SCHOOL DEVELOPMENT PLAN
PLANNING, TEACHING AND ASSESSMENT FOR SUCCESSFUL LEARNING
• High Quality Teaching and Learning
• Pupil Outcomes and Assessment
SCHOOL DEVELOPMENT PLAN 2024-2027 MADE TO LEAD Team
CURRICULUM FOR ALL
• Diverse And Adaptive Curriculum
DIGITAL SKILLS FOR THE FUTURE
• Education Information Solutions (EdIS)
• IT Strategy (Infrastructure and Ed Tech)
• Artificial Intelligence
Commitment
ENVIRONMENT, SOCIETY AND ECONOMY
• Capital Projects
• Green Growth
• CEIAG Provision
• Sustainable School
STAFF PROFESSIONAL LEARNING
• High Quality Professional Development
• Introduction of Edis
• Develop Leadership
HEALTH, WELLBEING AND KEEPING SAFE
• Emotional Health and Wellbeing
• Safeguarding
• Preventative Curriculum
• Staff Wellbeing
• Health and Safety
BUILDING EQUITY
• Governance
• Shared Education
• Monitor Key Indicators
• Diversity and Inclusion
• Chaplaincy
COLLABORATIVE NETWORKS
• Links with Feeder Primary Schools
• Global Links
• Communication / Social Media
• Alumni / Fundraising
• Events
LEARNER PARTICIPATION AND ENGAGEMENT
• CREST
• Learning Support and Study Support
• Pupil Leadership
• Pupil Attendance
• House System
• Induction Programmes
• Extra-Curricular Provision
• School Council
• Honours and Colours
OUR ETHOS
At Methodist College, we are committed to nurturing academic excellence, responsibility, and strong community values in a caring and supportive environment.
We strive to be the top choice for secondary education in Northern Ireland by offering a uniquely diverse and enriching learning experience for every pupil. Through commitment to personal and intellectual growth, we empower all Collegians to achieve their highest ambitions.
Integrity, humility, kindness, and stewardship are the guiding principles that shape our conduct. We take seriously our responsibility to make positive contributions both within the College and broader community. Whether in the classroom or beyond, Methody pupils embrace challenges with initiative, perseverance, and teamwork.
We honour the progressive traditions of our institution while embracing new possibilities. An atmosphere of mutual understanding and appreciation of differences fosters the wellbeing of each individual and unity of the student body as a whole. It is through upholding our proud heritage and living by the CREST values that we will nurture future leaders of tomorrow.
At Methodist College, academic excellence and strength of character go hand in hand as we guide pupils to fulfil their fullest potential and make their mark on the world. We believe that we offer life changing opportunities for everyone.
BACKGROUND
1. The 2021-2024 School Development Plan was founded on the premise that wellbeing is the bedrock of achievement.
2. The plan considered the impact of the global pandemic on education and on the wellbeing of the Methody Community.
3. The overarching vision of the plan was Coming Back Better.
4. The plan was structured around the PERMA model of five elements that count towards wellbeing:
• Positive Emotions
• Engagement
• Relationships
• Meaning
• Achievement
5. The key areas of focus were:
• Embed and build on the positive experiences of the last 18 months, address the negative and make the most of the opportunities to improve the educational experience of the pupils.
• Enhance pupil health and wellbeing.
• Progress to the next phase of Capital development and associated funding.
• Leadership development at all levels.
6. A summary and evaluation is included in the next section.
7. In terms of planning for the 2024-2027 School Development Plan, all stakeholders were surveyed.
This included pupils, teaching staff, non-teaching staff, parents and governors. 9. This was carried out during January/February 2024.
10. The data was collected, summarised and presented to SLT.
11. The 2024-2027 School Development Plan focuses on key areas for development across all aspects of the school.
SUMMARY AND EVALUATION
a. Learning, teaching, assessment and promoting the raising of standards of attainment among all pupils, in communication, using mathematics and using ICT: Statement Evaluation
Curriculum, Teaching and Learning
• The College delivers a broad curriculum, in line with the Northern Ireland Statutory Curriculum.
• We are fully compliant with the Entitlement Framework, offering 28 subjects at GCSE and 30 subjects post 16. At GCSE, most pupils take 10 subjects with English, Mathematics, Religious Studies, a Science and a Modern Language compulsory. Pupils also have PE and Games classes and a programme of speakers/ events to deliver the Learning for Life and Work programme. At A level, the vast majority of pupils study 3 or 4 A Levels/BTEC and additionally have a tutorial programme which equips them with skills for life/aspects of the preventative curriculum. The vast majority of pupils progress to post 16 education in the College and then proceed to Higher Education.
Strengths:
• Vast range of curricular and extra-curricular choice and opportunity
• The adoption of a shared evidence-based model for Teaching and Learning
• Range of careers opportunities, particularly at 6th Form
Areas of Development:
• Following an audit of the preventative curriculum (including new statutory guidance of RSE), we have identified areas for development including provision of curricular time at KS4 starting the 2024/25 academic year
• Review of homework policy and provision
• Developing pupils as independent learners, including metacognitive skills
• Digital Skills agenda and review of whole school Literacy and Numeracy
• Options Booklets / Website / Prospectus
• Extra-Curricular Programme
• Social Media
• EF Audit
• CPD programme
• Careers Calendar, Careers Google Classroom, Social Media
• Preventative Curriculum audit
• Parent/Staff SDP survey, meetings with parents
• Staff SDP survey
• DENI
• Senior Leadership Team evaluation
a. Learning, teaching, assessment and promoting the raising of standards of attainment among all pupils, in communication, using mathematics and using ICT:
Statement
Curriculum, Teaching and Learning
• There is an effective careers programme, providing information, guidance and support at key transition points and a wide range of opportunities to connect with the world of work beyond the College.
