Ballyclare High School Annual Board of Governors Report 2018-2019 by ThinkFinch

ANNUAL REPORT

2018-2019

BALLYCLARE HIGH SCHOOL ANNUAL REPORT OF THE BOARD OF GOVERNORS 2018 - 2019 CONTENTS

PAGE NO.

Chairman’s Foreword

Board of Governors’ Discharge of Function in relation to the School

Board of Governors’ Membership

Ethos, Mission Statement and Aims of the School

Financial Report

OBA, Friends of Ballyclare, Parent Teacher Association

Pupil Achievements

Curriculum

Careers Education (CEIAG)

10.

Religious Studies

11.

Extra-curricular Activities

12.

Pastoral Care

13.

Pupil Safety and Protection (Safeguarding)

14.

Staff Training

15.

Feedback – Compliments, Comments and Complaints

16.

Suspensions

17.

Appendix: Infographics of results and sporting, cultural and scientific successes

FOREWORD

Dear Parents, Guardians and friends of Ballyclare High School It is my pleasure and privilege to present the Annual Report for 2018-2019. In August, pupils celebrated their public examination results. Outcomes reflect the ability and diligence of pupils, the professional commitment of staff and the support of parents; we remain steadfast in our belief that such combined efforts underpin the very pleasing trends of recent years. Ballyclare High has recorded another set of impressive results at GCSE. They have held up against the adjusted grade boundaries when the number of A* and B grades awarded by exam boards have been reduced. Typically the proportion of top grades is high and this year 52% of the grades recorded are A* or A (9-7) with almost 80% at A*/B. We are delighted not only with the sustained levels of attainment at the top end but with the 99.5% pass rate in Maths, the 100% pass rate in English for the second year in a row, and with the 100% pass rate in eight other subjects. 98% of all pupils secured 5A*/C (including English and Maths) grades and those with 7A*/C grades (including English and Maths) is 91%. We sincerely commend the twelve pupils who each secured 9A*s or more, eight students who secured 10A*s or more and two with 10A*s and an A apiece. At A2 we are delighted to report splendid results that, for the third year in a row, reflect commendable improvement. They place us confidently in the top fifth of Northern Ireland schools. The attainment value we add in our 6th form is in the top 10% of schools in the United Kingdom. The proportion of pupils attaining 3A*/C grades is up on last year to 82% and remains above the NI average. This figure reflects a 99.9% pass rate. The percentage of A*s increased to over 11% and A*/A to 43%, remaining markedly above the provincial figure. A*/B sits at 74%. This impressive top end has been sustained whilst steps taken to address the inconsistencies in individual subject areas, at whole-school level, and in partnership with parents, to ensure improvement in outcomes for our pupils right across the grade boundaries have brought success. Overall almost 25% of pupils left school with 3 or more A*/A grades. Over half of all subjects secured 100% A*/C grades for pupils. Improvement is again evident at AS Level: 28% of pupils were awarded 3 A grades or better, with 14 pupils gaining an impressive 4 A grades. Both figures are higher than in 2017-18 and augur positively for the sustained upturn we seek for next year. Such address has been endorsed by the Education and Training Inspectorate (ETI) during their district visit in November 2018. Pupils with special educational needs and those on free school meals continue to achieve as well as their peers. Irrespective of academic attainment we are very proud of all our pupils and their achievements. Some have faced great and varied challenges along the pathway of their studies yet have worked most diligently to overcome adversity to achieve their best. Outside the classroom, pupils continued to participate with characteristic enthusiasm and success in the wide range of extra-curricular and cultural activities on offer. The breadth and depth of both the offer and success is exceptional. Our sporting pedigree remains unsurpassed both in terms of high performance and participation. Music and drama continue to be an integral and vibrant part of the school experience with events such as the Carol Service, School Production and Spring Concert showcasing the outstanding talent of our pupils and staff that is notorious across the province. Our international dimension and Duke of Edinburgh remain two strong pillars amongst the many other activities that reflect the Ballyclare High values and mission statement. 2

I encourage you to keep abreast of all our pupils’ achievements via our website and social media. We are only able to continue such a breadth and depth of offer due to the sheer hard work and commitment of our staff and volunteers so, on behalf of the Governors of the school, I wish to thank everyone involved for their unequalled efforts. The 2018-2019 academic year was the second year our current School Development Plan 2017-2020. We are seeing sustained improvements through a characteristic passion for remaining at the forefront of teaching practice in all areas of school life. We are an ambitious school. Under Dr Rainey’s leadership, we have the capacity to continue to maximise the learning outcomes of our pupils in line with the expectations of society and to ensure our young people compete vibrantly and with confidence in the workplace ahead of them. Annual visits from the Education Inspectorate continue to endorse the efficacy of the direction of travel we are set upon. I wish to place on record my sincere gratitude to the Principal and all of the staff in Ballyclare High School for their professionalism, commitment and care for all of the pupils of our school. As you receive this report, a new Board of Governors will have worked together to advance and support an array of initiatives and decisions; my appreciation is due to those who have worked tirelessly to commit themselves to the good of the School. I also wish to thank you for your continued support of the children and, essentially, the teachers of the School as we share in the vision of the future characterised by our current School Development Plan. We are always keen to encourage parents to become “part of Ballyclare High”, especially at this time of great financial pressures. You are most welcome to join our Parent-Teacher and Friends Association, to volunteer your time and to offer constructive opinion. The School Fund exists to help provide the necessary extras not covered by Department of Education finances and the Governors encourage you to support it. We look forward to working with you ever more closely over the coming year. Yours sincerely,

Dr Robert McC McMillen Chairman of the Board of Governors

BOARD OF GOVERNORS’ DISCHARGE OF FUNCTIONS IN RELATION TO BALLYCLARE HIGH SCHOOL The 1989 Education Reform Order gives Governors responsibility for the overall management of the School. The following is a brief summary of the duties of the Governors. 1. Establishing aims and objectives for the School. 2. Managing the School's finances, as allocated by the Education Authority. 3. Ensuring that the teachers in the School have the facilities necessary to provide a curriculum which meets the requirements of the 1989 Education Reform Order and for producing a policy in relation to the curriculum. 4. Ensuring that appropriate arrangements are put in place for the admission of pupils to the School and for drawing up criteria which will be used to select pupils, should it happen that the number of pupils seeking to be enrolled exceeds the number of places available. 5. Selecting staff, making promotions and undertaking other personnel responsibilities. 6. Providing parents with information about the School, through the issue of a prospectus and Annual Report.

MEMBERSHIP OF THE BOARD OF GOVERNORS OF BALLYCLARE HIGH SCHOOL Membership as of September 2018 NAME Dr Robert M. McMillen (Chairman) Mrs Claire Campbell (Vice Chairperson) Mrs Catherine Blackbourne Mrs Karen Brennan Mr Nigel Cinnamon Mrs Gwynneth Cockcroft Mrs Margaret Cox Miss Jayne Dickey Mr Alan Fleming Mrs Glynis Henderson Mrs Alison Kennedy Mr Ken Lindsay Mr Alistair Magowan Mr Michael McKinstry Mrs Audrey Murray Mrs Barbara Stevenson Mr Mark Taylor Mr Robert Thompson Secretary to the Board – Dr M M Rainey (Principal)

CATEGORY Education Authority Education Authority Parent Education Authority Education Authority Department of Education Parent Teacher Parent Education Authority Teacher Co-opted member Department of Education Co-opted member Department of Education Department of Education Parent Education Authority

