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St. Colm’s High School Twinbrook - RTUNI Colm's High School.pdf · SaintColm’s high school •...
Transcript of St. Colm’s High School Twinbrook - RTUNI Colm's High School.pdf · SaintColm’s high school •...
St. Colm’s High School
Twinbrook
‘The development of effective strategies for
improvement in schools with a higher percentage
of pupils entitled to free school meals –
a holistic approach’
Imelda Jordan
‘We do our Best, To Be the Best that We Can Be’
N.I.A.R (2010) ‘Free School Meals Entitlement
as a Measure of Deprivation’
Research shows that children from less well-off backgrounds
are less likely to achieve at school.
The strengths of FSME include that it is:
• Linked to the children in the school
• Readily understood
• Readily available
• Updated annually
• Income-based
However, FSME alone is likely to
under-report deprivation
• Reflects registered rather than actual eligibility
• Measures income only
• Changing criteria for FSME and eligibility of individual
children
• Families close to the eligibility threshold may experience
similar disadvantage
SaintColm’s High school
Shannon Donnelly ,RoisinShannon Donnelly ,RoisinShannon Donnelly ,RoisinShannon Donnelly ,RoisinConnollyConnollyConnollyConnolly
SaintColm’sSaintColm’sSaintColm’sSaintColm’s high schoolhigh schoolhigh schoolhigh school
• St Colm’s is in Summerhill Drive Belfast.
Mrs Jordan is the principal of the school.
• She is very kind to us and we love her
beautiful school.
What our school looks likesWhat our school looks likesWhat our school looks likesWhat our school looks likes
• Our school looks like a very old building
when you look at it from the outside but
inside it is beautiful
Our school subjects• Religious
• Science
• English
• HE
• Geography
• Personal D
• Drama
• French
• Maths
• Technology
• Irish
• PE
• Music
• History
• Art
Our teachersOur teachersOur teachersOur teachers• Mrs feenel
• Mr Nixon
• Ms Ardis
• Ms Mc Carron
• Ms Murphy
• Mrs McCafferty
• Ms Smyth
• Ms Waide/ Ms Gibson
• Ms Grudden
• Ms Gallagher
• Mr Mooney
• Ms Breannan
• Mr Morgan
• Ms Martin Higgins
• Mr Conway
• Mr McGurnaghan
• Ms Maloney
• Ms Morrissey
• Mr O Rourke•
After school clubs
• St Colms has lots of after school clubs there
is lots of activitys to enjoy as well as the
school day.
• Etc
• Art
• Technology
• Football
• Homework
• And lots more.
Bye
• Thanks for watching our slideshow I hope lots more people come to our school in septemper bye xoxoxoxoxoxo
• Roisin Connolly and Shannon Donnelly
• Lots of love xxxx
St. Colm’s - The Context
‘Mistakes are a fact of life.
It’s the response to them that counts’
GIOVANNI
• 1974 – Encampment of mobiles
• Disenfranchised ‘Community’ – ‘Troubles’- refugees –
social deprivation - no infrastructure
• 1983 – School building opened
• 1980s – Low Community Confidence
• 1990s - New Leadership, Improving School, Community
Confidence
‘In the race for quality, there is no finish line’
KEARNS
• 1999 > Continued Upward Trend in Performance, KS5
established, 700 pupils
• Serving the Colin Area – Twinbrook, Poleglass, Lagmore
• Co-Educational – majority of boys – 3+/2
• 65% + Special Needs Literacy and/or Numeracy
• 50-60% FSM
• Fractured Society – Chronic Deprivation, Family
Breakdown, Increasing Mental Health Issues, Substance
Abuse, Self Harm/Suicide Trends
The Improvement Journey‘I think I can .I think I can ..I think I can .’
‘The Little Engine that Could’
• What is Possible?
• Creating/Sharing/Believing the Vision
Quality of Learning & Teaching
Leadership & Management
Standards & Achievement
‘The Magic’People
• What is your experience?