• As an academically selective school, the College places a strong emphasis on academic achievement. The importance of extra-curricular opportunity and engagement, to develop our pupils as well-rounded individuals, is also a core part of our offer and ethos.
• The Director of Studies sits within the School Leadership Team and provides strategic leadership for Teaching and Learning, including evidence informed practice.
• The College has adopted ‘The Great Teaching Toolkit’ as an evidence-informed model to guide discussions and development around teaching and learning/pedagogy.
a. Learning, teaching, assessment and promoting the raising of standards of attainment among all pupils, in communication, using mathematics and using ICT:
Statement
Assessment and Raising Attainment
• Staff understand and implement effective formative assessment procedures.
• At Key Stage 3, pupils sit Winter and Summer Examinations – outcomes are reviewed by Form Staff/Head of Junior School to identify pupils of concern and follow up actions. Parents receive a report of outcomes following the Winter Examinations and a full school report following the Summer Examinations.
• At Key Stage 4 and 5, staff use CAT tests and prior attainment to set subject target grades for individual pupils; pupils sit 3 tracking assessments per year (introduced academic year 2022-23). Outcomes are reviewed by Form staff and Head of Middle School/ Senior School to identify pupils of concern/ appropriate interventions. Parents receive one full written report per year.
• External examination outcomes are evaluated by the Principal, Senior Staff and Heads of Department with follow up actions agreed/ reflected in Departmental Development Priorities.
Evaluation
Strengths:
• Whole school focus and staff professional development on effective formative assessment strategies leading to new whole school policy
• GCSE performance in particular GCSE English and Mathematics outcomes
• A*/A outcomes at A2
• Robust review and evaluation of tracking pilot/use of data 2023/24 Areas for Development:
• Benchmarked outcomes in external examinations at A2, including FSME pupils
• Data and Tracking Strategic Plan as identified by the work completed through the Data Working Party
• Use of CCEA Adaptive Tests
Evidence
• CPD schedule for 2022/23
• Feedback and Marking Policy
• Benchmarked data, including 100% pass rate
GCSE English and Mathematics
• Board of Governors’ Examination Report; performance in Sunday Times Parent Power
• Data Working Party agenda/minutes and action plan
• Benchmarked data
• Data Working Party agenda/minutes and action plan
b. Providing for the special, additional or other individual educational needs of pupils.
Statement
• Meeting the needs of all our pupils (including those with special, additional or other individual needs) is successfully achieved by our Learning Support Department in Methodist College.
• Pupils who require additional support with aspects of their learning are identified at an early stage by our specialist assessors and supports are put in place which enable pupils to access the curriculum, develop good relationships with their peers and manage their emotional wellbeing.
• Individual Education Plans (IEPs) / Personal Learning Plans (PLPs) and Reasonable Adjustment Plans (RAPs) are written by the Learning Support Mentor teachers to help subject teachers support all pupils with special, additional and individual needs.
• Access Arrangements for these pupils are managed by the Learning Support Department and Examinations team.
• Study Support Department successfully supports pupils with disapplied periods on their timetables.
• A dedicated Newcomer English Tutor identifies and supports pupils during the timetabled day (curriculum withdrawal).
Evaluation
Strengths:
• SEN pupils feel well supported and many stay
7 years in Methodist College completing GCSE and A Level examinations before moving on to Tertiary Level education
• Adult assistants feel well supported
• Teaching Staff also feel well supported regarding advice on how to manage SEN pupils in the classroom
• Teaching Staff feel confident in contributing to PLPs
Areas of Development:
• Training of new Specialist Assessor teachers
• Review of staffing in Learning Support Department and allocation of non-teaching time
• Review of staffing in Study Support Department
• Training of all staff in different areas of Special Education Needs
Evidence
• Results for SEN pupils are identified and discussed between the Vice-Principal and the LSC
• There is a Designated Governor for SEN in place
• LSC reports to the Board of Governors annually
• LSC reviews SEN Policy on annual basis
• Additional non-teaching time allocated to LSC
• There is a Deputy LSC in place with additional non-teaching time allocated
• Learning Support Mentor teachers support groups of SEN pupils
• The school provides ongoing, regular training for Adult Assistants on Staff Development Days
• LSC holds monthly meetings with Adult Assistants
• LSC holds termly meetings with LSMs
• Adult Assistant feedback from School Development Plan Survey
• All SEN and Access Arrangements information is available on SIMS
• Opening of new Sensory Space in Learning Support Department and development of its use
• IEPs/PLPs/RAPs shared with all staff on SIMS and reviewed regularly
• Annual reviews of statemented pupils
• LSC liaises with outside agencies to help support pupils. (EA, AAIS, Hearing and Visual impairment units, Educational Psychology, Behaviour Support team)
• Sourcing specific resources as required to meet pupil needs (e.g. ICT equipment for visually-impaired pupils and ASD pupils)
c. Promoting the health and wellbeing, child protection, attendance, good behaviour and discipline of pupils.
Statement
• The College has a comprehensive set of pastoral polices in place to safeguard its pupils and promote their health and wellbeing. These policies are reviewed regularly. All teaching, non-teaching staff and governors are trained in CP annually. New employees are trained before they commence their employment.
• All volunteers who support our extensive co-curricular programme and peripatetic music tutors complete Access NI checks and annual CP training.
• There is a yearly audit of CP areas against ETI check list.