ETHOS, MISSION STATEMENT AND AIMS OF THE SCHOOL

ETHOS OF THE SCHOOL Ballyclare High School is an 11 to 19 mixed grammar school of 1210 pupils. There is a strong tradition of good relationships between teachers and pupils, between parents and the school and between the school and the wider community, including the business community. The school seeks to encourage excellence and to support the learning needs of its pupils. High standards of behaviour, presentation and application to study are expected. Confidence and self-esteem are promoted through positive discipline. Self-respect, respect for others and tolerance of diversity are important aspects of the ethos of the school. Pupils are encouraged to show initiative, set ambitious goals and demonstrate personal endeavour. These characteristics are nurtured through a broad extra-curricular programme which includes sport, drama, music, dance, debating, science competitions, an Eco-club and the Duke of Edinburgh’s Award. There is a high level of participation from pupils of all ages, which has enabled them to develop skills, talents and interests and to work together to achieve shared goals. There is also a strong emphasis on the provision of quality teaching and learning within the school using a variety of quality indicators to set the standard, setting challenging targets for teachers and pupils and analysing data to measure success. Staff and pupils are encouraged to have a global perspective through links with other schools sustained over a number of years. Over the last eighteen years this school has repeatedly achieved the British Council’s International School Award in recognition of this work. As an ICT Specialist School Ballyclare High School has achieved a number of prestigious awards for its innovative work in embedding ICT in the curriculum in the past and such a focus continues on the innovative use of ICT to ensure improved learning outcomes as well as keeping a mindful eye on esafety to ensure we remain ahead of the issues that are to be navigated by our young people and staff. There is an openness from both the leadership and the staff to new ideas, strategies and technologies coupled with a clear orientation and preference for research-based practice and pedagogy more recently. The School’s mission statement, developing life-long learners in a caring, creative community, encapsulates a philosophy that places learning at the centre with the development of the whole child being the school’s main priority. There has been a high level of investment in resources in this progressive grammar school accompanied by a commitment to training and developing staff recognised in two National Training Awards and the Investors in People Standards secured over successive cycles. This is a culture in which learning and communication have been enriched and expectations of achievement raised. There is a willingness to disseminate our best practice to other schools. This is a pupil-centred school where independence is encouraged and achievement is recognised. Our focus is on the individual pupil and the whole pupil. We aim to enable pupils to make good choices in their lives and to develop a curiosity about learning which they will carry with them after they leave school. We seek to provide a holistic education for our pupils. Values Ballyclare High School is a selective grammar school in which every pupil is valued. We will strive to help each pupil achieve his/her potential through a broad and balanced curriculum and through a wide range of opportunities provided to them. We will encourage them to be competitive, but also to be supportive of each other, older pupils helping younger pupils with the benefit of their experience and acquired knowledge and skills. Our values, listed below, are the foundation stones on which we build for the future a sense of purpose and direction of the school, its pupils and teachers. 5

Ambition: We want our pupils to be motivated to achieve. We encourage them to be ambitious not only for themselves but also for the School. Their ambition should include the academic, but stretch beyond that to include sporting and cultural experiences and achievements as well. Pupils should be ambitious to â&#x20AC;&#x2DC;be the best that they can beâ&#x20AC;&#x2122;. We encourage them to see beyond self-interest to embrace the interests of the whole school community. Ambition should include the desire to serve the wider community. Success: Success can be measured in terms of the value that is added to each child as a result of their school experience. We seek to develop the whole child academically, morally, emotionally and spiritually. Academic achievement can be measured in terms of examination results against the baseline prediction for each pupil, but those other aspects of a childâ&#x20AC;&#x2122;s development are seen as equally important and are seen in the maturity of the individual who leaves school reflected in their wider interests and achievements and their contribution to others. Industry: We encourage pupils to be motivated, to have high aspirations, to give of their best and to remain focussed on their studies. Pupils are supported in their learning where they have difficulty, so that they will maintain their efforts and continue to be positive and hardworking, even when they find it difficult to attain good outcomes. Everyone has a duty to encourage pupils to work hard. We want to nurture a learning environment in which hard work is the norm and in which evidence of hard work is respected and appreciated. Respect: Pupils are encouraged to be respectful to each other, to their teachers and to the school environment. Equally, teachers are expected to show respect for their pupils. This is not optional in our school, but is part of the tradition of the school and it is managed through a code of conduct which pupils sign on entry to Year 8 and again in Sixth Form. This contributes to a sense of community and to the development of community spirit. In a positive environment in which respect is a priority pupils will enjoy being part of a happy and inclusive community and feel supported and valued. Tolerance: Pupils are encouraged to be tolerant of diversity and to recognise the positive aspects of such diversity. They are made aware of the rights of others and encouraged to recognise the richness of other cultures and different points of view. Debate and discussion are encouraged and pupils are free to express their views, however strongly felt, in an appropriate manner. Caring: Ours is a caring environment in which pupils must feel that they can rely on their teachers and others for sympathetic support when that is needed. The pastoral structures and personnel involved in them are there to provide a listening response when young people are experiencing difficulties that they are unable to cope with alone. However, all teachers have a duty of care for the whole person and must recognise that a human approach and response is often required. The leadership must show in their actions that they care for the welfare of the staff and staff must care for and support each other. Openness: The business of the school is conducted in a transparent atmosphere with staff being informed of the important decisions that are taken and the reasons for those decisions. The leadership have an open door policy where staff will be seen, often at short notice, to discuss ideas or concerns that they may have. Most staff avail of this opportunity. The model adopted in running the school is distributed leadership and the path of communication upwards as well as downwards is through the senior staff group which meets regularly and is well informed by the Principal of current issues. Every effort is made to avoid fruitless rumour and speculation which are negative influences in most organisations and have no place in our School. Integrity: Staff and pupils are expected to behave with honesty and integrity. Success is important but not at any price. Whether in the classroom, sports field or staffroom the standard must always remain the 6

same: fair play for everyone by everyone. Unethical behaviour has no place in this community. Pupils need to see that reflected in the behaviour of staff and they will learn from our example. Fairness: Everyone is encouraged to ensure that they are fair to others in all their dealings with them. We should treat others as we would like to be treated ourselves. Loyalty: Pupils and staff are expected to put the school first. Outside opportunities should take second place to their obligations to the school. Where someone has committed to representing the school in sport, drama or music they must remain loyal to that commitment. Perseverance: Pupils are encouraged to persevere through difficulties that may arise to pursue their goals and meet their targets regardless of the circumstances that may constrain them. Staff will encourage them not to give up and will support them in all circumstances. Independence: Pupils are expected to work towards becoming more and more independent. They must therefore have a strong sense of responsibility and be self-motivated. Our mission statement reflects our commitment to developing life-long learners. Discipline: We expect pupils to develop self-discipline and as they mature they will increasingly be treated as young adults. Staff also will exercise discipline in their professional lives, leading by example and taking care not to attract adverse criticism on issues such as punctuality, attendance, quality of teaching and assessment, and quality of classroom management. Health and well-being: The school seeks to promote the health and well-being of all its staff and pupils. The school aims to prepare pupils to make healthy choices in their lives and to encourage staff to take responsibility for their health and well-being by making healthy choices. Ballyclare High School has also adopted the Olympic values which are defined as follows:  respect – fair play; knowing one’s own limits; taking care of one’s health and the environment. 

excellence – how to give the best of oneself, on the field of play or in life; taking part; progressing according to one’s own objectives.



friendship – how, through sport, to understand each other despite any differences.

Aims Ballyclare High School is dedicated to providing each of its pupils with a positive educational experience that will enable them to become confident, tolerant citizens, who can make informed choices. We aim to add value to each of our pupils not only in terms of their academic progress, but in terms of the whole person. For that reason, the school has developed a comprehensive programme of curriculum enrichment and extra-curricular activities. It is our vision to utilise fully the potential for learning that is offered through the use of the new technologies. The School has invested heavily in raising levels of competence of both staff and pupils to enable them to make best use of the technological resources available whilst possessing up-to-date and professional appreciation of online safety. We will continue to create opportunities for our pupils to become independent, creative thinkers. We seek to build a caring community where staff, pupils and parents feel a sense of belonging and in which relationships are open, honest and respectful.

