnaires on SEN provision.
The Family Works Counselling Service was provided to 55 pupils.
8 Classroom Exit Cards were issued to pupils with SEBD needs.
7 Canteen Passes were issued to students for a range of medical needs.
A Phased Introduction/ Reduced Curriculum was offered to 6 SEN Pupils.
In terms of SEN resources - Resilience Cards, Stress Relief Resources, Emotional Literacy Resources & Sensory Resources were purchased and 3 sessions of Functional Reflexology were delivered. Stress Relief and Self-esteem Resources were obtained from Darren Walker – SEBTST. Many purchased were used in LAMP.
SEN pupils were encouraged through IEPs and Classroom Assstants to have a ‘can-do’ attitude with ‘no limits’ placed on potential or ‘ceiling’ on expectation. They were encouraged to ‘aspire higher’ through work with ILPs and praise and reward were employed effectively.
Assistive Technology (13 laptops and 2 ipads) was issued to 15 SEN pupils. Electronic Spellcheckers were given to all pupils on Literacy Support.
ACCESS ARRANGEMENTS (JCQ Inspected 30/05/17) were put in place for all pupils – including Supervised Rest Breaks, Movement Breaks, Separate Supervision/ Prompter, Extra Time and Special Consideration at the Grading Stage.
The SENCO met with the EA Transition Service and EA CEIAG Advisor regarding Annual Review Meetings for Stage 5 pupils.
There were 284 Pupils on SEN Register as follows:
Yr. 8 – 28; Yr. 9 – 37; Yr. 10 – 35; Yr. 11 – 47; Yr. 12 – 54; Yr. 13 – 41; Yr. 14 – 42 Stage 1 – 217; Stage 2 – 52; Stage 3 – 8; Stage 4 – 0; Stage 5 – 7 22 Literacy IEPS: Yr. 8 – 4; Yr. 9 – 5; Yr. 10 – 3; Yr. 11 – 2; Yr. 12 – 4; Yr. 13 – 2; Yr. 14 – 2 15 Numeracy IEPS:
18
Yr. 9 – 8; Yr. 10 – 7 23 Medical/ SEBD IEPS: Yr. 8 – 2; Yr. 9 – 8; Yr. 10 – 3; Yr. 11 – 4; Yr. 12 – 4; Yr. 13 – 1; Yr. 14 – 1 17 Care Plans: Yr. 8 – 2; Yr. 9 – 3; Yr. 10 – 1; Yr. 11 – 2; Yr. 12 – 3; Yr. 13 – 3; Yr. 14 – 3 50 Asthmatics: Yr. 8 – 4; Yr. 9 – 5; Yr. 10 – 10; Yr. 11 – 9; Yr. 12 – 9; Yr. 13 – 8; Yr. 14 – 5 38 Pupils receiving Extra Time: Yr. 8 – 5; Yr. 9 – 8; Yr. 10 – 5; Yr. 11 – 4; Yr. 12 – 9; Yr. 13 – 4; Yr. 14 – 3 3. High Quality Teaching, Training, Learning and Assessment
The SENCO liaised with schools from OLC regarding any particular SEN needs, where applicable.
Information was sought on the SEN needs of all new pupils entering all year groups.
The Programmes of Study for Literacy and Numeracy Provision were developed.
Teachers reviewed intervention strategies (as per IEPs) to meet the differentiated needs of SEN learners and close performance gaps on a biannual basis.
SIMS was updated throughout the year to document the SEN Stage of the Code of Practice , as per the Annual SIMS Census and attached IEPs and Care plans.
The most updated version of the SEN Register was made available on LR for staff, as well as the Literacy, Numeracy, Medical and SEBD IEP Review forms.
Teachers were directed to avail of guidance for effective use of Classroom Assistants and to share best practice at Directed Time SEN conferencing.
SEN Reports to Governors were evaluative statements reflecting the impact of actions to improve teaching and learning as a result of self-evaluation practices.
The SENCO met with Learning Support Teachers to analyse and act upon Data after administration of CATS, PTE, PTM and Assessments. Updates were given re. pupil progress on a regular basis. The SENCO received positive feedback from both pupils and parents on a regular basis. Literacy Support Teachers completed reviews of pupil progress in June 2017.