Evaluation
Strengths:
• Strong positive relationships between all members of the school community
• A caring and compassionate staff who support the needs of pupils
• Pupils’ wellbeing is supported by an effective pastoral structure comprising of Form Teachers, Deputy Heads of Form, Heads of Form Heads, Heads of Section, Deputy Heads of Pastoral Care and Head of Pastoral Care under the leadership of the Pastoral Vice-Principal
• Regular Pastoral and Form team meetings take place to discuss relevant pastoral issues and concerns, to support pupils and to disseminate important pastoral and safeguarding information
Evidence
• ETI Audit document for self-evaluation
• A Safeguarding Team, including 4 DDTs and a DT meets regularly and there is a termly safeguarding report to the Board of Governors
• There is a Designated Governor for Safeguarding in place
• A register of Child Protection concerns is maintained
• All staff are trained annually in CP and an accurate record is maintained
• An accurate record of volunteers who have completed Access NI is maintained
• A Code of Conduct and Safeguarding information is provided for all staff at training sessions
• Pupil pastoral notes are confidentially stored
• 2023 – 2024 survey showed that 97.5% of parents said their child feels safe in school
• Sign in procedures for visitors and clear identification of adults on site
c. Promoting the health and wellbeing, child protection, attendance, good behaviour and discipline of pupils.
Statement
• The health and wellbeing of the pupils is catered for through an extensive curricular, pastoral and co-curricular programme.
• Pupils are encouraged to participate fully in all areas. A review of the preventative curriculum and an audit of RSE was carried out 2023 – 2024.
Evaluation
Strengths:
• Staff and pupils have had opportunities to develop their leadership through pastoral initiatives
• Staff have independently attended relevant pastoral training courses to enhance their CPD and support pupils and parents Areas for development:
• Continue to review and update RSE provision and preventative curriculum to empower pupils to make informed choices and keep themselves safe
• Further promote the positive emotional health, resilience, and wellbeing of pupils
• Staff training in all relevant areas
• Launch of BWDW programme to all stakeholders in August 2024
• Develop ways to measure the success and impact of pastoral/preventative initiatives
Evidence
• 2023 – 2024 survey showed that 94.9% of parents know who to contact if they have any concerns about their child
• Risk assessments and support plans have been devised and implemented to support pupils
• Minutes of review meetings between Head of Pastoral Care, LLW Coordinators, Heads of relevant Departments and external agencies
• Audit and mapping documents from subject areas and pastoral programmes
• Pastoral Calendar
• Assembly programme 2024 – 2025 will address preventative topics
• Form 4 LLW classes
c. Promoting the health and wellbeing, child protection, attendance, good behaviour and discipline of pupils.
Statement
• The College provides pupil access to professional counselling and works with various outside agencies to ensure appropriate care is provided.
Evaluation
Strengths:
• Pupils feel confident to self-refer to counsellor via MCB post-box, website or speak with a teacher
• Pupils have been able to anonymously report any concerns via Tootoot
• Strong links with external agencies ensure high quality support for pupils, parents and staff
• Staff are confident when they need to seek advice from external agencies
• Tooled Up Education resources are shared weekly with staff and parents
• Bespoke resources from Tooled Up are used to support pupils Areas for development:
• Develop whole school links with CRUSE
• Source other relevant external agencies/ resources which can support pupils, parents and staff
• Encourage staff to have pastoral PRSD focus
Evidence
• Familyworks provides counselling 2 days a week
• Pastoral Staff liaise with EWO, CAMHS, Educational Psychologists, CPSS, Social Services and PSNI
• Additional support is provided by the SEN team
• Depending on circumstances, and in liaison with parents, pupils and relevant staff, a reduced curriculum may be offered
• Pastoral and Form staff attended bereavement training with CRUSE in May 2023
c. Promoting the health and wellbeing, child protection, attendance, good behaviour and discipline of pupils.
Statement
• Regular consultation with pupils on a variety of issues is facilitated via School Council and questionnaires.
Evaluation
Strengths:
• Pupil voice supports school improvement, identifies future priorities and helps make more informed decisions on wellbeing Areas for development:
• Ensure that consultation with pupils happens consistently across all year groups
• Ensure that relevant pastoral staff have allocated time to review these findings and plan based on them
• Develop opportunities to consult with parents and staff more regularly
Evidence
• Minutes of meetings and findings of pupil audits.
• Most pupils attend school regularly. Parents/ Guardians report absences via the Gateway App.
• If no reason for absence is received, a Schoolcomms text is sent out at break. Parents can also monitor attendance through the SIMS Parent App.
• If a pupil has been absent for three days, tutors will contact home.
• Permission for periods of planned absence, other than for part of a day, must be requested through Heads of Form, Section, VP (Pastoral) and Principal.
Strengths:
• Pupils with high attendance or significantly improved attendance featured as part of inhouse videos based on ‘Miss School, Miss Out’
• Attendance policy updated to include new tier analysis Areas for development:
• Further emphasis on attendance tiers
• Increased communication with parents once absence falls below 95%
• Review of Positive Behaviour policy
• 93% attendance 09/23 - 04/24
• 93% 2022-23
• 92% 2021-22
• 84% of staff agree or strongly agree that the procedures in place to monitor and improve attendance in school are robust
• 94.4% of parents agree or strongly agree that behaviour in the school is well managed
c. Promoting the health and wellbeing, child protection, attendance, good behaviour and discipline of pupils.
Statement
• The VP (Pastoral) and the Head of Pastoral Care work closely with the EWS to identify and follow up longer absences.
• Behaviour in the College is generally good but where our high expectations are not met, sanctions are put in place in line with our Positive Behaviour Policy.