We seek to continue to maintain an ethos through which we are a happy school in which pupils derive fulfilment and enjoyment from competition with each other and with pupils from other schools. We aim to ensure that talented pupils will be stretched and will receive the highest quality of teaching and coaching that we as a school can afford to secure for them. Equally we seek to provide an enriching environment for pupils with special educational needs so that they may have self-esteem and selfconfidence and may be enable to achieve their full potential. We aim to provide a safe, pupil-centred, creative, environment where pupils will fulfil their potential and achieve success. In a supportive learning environment, we seek to recognise the needs of all our pupils and to value each individual person. We will celebrate achievement and invest in the future. We are a learning school and we will collaborate with other schools and learning communities where there is potential for school improvement through learning. We recognise the value of sport and music for the personal development of a wide range of skills in our pupils and through competition we seek to strengthen character and self-esteem. We will offer high quality tuition and coaching to pupils who demonstrate talent in sport, art, dance and music. We also recognise the value of travel and endeavour and through our exchange programmes with other European schools, our outward bound activities, including the Duke of Edinburghâ&#x20AC;&#x2122;s Award Scheme we will continue to challenge our pupils and facilitate their development. We will showcase the work of our pupils through our art exhibition, drama performances, film exhibition, concerts and productions, and our festival and competition entries. This will create a platform for pupils to share their achievements. We will offer high quality careers advice and facilitate pupilsâ&#x20AC;&#x2122; choices through events organised by our careers department. We will recruit the highest quality staff, both teaching and support staff, and we will take an active interest in providing training and support to enable them to develop in their professional lives. We will encourage innovative teaching and encourage teachers to compete against other teachers from other institutions. We will offer a supportive pastoral care system which will be pre-emptive in safeguarding our children and teachers and supportive of healthy choices and healthy lifestyles. Ballyclare High School will continue to play a leading role in the development of good educational practice in Northern Ireland; we will continue to seek to develop cutting edge strategies which we can share with others as we have done in the past. We will forge ever closer ties between the school and the local community, providing service to the community whenever the opportunity arises. We will continue to produce outcomes that compare well with other schools of a similar outlook and character.

MISSION STATEMENT

“Developing Life-long Learners in a Caring Creative Community.” SECURITY

The school operates a visitor pass system for all visitors during office hours. All visitors, including spectators at sports fixtures must report to reception on arrival. CCTV is operational throughout the school premises and grounds. ACCESS

Access throughout the school is assisted by a number of lifts and ramps. SCHOOL POLICIES

School policies are available, on request, from the School office. SAFETY AND WELFARE

Safety and welfare of visitors are important to us. All visitors have a legal responsibility for their own and others’ safety and welfare and all incidents and accidents must be reported immediately to reception. Ballyclare High School is a nut-free zone.

FINANCIAL REPORT 2018-19

The amount available to Ballyclare High School from the Education Authority LMS allocation was £4,837,044 which includes a carry-over deficit of £61,559 from 20172018. 2017-18 2018-19

£4,923,510

c/f – £61,599 £4,888,210 £10,393

Expenditure: Wages & Salaries:

£4,429,362

£4,510,253

Premises, Fixed Plant & Grounds: Operating Costs: Other Costs:

£119,744 £448,299 £157

£127,101 £438,057 £0

Total expenditure:

£4,997,562

£5,075,411

Income:

£12,493

£3,289

Expenditure less income:

£4,985,069

£5,072,111

Carryover:

-£61,559

-£235,078

Budget: Additional Funds:

Charity Account 2018-19 The Board of Governors, staff and pupils are justifiably proud of the school’s charity record. Ballyclare High School has always striven to develop pupils with a social awareness. As part of our ethos, pupils are encouraged to provide help for the less fortunate of our world, through various means of financial support. The money raised this year was donated to the following causes: NI Cancer Fund for Children £6,500 Macmillan Cancer Support £914 Neurocare £914 Crown Jesus Ministries £500 Tearfund £230 Inspired by Dave £227 Royal Air Force Association £114 NI Hospice £106 Marie Curie Nurses £100 Children In Need £100 RBL Poppy Appeal £65 The Fair Trade Foundation £65 Macmillan £51 Total Donations

£9,886 10

OLD BALLYCLARIANS’ ASSOCIATION, FRIENDS OF BALLYCLARE, PTAFA OLD BALLYCLARIANS’ ASSOCIATION

The OBA is a group of interested former pupils of the School who wish to help support Ballyclare High School in its education of the pupils. All fifth and sixth form pupils are invited to take membership as they leave school to proceed to tertiary level education or employment. The Association is run by a committee of four nominated members (President, Chair, Treasurer and Secretary) and membership includes representatives from various community sports clubs and a representative of the School’s staff. Monies raised contribute annually to provide Prize Night Form Prizes and support other one-off projects as are affordable. FRIENDS OF BALLYCLARE

This subset of the OBA constituted during 2016/17 with the aim of establishing Alumni connections and supporting the School with fund-raising has now been absorbed by the PTAFA (see below). There is still much work to be done if we are to fulfil our vision of reaching out to our pastpupils and developing alumni relations. We aim to provide opportunities for parents and friends to meet in a social manner. If you are in a position to offer support and assistance with this, we would be delighted to hear from you. PTAFA

PTAFA (Parent, Teacher and Friend Association) was reconstituted in 2016/17. Its primary remit is to raise funds to support the curricular and extra-curricular function of the school and to provide enhanced facilities for all learners through additional equipment, materials and training. £2400 was raised this year and contributed to the cost of installation and maintenance of a second drinking fountain for pupils, a filter tap for drinking water in the staffroom, provide refreshments for parents at school events, host an intergenerational project supported by Linking Generations NI and involving residents of Ollar Fold, and a donation to Music department. A proportion of money was committed to making up the shortfall in funding required for the refurbishment of the Lecture Theatre; a successful grant application secured £20K from the Foyle Foundation and a generous donation of £5K from Dr Joe Sloan, CEO SHS Group, afforded its completion and the space is now used by pupils and community groups. It is our aim to work towards membership of the PTAFA as a means through which we can hold occasional meetings for parents on topical and relevant educational issues to substantiate what is already in place by way of evaluation of our practice through parent voice. Should you be interested in becoming a member of or supporting the work of the PTAFA please contact the School Office in the first instance; we would love to hear from you. Efforts and successes of all members of the OBA and the PTAFA are greatly appreciated by staff, students, governors and the wider Ballyclare community.

PUPIL ACHIEVEMENTS 2018-2019

GCE A-Level Results Number of pupils in Year 14: 130 Number of those with a Statement of Special Educational Needs: 1 Number of pupils in Year 13: 144 Total number of pupils in Sixth Form: 274 Percentage of Year 14 pupils who gained 3 or more passes at A-C: 81.4% Percentage of Year 14 pupils who gained 2 passes or more passes at A-E: 99.2% A2 Grade Subject

Total

Accounting Art Biology Business Studies Chemistry Design &Technology Digital Technology English Literature French Geography German Health & Social Care History Moving Image Arts Mathematics (Further) Mathematics Music Nutrition & Food Science Physics Politics Religious Studies Spanish Sports Science

15 13 54 28 36 12 22 17 6 26 1 15 9 6 2 50 2

%A* 23.1 9.3 3.6 8.3 4.5 17.6 23.1

11.1 50.0 28.0

11 29 11 17 5 7

17.2 9.1

14.3

33.3 23.1 25.9 50.0 36.1 8.3 18.2 29.4 16.7 26.9

40.0 38.5 33.3 28.6 30.6 50.0 36.4 17.6 66.7 19.2 100.0 20.0 55.6 16.7 50.0 16.0

26.7 15.4 24.1 17.9 11.1 33.3 22.7 29.4

18.2 20.7 45.5 35.3 40.0 28.6

80.0 22.2 83.3 30.0 50.0

3.7

11.1 8.3 13.6 5.9 16.7

2.8

16.0

6.0

2.0 50.0

45.5

18.2

27.6 36.4 35.3 60.0 42.9

13.8 9.1 29.4

10.3

4.5

30.8

11.1

14.3

10.3

2.0

GCSE Results Number of pupils enrolled in Year: 182 Number of those with a Statement of Special Educational Needs: 1 Percentage of Year 12 pupils entered for 7 or more subjects: 98.9% Percentage of Year 12 pupils who gained 7 or more passes at A* - C: 91.2% Percentage of Year 12 pupils entered for 5 or more subjects: 100% Percentage of Year 12 pupils who gained 5 or more passes at A* - C: 97.8% GCSE Grade (Reformed grade where applicable) Subject

