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Euston Street P.S.& Nursery Unit

School Development Plan2017 - 2019

Date the plan came into effect Term 1 2017

Who is responsible for this document

Principal, SLT, SMT, staff, BoG

Issued to Staff, governors, parents, (Pupils receive a pupil friendly version)

Date of issue Nov 2017Review date Terms 1, 2 & 3 2017/18

Euston Street Primary School& Nursery Unit

School Development Plan 2017 – 2019An Introduction to Euston Street Primary School and Nursery Unit

‘Working together for excellence in: our learning; our school; our community; and our future’.’

Euston Street Primary School is a controlled school built on Euston Street in East Belfast in 1925 to serve the surrounding local community. Most of the pupils in 2017 still come from the adjacent local area and some from further afield. The school has currently 360 pupils enrolled including 52 pupils in the Nursery Unit. The admissions number to Year 1 is 51 and the school enrolment is 352.

Euston Street Primary School is proud of its strong historical traditions, links with the local community and achievements over the years. It is a school with a true family atmosphere where staff, pupils and parents have a communal identity. The school community is one that fosters high expectations in every area of school life.In September 2015 the Department of Education Inspectorate (ETI) stated that Euston Street Primary School and Nursery Unit was a school in which, ‘The quality of education and pastoral care provided are… good’.

The school development plan and its priorities, has been developed in relation to the following documents, consultations and data analysis:

· ETI follow up inspection 2015;· SLT Development Day June 2017;· Staff consultation Sep 2017 June 2017 (Questionnaire);· BOG consultation September 2017 (Questionnaire);· Parental consultation September 2017 (Questionnaire);· Pupil consultation (meeting and questionnaire)· GL and End of Key Stage Data analysis with SLT and SMT;· SIMS data including FSM and attendance;· Pupil discussions 2017;· Safeguarding Proforma ETI 2017;· ETI IFSE 2017;· ESAGS;· Read Count Succeed;

Euston Street Primary School & Nursery Unit Mission, Vision & Values

We believe the characteristics of an effective school are:· Being Child Centred School;· Providing high quality teaching and learning;· Providing high quality, effective leadership;· Being a school strongly connected to its local community.

Mission

‘To work together for excellence in: our learning; our school; our community; and our future’.Our purpose therefore is to be an excellent school. We continually strive for excellence in every area of school life. To achieve this aim we must always have the right school vision and values and these must be at the heart of all that we do, including our School Development Plan.VisionIn order to achieve excellence in each aspect of school life, our vision is: 'To create a safe, happy learning community. A community where together, we inspire and equip our pupils so that they fulfil their potential, use their talents and follow their dreams now and always.’ValuesWe believe that our school is a place where the child is at the centre. ‘We value kindness, integrity, hard work and mutual respect.'Our school is always a place where everyone feels safe, valued, cared for and successful in what they do and in what they achieve each and every day. We aim to meet all our pupils’ needs in their learning and their welfare. Pupils are encouraged to build positive relationships with other pupils, the school staff and their wider, more diverse community. We are a school with a Christian ethos and as such, we believe that working together as a whole community will provide our pupils with the relevant knowledge to understand and exercise the life skills and values of self-control, self-respect, mutual respect, tolerance in diversity, morality, healthy living and loving family relationships.We promote care and respect for ourselves, others, as well as the school and the local and global environments. Our values and attitudes revolve around our school ‘Golden Rules’. Our Behaviour and Citizenship Policy and Pastoral Care Policy and all resulting rewards, praise and sanctions are interlinked to these:

Do be kind and helpful do not be unkind or unhelpfulDo be gentle do not hurt other peopleDo listen do not distract or talk over othersDo work hard do not be deliberately idle in classDo be honest do not tell liesDo look after property do not damage property We expect everyone to uphold the school ‘Golden Rules’ and the core vision and values that accompany them. This value system is embedded in our school culture helping to sustain our strong positive ethos. Adherence to these values will help support our pupils as they hopefully grow to become good citizens capable of positive decision making and establishing healthy relationships. We believe that pastoral care is not only at the heart of the working ethos of the school, but that it should be at the forefront of all levels of decision making. All SMT and SLT meetings begin with adherence to the school mission and vision and value statements. We believe in all the school community being safe at all times. The needs of the child are paramount in relation to Child Protection & safeguarding. We believe in high quality learning and pupils fulfilling their learning potential. We believe that our pupils should be encouraged to study to the best of their abilities at all times and understand that we always have high expectations of them in terms of standards, attainment and behaviour.We strive to provide excellence in teaching so that pupils experience a happy, challenging and successful learning environment. We believe that our pupils will have exposure to a

very broad and balanced curriculum with emphasis placed on their literacy, numeracy and using ICT. Together we believe in teaching pupils the essential skills, knowledge, attitudes and values necessary to enjoy a successful, peaceful and content life. We believe in instilling a love of learning that can be enjoyed for a whole lifetime. We aim to use the widest variety of strategies to ensure that all learners are catered for.We believe in highly effective school leadership. In so, we believe in developing our own professional abilities that will serve to both enrich the lives of our pupils and build the capacity of the school. We believe in providing an excellent curriculum, one that is broad, balanced and challenging, catering for all of our pupil’s needs and abilities. We believe that aspiring to excellence in teaching, assessment, planning and evaluation will develop the full potential of each pupil, socially, academically, physically, morally and emotionally.We also believe in a life work balance in which leadership is most effective with staff who are properly informed, trained, enthused, supported, resourced and rested. We believe in the importance of strong links with our parents to support pupil learning and our teaching. We aim to involve our parents in their children's learning and school life as much as possible. We believe in the importance of strong community links with other schools, the Education Authority, churches, outside support agencies, charities and local businesses.To fulfil our vision and achieve these values we must ensure that we always aim to:

Overall Aims of School Development Plan 2017 - 2019

· Value every child in our school family;· Make our learning environment as safe and as stimulating as

possible;· Ensure we have a clear vision ;· Promote and celebrate excellence in learning at every

opportunity;· Develop and celebrate excellence in teaching at every

opportunity; (development)· Ensure there is strong strategic leadership throughout the school;· Equip our pupils with the skills, knowledge and character to enjoy

a successful, peaceful and content life;· Promote a sense of stewardship in pupils for the community and

environment in which they live;· Continually consult, inform and partner with all of our school

community partners;· Monitor and evaluate information to identify and address the

strengths and weaknesses in teaching and pupil learning;· Strategically plan to meet the needs of all our pupils using all

resources available;· Manage a strategic and rigorous self-evaluation process;· Lead the school with a strong and dynamic vision for

improvement.