• These include short break or lunchtime detentions, 45/90-minute Friday after school detentions, two-hour Principal’s detentions and suspensions.
Evaluation
Strengths:
• Pupils are aware of the sanctions for unacceptable behaviour
• Staff can log detentions easily using a Google form
• The Mobile Phone policy, adopted in September 2023, has drastically reduced the use of mobile phones during the school day Areas for development:
• Wider range of sanctions in Positive Behaviour Policy
• Further examples of behaviour leading to Stage 1, Stage 2 or Principal’s detentions or suspensions to be included in the policy
• Review of sanctions for consistent low-level disruption
• Review of Anti-Bullying Policy
Evidence
• 86% of staff agree or strongly agree that the procedures put in place to manage positive behaviours for learning are effective
• Behaviour expectations are reinforced at Form and Main assemblies
• Topics related to behaviour are covered in Sixth Form tutorial periods
• Teaching staff and classroom assistants completed an online training update on addressing bullying in schools in February and March 2024
• Pastoral and Form staff engaged in further training in May 2024
• 84% of suspensions in 23/24 were for one day (67% in 22/3 and 63% in 21/22)
• PSNI community officers have delivered presentations to pupils concerning behaviour both off and online
d. Providing for the professional development of staff
Statement
• The College is committed to fostering a Professional Learning Community amongst teaching staff where evidence-informed research is shared with staff to promote consistent, high-quality Teaching & Learning provision.
• The College ensures that Continuous Professional Development (CPD) occurs regularly, providing opportunities for staff to discuss and share best practices. CPD is designed to support staff in reflecting on, and implementing, improvements to their current practices.
• The College maintains the importance of CPD throughout the academic year, including it as a priority in both Departmental Development Plans and Performance Review and Staff Development PRSD objectives.
Evaluation
Strengths:
• Staff Development Days used for whole (teaching) staff CPD sessions, enabling staff to reflect upon, and discuss, evidence-informed research
• CPD provided around the effective provision of feedback to pupils was delivered in line with the Education Endowment Foundation’s (EEF) guidance report
• A subsequent Feedback & Marking Policy was designed and shared with staff Areas for development:
• Increase time for staff to properly share ‘good’ practice, particularly for departments following a similar element from the Model for Great Teaching
• PRSD meetings used to better identify staff development requirements
• Promote more informal professional development opportunities within departments through structured departmental meeting time
• Develop a mechanism to better track and measure the efficacy of professional development and its impact on pupil outcomes
• Enable more opportunities for teaching staff to lead and present on a range of Teaching & Learning strategies
• Refine current EPD/Induction process
Evidence
• SDP Staff Survey (January 2024)
• Departmental Development Plans
• Feedback & Marking Policy
• Teaching & Learning bulletin views
• Evidence based Education’s Model for Great Teaching has formed 2023/24’s CPD and will continue through 2024/25 with departments having autonomy around the specific element upon which they choose to focus and improve.
• Professional Learning Community attended by 18 staff members, from both the preparatory and College to discuss Teaching & Learning pedagogy
• Termly Teaching & Learning bulletins sent to staff with current and relevant advice and research around pedagogy
e. Managing the attendance and promoting the health and wellbeing of staff
Statement
• Staff wellbeing identified as focus with SDP (2021-2024).
• Staff attendance is monitored and reported to SLT.
• Support for long term absence now in place.
• Programme for SDDs support staff wellbeing through planned activities and time set aside for staff to connect.
Evaluation
Strengths:
• Structures in place to support staff absence
• There are systems in place to support staff health and wellbeing
• VP (Staff and School Development) monitors all areas of staff absence
• Support form Occupational Health / Access to Work provides clarification on reasonable adjustments and school facilitates return to work meetings.Staff (Teaching and NonTeaching) feel valued and appreciate the emphasis given to this area Areas for development:
• Updated Staff Wellbeing Policy
• Staff absence policy to support staff
Evidence
• SDP Staff Survey (January 2024)
• Welbee Surveys (2022/2023)
• INSET (August 2023) session on staff attendance by JLE
• Summary statistics evaluated
• Documented minutes of meetings highlighting support for individual staff
f. Promoting links with the parents of pupils and the local community, including other schools, the business community and voluntary and statutory bodies
Statement
• Methody Matters is a weekly document sent out to all parents / carers outlining key dates, Careers information, Tooled Up Education material and other relevant information.
• SchoolCloud [Online Parent Consultations].
• Careers Department [Interview Skills Day] using College staff, parental, alumni and governors’ links in business, health, education and the legal profession.
• SistersIn Leadership Programme.
• Range of external organisations and bodies deliver sessions to pupils across various areas including Safeguarding, CEIAG and Leadership.
Evaluation
Strengths:
• SchoolCloud as a tool for more efficient parent consultations
• Leadership Programmes
• Positive feedback from parents/carers
• Social media promotes pupil success on various platforms
• All parent consultations take place using SchoolCloud
• Pupils were mentored individually by female leaders from local companies
• Sessions are integrated into normal timetable and provide pupils with both statutory and non-statutory guidance
Areas for development:
• Review of the format of Methody Matters and social media content working with development staff
• Review of calendar to ensure minimum impact on classroom teaching whilst still providing guidance
Evidence
• SDP Staff/Parent Survey (January 2024)
• School website and other platforms
• Documentation from Careers Department
• Pupil evaluation (MCB)
• Preventative Curriculum Review (AAK) May 2024
• MCB Shared Calendar (2023-2024)
• L6th girls (15) took part in SistersIn Leadership Programme during 2023-2024 academic year.
g. Promoting the effective use of ICT, including its use to support learning and teaching, continuing professional development and school leadership and management
Statement
• MCB has enhanced its ICT infrastructure significantly over the last 3 years. There has been an upgrade to the school’s WI-FI provision of IWB and ICT classrooms. There are currently 6 general ICT classrooms, 2 ICT classrooms dedicated to Technology and Design, 2 ICT suites for the 6th Form centre and a full suite of Apple Mac computers for Moving Image Arts. There are also class sets of Ipads and Chromebooks available for staff to book for classes.