Total

Art Biology Business Studies Chemistry Computing Design & Technology Drama English Language English Literature French Geography German History Food & Nutrition Child Development Digital Technology Manufacturing Mathematics Mathematics (Further) Music Physics Religious Studies Spanish Physical Education Religious Studies (Short Course)

36 152 86 95 18

%A (8, 7) 11.1 52.8 15.1 27.6 3.5 19.8 24.2 28.4 5.6 66.7

25.0 10.7 25.0 17.9 17.9 3.6

13 182 80 85 99 33 93 20

15.4 11.0 10.0 7.1 20.2 6.1 15.1 15.0

46.2 34.6 31.3 34.1 37.4 24.2 48.4 45.0

5.0

27.5 20.0 27.5 12.5

9.5

42.9 26.2

10 182

30.0 20.0 20.0 20.0 10.0 19.8 48.9 26.9 2.7 1.1 0.5

36.1 44.3 13.1 6.6

12 95 57 74

8.3 18.9 19.3 20.3

58.3 44.2 43.9 43.2

5.3 5.3 4.1

1.1 3.5

8.3

30.6 22.2 22.2 11.1

5.6

125

18.4 28.8 19.2 11.2 12.0

6.4

%A* (9)

%B (6)

%C* (5)

%C (4)

%D (3)

25.0 5.6 11.1 31.6 11.2 13.2 0.7 26.7 19.8 16.3 12.8 16.8 13.7 13.7 3.2 16.7 5.6

7.7 35.7 20.0 18.8 21.2 9.1 21.5 20.0

7.7 15.4 17.5 12.9 12.1 24.2 7.5 15.0

9.5

25.0 8.3 23.2 6.3 12.3 10.5 18.9 13.5

15.4 7.7 18.7 13.8 7.5 30.6 9.4 6.1 2.0 18.2 18.2 3.2 3.2 5.0

%E (2)

%F (-)

%G (1)

%U (0)

0.7 1.2 5.6

1.0 1.1

7.5

11.9

1.1 3.5

1.8

2.4

1.6

Key Stage 3 Assessment Outcomes* [All figures are %]

Key Skills TeacherCommunication Assessed Levels TeacherAssessed Mathematics Levels TeacherAssessed ICT Levels

Level 5

Level 6

Level 7

* Data unavailable due to union industrial action.

Performance in Public Examinations1, 2 2015-2016 to 2018-19

Performance Indicator

2015/2016

2016/2017

2017/2018

2018-2019

School NI Av. School NI Av. School NI Av. School NI Av. % Year 12 Achieving 5+ GCSEs at Grades A*-C % Year 12 Entered for 5+ GCSE subjects % Year 12 Achieving 7+ GCSEs at Grades A*-C %Year 12 pupils entered for 7+ GCSE subjects % Year 14 Achieving 3+ A Levels at Grades A-C % Year 14 Achieving 2+ A Levels at Grades A*-E 1 2

98.4

96.6

98.9

96.5

97.8

96.0

97.8

100

99.5

100

93.5

94.0

92.4

91.2

99.5

98.9

70.5

76.3

66.9

78.1

79.0

78.1

81.4

100

99.5

100

99.7

100

99.5

100

Excludes pupils with statements of special education needs. NI Average compares with all Grammar Schools.

Post A-Level Leavers’ Destinations HIGHER EDUCATION FURTHER EDUCATION APPRENTICESHIP/JOBSKILS HIGHER APPRENTICESHIP

85.7% 3.8% 1.5% -

EMPLOYMENT ANOTHER SCHOOL GAP YEAR OTHER

3.0% 6.0%

Total Leavers’ Destinations (including GCSE and other leavers destinations) HIGHER EDUCATION FURTHER EDUCATION APPRENTICESHIP/JOBSKILL S HIGHER APPRENTICESHIP

57.3% 22.1% 2.5% -

EMPLOYMENT ANOTHER SCHOOL GAP YEAR

3.5% 10.0% -

OTHER

4.5%

Attendance (Year 8 - 14) ATTENDANCE WAS 94.8% OF THE POSSIBLE TOTAL.

CURRICULUM

The curriculum provided was the total learning package on offer, in and out of class. Ballyclare High provided a curriculum which went well beyond the requirements set by the Department of Education. Our aim was to empower our pupils to achieve the very best of which they are capable, by enabling them to develop as individuals and as contributors to society, the economy and the environment. Pupils with identified Special Educational Needs were supported and, where necessary and practically possible, provided for in school in order that they could fulfil their potential. In addition, the school assisted those who were experiencing difficulties with their studies through our academic and pastoral intervention programmes as summarised in the table at the end of Section 8. In 2018-19, the school week was divided into 80 periods of 20 minutes (i.e. 16 periods X 5 days).

Registration 1 2 3 4 5 Break* 6 7 8 9 10** 11** 12** 13** 14 15 16 17 18

9.10 – 9.20 9.20 – 9.40 9.40 – 10.00 10.00 – 10.20 10.20 – 10.40 10.40 – 11.00 11.00 – 11.20 11.20 – 11.40 11.40 – 12.00 12.00 – 12.20 12.20 – 12.40 12.40 – 1.00 1.00 – 1.20 1.20 – 1.40 1.40 – 2.00 2.00 – 2.20 2.20 – 2.40 2.40 – 3.00 3.00 – 3.20 3.20 – 3.40

The 2018-19 curricula, including period allocations at the various Key Stages, are given in the following tables. An annual process of review and evaluation is in place and from time to time there may, therefore, be some changes to these figures. NOTES: *Assembly ran from 11.00-11.10am. **Lunch spanned 40 minutes (2 periods) and was staggered from 12.40pm – 2.00pm each day.

KEY STAGE 3 2018-19 At Key Stage 3 (Years 8-10), the school provided a broad and balanced curriculum which met the statutory requirements of the Education Order 2006, including Learning for Life & Work (LLW) (incorporating Home Economics, Personal Development, Local & Global Citizenship and Education for Employability), Skills & Capabilities (incorporating Communication, Using Mathematics, ICT, Thinking Skills & Personal Capabilities) and the General Learning Areas which take up most of the pupilsâ&#x20AC;&#x2122; time. NUMBER OF PERIODS PER WEEK Key Stage 3 Year 8 Year 9 Periods Periods Art 3 3 Science - combined 9 9 Biology Chemistry Physics Technology + Design 3 4 Drama 2 2 English 9 8 French 6 6 German 3 3 Spanish 3 3 Geography 6 7 History 6 6 Home Economics 3 3 ICT/Computing 2 2 LLW 3 3 Mathematics 9 9 Music 2 2 PE 4 3 RS 4 4 Form Period 0 0 Games 3 3 Other 0 0 TOTAL PERIODS 80 80

Year 10 Periods 3 3 3 3 4 0 9 6 3 3 6 7 3 2 3 9 3 3 4 0 3 0 80

3 classes X 6 periods 3 classes X 6 periods

NOTES: 1. Three out of six classes in every KS3 year group (Years 8, 9 and 10) study German for 6 periods; the other three classes study Spanish for the same amount of time. 2. Staff set and marked internal examinations in all KS3 subjects (with the exception of ICT, Drama, Music and PE) and the outcomes were reported to parents. Technology had no internal examination for Year 8 in winter; HE had no internal examinations for Years 8 and 9 in winter; Art had no internal examinations in winter.