• How do you bring staff with you?
• What is ‘The Magic’ in your school?
Quality of Learning and Teaching‘To make your ideas work for you,
You first have to work for them’Edison
The School Development Plan identifies four priorities.
These do not change but the actions to realise them do.
‘To continue to foster high self-esteem and expectations among pupils,staff, Governors and the Wider Community’
‘Improving pupils’ attendance, punctuality and behaviour’
‘Improving levels of achievement in literacy, numeracy and ICT across the
School’
‘Increasing the pupils’ range and level of achievements generally’
These priorities underpin all that we do.
Quality of Learning and Teaching‘When you’re through changing – you’re through’
Barton
• Focus on Tackling the Barriers to Learning and Teaching
• Support for Learning – Raising Standards in Literacy and Numeracy
• Shared Understanding of Good Classroom Practice
• Whole School Approach to Behaviour Management
• Culture of Critical Self Evaluation
• Effective Distribution of Leadership
• Symbiotic relationship between the Pastoral and Curriculum Domains
• Curriculum Development/CPD/PRSD > Focus on this school’s needs
• Whole School Ownership of the Continuous Improvement Agenda
• Policy > Practice
Improvement - Achievement
‘Do not follow go instead where there is no path,
and leave a trail’Mc Alindon
• KS3 - Pilot School > New Curriculum embedding
• KS4 - 100% 9+ GCSE entry policy,
Equality of Opportunity in Options
• KS5 - Collaboration as Opportunity
EF Compliance, ‘Shared Future’ Agenda
To enable our pupils to develop the skills, knowledge and confidence to be what they want to be, and play a full part in, and contribute to society into the future.
Special Needs – A Whole School Responsibility
• Quality Whole Class Teaching
• Quality Teaching plus Additional Support for Identified
Pupils
• Quality Teaching plus Personalised Support to meet the
needs of Individual Pupils
• Facilitating Professional Learning
Department of Education(2008) ‘Every School a Good School:
A Strategy for Raising Achievement in Literacy and Numeracy’
Model of Support‘We can not become what we need to be
by remaining what we are’
De Pree
• Positive Behaviour Policy – Pupil Tracking (PPMS),
Parental Involvement, Whole School Tiered System of
Rewards/Sanctions, Academic Mentoring
• Modification of English and Mathematics Curriculum –
Literacy and Numeracy Class built in - data informed
• Structured Corrective Reading/ Numeracy Programme
• Progress Scores to inform intervention/practice
• Special Needs Register – external agency involvement
• Whole Staff CPD
• High Expectations – all children can achieve
Recipe for Success in Learning & Teaching
� Pupil Planner/Equipment on Desk.
� Set the scene – Prior learning/ leading to
� Learning Intentions >>> Success Criteria
� Evidence of AFL throughout e.g. Open Questioning.
Thinking Time, Self Assessment Feedback, Plenary –
What has been learnt? How they know/show/learning.
� Homework – Connected
Enhance Learning.
� Activities/Pace/Challenge/ Differentiation
Books ‘ 2 stars and a Wish. ‘
Marking for Improvement
Orderly Entry & Exit
SEN
Support/Differentiation
Classroom/Corridor
Environment/Displays
(Subject Specific info. Pupil
Work. Key Words, Use of
ICT, Careers.)
Consistent use of Positive
Behaviour Policy.
Relationships
Welcome Pupils at Door
Focus: What Learning has taken place?
How do I know?
Standards and Achievement – Use of Data‘A Challenge is something you haven’t done before that you work towards’
S.J Parker
• Use of Data – Baselining > Tracking >Target List
• *KS2 Levels - P.7
• Standardised Scores - P.7 – Support
• Progress Scores - Y8 and 9 - Intervention
• *KS3 Levels - Y10
• YELLIS - Y11 – Target and Intervention
• Mapped to Teacher Predictions (Dept. Target List)
• Whole School Target List 5+ A* - C
• Formal Review – Jan Y12
• Results Analysis > Action > August Y12
Benchmarking‘Not everything that is faced can be changed.