• Teachers have also been provided with Microsoft Surface Pros and there is significant use of Google Classroom. PaperCut is well established to improve copying and printing facilities for both staff and pupils. Pastoral concerns can be voiced through Tootoot.
• Pupils access to ICT is through timetabled classes in Form 1 and 2. ICT is a cross-curricular theme and implemented in departmental schemes of work.
• Students can study Digital Technology (Multimedia or Programming) at GCSE and Computer Science and Digital Technology at A Level. Pupils can study Moving Image Arts at GCSE and A Level. Pupil can access ICT rooms for individual work at break and lunchtime.
• Pupils can attend a robotics club and a programming club held in school.
• Parents are communicated with through School Gateway App and SchoolCloud for parent consultations.
Evaluation
Strengths:
• Pupils with Special Educational Needs (SEN) receive ICT tools to assist them
• Adult assistants have Chromebooks to support pupils and improve communication with parents/guardians
• E-safety is taught through ICT curriculum at F1, personal development at KS3 and to all pupils through assemblies
• Extensive ICT Resources Areas for development:
• Update ICT Policy
• Continue to review ICT resources to ensure needs of school are being met within budgetary constraints
• Work with pastoral team to continue to deliver E-Safety education
• Training for new MIS Bromcom and for learning and teaching purposes
• Update of Bring Your Own Device Policy
• Use of AI in learning and teaching and managing teacher workload
• Review of ICT in learning and teaching
Evidence
• ICT Resources Audit (March 2024)
• SDP Parent Survey (January 2024)
• SDP Teacher Survey (January 2024)
• SDP Pupil Survey (January 2024)
• Board of Governors Report (December 2023)
• School Gateway App
• Evidence of ICT in Schemes of Work
• Policies on school website
SCHOOL FINANCES AND OTHER RESOURCES
AN ASSESSMENT OF THE SCHOOL’S CURRENT FINANCIAL POSITION AND THE USE MADE OF ITS FINANCIAL AND OTHER RESOURCES:
The College is a Voluntary Grammar School and receives 97% of its funding from the Education Authority.
An annual budget is prepared which is projected to a three-year forecast. Management Accounts are prepared monthly, the most recent set of Management Accounts are reported to the Finance and Facilities Committee which meets at least termly and in turn reports to the full Board of Governors. The annual accounts are audited externally. The report on the 2023 financial accounts was a clean audit report.
An annual internal audit is completed. The most recent report for the year 23/24 concluded that controls in place within the school provide satisfactory assurance to ensure the effective and efficient achievement of the School’s objectives.
The annual budget for the year to 31 March 2024 projected a deficit of close to £950k. The budget from the EA is simply not sufficient to run the school. The College relies on voluntary contributions from parents to the College Fund, without this important partnership with parents the overspend projected would be significantly worse.
The College continues to enhance its facilities with a planned refurbishment programme, the next significant development is anticipated to be the refurbishment and extension of the Canteen, which is being funded by a School Enhancement Program 2 grant.
From the time of incorporation, the College has received numerous gifts and legacies with various restrictions, each of which the governors are extremely grateful for. This resource is used for capital and revenue projects.
In 2020 a past pupil “Prescott” Kerr left a substantial legacy as part of his will and testament. The College used this funding to develop two state of the art synthetic sand dressed hockey pitches at Pirrie Park and more recently developed a Multi-Use Games
Area (MUGA) on the main site at 1 Malone Road. The remaining legacy has been invested and the income is being used to fund a study support department, a pastoral care assistant, rowing and strength and conditioning coaches and various other pupil and staff wellbeing projects.
AN ASSESSMENT OF THE PLANNED USE OF THE SCHOOL’S PROJECTED RESOURCES DURING THE PERIOD COVERED BY THE PLAN IN SUPPORT OF ACTIONS TO BRING ABOUT IMPROVEMENT IN STANDARDS:
The College’s finances remain challenging in light of the insufficient grant allocated by the Education Authority. Recent staffing pay agreements have not been factored into the recurring grant. That said the School Development Plan initiatives will be built into the budget and fully funded.
