School Development Plan

School Development Plan 2024-2027

Schools are required to maintain a School Development Plan, based on a three year cycle to review progress and plan for improvement across a range of areas.

In autumn 2024, we were preparing surveys of parents, pupils and staff about School Development. It was our intention to use the feedback from those surveys and also our evaluation of the previous plan to inform the drawing up of a new plan. This is a work in progress and it takes time to refine the plan - new versions will be uploaded periodically.

In recent years, the school has been severely impacted by the Covid-19 pandemic and industrial action which have impacted on our plans. However, no crisis occurs without learning and we have learned much from having had to respond dynamically to the demands the pandemic has placed upon us.

We are currently updating our plans and we are confident that a revised plan will reflect all the priorities within the school community.

Collaborative Networks

COLLABORATIVE NETWARKS: St Colmcille’s PS/BUNSCOIL NAOMH COLMCILLE
Learners	Evidence
are confident in different environments, collaborate effectively with others and engage well in their learning.	From Nursery to P7 / Naíscoil to Rang a Seacht, children have many opportunities to engage in different environments, including commitment to outdoor learning.
respect diversity, recognise and value different identities and ways of working and acquire and apply new skills and knowledge.	The Shared Education project, our commitment to Irish Medium Education, international projects including Mandarin, Minnie Vinnies, Eco Council, employment of disabled staff reinforces the importance of inclusion,
are proactive in seeking collaboration and opportunities to learn with, and from, others.	Children engaging in outdoor learning e.g. through the Forest School Initiative face many problem solving activities which require collaborative approaches to solutions. Likewise the Transition days with Dean Maguirc College and local schools not only focus on pastoral care issues but on team building.
recognise the benefits of collaboration for themselves and others.	Children are excited about meeting different pupils from different schools, similarities and differences are exposed and discussed, e.g. team-building, problem solving activities in Todds Leap,
acquire and apply collaborative skills.	Task Time, Activity-based learning, Minnie Vinnies,
The provision
meets effectively the pastoral, learning and support needs of the learners through collaboration with external agencies and providers.	Autism NI Champions’ Award, Surface Pro Training, SEN Shared ED cluster work, Dyslexia Friendly schools, Ed Psychologist, Speech & Language partnership with WHSCT, PSNI engagement all benefit children’s learning.
raises learners’ awareness of other people and environments and builds their capacity and willingness to engage with others.	Challenges existing norms, helps leaders to confront perceived best practice, e.g. IMU route through education is different than EM, commitment to Outdoor education not universally embraced by all FS teachers in all schools but by experiencing best practice attitudes change.
is broadened and gives learners meaningful opportunities to learn with, and from, others in a variety of contexts, including the workplace.	Children and throughout the school have opportunities to benefit from a wide range of collaborative interactions to benefit pupil attainment and staff professionalism.
forges and exploits partnerships to create coherent progression pathways for all learners.	The school was a founder member of the Sperrin PS Cluster which was initiated in 2007 without funding as a voluntary partnership. The school has sought to exploit funding opportunities and international connections to maximise opportunities for staff and pupil engagement.
Leaders
have an effective strategic approach to, and rationale for, internal and external collaboration.	Evidence of shared decision-making, peer support; Break down professional boundaries and parochial attitudes; Improved outcomes for children; Sharing of expertise, knowledge and resources • Increased staff morale & professionalism; Efficiencies of scale / financial savings; Reduced isolation • Disseminating best practice – external validation; Raising standards; Improving school effectiveness Consistency within and between schools.
develop effective partnerships with parents/carers, other providers, communities and external agencies to support learning and achievement.	Sperrin Primary School Partnership, Extended School Cluster, Naíscoil & Bunscoil management Committees and Board of governors, Friends of St Colmcille’s, International partnerships, sporting and cultural connections. Voluntary and funding bodies, District Councils, PSNI. All provide different perspectives
prioritise staff professional learning, so that they have the capacity to prepare learners to contribute to the economy and society.	Active engagement with colleagues from other schools – a sense of camaraderie, reduced sense of isolation; Empowerment of individuals /Capacity Building; Knowledge and understanding of strategies to promote individual and team development. A professional learning community culture is evolving. Leaders are conscious of the positive contribution that children can make to society.
monitor and evaluate the effectiveness of collaborative networks.	Structures are in place to ensure that current provision is monitored within the school, Shared Ed principals’ group, Sperrin cluster and Extended Schools’ cluster, governors level. Conditions for success: Common purpose – Motive; Clear agreement about arrangements; Clear leadership and management structures; Trust / attitudes and relationships Commitment to the goals

