School Development Plan

Please use the comment boxes to give your opinion on any of the matters from each section.


    The highest standards of pastoral care and child protection are in place. Evaluate, update and implement policies to safeguard pupils from emotional and physical harm; • Child Protection • e-safety • Drugs Education Policy Provide staff training to support implementation of Drugs Education Policy and Programmes. Implement updated pastoral programmes to support the personal development of all pupils to include the Drugs Education programme. Promote the use of Fronter in the delivery of pastoral programmes. A culture of achievement, improvement and ambition exists so that pupils will achieve to the very best of their ability. Embed the use of data to track and manage pupil progress and support targeted pupils. Develop strategies and role of EWO to manage and promote good attendance. A commitment exists to ensuring that all children follow an educational pathway which is appropriate for them in a school or through a collaborative arrangement with another school, FE College or other provider. Review of options programme and pathway opportunities for Year 10 and year 12. A commitment exists, through being a healthy school, to supporting healthy children, who are better able to learn and develop. A clear commitment exists to promoting equality of opportunity, high quality learning, a concern for individual pupils and a respect for diversity. • Review policies to ensure that all members of the college community have full access. • Provide staff training on The Education Plan process. • Raise staff awareness and provide training on Autistic Spectrum Disorder. Effective interventions and support are in place to meet the additional education and other needs of pupils and to help them overcome barriers to learning. • Further enhance the role of the Classroom Assistants through training opportunities. • Develop a PRSD system which will identify the training needs and areas for professional development of the Classroom Assistants -
    This is a required question


    A broad and relevant curriculum is provided for the pupils, including through the Entitlement Framework for pupils at Key Stage 4 and above. College to provide access to a minimum of 21 courses at Key stage 4 and 24 courses at post 16 (within these stipulated numbers, one third must be designated as applied and one third general) 2014 / 15 – Year of CEAIG & STEM – To further develop the capacity to deliver effective high quality CEIAG To further develop the promotion of the STEM agenda within departments and across the MLP through a capacity building programme Rigorous self-evaluation is carried out by teachers and the whole school, using objective data and leading to sustained self-improvement. More effective use of Performance Data to help identify & support Gifted & Talented pupils Teachers are committed and enthusiastic, enjoying a positive relationship with their pupils and with other school-based staff and dedicated to improving learning. To develop classroom practice in promoting the use of VLE Fronter All departments demonstrate a commitment to providing professional development opportunities for staff and promote a readiness to share and learn from best practice. An emphasis on literacy and numeracy exists across the curriculum Further embed Literacy & Numeracy support programmes / initiatives Teachers continue to assess pupils in Years 8, 9 & 10 with reference to the Levels of Progression for Communication, Using ICT and Using Maths, at the end of the Key Stage they must report the respective numerical level attained. CLAN Project – To improve Literacy and Numeracy levels by helping teachers to develop strategic alliances through greater collaboration across the MLP. Literacy & Numeracy Signature Project -Designated pupils achieve a Grade C and above in GCSE English and all “literacy based” GCSE subjects for both the Yr 11/12 cohort.
    This is a required question


    Assessment and other data is used to effectively inform teaching and learning across the school and in the classroom and to promote improvement. Embed the use of comparative, residuals, baseline and value-added data to evaluate trends in performance at whole school level to establish standards: • of learning and skills across all key stages • of GCSE and GCE achievements • of performance for pupils who receive additional support. Review assessments to promote quality assurance. Teachers reflect on their own work and the outcomes of individual pupils. Embed the use of CM tracking to monitor pupil progress, identify targeted pupils and establish areas for improvement. Develop the pupil personalised tracking grid to inform pupils and parents/guardians of performance.
    This is a required question


    Teachers are competent in the use of ICT as an effective means to improve teaching and learning Renewal of ICT accredited awards. Continue to develop e-safety strategies. Embed e-skills through development of VLE resources for staff and pupils. Develop personalised learning through customisation of My-School portal, post transformation.
    This is a required question


    School leaders monitor and evaluate effectively school outcomes, policies, practices and procedures and the CDP itself. Develop self-evaluation audit tools to raise standards at whole school level using the ESAGS indicators. Monitor and evaluate Year 2 of CDP Obtain Investors In People accreditation The resources at the disposal of the school are managed properly and effectively, with appropriate arrangements in place for financial management, attendance management, and working relationships. Review of existing ICT software and hardware with a focus on its effectiveness in enhancing learning and teaching. ICT investment to enhance provision. Teachers are given the opportunity to share in the leadership of the school. Staff will lead development days on areas of the college development plan Staff encouraged to take middle management and PQH training Governors understand their responsibilities and provide clear strategic direction as well as support and challenge to the Principal in carrying forward the process of improvement Further development of PTA Training ESA governance
    This is a required question


    Good relationships that facilitate engagement and communication between the school and its parents and the wider community that it serves. To further develop the Extended schools programme targeting other peripheral feeder schools Partnership Xchange – To further refine the mechanism which will allow a more efficient data transfer process between MLP schools collaborating at sixth form (To incorporate pupils from the Magherafelt Rural Learning Partnership) Further development of the Summer Camp focussing on core & peripheral Primary schools The school uses its involvement in particular programmes effectively in meeting the needs of the community and nearby schools. CRED Project - (Community Relations, Equality and Diversity) Shared Education Project between MHS and St. Pius X College To monitor the effectiveness and refine a new sixth form enrichment programme To further develop the school as a centre of learning / sport and culture amongst the local community The school works closely with other relevant statutory and voluntary agencies whose work impacts on education, especially Health, Social Services and, where appropriate Neighbourhood Renewal groups. To further develop channels of communication with relevant statutory and voluntary agencies whose work impacts on education, especially Health, Social Services, the Public Library Service and, where appropriate, local Neighbourhood Renewal groups (Irish Plantations Society – Salters Company) Good relationships and clear channels of communication are in place between the school and the education agencies that support it. Further development of school web-site and publication of a school newsletter
    This is a required question