Evaluation of Vision & Values

· ‘The school has important strengths in… its pastoral provision’ (ETI 2015);

· ‘The School Development Plan is fully compliant with DE regulations and effecting improvement in the quality of achievement and standards and provision.' (ETI 2015);

· The quality of teaching has significantly improved; almost all lessons were good or better and over half (lessons) were very good or better.’ (ETI 2015);

· ‘There is more focused and appropriate differentiation in the teachers’ planning…’ (ETI 2015)

· ‘The coordinators make very effective use of both qualitative and quantitative data to identify strengths and areas for improvement…’ (ETI 2015)

· ‘The coordinators…put in place professional development programmes which support the strategic priorities of the school.’ (ETI 2015)

· ‘The teachers plan programmes to match the …learning needs which are informed well by the systematic tracking of the pupils’ progress.’ (ETI 2015)

· ‘The school leadership, through the monitoring and evaluation strategies, are affecting significant improvement which they now have the capacity to sustain.’ (ETI 2015)

· 99% staff (teaching and non teaching) interviews and questioned were happy in their work place – internal consultation and questionnaire 2017/18

· All staff are reflective practitioners and engage in… observations to disseminate further good practice in the school.’ (ETI 2015);

· ‘Our school is brilliant and we learn lots of skills and have so many after school activities…’ (Pupil Voice - school council member 2017);

· ‘Excellent school! My daughter loves it. It has the right blend of academics, extra curricular activities and fun. The teachers are reliable and friendly and the whole environment is safe’ (Parent Facebook comment October 2017)

· 100% of parents feel that their child is safe in school. (Parental questionnaire 2017)

· 99% of parents feel that their child is happy in school. (Parental questionnaire 2017)

· Involvement of many outside agencies, churches and partners.· Raising money to support many local and international charities

including, NSPCC, Barnardo’s, Welcome Organisation, NI Children's’ Hospice, Toilet Twinning…

Areas for Development 2017/18

· To involve the whole school community in contributing to the school mission, vision and values statements and priorities by using a questionnaire;

· Seeking parental views on homework;· To create a more welcoming school environment with new

fencing, wall displays etc.;· To create a safer and calmer school environment in the mornings

by changing access arrangements;· Create higher aspirations among pupils by introducing higher

classroom expectations, more activities in wider school life and more leading teams for KS2 pupils;

· To investigate the possible use and implementation of Barnardo’s counselling services;

2a A summary and evaluation, including through the use of performance and other data, of our school’s strategies for learning, teaching, assessmentand the raising of standards of attainment among all pupils, in particular in communication, using mathematics and using ICT

Learning and teaching in Euston Street Primary School is wide and balanced and centres around the NI curriculum. Our pupils in Euston Street Primary School naturally have a wide range of preferred learning strategies and we promote, encourage and support these in school. We also strategically plan for the reality that pupils also have different learning abilities impacted upon by different contextual learning environments at home. Classroom learning is rooted in the rich experiences the pupils receive.

Strategies used to promote high quality learning include:· Discussing the ‘Big Picture’ of the day’s learning with pupils (especially helpful with

pupils with ASD, ADD, ADHD, Asperger’s Syndrome…);· Strategic planning for Communication, Using mathematics and using ICT, taking

account of long term objectives, past learning and teacher evaluations;· Writing and discussing learning intentions/success criteria with pupils at the

start/end of topics/lessons;· Teachers and assistants have ‘at a glance’ guides for highly effective teaching and

learning strategies;· Pupils being given opportunity to set their own learning targets in topic planning,

Individual Education Plans (IEPs), Pupil Improvement Plans (PIPs), ‘Booster Step Up’ groups and ‘Horizon’ groups (development 2017/18) in Language & Literacy and Mathematics & Numeracy;

· Pupils set targets in literacy and numeracy and evaluate them each term in work books (development 2017/18);

· Pupils reflecting on the teacher’s written formative comments on their work; (development 2017/18)

· Pupils encouraged to partake in active questioning as part of active learning cycles and other lessons;

· Pupils given opportunity to engage in ‘active' learning activities in literacy and numeracy;

· Pupils given specific opportunities to use and develop thinking skills and personal capabilities during learning activities;

· Pupils given opportunities to self-assess and peer assess work; (development 2017/18)

· Pupils have opportunity to problem solve in numeracy weekly (including mental mathematics);

· Pupils are tasked with working individually, in pairs and in groups for learning activities; (further development 2017/18)

· Learning tasks and texts are differentiated; (development 2017/18 - to work towards linear learning where appropriate);

· Challenge, extension (development 2017/18) and TSPC activities are provided for all pupils in Literacy and Numeracy;

· Pupils are encouraged to take information, language and strategies from displays and the classroom environment;

· Pupils are encouraged to work independently to a high standard of presentation and accuracy (relative to abilities) in school and at home;

· Pupils are given opportunity to use ICT to support and enhance their leaning using internet, cameras, computers, iPads and core curriculum related Apps;

· Pupils encouraged to take more responsibility for managing their skill development in Using ICT;

· Pupils are supported by a safe and stimulating learning environment;· Pupils in each year group (Years 2 - 7) participate in planned pupil voice

discussions about their school life and learning; (development 2017/18)· Pupils are provided with lessons in PDMU (RSE) and R.E. to assist in

understanding and managing emotions;· Pupils participate in baseline testing in September (January development 2017/18)

as well as weekly tests an GL assessment (Digital Package 2017/18) in literacy and numeracy each May;

· Learning rigorously monitored by SMT, SLT & BOG through monitoring of short and medium term planning, pupil work books, pupil voice and internal standardisation;

Evaluation of school strategies for providing high quality learning

· Pupils achieving end of Key Stage results in years 4 and 7 (see section 4) in line with schools in similar FSM bands;

· ‘The children’s talking and listening skills have greatly improved…’ (ETI 2015)

· The children make confident use of a wide range of ICT programmes to extend their talking and listening, writing and numeracy skills.’ (ETI 2015)

· ‘The children have a clear understanding of the key targets hey need to meet in order to improve…writing…’ (ETI 2015)

· ‘The children’s attendance has increased…’ (ETI 2015)· ‘The children read with fluency and understanding and can discuss

with enthusiasm, a range of reading preferences and authors.’ (ETI 2015)

· (% of pupils reaching expected or higher than expected results in 2017 in literacy and numeracy)

· (% of pupils reaching expected levels in literacy , numeracy and using ICT in 2017)

· Internal M&E by Quality Assurance Team demonstrates high standards of work;

· Marking for Improvement (in relation to scheme) is consistent throughout Year Group classes, Key Stages and whole school;

· Learning intentions are clear and concise and written in pupil books;

· Planning evaluation highlights that learning is differentiated and evaluated;

· Photographic evidence of TSPC, active learning, PDMU and paired and group activities in learning (Big Book of Learning);

· Large majority of pupils made progress year on year from year 4 to year 7 in Communication and Using Mathematics (See section 4);

· Large majority of underperforming pupils make expected or above expected progress by year 7;

· Large majority of pupils receiving FSM make expected or above expected progress in Communication, Using mathematics and using ICT.

· High level of positive supportive feedback from pupil written reports.