KEY STAGE 4 At Key Stage 4 (Years 11 & 12), there was greater flexibility and the School provided a menu of 25 courses. English, Mathematics, two Science subjects and a Language were compulsory GCSEs* and all pupils took Religious Studies (either a full GCSE or the Short Course which is equivalent to Â½ GCSE) and Physical Education (Games) as required by the Education Order 2006. Beyond that, the arrangements gave freedom in terms of subject combinations and number of GCSEs taken. Pupils were able to make informed and appropriate choices which best suited their interests, abilities and ambitions for A level, university and their career. The school is fully compliant with the Entitlement Framework for 2018-19, as required by the Education Order 2006. There are a myriad of pupil leadership opportunities provided through the curricular and extra-curricular programme at KS4. *From September 2019 GCSE modern and foreign languages were no longer compulsory. Year 12 pupils Pupils follow courses designed to enable them to obtain 9.5 to 10.5 GCSEs. SUBJECTS

PERIODS PERIODS PER WEEK PER WEEK YEAR 11 YEAR 12 (2017-18) (2018-19) 12 12

No. of GCSEs

ENGLISH LANGUAGE & ENGLISH LITERATURE 1 or 2 x GCSEs OR ENGLISH LANGUAGE 8 8 MATHEMATICS & FURTHER 12 12 MATHEMATICS 1 x GCSE OR MATHEMATICS 8 8 At least one subject from Modern Languages - 7/8 7/8 0 or 1 x GCSE FRENCH or GERMAN or SPANISH Two subjects from BIOLOGY, CHEMISTRY, 7/8 7/8 1 or 2 x GCSEs PHYSICS & TECHNOLOGY (CONTROL SYSTEMS). LIFE SKILLS (INCORPORATING LLW, 3 3 0 CITIZENSHIP, PERSONAL DEVELOPMENT, EMPLOYABILITY, CAREERS AND PASTORAL SUPPORT). RELIGIOUS STUDIES (Full Course) 1 1 0.5 x GCSE RELIGIOUS STUDIES (Short Course) 0.5 0.5 1 x GCSE GAMES 3 3 0 OPTIONAL SUBJECTS NOT LISTED ABOVE DELIVERED IN 7 OR 8 PERIODS: ART & DESIGN DRAMA MUSIC BUSINESS STUDIES FOOD AND NUTRITION PHYSICAL EDUCATION CHILD DEVELOPMENT SCIENCE TECHNOLOGY COMPUTER SCIENCE GEOGRAPHY (MANUFACTURING) DIGITAL TECNHOLOGY HISTORY

NOTES: 1. A number of pupils were engaged in an extra timetabled class for maths, English or ICT skills (three periods per week). 18

Year 11 pupils SUBJECTS

PERIODS PER WEEK YEAR 11 (2018-19) 12

No. of GCSEs

ENGLISH LANGUAGE & ENGLISH LITERATURE 1 or 2 x GCSEs OR ENGLISH LANGUAGE 8 MATHEMATICS & FURTHER 12 MATHEMATICS 1 x GCSE OR MATHEMATICS 8 At least one subject from Modern Languages - 7/8 0 or 1 x GCSE FRENCH or GERMAN or SPANISH Two subjects from BIOLOGY, CHEMISTRY, 7/8 1 or 2 x GCSEs PHYSICS & TECHNOLOGY (CONTROL SYSTEMS). LIFE SKILLS (INCORPORATING LLW, 3 0 CITIZENSHIP, PERSONAL DEVELOPMENT, EMPLOYABILITY, CAREERS AND PASTORAL SUPPORT). RELIGIOUS STUDIES (Full Course) 1 0.5 x GCSE RELIGIOUS STUDIES (Short Course) 0.5 1 x GCSE GAMES 3 0 OPTIONAL SUBJECTS NOT LISTED ABOVE DELIVERED IN 7 OR 8 PERIODS: ART & DESIGN DRAMA MUSIC BUSINESS STUDIES FOOD AND NUTRITION PHYSICAL EDUCATION CHILD DEVELOPMENT SCIENCE TECHNOLOGY COMPUTER SCIENCE GEOGRAPHY (MANUFACTURING) DIGITAL TECNHOLOGY HISTORY

NOTES: 1. A number of pupils were engaged in an extra timetabled class for maths, English or ICT skills (three periods per week).

SIXTH FORM Pupils wishing to enter Sixth Form had to meet the entry criteria published in the Year 12 Subject Choice Booklet. They were interviewed and, in the light of their career plans, advised on courses of study. Final decisions were made following discussions among parents, pupils, the careers staff, the Vice Principals and Principal. The school provided a menu of 26 courses. The majority of pupils studied 4 GCE AS subjects in Year 13 and 3 A2 subjects in Year 14. A small number of pupils could, with the Principalâ&#x20AC;&#x2122;s agreement, take 4 subjects to A2. The school is compliant with the Entitlement Framework for 2018-19 as required by the Education Order 2006. There are a myriad of pupil leadership opportunities provided through the curricular and extra-curricular programme at KS5. SUBJECTS - GCE AS & A2 LEVELS Accounting Art & Design Art & Design â&#x20AC;&#x201C; Photography Biology Business Studies Chemistry Digital Technology (formerly ICT) English Literature French Further Mathematics Geography German Health & Social Care

History Mathematics Moving Image Arts Music Nutrition and Food Science (formerly HE) Physical Education Physics Politics Religious Studies Software Systems Development Spanish Technology and Design Theatre Studies

NOTES: 1. All pupils were timetabled with three Games periods in which a wide range of physical activities were available. 2. All pupils were timetabled with an enrichment session of three periods per week which involved them engaging in compulsory Careers studies and a variety of options such as Self-defence, Level 2 Food Safety, Survival Cookery, Japanese, Community Service, choral and operatic singing, Russian Studies, Sign Language for the Deaf, School Magazine/Yearbook, Primary School after-school support and Language Leaders. 3. A number of Year 13 pupils achieved the Level 2 Sports Leaders Award having studied for it during Year 12 and 13.

SCHOOL DEVELOPMENT PLAN (2017-20) One major focus of the current School Development Plan is tracking pupil progress and intervention to help them achieve their full potential. This involves the pastoral and academic elements of school working in synergy and is outlined in the table below.

Assessment

Children  



Intervention

Tracking

  

Overview of Tracking and Intervention School

Prepare adequately Sustain your focus in class and through homework to reach your full potential Balance time spent on each subject Record your assessment scores in preparation for Tracking Tuesdays Consider patterns in your performance and the reasons for these Take active steps to ensure you reach your full potential

Improve / keep performing well by:  taking advice from your teachers including your form tutor and parents  asking your subject teacher for help, if necessary

Parents/Carers

Set and assess:  4 MATs and internal exams  other assessments e.g. classwork and homework



Subject teacher compares performances with target grades Form tutor identifies patterns during Tracking Tuesdays and discusses with child



Subject teacher follows departmental procedures and protocols Form tutor support Head of Subject and Head of Year monitor the impact of intervention

Take an active interest in the academic performance of your child by:  supporting intervention put in place by the school  ensuring appropriate time is spent studying



 



Be positive about the value of assessment Ensure adequate revision occurs at home Manage your child’s wellbeing Check and track MAT results, reports and other information available through Parent App Talk with your child regarding results and outcomes in comparison with their full potential

Glossary Tracking Tuesdays are dedicated dates during the Life Skills programme that span two consecutive Tuesdays. They afford time for pupils to reflect on their learning. This gives tutors time to work on and, if necessary, to co-ordinate explicit pastoral support for pupils in respect of academic attainment. There are 4 Tracking Tuesdays for Years 12-14 and 5 for Years 8-11. MATs (Marked Assessment Tasks) are part of the school’s ongoing and continuous assessment carried out in each subject. They are designed to provide pupils, teachers and parents with an opportunity to consider attainment against target grades. MAT results are released via Parent App on the Monday preceding each pair of Tracking Tuesdays. Parent App was introduced in 2018-19 in order to develop the flow communication from school to parents/carers. Parent App is a digital platform that allows the school to communicate with parents/carers by sending home positive or negative digital messages. The intention of Parent App is to prompt constructive conversations between parents/carers and their c 21

CAREERS EDUCATION (CEAIG)