School Development Plan 2020-2021

Schools are required to maintain a School Development Plan, based on a three year cycle to review progress and plan for improvement across a range of areas.

In Spring 2020 we were preparing surveys of parents, pupils and staff about School Development. It was our intention to use the feedback from those surveys and also our evaluation of the previous plan to inform the drawing up of a new plan. This is a work in progress and it takes time to refine the plan - new versions will be uploaded periodically.

The 2019 -20 and 2020 - 21 school years have been severely impacted by the Covid-19 pandemic and this has impacted our ability to see through our plans. However, no crisis occurs without learning and we have learned much from having had to respond dynamically to the demands the pandemic has placed upon us. An interim plan was put in place for the period of the pandemic.

We will be reviewing and updating our plans in the summer term 2021 and we are confident that a revised plan will reflect not only the things that have been held up because of the pandemic, but also to embrace the new learning which has been a necessary response to the challenges of the pandemic.

School Development Plan 2020-2021

On 3rd June 2020, due to Covid-19 DE produced guidance to clarify the requirements of SDP for 2020/2021.

The SDP is an important vehicle for school improvement, communicating a coherent, shared vision for the development work of a school with all members of its community.

DE and ETI recognise the need for a flexible approach to SDP in the coming academic year.

Boards of Governors are asked to take a pragmatic approach to school development planning, ensuring that the process is useful in supporting the work of the school and that it is manageable.

DE have suggested that the following may be appropriate priorities:

1. supporting the physical, mental and emotional health and well-being of pupils & staff;

Organise a Summer School to support P5/R5 &P6/R6 children
Incorporate PE, Daily mile, Mediation, Mindfulness into lessons
Integrate PATHS strategies throughout the school
Other activities/programmes

2. developing effective approaches to remote/blended teaching, learning and/or assessment;

Develop Policy for Remote/Blended Learning
Trial Online resources, as appropriate to each Key Stage: Seesaw; Seesaw Class; Study Ladder; Oxford Owl; Sumdog, Bug Club Teams; AR etc.
Develop approaches to support children’s learning during potential lock downs:- 2 weekly printed packs including reading resources, daily schedules, tutorials and videos to explain learning intentions, support for key worker, SEN & vulnerable children, monitoring children’s learning, live/recorded lessons, survey of parents, pupils and staff’s experiences and perceptions.

developing effective approaches to delivering services to vulnerable learners and those learners who have statements of special educational need;

Develop Online approaches for children who are Shielding: eg - Collaborate, weekly packs etc
Protect Statemented children by ensuring that Classroom Assistants don't need to cross bubbles, wear masks/visors when working closely with children.

3. identifying and addressing underachievement, particularly for those pupils who have experienced barriers to

engaging in remote learning;

Complete GL assessments: CAT; PTE & PTM; Analyse performances to identify high achievers; low achievement and underachievement.
Numeracy baseline: Busy Ants within KS1 & KS2; FS school-devised assessment
Implement ‘Engage’ funding to enable SENCO to support underachieving children

4. enhancing parental engagement to support their child’s learning; and

Utilise Seesaw as the primary means of communication between teachers and parents and to help them support their children
Keep the school website updated with accurate information about how parents can support their children
SEN and IEPs:

5. developing an effective programme of professional learning for teachers.

Up-skill staff in use of Online resources: Teams, Seesaw Class, Google Classroom etc
Focus on staff Well-being: Stephen Beattie training session- Recovery

6. developing key curriculum priorities for this year: Literacy, Numeracy and Wellbeing