· Large majority of pupils making expected or higher progress in Literacy;

Areas for development

· ‘To continue to raise the standards in literacy and numeracy.’ (ETI 2015)

· We will plan to sustain and improve end of Key Stage achievements in Literacy, Numeracy and Using ICT;

· We will target improving % of pupils in whole school in specific areas of literacy and numeracy including Reading Skills and Depth of understanding in Problem Solving;

· We will target improving individual pupils results in year groups in specific areas of literacy and numeracy (See Year Group and Class targets);

· We will target ‘boosting’ stanine levels of specific pupils in all relevant year groups;

· We will plan to increase the number of pupils targeted for support in

literacy and numeracy;· We will train coordinators to present more data analysis and

feedback for pupil improvement;· We will plan to further address underperformance trends in

classes/year groups;· We will aim to develop a more rigorous M&E system to support

pupil improvement;· We aim to develop pupil competencies in discrete reading skills;· We will improve pupil reading resources to support targets for

improvement;· To develop the depth and breadth of learning in all concepts of

number;· To improve attainment and standards in literacy and numeracy

through PBL;· To improve learning in science by developing pupil competencies;· We will develop pupil self and peer assessment to support

improvements in learning;· We will introduce pupil voice groups to develop pupil input into

development planning, target setting and contribute to evaluation of learning attainment;

A summary of the school’s strategies for teaching:In Euston Street Primary we understand that high quality teaching is the key component used to actively engage our learners and ‘unlock’ their ability to learn and develop. The wide range of preferred learning strategies is necessarily supported by the adaptation and development of the teaching strategies employed in each classroom. Teaching needs to be sufficiently flexible to take account of the individual and the changing needs of the pupils. Teaching strategies used include:

· Planning weekly/daily to meet the needs of pupils with emphasis on Literacy and Numeracy;

· Clear targets for year group and classes in literacy and numeracy (Years 2 - 7);· Daily/weekly evaluations of teaching and learning are used to strategically inform

future planning and teaching;· Weekly SEN pupil learning consultations between teachers and learning support

staff; (development 2017/18)· All pupils are praised/rewarded/encouraged for efforts in learning;· Teachers regularly inform the parents of their child’s achievements/difficulties;· Pupil learning activities differentiated appropriately to meet the leaners’ needs;· Learning formatively marked to help with improvement;· Strategic observations of nursery/foundation stage;· Challenging tasks sets for all pupils;· Teachers use diagnostic and summative data to set targets/goals for IEP (low)

achievers, under achievement as well higher ability groups;· Using assessment outcomes and teacher to teacher consultations to establish

differentiated working groups within each class (development 2017/18 reviewed termly);

· Use of pastoral information to support individual pupils needs in learning;

· Use of teaching consultations with principal to identify strengths, areas for improvement, class trends, year group trends and training needs;

· Creating a stimulating environment with emphasis on literacy and numeracy;· Including pupils in target setting in topic boards, IEPs and PIPs;· Using whole school initiatives like Golden Rules, Star Pupils, Maths Awards and

Writing Awards to inspire, instill high expectations, promote good behaviour and pride in learning (development 2017/18);

· Strategically plan for and teach active questioning during lessons;· Provide a caring, safe classroom/school environment;· Use learning intentions/success criteria to best support all learners;· ASD learning strategies used in teaching; · High expectation/standards set;· Modelling learning when appropriate;· Providing opportunities for TSPC;· Providing opportunities for active learning;· Teaching PDMU (RSE) and R.E. to enable pupils to manage their emotions;· Management of a strategic professional development training programme

using school development days and a variety of outside training agencies;· Curricular development time each week;· Planning time each week;· Development Days used in direct relation to improving standards of attainment in

literacy and numeracy by improving teaching skills and strategic planning; · PRSD – peer, coordinator and leadership observations of teaching used to

strategically improve teaching;· Feedback from pupil voice, M&E used to improve teaching;· Cluster groups for coordinators and dissemination of information to staff to improve

teaching standards;· School INSET training and outside agency training to improve quality of teaching;

Evaluation of the school’s strategies for providing high quality teaching

· ‘100% of lessons good or better (ETI 2015);· Pupils achieving average end of Key Stage results in

Communication, Using mathematics and Using ICT;· ‘The teachers plan programmes to match the children’s learning

needs which are informed well by the systematic tracking of the children’s progress.’ (ETI 2015)C;

· Internal M&E demonstrates high standards of work and opportunity for individual and collaborative learning and assessment;

· Marking for Improvement is consistent throughout;· Learning intentions are clear and concise and written in pupil

books;· Photographic evidence of TSPC, active learning, PDMU and paired

and group activities (development - Big Book of Learning);· Majority of underperforming pupils made progress;· Large majority of pupils receiving FSM make expected or above

expected progress in Communication and Using mathematics;

Areas for Development

· Develop short term and medium term planning documents to best to improve learning outcomes;

· Develop baseline and tracking diagnostic assessments to support learning;

· Develop multiple choice termly (half-termly) tracking assessment to support improvements in learning;

· To develop staff competencies in teaching discrete reading skills;· We will improve reading resources to support targets in

improvement;· To develop the depth and breadth of teaching all concepts of

number;· To improve the teaching of literacy and numeracy through PBL;· To improve the teaching of science by developing teachers

competencies and topic planning;· Development in teaching Science learning through development of

topics and WAU planning;· Develop staff competence to use assessment tracking system to

set strategic targets for improvement;· Develop greater awareness and practice of highly effective

teaching through training programmes;· Participate in cluster group good practice leading learning sessions;

A summary of the school’s strategies for assessment:Assessment is a key component to ensuring that pupils reach their full potential in school. Assessment is also important to ensuring that pupils with SEN are adequately supported. Teachers are trained in data analysis and given opportunity to reflect on evidence to identify targets in order to strategically plan for pupil needs and support improvements in their teaching skills. The data also highlights trends and targets in each class and year groups which are used to inform whole school strategic improvement planning. The internal baseline data will also help inform the strategic planning of the school and most effective resource allocation.As such, in Euston Street Primary School, staff use a wide variety of assessment data including formative, summative, diagnostic and verbal, to inform and improve teaching and learning in the classrooms including:

· PRSD is used to identify teaching strengths and areas for development in line with school development priorities;

· Pupil Improvement Plans (PIPs) are used to support academic underperformance;· Individual Education Plans (IEPs) to support academic low and under performance;· ‘Booster Step Up’ groups to support the challenge and advancement of pupils in

Communication, and using Mathematics;· Higher Ability (Horizon Learning Groups) in Language & Literacy, Mathematics &

Numeracy are supported to broaden the understanding and application of learning of these pupils;

· End of Key Stage data performance trends are used to target pupil improvement;· GL assessment class progress data in English and Maths are used to target

individual, class, Year Group and whole school pupil improvement;

· Teacher consultations with SMT, learning support classroom assistants and parents;

· SEN consultations between SENCO, teachers and learning support classroom assistants;

· An Impact study supports SLT and BoG decision making;· Formative marking for improvement used to help pupils improve;· Planning evaluations to inform future teaching and learning;· Focus week used to support targeting of PIP and IEP pupils;· Teaching Intern working with U.A and Booster pupils and providing feedback;· Weekly feedback between learning support staff and class teachers;· Classroom assistant training to support pupil learning;· COMET literacy program in Nursery and Foundation Stage to support learning;· Weekly feedback from SEN support staff/planning feedback/M&E on monthly basis;· Baseline testing in September;· Tracking assessments in January and April;· GL assessments Years 1 – year 7 (Digital package);· CAT tests in year 4 (6);· Reading partners scheme in year 3;· Maths Recovery scheme in KS1/2 (development 2017/18);· Cross curricular skills tracked for each pupil every year (development 2017/18);· Bench marking target setting whole school/key stage/year group/individual pupils.