Careers education holds an important place in the learning experiences of all pupils at this School. A comprehensive programme of development is delivered as a cross-curricular theme, and through CEIAG classes. Year 8  Weekly careers lessons in the summer term.  Topics covered include: what is involved in jobs, skills and qualities, career management, personal goals, enterprise and careers in the local area. Year 9  Weekly careers lessons in the autumn term.  Topics covered include: how to research careers, career families/areas, jobs in the school community, skills and qualities and enterprise. Year 10  Weekly careers lessons from October until March.  Aim: to help pupils make informed decisions on GCSE subjects.  Topics covered include: the national qualifications framework, pathways from school subjects, rationale behind GCSE subject choices, careers research, skills and qualities and job families.  Each form class has an assigned careers teacher to go to if guidance is needed.  Each form class gets a talk from a careers adviser from the Department for the Economy on GCSE subject choices.  Each form class gets a talk from its assigned careers teacher on GCSE subject choices.  Each pupil gets an individual career guidance interview with a careers teacher in February with a summary sent home for parents.  An information evening is held in February to advise pupils and parents on GCSE subject choices from the School’s perspective and from the university perspective.  A careers convention is organised to assist pupils and parents with GCSE subject choices, post-16 and post-18 pathways and careers.  Pupils get talks from subject teachers on the GCSE course and career pathways from that subject as well as employability skills developed through that subject. Year 11  Each form class gets a talk from a careers adviser from the Department for the Economy and the offer of an individual careers guidance interview in Year 12. Year 12  Weekly careers lessons from October until March.  Aim: to help pupils make informed decisions on A level subjects.  Topics include: labour market information, the national qualifications framework, CVs, job application forms, interview skills, 21st century jobs, the importance of GCSEs, careers research.  Each pupil gets the opportunity to attend 4 careers talks of their choice.  Each pupil gets an individual mock interview with an employer or professional.  Each form class has an assigned careers teacher to go to if guidance is needed.  Each form class gets a talk from its assigned careers teacher on A level subject choices. 22

      

Each pupil gets an individual career guidance interview with a Careers adviser from the Department for the Economy. Each pupil gets an interview with a Careers teacher on mock results day. Talks are offered on alternatives to sixth form in BHS from a careers adviser from the Department for the Economy, Northern Regional College and Belfast Metropolitan College. An information evening is held in February to advise pupils and parents on A level subject choices from the School’s perspective and from the university perspective. A careers convention is organised to assist pupils and parents with A level subject choices, post-16 and post-18 pathways and careers. Pupils get talks from subject teachers on the A level course and career pathways from that subject as well as employability skills developed through that subject. Advice on A level choices is given in individual interviews with Careers staff on GCSE results day.

Year 13  Pupils have weekly careers classes from January until May with their assigned careers teacher.  Topics covered include: options at 18+, pathways from your AS subjects, university league tables, useful websites, demystifying prospectuses, future jobs, labour market information, making the most of university open days and HE Fairs, the UCAS application process and employability skills and qualities.  There are also weekly talks on Higher Education (degrees, foundation degrees, HNDs and higher level apprenticeships, earn as you learn) from a wide range of universities, colleges and employers from across the British Isles and on careers from employers and professionals.  Pupils are offered the opportunity of attending the UCAS Higher Education Convention in March.  Pupils are offered group and individual career guidance interviews with their assigned careers teacher.  All pupils are afforded 3 days in June to undertake relevant work experience.  A careers convention is organised to assist pupils and parents with post-18 pathways and careers.  A university roadshow and UCAS information evening is held in school in June for parents and pupils.  Information on work experience and careers/H.E. research is given to parents in September at the parent induction evening.  Advice on A2 choices is given in individual interviews with career staff on AS results day.  Pupils receive careers announcements relating to their year group weekly. Parents are occasionally emailed with information about important careers events and deadlines. Year 14  Pupils have weekly careers classes from September to December with their assigned careers teacher – same teacher as in Year 13.  Topics covered include: the UCAS and CAO application process, the UCAS personal statement, alternatives to university, gap years, university life, adding value to your degree, interview skills, labour market information and career paths.  There are also weekly talks on the UCAS application process, personal statements, the CAO application process, alternatives to university, student finance, gap years and careers.  Pupils are afforded the opportunity to attend QUB and UU Open Days in September. 23



   

A pre-UCAS day is held either in June of Year 13 or August of Year 14 to provide information on the UCAS application process and personal statement writing. This includes workshops delivered by university representatives. Pupils who have university interviews are offered mock interviews with relevant professionals. Careers guidance interviews are offered on request. Careers staff are on hand to advise on post-18 decisions on A level results day and subsequent days. Pupils receive careers announcements relating to their year group weekly. Parents are occasionally emailed with information about important careers events and deadlines.

A wealth of opportunities offered to pupils are also tweeted from @bhs_careers. 10.

RELIGIOUS STUDIES

The school held a non-denominational but Christian act of worship each day, taught Religious Studies to every pupil in Key Stages 3 and all Year 11 and 12 students study GCSE examinations (either Full Course or Short Course).

11.

EXTRA-CURRICULAR ACTIVITIES

Pupils took part in the following activities: Ballyclare High School (Grammar) Extra-Curricular Programme 2018-19 includes SPORT

MUSIC

DRAMA

OTHER ACTIVITIES

Athletics

Chamber Choir

Junior Drama

School Council

Digital Leaders

Badminton

Senior Choir

Senior Drama

Junior Scripture Union

AIM Club (Maths)

Cricket

Junior Choir

Annual School Production

Senior Scripture Union

Cross Country

Boysâ&#x20AC;&#x2122; Choir

Football

Orchestra

Golf

Junior Wind Band

Fairtrade Committee

Hockey

Senior Wind Band

Duke of Edinburgh

Netball

Flute Quartet

Public Speaking

Rugby

Junior Strings

Debating Society

Swimming

Guitar Club

Language Club Smaller Productions

Warhammer/D&D Club

Language trips

Bar Mock Trial

Table Tennis

Magazine Committee

Tennis

Reading Club

Show Jumping

Primary School Outreach

Outdoor Pursuits

Junior Science Club

Sports Tours

Computing Carousel Club Film Club Model Railway Club Beavers & Scouts Ski Trip Eco Club Pins & Needles Club

Literacy Shed

12.

PASTORAL CARE

Context The school aims to provide opportunities for all its pupils to develop their individual skills and talents, within a supportive, safe and healthy environment where they feel valued as individuals. It seeks to encourage pupils to develop the skills which will allow them to make informed choices about their own lives and to respect the decisions of others. Within the taught curriculum and the programme of extra-curricular activities there is an emphasis on the development of self-motivation and self-discipline within defined boundaries and known structures. Pastoral care is deemed to be at the heart of successful education so all teachers have responsibility for the quality of communication and relationships in the school though there is a special role for Form Tutors and Heads of Year. Parents are encouraged to keep the school informed of issues arising at home which may affect their child’s progress at school and to convey their concerns about school experiences. To that end there are annual Parent Consultations and informal contacts made as necessary. Bullying is not acceptable and pupils are encouraged to share their concerns on their own behalf or on behalf of others in this regard as we proactively commit to this issue. Acknowledging that no one knows all the children in the school, the aim is that every child will be well known by someone on the staff. They should know from the beginning of their school career that there is a member of staff who has a particular interest in them, both in terms of academic progress and personal development. Communication based on mutual respect is a priority within the aim of meeting pupil needs for support and guidance. For parents the Form Tutor or Head of Year should be the first point of contact with the school. Form Tutors, through a taught Life Skills Programme, will seek to facilitate pupils in the acquisition of a range of personal skills so that they can make informed and realistic choices and accept responsibility for their own discipline and motivation. Study skills, decision-making skills, target setting, career planning and health education will be constituent parts of the taught programme. Unless circumstances make it impossible, Form Tutors stay with their Tutor groups from Year 8 to Year 12 and may then continue with a Year 13 group or take a year out from pastoral responsibilities. They meet prospective Year 8 pupils for the first time at an Induction Evening in the June before their arrival at the school, spend time with them on the day before the Autumn term begins and see them on a daily basis for registration and weekly for Life Skills. There is a static Head of Year 8 and Assistant Head of Year 8 who are available to visit primary schools and respond to teachers’ and children’s questions in the weeks preceding the school’s Open Evening. They use the information available on transfer forms to inform staff of specific difficulties on a need-to-know basis. The Head of Year 8 and Form Tutors organise the June and August Induction events for this age group. Heads of Year and their assistants will support the Form Tutors and deal with referrals from them in matters of discipline and pastoral concerns. Heads of Year have responsibility for the organisation of formal and informal parental consultations. They monitor attendance and absences from school. They have a key role in the implementation of the School’s Discipline Policy. In Sept 2018, Mr Shaw and Mr Farley set up Parent App to improve communication with parents as planned at the end of last academic year. This new App provided parents with:   

whole school messages; their son/daughter’s timetable/s; details of their child’s attendance and punctuality; 26