But nothing can be changed until it is faced’Baldwin
Band
A
Band
B
Band
C
Band
D
Band
C&D
5 + GCSE’s
2006 4 13 30 54 84% 45%
2007 5 13 32 50 82% 50%
2008 1 11 39 48 87% 56%
2009 2 13 36 49 85% 58%
2010 0 4 32 64 96% 69%
2011 0 3 28 69 97% ????
St. Colm’s - Yellis Profile
Standards and Achievement‘Goals determine what you’re going to be’
ERVING
Whole School GCSE Performance Profile
Year
5+ A* - C
Percentage
(%)
1-4 A* - C
Percentage
(%)
Total
(%)
5+ A* - G
Percentage
(%)
5+ A* - G
Percentage
(%)
Total
(%)
1999 - 2000 23 46 69 89 11 100
2000 - 2001 35 35 70 100 0 100
2001 - 2002 32 43 75 96 4 100
2002 - 2003 30 56 86 99 1 100
2003 - 2004 45 38 83 100 0 100
2004 - 2005 40 51 91 100 0 100
2005 - 2006 45 45 90 100 0 100
2006 - 2007 50 34 84 99 1 100
2007 - 2008 56 38 94 100 0 100
2008 - 2009 48 38 96 100 0 100
2009 - 2010 69 27 96 100 0 100
Target Setting for Improvement‘What is now proved was once only imagined’
Blake
• Data Informed rather than Data Led
• Pushing the Boundaries > 20%-30%-40%-50%-69%-???
• Heroic People > Do what it takes! Create the Future
• Leadership, Support, Challenge, Unremitting Hard Work at all levels >
• Pupils – Believe the story, want the happy ending!
SEELB Post-primary (Non-Grammar) Schools (4 year average)
FSM Entitlement & 5+GCSEs (incl. equivalent) Grades A*-C
2005/06-2008/09
R2 = 0.2333R
2 = 0.1311
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
% FSM Entitlement (4 year average)
% o
f p
up
ils a
ch
ievin
g 5
+G
CS
Es
Gra
des A
*-C
(4 y
ear
avera
ge)
Non-Grammar Schools SEELB Non-Grammar Schools St Colm's HS 423-0223Linear (Non-Grammar Schools) Linear (SEELB Non-Grammar Schools)
54.1% 2008/09
NI Average
46.8% 2008/09
SEELB
St Colm's HS
Twinbrook 423-0223
SEELB Post-primary (Non-Grammar) Schools
FSM Entitlement & 5+GCSEs incl English & Maths
(incl. equivalent) Grades A*-C 2008/09
R2 = 0.2925
R2 = 0.2231
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
% FSM Entitlement (4 year average)
% o
f p
up
ils
ac
hie
vin
g 5
+G
CS
Es
in
cl.