Evaluation of the school’s strategies for assessment

· 96% of parents believe that Reading is a good area for development.(Questionnaire 2017)

· 94% of parents believe that number is a good area for development. (Questionnaire 2017)

· ‘The teachers have high expectations for the quality of children’s work…’ (ETI 2015)

· ’Staff are reflective practitioners…’ (ETI 2015);· Pupils achieving above average end of Key Stage results.· Internal M&E demonstrates high standards of work and opportunity

for individual and collaborative learning and assessment· Marking for Improvement is consistent throughout· Learning intentions are clear and concise and written in pupil

books;· Majority of underperforming pupils made progress;· Large majority of pupils receiving FSM make expected or above

expected progress in Communication and Using mathematics;


· Teachers will use SIMS effectively to access and analyse tracking data;

· More pupils targeted for improvement;· GL Digital Pack administered;· Horizon groups established and supported;· Booster Step up groups implemented;· High quality PIPs (Pupil Improvement Plans for underachieving

pupils) written and evaluated each term;· Pupil Voice evaluations each term;· Staff will audit the effect of Focus Week on T&L;· Staff will use more detailed and strategic weekly planning to

support effective teaching;· Staff will plan in Year Group each week;· Staff will standardise learning outcomes and presentation in their

Year Group each month;· Photographic evidence of TSPC, active learning, PDMU and paired

and group activities; · Teachers will develop the use of baseline and tracking

assessments used each term/half-term (to develop use of multiple choice testing).

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

Euston Street Primary School aims to ensure that it provides for the learning needs of all pupils including those with SEN. Our provision is in line with the DE Code of practice (1998 & 2005 (and new pending 2017/18) procedures. We also take due cognisance of the DE Inclusion Policy on SEN (2009). Pupils who identify as having a special education need through the services of GP, Child Pediatrician, SS, HSS, parental information, Educational Psychologist and or our internal pastoral information and performance data are given an IEP as deemed necessary. These education plans are written in conjunction with the parents, pupils, teachers, classroom assistants, SENCO and any relevant outside agencies. The plans are reviewed each term by the class teacher, SENCO, learning support teachers and classroom assistants in school and annually in the Nursery Unit. The targets set are SMART and if reached are supported by professional judgement and evidential performance indicators from classroom activity and or testing. Close communication is kept between class teachers, learning support teachers and assistants, SENCO and parents as to progress on a termly basis.The SENCO will also liaise closely with EA support including Special Education, CIDS, Harberton Support, Clarawood Support and Educational Psychology to prioritise pupils and secure required support in school for the pupils concerned. End of year performance assessment data is also used to measure any change in improvement. Low achieving pupils are given support as required in literacy and numeracy within the classroom and by a learning support teacher.

All efforts are made to ensure inclusion of pupils who have a SEN and to ensure that they are never unnecessarily or inadvertently disadvantage in school in terms of learning and having access to a broad and balanced curriculum and full experience of after school life.In school we also cater for the needs of those pupils for whom performance data would indicate an underperformance. These pupils have a Pupil Improvement Plan (PIP). The staff and pupils both contribute to writing these plans. The targets set are SMART and reflect the learning areas highlighted by professional judgement and performance data in GL and baseline testing that require improvement. The PIPs are monitored termly by the teachers and Vice-Principal (Assessment coordinator).Pupils who perform in the above average stanines 8 & 9 (dependent on a variety of other factors) in literacy and numeracy in their GL Standardised tests are also identified as having an additional need, one that requires support in order to best sustain their high level of learning ability and potential. These pupils receive ‘Horizon Group’ support. This support is carried out by the Principal Vice-Principal in line with the relevant year group schemes of work and feedback on progress given to the class teacher.All support teaching and learning is carried out in line with the relevant year group schemes of work.

A summary of the school’s strategies for providing the special, additional needs of pupils:· IEP register kept up to date;· Regular consultation between SENCO and Educational Psychologist;· Regular liaison between SENCO and EA Special Education;· Regular liaison between staff and SENCO· Literacy and numeracy support for SEN pupils;· Pupil voice M&E for all year groups in literacy, numeracy, Using ICT and SEN;· Pupil contribution to planning/target setting in IEP documents;· Parental permission information/meetings;· Staff consultation meetings with SENCO;· Regular weekly feedback between staff;· Strategic intervention/planning;· ‘Focus week’ each month to support teachers and pupils in aiming to achieve IEP and

PIP targets;· Booster ‘Step Up’ groups set up to target stanine groups and gifted pupils in literacy

and numeracy;· SENCO and teacher IEP reviews each term;· SENCO annual consultation with Educational Psychologist;· Differentiation in classroom planning for T&L;· Reporting to parents 4 times yearly about pupil progress in SEN;· Formative marking for improvement.· Intervention support agencies are used including barnyards, Harberton, Clarawood as

well as various EA departments.· New school strategies for inspiring, rewarding pupils;

Evaluation of the school’s provision for SEN and additional educational needs of pupils

· ‘A wide range of additional withdrawal programmes has been put in place to support the children with additional needs and the newcomer children’ (ETI 2015);

· ‘The children have a clear understanding of the key targets they need to meet in order to improve…’ (ETI 2015);

· The children’s attendance has increased…particularly …those who are receiving additional learning support.’ (ETI 2015);

· ‘There is more focused and appropriate differentiation in teacher’s planning with activities that match the needs and interests of children’s progress.’ (ETI 2015);

· ‘The withdrawal support provided for literacy, numeracy and newcomer children is of a good standard.’ (ETI 2015);

· SEN pupil progress sustained/improved year on year;· 90% of parents believe that the school understands the needs of

their children (Questionnaire 2017);· All low performing pupils strategically supported;· Stage 5 pupils additional needs catered for in classroom practice.


· SEN Learning support assistants developing weekly planning for T&L;

· Weekly consultation between teachers and SEN learning support staff;

· Booster ‘Step Up’ and Horizon Groups established to target higher standards and attainment;

· Training for SENCO in ADHD;· Targeting improvement for all low, under achieving pupils;· Staff training in ASD/behaviour management.

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

Health & WellbeingEuston Street Primary School & Nursery Unit is a friendly, nurturing learning environment. We undertake our primary responsibility for the welfare, care and safety of pupils very seriously. We always aim to provide a caring, supportive and safe environment valuing all individuals for their unique talents and abilities. Everyone who works in our school including teachers, nonteaching staff, volunteers and visitors have responsibility for the welfare and safeguarding of pupils. We provide a rich learning experience for all pupils. We teach a whole school comprehensive PDMU programme in school to include information on Relationships and Sexuality Education. We have outside agencies teaching pupils about morality, RSE and e:Safety through workshops, teaching sessions and assembly.Pupils have access to a school counsellor several time annually (development 2017/18).Pupils and families are encouraged to eat healthily for snack and lunch. The school operates a 5 Star canteen service with a very healthy balanced nutritional menu, following DE guidlelines, each week. Pupils participate in PE lessons each week. The pupils have opportunity to enjoy free play at break time and lunchtime in a well organised, safe and stimulating outside environment (development 2017/18).