The Following Screening/ Diagnostic Tests were administered:
- PTE (Progress Tests in English) – Yr 8 & 10 - PTM (Progress Tests in Maths) – Yr 8 & 10 - CATS (Cognitive Ability Tests) – Yr 8 & 10_ - Dash, HAST , YARC , Dash 17, Lucid Recall, NGRT, Graded Spelling Test, Suffolk Reading, coupled with Year 8 Cause for Concern Sheets 4. Effective Leadership
The needs of SEN pupils were met through the implementation of any new and revised policies.
The SENCO aimed to reduce costs in all SEN areas and to manage the budget deficit effectively, as imposed by DENI.
The SENCO encouraged staff to lead and share good practice and develop leadership capacity through the researching and provision of SEN training.
The SENCO arranged Guest Speakers/ external agencies to deliver training to All staff and the SENCO also provided training on SDD/ Directed Time sessions on all matters pertaining to SEN.
The SEN Policy was reviewed and updated in August 2016.
The SENCO supported 1 new Classroom Assistants (30 hour post) who began employment within the
Special Needs Department and 1 Temporary Assistant (30 hour post).
The SENCO supported 1 Student from SWC, who completed work placement in SEN Dept, for one day each week from October 2016 to June 2017
The SENCO supported the newly appointed Assistant SENCO.
CPD in the SEN Department 2016-17:
Food Allergy Awareness, Anaphylaxis Awareness, Use of Epipen, Epilepsy Awareness and Administration of Buccal Midazolam
Meeting the Needs of Students with Autism – ASD EA
Meeting the Needs of SEN Pupils - M Gavin
Nurse D McHugh (Diabetes Awareness)
SWO V Fee (Asthma and Epilepsy Awareness)
Sounds Write Phonics Course
On-line Stranmillis University College– Factors Affecting Literacy Development
Eirim Certificate of Competence in Educational Testing (Level 5 Specialist Assessor)
Eirim Certificate of Access Arrangements Training (Level 7)
Whole Staff SEN Conferencing
MHFA Mental Health First Aid Training
19
EA: Homework Strategies for Autistic Pupils
Autism Toolkit 2 Day Training Course - EA
Connect to Autism Course – Belfast
PATOSS - JCQ Access Arrangements Training – SENCO
JMC Level 2 Counselling Children and Young People
On-line Certified Training in Mindfulness to 11 – 18 year olds
Self-Esteem Programme started with Darren Walker – SEBT Support Team, Knoackavoe Resouce Centre, to be developed in conjunction with SENCO and Lead Mentor
Amanda Howard (Therapy Foundations for Education) and Cecilia McGuigan (Federation of Holistic Therapies) were both instrumental in developing the SENCO’s knowledge of this area and have given several resources or information on resources to be further researched.
The SEN Room was re-painted, tidied, re-organised and some resources such as aromatic playdough, stressballs, aromatherapy oil were purchased. To be developed. A ‘Therapeutic Mural’ of woodland, flora and fauna was painted onto wall of Medical Room by Assistant SENCO