    

class assessment scores; incidences of inappropriate behaviour; messages from the teacher about your child or their class; access to update contact details, so we always have the most up-to-date information in case of emergency; electronic access to summer and winter reports.

As a result of this initiative, the whole school strategy for tracking pupil academic performance implemented in 2017-18 was further embedded and enhanced by the tracking of behaviour and subject specific issues in the classroom. On Tuesday mornings during Life Skills at regular intervals throughout the year, Form Tutors carried out one to one interviews with pupils and used MAT data recorded on SIMS by subject teachers to track performance and identify under achievement across the curriculum. Mr Shaw and Mr Farley also designed new reports to allow Form Tutors to access all the data from subject teachers provided to parents already via Parent App regarding behaviour and subject specific issues in the classroom. The Heads of Year and the VP Pastoral created tracking documents to record data for each pupil across the whole school as well as powerpoints and resources for the Form classes. These lessons guided pupils to reflect on how they could improve their overall performance and study techniques while one to one interviews by Form Tutors took place. Mrs McCluney as part of her Shadow Leadership project, produced booklets to use with Yr 11 and 12 to aid revision and these were evaluated at the end of the year. Close monitoring of Tracking Tuesdays by Dr Rainey and both Vice Principals, Dr Witherow and Mrs McKay, was carried out to ensure that Form Tutors and Heads of Year were supported in their role and understood the importance of this work. Particular attention was afforded when some pupils recorded in their survey that their Form Tutor/Head of Year was the only adult who had a conversation with them about their overall academic performance ie it was not discussed at home. As requested by Dr Rainey in Jan 2019, all areas of school life undertook a programme of rigorous monitoring, evaluation and review (MER) to aid planning during 2019 for new key priorities for the School Development Plan starting in 2020. Heads of Year and the VP Pastoral carried out surveys with Form Tutors on Tracking Tuesdays; the findings of which were collated and presented initially to Senior Staff and all Middle Leaders and later to all teaching staff. The results from evaluations of key events in the Pastoral calendar such as Induction events for all Key Stages, were used as a debrief to inform future planning and an Anti-Bullying online survey for all pupils was created by Mrs Hill to inform the Pastoral team how we could further support pupils. Counselling in School School staff work very hard to ensure that our pupils get the best education. However, some pupils are hampered from achieving their full potential for a range of reasons including social, emotional, family bereavement or personal problems. Counselling provides an opportunity to talk to a professionally qualified counsellor about their concerns. The Department of Education awarded the contract for counselling in schools to Familyworks for all Schools in Northern Ireland. The School Counsellor assigned to us is available for consultation two days every week. Referral for counselling is made by Mrs A McKay (VP Pastoral), but pupils can also self-refer via the post box 27

situated on the wall beside Mrs McKay’s office. The Buddy Scheme The aim of the Buddy scheme is to enable pupils to settle into school life and feel safe and secure in their new environment. Year 14 pupil Buddies support the work of the Year 8 Form tutors by providing a listening ear for Year 8 pupils and support their learning in the classroom, through extracurricular activities and in the wider school community. Year 14 Buddies are also assigned to pupils in Year 9 and Year 10. Prefects The setting of a high standard of behaviour by a Prefect is one of the best ways of achieving good behaviour in the school. Likewise, high standards are displayed in all activities where the school is being represented. Prefects are expected to fulfil both academic and prefect responsibilities and set an example in the matters of attendance, punctuality in the mornings and in going to class, and also in performing their prefect duties. As role-models, Prefects are expected to adhere to the uniform regulations and to actively encourage similar standards from other pupils. One of their important roles is to help pupils by giving support and guidance, especially to those in junior school. Prefects are expected to take part in the rota for reading in Assembly organised by Mrs A Watt and those on duty help organise pupils and ensure high standards of behaviour. Prefects actively encourage tidiness throughout the school. This is a very simple yet positive means of displaying respect for our school environment and cleaning staff. Prefects are required to attend a variety of school events (e.g. Prize Night, Parent Consultation Evenings, Carol Services etc.). Attendance is on a rota basis organised by the Head Boy and Head Girl. The Prefect Forum consists of the Senior Prefects with the main priority to plan for upcoming events including the Year 14 Formal. Senior Prefects meet with the Principal on a monthly basis to disscuss and consider school issues or indeed celebrate school successes. On a very rare occasion an act of misbehaviour of a Prefect can be a cause for major concern. Other acts of misbehaviour are essentially minor and only by repetition become important. Any Prefect involved in a major offence will have their badge and office removed by the Principal for a period of time at her discretion. Special Educational Needs Ballyclare High School welcomes young people with additional needs, recognising the strengths they bring to the classroom and the school. We have pupils ranging from stage 1 to stage 5 on the ‘Code of Practice’. Some pupils manage very well in school with little intervention as many of our teaching and learning practices are enabling for the child with Special Educational Needs (SEN). However, at times our pupils with SEN can find school life challenging. At Ballyclare High School we aim to work in close partnership with our pupils, their parents and external organisations to provide the correct support to enable them to reach their full potential. For pupils with a Statement of Educational Needs extra adult support in terms of classroom assistance may be provided by the Education Authority. The Special Educational Needs Coordinator is available to discuss SEN issues with pupils, parents and staff. This year, the Education Authority trained SENCOs in re-categorising pupils on the SEN register in line with new guidance framework. This was a difficult and time consuming task but once the system was set up and understood the process was completed in 4 days by Mrs Smith and sub cover was paid for by the EA to implement these changes and parents were notified in writing of any changes.

13.

PUPIL SAFETY AND PROTECTION (SAFEGUARDING)