En
g
& M
ath
s G
rad
es
A*-
C (
20
08
/09
)
Non-Grammar Schools SEELB Non-Grammar Schools St Colm's HS 423-0223Linear (Non-Grammar Schools) Linear (SEELB Non-Grammar Schools)
32.9% 2008/09
NI Average
30.1% 2008/09
SEELB
St Colm's HS
Twinbrook 423-0223
SEELB Post-primary (Non-Grammar) Schools (4 year average)
FSM Entitlement & 5+GCSEs (incl. equivalent) Grades A*-G
2005/06-2008/09
R2 = 0.1498
R2 = 0.0636
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
% FSM Entitlement (4 year average)
% o
f p
up
ils
ac
hie
vin
g 5
+G
CS
Es
Gra
de
s A
*-G
(4
ye
ar
av
era
ge
)
Non-Grammar Schools SEELB Non-Grammar Schools St Colm's HS 423-0223
Linear (Non-Grammar Schools) Linear (SEELB Non-Grammar Schools)
87.6% 2008/09
NI Average
89% 2008/09
SEELB Average
St Colm's HS
Twinbrook 423-0223
SEELB Post-primary (Non-Grammar) Schools (4 year average)
FSM Entitlement & 2+A-Levels (incl. equivalent) Grades A-E
2005/06-2008/09
R2 = 0.1262
R2 = 0.1107
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
% FSM Entitlement (4 year average)
% o
f p
up
ils
ac
hie
vin
g 2
+A
-Le
ve
ls
Gra
de
s A
-E (
4 y
ea
r a
ve
rag
e)
Non-Grammar Schools SEELB Non-Grammar Schools St Colm's HS 423-0223Linear (Non-Grammar Schools) Linear (SEELB Non-Grammar Schools)
94.2% 2008/09
NI Average
93.8% 2008/09
SEELB Average
St Colm's HS
Twinbrook 423-0223
SEELB Post-primary (Non-Grammar) Schools (4 year average)
FSM Entitlement & 3+A-Levels (incl. equivalent) Grades A-C
2005/06-2008/09
R2 = 0.201
R2 = 0.1267
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
% FSM Entitlement (4 year average)
% o
f p
up
ils
ac
hie
vin
g 3
+A
-Le
ve
ls
Gra
de
s A
-C (
4 y
ea
r a
ve
rag
e)
Non-Grammar Schools SEELB Non-Grammar Schools St Colm's HS 423-0223Linear (Non-Grammar Schools) Linear (SEELB Non-Grammar Schools)
41.3% 2008/09
NI Average
37.7% 2008/09
SEELB Average
St Colm's HS
Twinbrook 423-0223
Leadership and Management‘Leaders do not create followers.
They create more leaders’Peters
• SLT – Principal, Vice- Principal, School Development Leader > ICT/STEM Coordinator, Extended Schools’ Coordinator
• Two new Senior Posts – January 2011 – Pupil Experience Coordinator, Pupil Progress Coordinator
• ELT >Distributed Leadership Model
Heads of Faculty (5) - Curriculum Team
Heads of Year (6) – Pastoral Team
• Heads of Department/ Postholders
• All Staff
Subject
teachers
School Aspirations
Current/
Impending
Legislation
Community
Aspirations
Government
Initiatives
Local Area
Planning
Demographics
Curriculum
Subject
Teachers
Common
Formula
Funding
KEY
Senior Leadership Team
Extended Leadership Team
Entitlement
Framework
Post Primary
Review (CCE)
Extended
Schools
New Building
Collaboration
‘Leadership and Learning are indispensable to each other’J.F. Kennedy
• Culture of Critical Reflection
• All are Leaders
• All are Accountable
• Mistakes are Ways to Learn
• Innovate to Improve
• Mutual Respect
• Shared Vision – How and Why we do things
• Collegiality
• Emotional Intelligence
Impact on pupil
‘THE MAGIC’‘You never know when you’re making a memory’
R.L. JONES
• Curriculum/Pastoral intertwined
• Pupil self esteem at centre
• Never give up – ‘row against the tide’
• Pupil Learning – any ‘way in’ is valid
• Support for the Vulnerable – parents too!
• Push The Boundaries – achievement crucial!
• Empathy – sharing of oneself
• Positive Pupil Experience
Relaxed, Responsive, Respectful Relationships
P
E
O
P
L
E
Is there a ‘Silver Bullet’?
‘ Schools cannot systematically address underachievement
through isolated actions or individual strategies: they
must work towards improvement across a range of
areas, using a carefully planned reflective approach’
N.I.A.R (2010)
‘self-improving, well governed and effectively led
communities of good practice . meeting the needs
and aspirations of all pupils’
ESaGS (2009)
Quality of Learning & Teaching
Leadership & Management
Standards & Achievement
‘The Magic’People