External agencies were invaluable and are outlined in 5.1 b
5. School connected to its local community.
The SENCO ensured the involvement of businesses and agencies, to energise the SEN Teaching and Learning process and liaised with the following external agencies in 2016-17:
• ARVALEE Special School re. sensory room/resources research - Whole Staff Tour • ASD Services – Mrs Irene Foley – Clinical Psychologist • AAIS Autism Advisory and Intervention Service – Mr Raymond Doherty • BEECHCROFT Education Centre – Ms Audra Cunningham & Ms Paula Tummelty • CAMHS – Mr Michael Gallogly, Ms Oonagh McCrory, Dr Lasheen Cassidy • CCEA Special Considerations Unit • CPSSS (Child Protection School Support Services) – Mr Godfrey Young • Critical Incident Team – Ms Maria Donnelly • DARS – Mr Oliver Sherry • EA – School Support Officer - Mrs Helen Hannigan/ Ms Maria McKendry • EA (WA) Behaviour Support Team – Mr Darren Walker • EA ASD Advisor and Special Needs Support Officer – Mrs Grainne Dobbs • EA Educational Psychologist – Ms Roisin Maynes • EA Senior Educational Psychologist – Mrs Claire Coburn • EA Transition Service re. Annual Review Meetings for 6 statemented pupils – Ms Louise Donnelly – EA Support Officer and Mrs Helen
Quinn – EA SEN Careers Advisor • EANI – Mrs Nicola Heatley regarding modified texts • EOTAS – Mr Paul Nolan, Mrs Claire Meehan, Ms Kate Hatton • ETI Inspectorate December ‘16 • Family Intervention Services – Ms Michaela McClean/ Ms Nicola Hoper • Familyworks – Mrs Bernie McCullagh – School Counsellor • Federation of Holistic Therapies – Mrs Cecilia McGuigan • GATEWAY – Ms Gillian Craig • GL Assessment Company - Mrs Janice Forbes • Heartstart – British Heart Foundation • JCQ Access Arrangements Inspector May ‘17 • NI Child of the Year Awards for KS4 SEN Pupil - June 2017 • NSPCC • PEAT – Mrs Susan Keery • Public Health Agency – Ms Hilary Parke – Schools for Hope Conference • Tara Centre, Omagh – Understanding Self Harm and Suicide in Young People • Teen Z Mental Health Organiser – Mrs Bronagh Maguire • Therapy Foundations for Education – Ms Amanda Howard • Western Emergency Skills & Order of Malta First Aid – Dr Kevin Moore • WHSCT Paediatric Clinic – Occupational Therapists
Wellbeing Sessions were celebrated on Twitter
The SEN webpage was updated
During P7 Open Night , the SEN Room was open to parent and pupil queries
Furing the P7 Information Event, the SENCO made a presentation
Parents were invited to evaluate and support the learning process through consultation on IEPS and questionnaires on SEN provision in January and June 2017.
Ongoing phonecalls, letters and meetings between SENCO and parents occurred throughout the year 2016-17.
20
Appendix 4: Curriculum Report 2016/17
Ethos
The Loreto ethos continues to permeate all curricular and extra-curricular programmes and experiences evidenced in pupil, parent, visitor and
departmental evaluations.
Child Centred Provision
Extending our supportive teaching and learning culture which removes barriers to learning enabling access to the curriculum.
Through the Omagh Learning Community, students have been supported in accessing the following courses:
In Loreto: Govt & Politics Year 14 (3), Year 13 (3)
Year 13 Chemistry (1), Year 13 Psychology (3), Year 12 Music (1).
In OLC Schools: Year 14 BTEC Engineering (1), Performing Arts (2), Spanish (1).
Year 13 BTEC Engineering (1), BTEC Agriculture (1), BTEC Construction (2), Art & Design (1), Software Systems (1), Performing Arts (4),
Further Mathematics Year 13 (2), Music (2).
Performing Arts Year 11 (6), Year 12 (6).
Voice of the Learner Surveys for OLC Students reported positively about their collaborative courses.
Successful after school pupil support sessions were organised and offered by the Head Girl and a team of Year 13 and 14 volunteers in DA
Science, Numeracy and Literacy to Years 8-12 students. Departments also offered support for students at lunchtime and after school.
Careers Education Information Advice and Guidance - Establishing a KS3 careers transition conference.
A successful Year 10 Event was held for students and parents on 8th Feb 2017 from 9:05-10:35am. The focus was on the skills and attributes
and qualities required for life in the workplace. Teachers of new subjects at GCSE also explained the relevance of their subjects and career
opportunities.
Celebration of Achievement
Senior Prizegiving: 20 December 2017: A memorable evening was enjoyed by pupils, parents, and staff as our leavers returned to celebrate
their academic, pastoral and outreach to community achievements in Loreto. Year 13 and Year 12 pupils were also recognised at the ceremony.
The guest speaker Miss Andrea Begley was inspirational and demonstrated just how far a “can do” attitude can bring anyone with the mindset to
“achieve” in personal life and career.
Junior Prizegiving Years 8-11 was held on 27 June 2017. This day was a celebration of success in Subject areas, Leadership roles and
Teamwork and also a wonderful cross curricular display of talent and skills.
High Quality Teaching, Training, Learning and Assessment.