As well as a statutory responsibility in relation to pupils’ learning and pastoral care, Ballyclare High School recognises that the pupils in our charge have a fundamental right to be protected from harm. In particular, we undertake to do whatever is reasonable to safeguard and promote our pupils’ safety and well-being. Children cannot learn effectively or develop unless they feel secure and therefore we expect every pupil and member of staff to work hard to maintain an ethos which contributes to the care, safety and well-being of all pupils in our school community. Safeguarding issues are within the remit of the Vice Principal (Pastoral) and Designated Teacher(s) who train all the staff and volunteers involved with the school community. All staff are fully trained annually with regard to Child Protection procedures and remain vigilant for any problems of this nature. Anyone who has concerns regarding a Child Protection matter should feel confident to approach either Mrs A McKay (Designated Teacher for Child Protection), or the Deputy Designated Teachers for Child Protection and Online Safety, Mr G Lenaghan and Mrs M Hill respectively. Parents can be assured of all professional discretion as, when crises occur, it is important that communication within the pastoral system and with outside agencies be effective and respectful of the sensitivities of the individuals concerned. The Vice Principal (Pastoral) will initiate contacts with outside agencies as required. Our Safeguarding Policy sets out clearly the procedures to be followed in cases of suspected abuse, drawing on the advice provided by the Education Authority and Support Service for Schools. The Safeguarding Policy is sent to parents biannually in line with DENI guidance. It was last sent to parents by email attachment in November 2017 and was again sent in November 2019 after ratification at the Board of Governors meeting at the start of the year. All policies are available by contacting the School Office; the pupil school planners contain abridged versions for reference. Child Protection training takes place annually with all teaching and non-teaching staff, Governors, student teachers, sport coaches, cleaners, canteen staff and volunteer staff by the VP Pastoral. Pupils and parents are annually made aware of child protection procedures in school and are confident that any support required is in place and would be treated in the strictest confidence. The DT and DDTs inform pupils and parents and all relevant parties of policies and procedures relating to the protection of children, young people and vulnerable adults. The staff monitor the pupils’ awareness of the school’s procedures for child protection and counselling by showing a powerpoint at the start of the year in the designated pastoral time on the second day of term. Form Tutors also highlight the guidance in the school planner. Signs around the school and assemblies inform pupils who they can talk to should the need arise. Parents are asked to sign they have read the relevant pages in the school planner by Buddies. Pastoral training focused on Anti-Bullying training for all pupils in Life skills. Anti-Bullying materials focussed on building resilience and developing emotional intelligence. Digital Leaders continue to provide pastoral online peer support to pupils and with Mrs Hill’s direction created a video of the School’s Anti-Bullying policy to use in Lifeskills Anti- Bullying week. Online Safety Ballyclare High is committed to 'keeping children safe online' and was the first school in Northern Ireland to be awarded the eSafety Mark and were noted to be a "beacon for eSafety" in Northern Ireland by Childnet.

Last year the 360 Self-Review Progress contributed to our successful re-application for the Online Safety Mark. NSPCC training for the pastoral and Online Safety team, was ably co-ordinated by our Online Safety co-ordinator Mrs M Hill and this has ensured that staff are equipped to protect and educate our pupils in this important area of their digital footprint. The school has an Online Safety Policy in line with the DE circular. The policy was created through consultation with all stakeholders: pupils, staff, parents and Governors. The Online Safety Policy and related policy documents (AUP, Social Media, Handheld Devices & Mobile Phones) are reviewed annually and amended where necessary in response to the ever-changing technology used by our school community. The school recognises the importance of online safety and has a designated Online Safety Coordinator (Mrs M Hill) who has also undergone Deputy Designated Teacher Child Protection training. The Online Safety Coordinator leads a Staff Online Safety Forum and works with a group of pupil Online Safety Digital Leaders. The Digital Leaders have gone through the Childnet Digital Leader training (one of seven pilot schools in the UK) and deliver Online Safety messages to their peers through various mediums including social media platforms and lessons during Life Skills time. Pupil voice has been key to the development of the Schoolâ&#x20AC;&#x2122;s Online Safety and related policies. Digital Leaders worked alongside staff to deliver an Online Safety workshop for parents and an online reporting tool for their peers. The Online Safety Coordinator provides support and guidance to staff who have concerns regarding online behaviour of pupils. In partnership with Heads of Year and the Pastoral VP, the Online Safety Coordinator communicates relevant issues and guidance to parents. Parents are aware of the support that is available in school to help safeguard their children while using personal equipment to access the internet at home. For example, parents may bring in personal devices and set up parental controls with the support of Mrs Hill. The school website has an area dedicated to online safety that is populated with useful links for parents and pupils. In addition to this, the school provides online safety messages for pupils, parents and staff through the social media platforms. Staff receive CP training specific to Online risks in addition to the statutory CP training. Staff can identify the risks of certain online behaviours and actions, and, in addition to the protection of our pupils, are aware of the need to protect both their professional reputation and that of the school online.

14.

STAFF TRAINING

The School is compliant with the statutory requirements for staff training and during the academic year delivered a 10-day programme based on essential elements identified in the School Development Plan. Training was provided in the areas listed below. Non-teaching staff attended sessions that were tailored to their needs.  

     

Pupil Safeguarding, Child Protection and e-Safety Health and Safety procedures including Fire Safety, anaphylaxis, diabetes and epilepsy Use of SIMS Behaviour Management and Parent App Leadership soft skills development, including use of One Smart Work Teaching and Learning, including evidence based teaching strategies Development of sharing good practice of pedagogy techniques and literacy book looks Health and Wellbeing Microsoft Forms

Staff also had the chance to avail of non-statutory staff development opportunities through individual coaching conversations, training to have coaching conversations and the Senior Teacher Shadow Leadership programme. Cover was provided for courses and professional development opportunities provided by outside agencies where appropriate and after consideration of the potential impact on teaching time. As a result of both statutory and non-statutory, internal and external training, staff became more familiar with: whole-school policies and procedures; had input into and developed an understanding of the School Development Plan and associated Action Plans; enhanced their knowledge and skills to deliver the curriculum and school-based initiatives; were made aware of educational changes and their implications; availed of opportunities to share good practice. As a result they were better equipped to meet the needs of all pupils in the School. In addition, all were afforded a range of opportunities to develop professionally and enhance their understanding of how to pursue a healthy balance between work and life.

15.

FEEDBACK – COMPLIMENTS, COMMENTS and COMPLAINTS

Feedback is important to this school and we strive to engage with the full school community in order to provide the highest quality educational service. The following is a summary of the feedback for 2018-2019:  The School Council (comprising pupil representatives from each Form/Tutor Group) met termly to raise issues of concern and to make suggestions for improvement. In addition, the Senior Prefects met with the Head of Sixth Form/Principal on a regular basis. The Principal also met with Pupil Focus Groups, to share perspectives on key issues and make adjustments to procedures and protocols where appropriate. Issues resolved included playground behaviour, agreements on parking and traffic congestion on George Avenue with our 6th form and the creation of a 6th form garden through grant funding in partnership with Ollar Fold. Individual pupils across all year groups also availed of the opportunity to share their reflections with senior staff. Each department focused on pupil voice as part of their monitoring, evaluation and review process. Anti-bullying surveys were issued to all pupils.  Feedback was provided by parents and the wider community and took the form of casual chats, meetings, letters, e-mails, telephone calls and visits from individuals.  As part of our self-evaluation practice, feeder primary school principals were invited to meet one a term as a cluster to share information and good practice. Feedback was used to shape some of the communication for AQE for P6 and P7 parents and to inform the transition work for numeracy.  Event evaluations were collected and used to refine logistics and approaches.  The ETI visited the school in November 2018 and January 2019 for an update on progress with senior staff.  During 2018-19 all complaints were given due consideration and resolved in line with that publicised procedure and policy. One complaint was raised formally with the Chairman of the Board of Governors and subsequently resolved. Pupils were reminded frequently, e.g. via Assembly, they have a responsibility to make a positive impact on the local community and environment.  Compliments and positive feedback were received on a regular basis throughout the year. Where appropriate, these letters/emails were displayed on the notice board in the staffroom. Much of the feedback was, as always, informal: simply a phone call complimenting our pupils on their behaviour in the local and wider community, thanking a member of staff for their support and effort and commending pupils on their talents. Several parents provided staff with break-time treats in recognition of the investment in their child’s schooling and those were most gratefully received!  Please note, we are unable to address issues raised through anonymous correspondence and instead request any concerns are raised in a respectful manner through the appropriate channels.

16.

SUSPENSIONS

The Department of Education recently brought into force a new system for reporting Pupil Suspensions to the Education Authority. Whilst the reasons for suspension are included in the Schoolâ&#x20AC;&#x2122;s Behaviour Policy (as published to parents), it should be noted that these guidelines include the power of suspension for breaches in discipline which occur outside school (whether or not the pupil is in school uniform) and, in particular, for any act against members of staff and/or their property. Whilst we will do all in our power to avoid suspending a pupil, and aim always to work in partnership with parents, the School takes any blatant disregard for rules and disrespectful behaviour very seriously as we endeavour to shape our young people into well-rounded individuals according to our clearly stated ethos and values. Individual suspension or an accumulation of suspensions may regrettably lead to expulsion.

Appendix Summary of school results and sporting, cultural and scientific successes.

end