Pupils are also encouraged to participate in after school activities and school teams as well as join leadership programmes such as school buddies and digital leaders, ECO, School Council and the Unity Project (development 2017/18)Child Protection/SafeguardingAll staff are trained in Safeguarding and Pastoral Care annually by the DT Mrs. Hudson. All peripatetic staff and volunteers are vetted by Access NI, complete our internal volunteer forms, receive information and training in Safeguarding procedures in school. We have comprehensive school policies that are reviewed biannually by staff, parents and the Board of Governors. Staff are also trained in the Process of the Code of Practice. A shortened Child Protection/Safeguarding Policy, Pastoral Care Policy, Behaviour & Citizenship Policy, ‘Miss School Miss Out’ and e:Safety Acceptable Use Policy are shared with parents annually.The school Safeguarding Team have monthly meetings to discuss on-going concerns and cases. The DT or DTT attend all case conferences of LAC or CP pupils. The Board of Governors are kept informed of on-going CP/Sfaeguarding issues as a regular agenda item at each meeting. Pupils are regularly advised on what to do in school if they have any concerns. This pupil training takes place each September in classrooms and at termly assemblies. Parents are also given information about our Pastoral Care each year and given opportunity to comment. We have trained First Aiders to attend to sick or injured pupils and we have staff trained to use the school AED.

Behaviour and Discipline (Citizenship)We aim to maintain and improve appropriate behaviour using the following:* Clear policy and procedures provided to all of the school community;* Clear procedures communicated to all pupils and staff about inappropriate behaviour;* Star pupil for each class;* Celebration of participation and achievement via the school website;* Certificates sent home for Star pupil;* Certificates for positive achievements;* Learning badges for achievement in literacy and numeracy;* Attendance certificates;* Clear picture of the day and learning intentions for lessons;* After school activities; including outside agencies;* School buddy system;* School Council;* School ECO Committee;* School Digital Leaders Team;* Reading partnerships; (pending)* School House system;* Stimulating playground with equipment;(See vision and values)Attendance Pupils attendance is monitored each month. Certificates of full attendance are awarded. Pupil low attendance (90% and below) is discussed with staff. Parents are informed if attendance falls below 85% and asked to comment or make contact with the school principal to discuss in line with DE and EWS guidance. There is regular communication with the EWS. Attendance in Euston Street Primary School has a year on year average of over 93%. We have a significant number of pupils achieving full attendance month to month.A summary of other areas that are provided by the school to directly contribute to the well-being of pupils:

· Opportunities for pupils to participate in STEAM activities in school and with the support of various outside agencies in cluding Science Stars, Lagan College and W5;

· Pupils have access to drinking fountains during the day;· We operate a school playground that encourages free and structured play at break

and lunchtime which directly contributes to mental health and self-regulation;· We have positivity noticeboards and boards celebrating School Houses, School

Council, Eco Committee, Digital Leaders, School Buddies, teams;· We have school noticeboards; (pending)· We operate a school counselling service - as required/designated by staff;· We have afternoon clubs and a comprehensive after schools programme and

musical opportunities for pupils including football, hockey, SU, running, netball, badminton, choir, school digital newspaper, coding, art, eco club/gardening club, school council junior choir, senior choir, ukulele orchestra (pending);

· We have weekly whole school assembly including singing, star pupil awards, pupil achievements and team and school announcements;

· We have regular pupil voice discussions (year 3 - year 7) with coordinators and or senior management;

· We have Breakfast Club and waiting class (Years 1 - 3);· We have parents’ room;· We have a PSA (Parent Staff Association);· We have curriculum information sessions;· We have a school worry box and a suggestion box in operation;· We have differentiated learning in each classroom;

Evaluation · School data shows a majority of pupils year 5 – 7 participate in the wider life of the school;

· Average 94% annual attendance;· Approximately 50% of pupils achieving 100% month to month

attendance 2017/18 (from Sept);· ‘The quality of pastoral care is good’ (ETI 2015).


· Develop school information evening sessions in 2017/18;· Develop home school links in 2017/18;· Develop parental consultation regarding documentation 2017/18;· Offer more opportunity for parental volunteering in school 2017/18;· Develop pupil leadership participation in school 2017/18;· Develop scope of the School Council;· Develop after school activities programmes;· Develop playground equipment for lunchtimes;· Develop supervisory assistance training programme;· Review of educational visits;· Eco Flag to be renewed;· School to begin work towards a science award.

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

In the current unstable and changing world of education and the associated climate of ever increasing accountability and expectation placed on our teachers, more than ever before

they require a caring supportive environment that caters for their wellbeing. They also need a strategic leadership that aims to build their capacity to improve the quality of teaching and standards and attainment in pupil learning. The school programme of staff development is central to what we aim to achieve in terms of our standards and attainment in teaching and learning. The overall aim is to improve the knowledge, expertise and confidence of staff in order to impact positively on learning outcomes. It will serve to ensure the continued high quality of teaching and learning. Every year the school Senior Leadership Team will evaluate the school action plans for the outgoing year and prioritise the training requirements for staff based on the successes and pupil needs. The resulting new action plans will identify the training needs of staff in order to successfully deliver the new year school development programme. The training will be strategically planned for in line with the financial requirements and available financial resources. The PRSD scheme will also identify the needs for staff in terms of training and development. The overall aim of staff development being the raising of standards and further improving the learning experiences of the pupils.A summary of the strategies for providing continued staff development:

· The planned use of outside agencies for training and support purposes including Joan Henderson Education Mentor, East Belfast School Cluster Groups, CCEA, EA support services;

· EBS school cluster groups for literacy, numeracy, ICT, WAU, Assessment and SEN;· Planned calendar of curriculum development given each September;· Clear actions given by coordinators;· PRSD observations to highlight strengths and areas for development;· Regular weekly meetings for year groups and curricular development dissemination

and leadership;· Clear roles and responsibilities for staff and leadership;· Teacher consultations each September to discuss training needs;· Classroom assistant consultations each September to ascertain training needs,

strengths and areas for development;· Training programme for teaching assistants;· Strategic use of Development Days in line with SDP;· Training supervisory assistants;· Monthly staff well-being programme. (development 2017/18)

Evaluation of the school’s strategies for professional development of staff

· Baker Days training in Literacy and Numeracy development;· Training in First Aid/AED (as required);· e:Safety training for staff; · WAU training for coordinators;· Curriculum leaders training staff in reading skills, mental maths,

CCEA cross curricular skills assessment;See Action Plans for evaluations


· Further development training for senior leaders/managers in 2017/18;

· Curricular leaders/staff training with Joan Henderson in T&L, PBL; · Team work training for staff - Aspire;· Further development of leadership roles and responsibilities in

school;· Further development of leaders’ accountability to Board of

Governors;· SIMS assessment training for assessment/Newcomer coordinators

(C2k);· Develop staff ability to use SIMS for data analysis and planning;· Develop PRSD/peer observation programme to raise quality and

quantity of good to outstanding teaching;· Conduct consultations with staff to identify training needs and areas

of strength;· Develop classroom assistant training programme to support

classroom learning;· SENCO training in ADHD (dissemination to staff).· Training in best Numeracy practice;

2e A summary and evaluation, including through the use of performance and other data, of the school’s strategies for managing the attendance and promoting the wellbeing of staff.