3 YEAR PRIORITIES
Planning, Teaching and Assessment for Successful Learning
High Quality Teaching and Learning
Pupil Outcomes and Assessment
• Consistent high quality teaching and learning
• A culture where learning time is maximised
• Consistent approach to homework College-wide
• Develop pupils as independent learners
• Improve pupil outcomes in external examinations, with a particular focus on A2
• Enhance the use of data within the school
• Ensure full compliance with JCQ Regulations
for All
Diverse and Adaptive Curriculum
• Review Curriculum to ensure it builds pathways for all pupils and takes account of current DE/CCEA works streams on Curriculum Refresh, Digital Skills, Green Growth, Modern Languages and statutory guidance on RSE
• Develop cross-curricular Literacy & Numeracy strategies
Curriculum
Staff Professional Learning
High Quality Professional Development
Introduction of EdIS [Training]
Develop Leadership
Building Equity
Governance
Shared Education
Monitor Key Indicators
Diversity and Inclusion
Chaplaincy
• Develop current EPD/Induction & PRSD processes
• Increase opportunity for staff to collaborate and share good practice
• Develop SBALC opportunities for staff to collaborate and share good practice
• Successful implementation of new MIS Bromcom
• Continue to promote leadership opportunities, both internally and externally, at all levels across the school
• Develop support/challenge role of the Board of Governors
• Introduce the shared education partnership to Methody
• Narrow the attainment gap at Sixth Form between pupils on free school meals and their peers
• Review diversity and inclusion practices
• Continue to embed the new SEN Code of Practice
• Develop the role of Chaplaincy within the College
Health, Wellbeing and Keeping Safe
Emotional Health and Wellbeing
Safeguarding
Preventative Curriculum
Staff Wellbeing
Health and Safety
• Promote and develop the health and wellbeing of pupils
• Continue to focus on wellbeing activities to deliver high standards of pastoral care and safeguarding processes
• Develop pupil resilience through self-care promotion
• Enhance structures to address attendance issues
• Review pastoral policies and procedures ensuring they adhere to all legislation and are relevant to all pupils
• Ensure consistent use of all safeguarding processes
• Continue to ensure that pupils are equipped with appropriate knowledge and understanding to make positive life choices
• Ensure that our RSE provision fulfils statutory requirements
• Explore and review behaviour policies and procedures
• Being Well Doing Well (BWDW)
• Launch and embed BWDW for the whole school community
• Continue to review site security
• Completion of Fire Review works
Learner Participation and Engagement
CREST
Learning Support and Study Support
Pupil Leadership
Pupil Attendance
House System
Induction Programmes
Extra-Curricular Provision
School Council
Honours and Colours
• Embed the values of CREST in pupils in all aspects of school life
• Review current model to enhance pupil support
• Develop and promote the library
• Continue development of pupil leadership in all aspects of the school
• Increase pupil attendance year on year
• Re-introduce the House system to promote the curricular and extracurricular life of the school to instil a sense of belonging, teamwork and healthy competition
• Continue to develop induction programmes for key year groups which support transition
• Ensure pupils have access to an extra-curricular offer that meets the needs of our pupil body
• Develop both the School and Form Councils to provide a forum for the pupil voice to be heard
• Ensure a system that recognises excellence and is valued by all stakeholders
Digital Skills for the Future
Education Information Solutions (EdIS)
IT Strategy (Infrastructure and Ed Tech)
Artificial Intelligence
• Implement and embed the new solutions provided as part of EdIS
• Develop a strategy for development of IT infrastructure, including hardware and software
• Develop use of EdTech in all aspects of school life
• Evaluate AI’s potential applications in school, from teaching and learning to administration, to maximise efficiency and effectiveness and build digital skills of pupils and staff
Environment, Society and Economy
Capital Projects
Green Growth
CEIAG Provision
Sustainable School
• Continue to invest in the College estate through completion of the SEP 2 funded Canteen Refurbishment/Extension project, changing facilities at Pirrie Park, Chapel refurbishment and other works to ensure the College’s facilities are fit for purpose and of the highest standard
• Review CCEA Green Growth Progression Framework and hub to explore implications for curriculum and pupil pathways
• Audit CEIAG Provision in line with Gatsby Benchmarks to ensure effective provision for pupils
• Develop strategies to promote a sustainable environment
Collaborative Networks
Links with Feeder Primary Schools
Global Links
Communication / Social Media
Alumni / Fundraising
Events
• Maximise opportunities for enhanced engagement with feeder primaries in a range of curricular and extra-curricular activities
• Develop links between Prep and Secondary Department
• Develop links that will facilitate pupil exchanges across the globe
• Further develop the Methody brand
• Review current practices and strategies to engage alumni and fundraising
• Secure a consistent and high quality experience for all in relation to school events
YEAR 1 ACTION PLAN
Planning, Teaching and Assessment for Successful Learning
Consistent high-quality teaching and learning
Review and develop departmental practices around current elements from the Model for Great Teaching
Consider strategies whereby high-quality teaching and learning can be reviewed and shared
Deliver research-informed evidence that staff can discuss and consider in relation to current teaching practices
Design a new classroom observation pro forma in line with the Model for Great Teaching
RMR June
RMR June
RMR June
A culture where learning time is maximised
Consistent approach to homework College-wide
Launch and embed lesson starter actions based on survey feedback
Review impact of lesson starter actions on low level disruption
Ensure pupils arrive to lessons in a timely fashion
Gather feedback from staff, parents and pupils about current homework practices
Explore current research around best homework practice
Create a new homework policy in consultation with HODs, HOFs & Student Council
RMR October
RMR August
RMR February
SLT Ongoing
RMR/JRE November
RMR/JRE December
RMR/JRE June
Planning, Teaching and Assessment for Successful Learning
Development Priority
Develop pupils as independent learners
Year 1 Actions
Consistent messaging on ‘no wasted learning time’
Departmental interventions menu to include tasks which require the learner to ‘think hard’
Whole school review of approach to deadlines to establish new strategy moving forward
Develop cognitive/metacognitive study strategies for 6th Form pupils
Promote independent use of retrieval practice activities to support learning
Lead
SLT Ongoing
HODs January
JRE June
RMR June
RMR June
Improve pupil outcomes in external examinations, with a particular focus on A2
Enhance the use of data within the school
Establish clear data collection points throughout the year to facilitate the identification of underperformance
Support departments in developing tailored support strategies based on the specific needs identified through data analysis
Establish clearly defined roles and responsibilities for all stakeholders in raising pupil outcomes
Implement a reporting system that communicates data point grades for A2 pupils to parents
Designate a member of staff to provide support for FSME who are underachieving
Arrange training for all staff members to familiarise them with CAT4 data, PASS data and Target Setting
Provide training on the use of the new Management Information System, Bromcom, for academic data
Utilise FFT data and exam board analytics during the mid-year review to inform support strategies for addressing student underperformance
Investigate potential models of tracking pupil progress in Mathematics and English at KS3
PJA September
PJA/JRE/ RMR Ongong
PJA/JRE September
PJA/JRE September
PJA/JRE October
PJA September
PJA TBC
PJA January
PJA/WML/ AKS June
Planning, Teaching and Assessment for Successful Learning
Ensure full compliance with JCQ Regulations
Evaluative Comment
Create an MCB Examinations Handbook, collating all relevant external examinations policies in one place
Provide HOD training on Malpractice Policy, with a particular focus on the updated guidance for AI
JRE November
JRE August
Sources of Evidence
Curriculum for All
Review Curriculum to ensure it builds pathways for all pupils and takes account of current DE/CCEA work streams.
