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