Staff well-being is vital for the continuity and success of learning in each classroom. The most important resource in school is our staff and the Board of Governors and SLT aim to empower, support and provide all resource requirements to sustain high quality teaching. The SLT discuss resourcing, staff attendance and staff well-being at their conference in June each year. The Board are updated on staff attendance as a regular item in the Principal’s report at each meeting. During consultations each September, staff are encouraged to make requests or voice concerns that are duly addressed in an attempt to alleviate any resulting stress or anxiety. There is a planned activity each month to encourage attendance and promote well-being among staff including the use of outside agencies such as: Heart & Stroke, Aspire Training, Navigate Financial Advisors…The school staff is given clear weekly commination via email and staffroom noticeboards.Staff ahev access to all the school policies and planners. They receive a calendar of the year with events and curricular development times included. They are given a calendar of all meetings for the year in advance. The school staff is encouraged to avail of an open door to the school Vice-Principal and Principal to discuss issues and concerns.Each coordinator is given a budget for their curricular area and the school staff is allocated a classroom requisition budget to help resources their room. The school also has membership of the Play Resource Warehouse for the use of free materials to support classroom learning and teaching.

A summary and evaluation of the strategies used to manage attendance and support the attendance and well-being of staff:

· Availability of Carecall & EA well-being support bodies;

· Annual inter school, programme of staff welfare training (development 2017/18);· Time for year group planning each week;· Administration burden reduced where possible including making use of ICT when

appropriate including observations and M&E;· Requests for year group changes and contractual changes granted where

appropriate;· Staff events including Christmas dinner in school canteen, coffee events, Friday

treats (development 2017/18);· Year calendar of school training and events;· Curriculum leaders given additional time for curriculum development planning and

M&E;· Opportunities given for peer observation;· Clear PRSD/Induction/EPD scheme in operation;· Teacher absences recorded and reported the Board of Governors;· Regular meetings each half term for staff, key stages and year groups.· New staffroom (development 2017/18);· Development of reading resources;· Development of science resources;

Evaluation of managing attendance and well being of staff

· All staff are reflective practitioners and engage in observations to disseminate further good practice in school (ETI 2015);

· Well attended staff events;· School moved out of intervention in 2015.


· Staff questionnaire to include wellbeing questions;· Staff consultations in September;· Improve % of staff attendance;· Further develop opportunities for peer observation;· Further develop opportunities for staff training;· Staff wellbeing programme developed.· Staff tem building event planned for 2917/18.· Friday Treats organised for all staff.

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

Euston Street Primary School has strong links with parents and its surrounding community. We hold a wide array of events for parents and the community including: a Community Carol Service; Community Harvest Services in McQuiston Memorial; Newcomer support group; Coordinated parental weekly events (Monday, Wednesday & Friday); parental curriculum sessions (development 2017/18); parental interviews; Open Day; Sport’s Day; PSA events including meetings, fairs and family evenings (development 2017/18); school productions (development 2018/19); school musical concerts; parental

involvement in curricular events. We have historically run courses for parents in ICT, healthy lunch boxes and drugs and internet awareness seminars involving the PSNI and Life Education.We continually aim to improve communication with our parents. We currently operate a new school website with Facebook and Android App facilities; We send home shortened policy documents for parental input and evaluation each year; We keep parents informed about school upcoming events through our monthly newsletter and website calendar; We send home attendance certificates, praise notes and reminders for uniform, punctuality and attendance as required; We have external swing boards and notice boards to inform parents of upcoming events and changes to arrangements (development 2017/18). We are currently investigating the possible introduction of Parent mail in 2017/18 to message parents, use in emergencies or exceptional closures, help parents report absences and develop the use of online payment methods.We plan to have parental volunteers helping with classroom organisation and reading, after school activities as well as having past pupils in school on work experience.We operate a very successful Breakfast Club and Waiting Class through extended schools. We use an intern teacher to support pupil improvement in partnership with Barnardo’s. We avail of support from several partners in the community incluing Health Se5rvixces, churches and local businesses (see website for list of partners).We have a new PSA who aim to raise additional school funds; We link with the neighbouring post primary schools and Universities including Lagan College, Grosvenor Grammar, Breda Academy, Queens’s University and Stranmillis College for curricular events, sports events and AQE assessments.We partner with several local business and statutory bodies (see website).

Evaluation for promoting links with parents and community

· 100% positive feedback from parents about importance and relevance of annual curricular evenings (new);

· 99% of parents say school is welcoming and give opportunities to them involved’ (new);

· 96% of parents believe the school listens to their concerns (new);· 100% feedback on shortened school policy documents from

parents;· positive feedback from parents on school environment;


• Further development of curricular evenings;• Development of monthly newsletters;• Development of website to improve communication;• Development of Parental App;• Consideration and audit of possible parental evenings and or training

events.• Development of PSA;• Development of opportunity for parents to link to other primary

schools;• More opportunities for support agencies and community groups to

use school;• More links with other schools for sharing good practice.

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

ICT has been integral to learning and teaching in Euston Street Primary School for over a decade. We aim to implement the statutorily elements for the curriculum to daily classroom activity as well as enhancing the learning experiences of pupils by providing staff with training in relevant areas of Using ICT and managing the school financial resources effectively to afford the suitable ICT resources. Pupils engage in all statutory elements of ICT across all Key Stages. The school has a suite of desktop computers and a trolley of laptop computers that are timetabled for each class. Each classroom has 6 iPads or iPad minis to help pupils enhance their learning and develop specific skills. The school have a Digital Leaders Team who take active responsibility for the school digital newspaper as well as supporting staff when working with classes in the ICT suite. The SMT conduct pupil voice groups and M&E pupil learning and teacher planning in ICT each term. We include the following areas as part of our Using ICT provision and improvement planning:

· Use of Pages and iPads for curriculum monitoring and evaluation;· Use of iPads for PRSD scheme observation and feedback;· Pupil Digital Leaders Team;· Staff training in iPads, green screen, explain everything, iMovie· Teaching skills incorporated into planning;· Use of UICT CCEA tasks;· ICT included in weekly planning; · Apple TV used in entrance, staffroom and staffroom (development 2017/18);· Interactive boards used in each classroom;· Parentmail and Parental App* used to communicate with parents (development

2017/18);· Website development for information and communication with parents and local and

global community (development 2017/18).