Ensure full compliance with statutory guidance on RSE
Review any curriculum initiatives from DE/CCEA workstreams (as published)
Cross-curricular literacy and numeracy strategies Planning for cross curricular literacy and numeracy strategy
Evaluative Comment
AAK/JRE June
JRE Ongoing
RMR/JRE June
Sources of Evidence
Staff Professional Learning
Development
Develop current EPD/Induction and PRSD Processes.
Increase opportunity for staff to collaborate and share good practice.
Evaluative Comment
Develop Induction Programme for new teachers RMR June
Increase opportunities for Induction and EPD teachers to observe colleagues RMR June
Design a new classroom observation pro forma in line with the Model for Great Teaching
Develop SBALC opportunities for staff to collaborate and share good practice
RMR September
RMR/JRE June
Build in cross-curricular opportunities in staff INSET RMR June
Sources of Evidence
Health, Wellbeing and Keeping Safe
Development Priority
Promote and develop the health and wellbeing of pupils
Continue to focus on wellbeing activities to deliver high standards of pastoral care and safeguarding processes
Introduce the EA Being Well Doing Well (BWDW)Whole School Approach to Emotional Health and Wellbeing (EHW)
Carry out a whole school baseline audit on EHW
Provide mental health training for staff to identify and support pupils with issues related to mental health. BWDW provide a tailored package of professional development to develop a whole school approach to EHW
Enhance opportunities for peer mentoring
Review Tootoot (confidential reporting platform) prior to the subscription renewal date in November 2024
AAK/EAL August
AAK/MJ/EAL December
AAK June
Establish regular wellbeing activities in drop in areas and at relevant times e.g. mental health week
EAL March
EAL October
Develop pupil resilience through self-care promotion
Enhance structures to address attendance issues
Review pastoral policies and procedures ensuring they adhere to all legislation and are relevant to all pupils
Introduce resilience building workshops for pupils
Utilise Form and Main assemblies to promote resilience
Emphasise the ‘Miss School Miss Out’ message regularly to both parents and pupils via assemblies, displays in classrooms and contact with parents
Introduce termly or monthly rewards for high levels of attendance or significantly improved attendance
Incorporate BWDW into Safeguarding, RSE and Positive Behaviour policies
Review and update the school’s Anti-bullying policy with input from pupils, staff and parents
Continue annual training on safeguarding and child protection for staff, governors and volunteers
Ensure that training for existing and new members of the safeguarding team is up to date
AAK June
EAL/AAK/DHPC March
EAL/IKG/DHPC June
EAL/HoS January
EAL/HoS June
EAL January
EAL March
AAK June
AAK June
Health, Wellbeing and Keeping Safe
Development Priority
Continue to ensure that pupils are equipped with appropriate knowledge and understanding to make positive life choices
Ensure that our RSE provision fulfils statutory requirements
Explore and review behaviour policies and procedures
Year 1 Actions
Introduce Form Time website for use during Tutor Group time in Junior School
Review Sixth Form Tutorial periods
Review Nexus presentations to all Forms
Introduce LLW timetabled programme at KS4
Pilot new lessons, including those based on the CCEA RSE Hub, in Form 4 additional period
Review the system of sanctions and rewards and update the Positive behaviour policy
Explore the opportunities to use MIS to its full extent to record positive and negative pupil behaviour
AAK/EAL June
EAL/AAK June
AAK October
AAK June
AAK June
EAL August
EAL June
Being Well Doing Well (BWDW)
Launch and embed BWDW for the whole school community
Continue to review site security and access
Introduce the EA Being Well Doing Well Whole School Approach to Emotional Health and Wellbeing
Encourage staff use of the EA Health Well Hub
Provide staff with opportunities to develop their knowledge skills and attitudes, enabling them to have a positive impact on the wellbeing of others, working closely with EA training providers
Explore additional measures to enhance site security
Review the school environment to ensure that it is welcoming and accessible for all students, including those with disabilities, especially wheelchair users
AAK September
AAK March
AAK June
Complete Fire Review works
Evaluative Comment
Review individual fire safety card information and ensure all staff have copies and are aware of their responsibilities
Continue to update fire evacuation procedures and emergency response plans
JLE/DB June
EAL June
EAL/DB October
EAL/DB January
Sources of Evidence
Learner Participation and Engagement
Development Priority
Embed the values of CREST
Review current model of Learning Support/Study Support
Continue to develop pupil leadership
Increase pupil attendance
Re-introduce the House System
Continue to develop pupil induction programmes
Extra-curricular offer that meets the needs of our pupil body
Develop School and Form Councils
Honours and Colours
Develop and promote the library
Evaluative Comment
Year 1 Actions
Lead Timescale Review
Develop an Assembly Programme that has CREST at its core IKG Ongoing
Review staffing structure to maximise effectiveness JMA/ AAK/JRE December
Develop Study Support Structure for 6th Form AAK September
Maximise leadership opportunities for pupils JLE/SEL Ongoing