Introduction of BTEC Sports and the development of staff capacity to deliver BTEC /alternative qualifications.
BTEC Level 3 National Diploma in Sports was introduced by the P.E. Department in September 2016. 10 students embarked on this course and
in Year 1 of the study attained the equivalent of 9 Distinction grades and 1 merit.
At HOD/Curriculum Development Committee Meeting in October 2016, other BTEC qualifications were signposted to staff for consideration and
possible implementation.
STEM: 21st Feb 2017 STEM bus visited Loreto for the day and delivered workshops to A’ Level Biology students. The focus was on A-Level
Microscopy and involved using a haemocytometer, an A2.1 practical and a demonstration of the Scanning Electron Microscope.
22nd Feb 2017 2 Year 9 Science classes attended the Science Fair in SWC.
19th June 2017 STEM Bus visited Loreto and offered workshops to Year 10 students on Forensic investigation.
Effective Leadership
Staff lead, create and innovate, share good practice and develop leadership capacity.
Training opportunities for the administration and delivery of BTEC Sport were undertaken by relevant personnel.
HOD PE collaborated with staff in Omagh High School and CBS to share good practice.
On 21st February 2017 Mr. Totten from Pearson Education visited this centre for the Quality Management Review and all the quality objectives
were met by the school.
Implementation of revised policies: RSE, CRED.
The Draft RSE Policy was circulated to a sample of approximately one hundred families and 18 questionnaires were returned
Amendments were made to the Policy and to the Scheme of Work. The RSE Co-ordinator, The Vice Principal for Curriculum attended a 2-day
training workshop delivered by the Sexual Health Training Team, Belfast Health and Social Care Trust in October 2016.
Evaluations on the implementation of CRED Policy were forwarded by Departments in the End of Year Evaluation of Whole School Action
Plans.
Focus on Emotional Health and Well-being
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A Health and Well-being Survey was conducted with all staff on 29th August 2016. Results were shared with staff in May 2017. The survey
results indicated that in the 6 primary stressors identified by Health and Safety Executive in tackling work-related stress Loreto is in line with
similar organisations or better.
Vice Principal participated in Coaching for Well-being Training in Nov2016 with the Well-being Academy through Ballyclare High School.
A Health and Well-being Team were added to the Senior Pupil Leadership Team.
Evaluations from Departments highlighted a range of strategies and approaches to nurture the Health and Well-being of students and staff.
School connected to its local community
Developing a Primary School Liaison outreach and sharing by implementing a P.7. Transition Day and development of the Cross Phase
KS2/KS3 Literacy and Numeracy Project.
A successful P.7. Transition Day was held on 22nd June 2017 and was well attended by the incoming Year 8 students from the feeder primary
schools.
To assist in the development of the involvement of businesses and agencies to energise the Teaching and Learning process the Vice-Principal
for Curriculum attended the following training events:
Understanding Self Harm by ZEST in May 2017.
DENI Leading Learners Conference in June 2017.
High Quality Teaching and Learning by LearnSpark in June 2017.
Language and Culture celebrations. - 5 students were successful in achieving HSK1 in Mandarin Chinese. 1 student achieved 100%. 1 student
achieved HSK3 Mandarin Chinese. 6 students passed the YCT1 examination.
One Year 13 student travelled on the Bridge China Study Trip in partnership with SWC and had a wonderful time. She shared her experiences
with the Junior School at the Prizegiving Event in June 2017.
8 students travelled to Washington over Easter 2017 for the GAP (Girls Across the Pond) Project with 2 members of staff.
Literacy:
The Literacy Co-ordinator met with the SENCO to discuss Data Analysis of GL/CATS/PIM & PIE/ Ass.1 scores – with a specific focus on underachievement, and extremely high achievers were identified for stretch and challenge.
Year 8 Spelling and Reading Age Tests with Standardised Scores were administered by the English Dept. to identify the Reading and Spelling Ages of all Year 8 pupils. Data was collated by Literacy Support Teacher and shared with English Teachers. Some pupils were identified as having a deficit in particular areas of literacy and were closely monitored. Some of these pupils were placed on Learning Support and/or the Reading Partnership Programme.