Evaluation of school’s strategies for promoting the use of ICT in T&L

· The children make confident use of a wide range of ICT pro-grammes to extend their talking and listening, writing and numeracy skills (ETI 2015);

· Staff use SIMS for daily recording;· Clear understanding of e:Safety and Acceptable use form staff,

pupils and parents;· Training for Year 7 in social media and e:Safety from outside agen-

cies;·


· Staff and pupil contributions sot the new school website;· School digital team producing digital newspaper;· Training for Year 7 in social media and e:Safety from outside agen-

cies;

· More routers purchased to support connectivity;· Audit of Use of ICT in medium term planning/schemes of work;· Revise curricular tasks;· M&E pupil work, pupil voice groups ICT planning and attainment in

ICT levels;· Training for ICT coordinator;· ICT coordinator to attend EBS cluster groups, visit centres of good

practice including Gilnahirk Primary and Abbey Primary;

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

In Euston Street Primary School we have several sources of revenue to support the budget allocation.School fund/School account - Euston Street Primary School requests an annual voluntary contribution of £15 per family. We request this in the first term of school. This contribution is used to purchase resources to support classroom learning and teaching in line with school development priorities. Parents are notified as to what the money will be spent on.WE receive small annual contributions from a number of outside agencies. The school photographer, Ulster Railway Club, Zumba Fitness, Galactico Soccer and Galaxy Coaching all provide donations to school fund or LMS budget. This is again used to purchase resources used to support classroom learning and teaching in line with the school development priorities.Parent/Staff Association (PSA) – The revenue raised by the newly formed PSA at school events throughout each academic year will become an important contribution to the school Grants – Euston Street Primary School has availed of several funding arrangements to supplement income and project work including travel expenses.Extended Schools Support. Euston Street avails of £17 thousand pounds to support school improvement and is used for Breakfast Club, waiting Class, Classroom assistance and administration. The extended schools programme aims to partners with Cregagh Primary and Castlereagh Nursery in 2017/18.

The Board of Governors of ESPS will agree to the school spending needs for the year and are informed of how the additional funding is allocated in terms of training or resource allocation. Each teacher and each subject coordinator is given a small annual budget to resource classrooms or purchase resources that have been agreed in their action plan to fulfil their priorities for the year ahead. Books and photocopying paper are centrally resourced to ensure prudent spending and use.(See 3 year Financial budget allocation and expenditure management planning below)

Evaluation of school financial

· The Board of Governors’ Annual Report to parents provides details of all financial spending;

· The school funds are audited annually;

position · The school LMS account is subject to regular audit.


· Alan McClung to advise on structures of financial recording;· School secretary to assume responsibility for recording school fund

as agreed by BOG Oct 17;· On-going training for BOG;· New Principal to receive training in finance and budgeting.

Euston Street Primary CODE 20509

Only complete cells in greyOctober 2016 October 2017 October 2018 October 2019

1 Full Time Equivalent Enrolment (excluding Spec Unit pupils) 341 362 380 3822 Teaching Complement 21.20 17.60

Pupil/Teacher Ratio 16.08 20.57 #DIV/0! #DIV/0!YEAR 1 YEAR 2 YEAR 3

(2017-2018) (2018-2019) (2019-2020)Expenditure Summary

3 Staff - Pay Teaching £888,207 £916,716 £936,1664 Staff - Pay Non Teaching £249,068 £245,873 £248,3085 Staff - Other Costs £0 £0 £06 Premises, Fixed Plant and Grounds £35,499 £36,209 £36,9337 Operating Costs £20,708 £21,122 £21,5458 Non Capital Purchases £3,464 £3,533 £3,6049 Capital Expenditure £1,000 £0 £0

10 Less Income (enter as negative figure) -£13,125 -£13,125 -£13,12511 Estimated Savings (enter as a negative figure)

Savings Flooring £0 -£2,000 £0Please specify £0 £0 £0Please specify £0 £0 £0Please specify £0 £0 £0

12 Estimated Additional expenditure (enter as a positive figure)Please specify £0 £0 £0Please specify £0 £0 £0Please specify £0 £0 £0Please specify £0 £0 £0

TOTAL PROPOSED EXPENDITURE £1,184,821 £1,208,329 £1,233,431

CFF BUDGET SHARE PER CAPITA £3,383 £3,319 £3,268

13 Budget SummaryCommon Formula Funding (CFF) Budget Share £1,153,673 £1,201,464 £1,241,964Transition Funding £0 £0 £0Other funding - (Please specify) £0 £0 £0Other funding - (Please specify) £0 £0 £0Other funding - (Please specify) £0 £0 £0Total Delegated Budget £1,153,673 £1,201,464 £1,241,964

14 Carry-over from Previous Year £38,763 £7,615 £750

Total BUDGET £1,192,436 £1,209,079 £1,242,714less PROPOSED EXPENDITURE £1,184,821 £1,208,329 £1,233,431ANTICIPATED CARRY-OVER £7,615 £750 £9,283

% CARRY-OVER 0.64% 0.06% 0.75%

Projected Enrolment Numbers for October 2016 to October 2018 School Name Euston Street Primary Cost Centre 20509 School Enrolment Profile Pupils at census date: Oct-16

(as per Budget

Statement)

Oct-17

Oct-18

Cash Value

Nursery Class Full Time 51 52 52 £2,791 2 Nursery Class Part Time 0 0 0 Reception 0 0 0 Year 1 42 48 48 2 Year 2 57 42 48 2 Year 3 41 57 42 2 Year 4 46 41 57 2 Year 5 46 46 41 2 Year 6 30 46 46 2 Year 7 28 30 46 £2,250 1 Special Unit Yrs1-7 0 0 0 1 Prin

1SEN

Total FTE pupils* 341 362 380 0.6

SEN

Total FTE pupils* (exc. Spec Unit) 341 362 380 * Part-time nursery pupils are counted as 0.5 full-time equivalent (FTE) pupils.

4. Assessment of the School’s Key Targets

Learning Area KS1 Current attainment 2016/17

Targeted Attainment 2017/18

Communication L1 27% 24%

Communication L2+ 73% 76%

Using mathematics L1 22% 7%

Using Mathematics L2+ 78% 93%

Using ICT level 2+ 73% 83.5%


Targeted Attainment2017/18






Using Mathematics L2 18% 0%





Using ICT L2+ 73% 83.5%


Tracking KS1 & KS 2 Literacy Assessment Outcomes2014 2015 2016 3 year average

KS 1 L2+ 91% 80% 73% 81%KS 2 L4+ 64% 41% 53% 53%

Tracking KS1 & KS 2 Numeracy Assessment Outcomes2014 2015 2016 3 year average

KS 1 L2+ 91% 83% 78% 84%KS 2 L4+ 79% 41% 57% 59%

5. An assessment of the challenges and opportunities facing the school in 2017/18.

Each year every school is faced with challenges and opportunities and Euston Street Primary is no exception. For the current academic year 2017/18 a summary of the opportunities and challenges facing the school are below:

Area Opportunities Challenges

Learning • Broadening of pupil learning experiences in mental maths, problem solving and reading skills;

• More diagnostic/summative assessment opportunities for pupils in year 1 and year 2;

• Focus on raising standards in Literacy and Numeracy across all Key Stages;

• Greater numbers of pupils targeted for support;

• Raising attainment in KS1 & KS2 further in Numeracy;

• Raising attainment in KS1 & KS2 in Literacy.