Monitor and report pupil attendance at all levels and implement strategies for improvement
EAL/HOS/HOF Ongoing
Allocate pupils to Houses JAK/SEL December
Assemblies to introduce the House system to all year groups JAK/SEL January
Develop a structure and programme of House based activities JAK/SEL Ongoing
Review induction sessions for Forms 1/4/L6 including new pupils
HOF/HOS/EAL September
Review of extra-curricular offer/staffing MJ October
Develop social media use across all activities NP/CS Ongoing
Review of current structure and developing increased pupil voice
RWM/HOF/HOWC Ongoing
Update awarding policy and recognition of pupil success MJ/JHL December
Audit current use of the library space amongst pupils
EP/RMR December
Sources of Evidence
Building Equity
Development Priority Year 1 Actions
Role of Board of Governors
Introduce the Shared Education partnership to Methody
Narrow the attainment gap at Sixth Form between pupils on Free School Meals and their peers
Develop Chaplaincy within the College
Review diversity and inclusion practices
Continue to embed the new SEN Code of Practice
Develop the support/challenge role of the Board of Governors
Develop initial contacts from Steps Into Sharing Programme to explore partnership opportunities
Designate a member of staff to provide support for FSME pupils who are underachieving
Investigate best practice in other schools and further develop links with other schools and the local community
Introduce the Commonwealth Games Charter across activities
Evaluate inclusion and diversity across the school
Develop the roll out of PLPs across the whole school
Staff training on specific SEN areas – Autism and ADHD
Develop training programme for Classroom Assistants
Lead Timescale Review
Chair/JLE/FW Ongoing
JLE/RMR/ NEW Dependent on Shared Education
PJA/JRE October
EAL September
MJ/SLT October
JMA/EAL June
Evaluative Comment
Develop role of Learning Support Mentor
Sources of Evidence
Digital Skills for the Future
Development Priority
Implement and embed the new solutions provided by EdIS
Year 1 Actions
Create action plan for implementation and training
Form a group of staff members who will champion change and assist in providing training for the new MIS system.
Evaluate AI’s potential applications in school, from teaching and learning to administration, to maximise efficiency and effectiveness and build digital skills of pupils and staff
IT Strategy (Infrastructure and Ed Tech)
Review AI Working Party in line with IT Strategy Group
PJA
PJA
Dependent on C2k rollout
Dependent on C2k rollout
JRE/PJA September
Evaluative Comment
Include AI Staff Awareness session in CPD
Identify curriculum space for AI Pupil Awareness session
Identify effective Ed Tech practices to improve teaching and learning
Review the current use of Ed Tech practices to enhance teaching and learning
Analyse information from the IT audit to formulate strategy for the development of IT infrastructure
Update the ICT acceptable use policy
JRE/PJA June
JRE/PJA December
PJA/MJ June
PJA/MJ June
PJA/MJ June
PJA/MJ November
Sources of Evidence
Environment, Society and Economy
Development Priority
Review CCEA Green Growth Progression Framework and hub to explore implications for curriculum and pupil pathways.
Continue to invest in the College estate through completion of the SEP 2 funded Dining Room refurbishment/extension project, changing facilities at Pirrie Park, Chapel refurbishment and other works to ensure the College’s facilities are fit for purpose and of the highest standard
Audit CEIAG Provision in line with Gatsby Benchmarks
Develop strategies to promote a sustainable environment
Evaluative Comment
Year 1 Actions
Monitor updates from DE/CCEA on Green Growth Progression Framework and hub, working with relevant Heads of Department and Careers to implement change as required
Monitor progress across ongoing projects
Lead Timescale Review
JRE CCEA dependent
Map cross curricular provision in Careers using the Gatsby Benchmarks
Review current practices and promote sustainability in the College
JLE/FW Ongoing
HODs June
FW Ongoing
Sources of Evidence
Collaborative Networks
Development Priority Year 1 Actions
Maximise opportunities for enhanced engagement with feeder primaries in a range of curricular and extra-curricular activities
Develop links between Prep and Secondary Department
Develop links that will facilitate pupil exchanges across the globe
Further develop the Methody brand
Review current practices and strategies to engage alumni and fundraising
Secure a consistent and high-quality experience for all in relation to school events
Evaluative Comment
Further develop links to feeder primary schools across curricular and extra-curricular activities
TSW/SEL Ongoing
Further develop opportunities for staff to teach the Prep pupils through curricular and extra-curricular opportunities
Investigate opportunities for pupil exchanges on a wider scale
Develop roles and responsibilities that enable a quality product to be delivered
Investigate wider opportunities that harness the potential of former pupils
Review all school events and implement strategies to secure a quality experience
JLE/JRE Ongoing
MJ/CML October
NP/CS Ongoing
SEL Ongoing
SEL Ongoing
Sources of Evidence
TARGET SETTING INFORMATION
DO ALL THE GOOD YOU CAN, BY ALL THE MEANS YOU CAN, IN ALL THE WAYS YOU CAN, IN ALL THE PLACES YOU CAN, AT ALL THE TIMES YOU CAN, TO ALL THE PEOPLE YOU CAN, AS LONG AS YOU EVER CAN.