Pupils who were identified as encountering specific difficulties with reading were supported through the Reading Partnership Programme. This programme was developed further during this academic year as the classroom assistants were trained by the Literacy Support Teacher. The programme was successfully delivered to a number of students.
Literacy Co-ordinator took part in CPD Cross Phase Literacy Project with feeder schools (St. Conor’s and St. Dympna’s) to explore the continuity & progression of pedagogy in the transition process. Literacy Co-ordinator involved in meeting with primary school teachers and Loreto Vice Principal and Head of English to develop a transitional unit for pupils transferring in Sept’17 to Loreto G.S.
A Whole-school Audit of CCS Communication was carried out by Literacy Co-ordinator, in conjunction with the Curriculum VP, in February 2017.
R.E.,History and English reported to parents on Communication in June 2017.
Variety of Competitions entered to target Talking and Listening as well as reading and writing. A new initiative this year was to have an exemplary speech from a Communication Talking and Listening task showcased at Prize-giving. This was a successful initiative which promoted cross-curricularity between PD and Communication, as well as showcasing a successful speech.
Competitions this year included:
Young Writers Anthology 2017 – Welcome to Wonderland – 45 pupils had stories published. Years 8, 9 & 10
The Foyle Young Poet of the Year 2017 (KS3/4/5) – results pending
Busta Rhyme Competition (KS3/4/5) – results pending.
The Patrick Kavanagh Poetry Competition (KS 3/4/5) - winners to be announced in autumn 2018
Literacy Co-ordinator met with Prefects on a regular basis,
Prefects ran the Extra-curricular Reading Club – Bookbuzz for KS3 students at Lunchtimes led by Mrs G. Cameron
Prefects launched The Great Loreto Book Swap with KS3 students
The Accelerated Reading Programme had a successful second year. All Year 8 pupils sat the STAR (Standardised Test for Accelerated
Reading) in September 2016 and February 2017 to determine their Reading Age and what level of book they should be reading. The results
were very positive as the children improved by an average of six months in their reading age based on the Star Reading Test. The girls are
reading well and this is clearly as a result of the competitive element of Accelerated Reader.
Pupil Achievement was celebrated at June Prize giving 2017. Pupil and Teacher Evaluations in June 2017 indicated that it was a useful and
worthwhile programme, with pupils placing emphasis on their enjoyment of the on-line interactive quizzes.
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Numeracy:
Raw data from assessments, CAT scores and PTM scores were analysed and used for identifying students for Numeracy Support. 15 students received Numeracy Support with Mrs Blee throughout the year.
IEPs written for each student on Numeracy Support. The use of the IEP reviews from subject teachers was beneficial in creating these.
Peer Mentoring continued to take place offered by Senior students and led by Miss Kelly. Information from CPD course attended in January (“Thinking and Talking in Maths”) shared with department members. Miss Kelly attended an
event organised by CCEA to instruct teachers of the New GSCE Specification (first teaching September 2017
Further to last year’s meetings with feeder Primary Schools, the Maths dept focussed on long division in more detail. Assessment data was
analysed with the HOD.
Loreto celebrated Pi Day for the first time on 14th March 2017. This was a most successful event. A competition was held in which KS3 students
were challenged to recite as many digits of Pi from memory as possible. The winner was Jesna Joy (Y8) who successfully recalled Pi to 167
decimal places. Jesna, as well as the students who came 2nd and 3rd (Alanagh Casey and Erin McHugh) were photographed an article on the
event was published in the Ulster Herald. The winners were presented with prizes at Junior Assembly. Year 10 students conducted the “Search
for Pi” in the computer rooms and Y8 and Y9 students had the opportunity to compete in Pi Dingbats. The canteen sold buns with “Happy Pi
Day” flags and the Home Economics department baked pies with some classes on the day.
Junior Maths Challenge “Best in School” was won by Miriam Manakova, 9A2. Miriam also won a Gold certificate.
A total of eight students won Silver certificates, with thirteen students earning Bronze certficates.
Intermediate Maths Challenge
“Best in School” was won by Ashlynn Doncaster, 11A4. Ashlynn also won a Silver certificate .A further four students received Silver
certificates, with thirteen students earning Bronze certificates.