Teaching • Staff to receive development training in practices of highly effective teaching;

• Staff to develop ability to access and analyse data form SIMS and other documents

• Staff to develop internal standardisation and planning opportunities each week/month

• Staff to develop

• Implementing new ‘Booster ‘Step Up’ & Horizon Groups;

• Financing acquisition of Reading Book resources;

• Lack of training support;• Stabilising staffing;• Developing staff analysis

and use of performance data;

Leadership · Recruitment of new teachers;

· Providing appropriate training for curriculum leaders and senior leadership;

· Acquiring and managing financial resources to equip teachers and pupils to fulfil development plans;

· Creating a new staffroom.

· Significant number of staffing changes to be managed;

· Change to 2 subject coordinators;

· Time pressures on staff;· Financial pressure on

strategic planning of spending and training opportunities;

Community • Developing new PSA;• Implementing new

curriculum information sessions;

• Implementing new parental, staff and pupil questionnaires;

• Creating a new website.

· Changing demographics in local area;

· Developing parental engagement;

· Promotion of school in local community.

Maintenance · Secure new perimeter fencing;

· Relocate and develop new staffroom facilities;

· Develop exterior image of school with noticeboards, signage and learning boards;

· Application for minor works.

· Development dependent upon EA prioritising of major and minor works;

· Maintaining an aging building with constrained budget;

· Replace flooring in several classrooms;

Resources •Changes in staff may help alleviate financial constraints;

· Repair, maintain, replace and extend iPad/interactive boards resources;

· Purchasing new reading resources.

6 The arrangements made by the Board of Governors to consult and take account of the views of the pupils, parents, staff and other persons or bodies in the preparation of the plan.

In June of each academic year the school Principal meets with the SLT and SMT to discuss the outcomes of the previous year’s development, the data analysis of the learning and the proposed targets for training and curricular development for the incoming year. The new school ‘Impact Portfolio’ is discussed and amended accordingly.The SMT draw up their relevant action plans for the incoming year in June each year.

Action Plans from the School Development Plan are monitored termly by the school Principal, SLT and coordinators of relevant learning areas. The yearly action plans are discussed with the school staff and the Board of Governors in August and September respectively each year. Teaching staff and Non-Teaching staff have an opportunity to offer suggestions and critique during an annual consultation with the school principal each September. Staff are also given a questionnaire in line with TTI from which relevant data is included in the school development planning process.The Board of Governors receive reports sand presentations from the coordinators of each subject area on a termly basis relevant to the area of the curriculum targeted for development.The School Council (2 pupils from each class in year groups 4 – 7) discuss a relevant shortened document relating to the plan for the year and have opportunity to make comments and suggestions in writing and in person to the SLT.The parents are sent a ‘parent friendly’ copy of the school development plan and given opportunity to make comment or suggestion.We publish the plan on the school website.As a whole school there is widespread contribution to the plan and a collective ownership of the plan and its outcomes.

Evaluation of · Pupils consultation includes:o Regular meetings with School Council, Eco Committee, as-

semblies, new whole school pupil questionnaires;· Parents consultation includes:

o New parental questionnaire, new school website, new PSA, parents’ room meetings, new information leaflets, new school monthly newsletters, school events, new annual reports, new curricular sessions, new school noticeboards.

· Staff consultation includes:o New staff consultations in September, new staff

questionnaire, regular staff/Key Stage/Year Group meetings, email, new staffroom noticeboards, informal conversations.

· BOG consultation includes:o Regular meetings.


· New Parental questionnaires;· New information leaflets for parents;· New school website;· New annual report format to include attainment outcomes;· New ETI Safeguarding Proforma.

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

The agreed Action Plans for Euston Street Primary School & Nursery Unit for the year 2017/18 are attached. These plans aim to improve the learning experiences, teaching skills and learning outcomes in Euston Street Primary School & Nursery Unit.

Below is a basic ‘at a glance’ overview of the main strategic action planning for 2017/18.

Area Planned development

Staff involved

Timeframe

Literacy (reading) The development of pupil learning in reading skills.M&E to take account of new developments.Improvement of reading resources.

SLT, Literacy coordinator, SMT, teachers, teaching assistants, BOG, cluster groups

Term 1 for initial training and planning. Planning development ongoing over year. PRSD to incorporate observation of teaching and learning in reading skills.

Numeracy The development of depth and breadth in teaching of various concepts in number.The development of pupil mental maths strategies.

SLT, Numeracy coordinators, SMT, teachers, teaching assistants, BOG, cluster groups

Term 1 for audit. Term 2 for development of T&L and planning. Term 3 for consolidation. PRSD to incorporate observation of teaching and learning in number skills.

PBL The development of learning in Literacy and Numeracy through PBL.

SLT, PBL FS/KS1 coordinator, SMT, teachers, teaching assistants, BOG

Term 2 audit. Term 2/3 training in PBL. Term 3 planning development.

WAU (Science) The development of pupil learning and skills in science through WAU.

SLT, PBL FS/KS1 coordinator, SMT, teachers, teaching assistants, BOG

Term 2 audit. Term 2/3 training. Term 3 planning development.

7b Planned outcomes in learning and teaching and raising standards in attainment, which, in the case of schools other than nursery, must include targets for raising standards of attainment in communication; using mathematics and using ICT.The targets for outcomes and raised standards in Communication, Using Mathematics and Using ICT are as follows:


Targeted Attainment



Using mathematics L1 22% 7%


Using ICT level 2 73% 83.5%


Targeted Attainment











Using ICT L2+ 73% 83.5%


7c Actions to be taken to achieve the outcomes and final dates for completion.

The actions to be taken to achieve the proposed targets for the year 2017/18 are detailed in the attached action plans and the at a glance overview above (see section 7a).

7d The financial and other resources available to the school to be used in support of the actions to achieve the planned outcomes.

The financial resources available and the resources required to achieve the proposed targets for 2016/17 are detailed in the financial position (see section 3a) and in the learning area Action Plans (see section 7a).

7e The arrangements for the Board of Governors, in consultation with the principal, to monitor, review and evaluate progress made against the school development plan.

In Euston Street Primary School & Nursery Unit, the arrangements made by the Board of Governors in consultation with the school Principal to evaluate and monitor progress against the proposed development plan are as follows:

Monitoring and Reviewing Action Date

Principal consults on the School Development Plan with Board of Governors, staff, parents and pupils

Term 1

Board of Governors Receive evaluations on Action plans from term 1

Term 1

Curriculum leaders (SMT) make presentation of action plans and target monitors to the Board of Governors

Term 2 & 3

Principal’s report at each Board of Governors meeting regarding evaluating ongoing action plans, developments in T&L and the training.

Terms 2 & 3

Principal report of coordinator M&E to Board of Governors

Terms 1, 2 & 3

Principal to report to BOG on PRSD, Induction & EPD objectives and progress.

Term 2

Principals’s financial report to Board of Governors

Standing item on agenda terms 1, 2 & 3

Annual Report of the Board of Governors presented to staff and parents

Term 1

End of year target monitors evaluated by Board of Governors

Term 3

Documents

storage.googleapis.com · Web viewGrants – Euston Street Primary School has availed of several funding arrangements to supplement income and project work including travel expenses