carrick primary school - school development …

35

Appendix 5 (i)

CARRICK PRIMARY SCHOOL - SCHOOL DEVELOPMENT PLAN OVERVIEW

2014-2015 2015-2016 2016-2017

Curriculum and Teaching Statutory implementation of Northern Ireland Curriculum for Years 1-7.

Statutory Assessment of Communication and Using Mathematics.

Implementation of Rights Respecting Project.

Development of the teaching and learning in relation to Guided Writing (Term 1), Comprehension (Terms 2 and 3), Shape and Space (Term 1) and Measures

(Term 2 and 3).

Further external and internal training in Northern Ireland Curriculum issues.

Further embedding of TS & PC &AfL strategies across the Curriculum.

Setting Literacy/Numeracy Targets for each class and working towards the realisation of these targets.

P7 Heartstart Programme.

Implementation of ICT Policy and Scheme of work.

Training in relation to the forthcoming Assessment of Using ICT .

Statutory implementation of Northern Ireland Curriculum for Years 1-7.

Northern Ireland Curriculum – embedding of all TS & PC and AfL strands.

Setting Literacy/Numeracy

Targets for each class and working towards the realisation of these targets.

Statutory Assessment of Communication, Using Mathematics and Using ICT.

Continued implementation and refinement of ICT Policy, Scheme of Work and P1-7 ICT Activity Grid.


Statutory implementation of Northern Ireland Curriculum for Years 1 - 7.

Setting Literacy/Numeracy Targets for each class and working towards the realisation of these targets.


School Leadership Provide training in relation to the implementation of the Statutory Assessment of Using Mathematics and Communication.

Plan and implement training in preparation for the Statutory Assessment of Using ICT.

Support staff as they devise 1 year and 3 year Action Plans relating to the school’s priorities as identified in

the SDP.

Organise appropriate consultation with all relevant stakeholders in relation to the School Development Plan.

Development, implementation and evaluation of whole-school self-evaluation strategies within Carrick.

Actions resulting from “Every School a Good School”

Update School Development Plan

Develop self-evaluation strategies within Carrick.

Alignment and improvement of PRSD to reflect our SDP

priorities and the Northern Ireland Curriculum.

Review of Co-ordinators’ 1 year and 3 year Action Plans.

Co-ordinators’ Meetings: Planning (September), Mid-Year

Meetings (February) and Review Meetings (June).

Implementation of Rights

Update School Development Plan.

Produce further Action Plans relating to priorities

identified in the SDP.

Further development of self-evaluation strategies

within Carrick.

Alignment and improvement of PRSD to reflect the SDP and

Northern Ireland Curriculum.

Review of Co-ordinators’

36

self-evaluation work.

Review of Class Teachers’ Action Plans for 14/15.

Review of Co-ordinators’ 1 year and 3 year Action Plans for 2014/2015.

Planning, implementation and review of Rights Respecting School Project

Further amendments to the “Easy Read” Project following the evaluation of the project.

Development of the use of Assessment Manager.

Development of the Data Team’s skills so that the members can make more effective use of data and can support other staff.

Development of the teachers’ skills so that staff members are able to make more effective use of data.

Alignment and improvement of PRSD to reflect our SDP, the Northern Ireland Curriculum and the RTU

Course “PRSD- Beyond Implementation”

Co-ordinators’ Meetings: Planning (September/October), Mid-Year Meetings

(February/March) and Reviews (June).

Development of monitoring, evaluation and review procedures in relation to Maths, English, The World

Around Us and ICT.

Further development of the Role of Classroom Assistants.

Further development of the Annual Reporting process.

Full implementation of Marking for Improvement and Teaching and Learning Policies.

Review and update Board of Governors’ Annual Report and School Prospectus.

Review of school policies and practices/ procedures where required.

Plan and implement “Handover” Meetings in August 2014.

Plan and implement “Data” meetings involving class teachers, Key Stage Co-ordinators and Principal.

Respecting Project.

Further development of the Role of Classroom Assistants.

Further development of Assessment Manager and the Data Team’s Skills.

Further adaptation of Half-

Termly Planners to reflect the Northern Ireland Curriculum and school priorities.

Planning and implementing the Statutory Assessment of ICT.

Review of a range of school policies.

1 year and 3 year Action Plans.

Co-ordinators’ Meetings:

Planning (September) ), Mid-Year Meetings (February), and Review

Meetings (June).

Further development of the Role of Classroom

Assistants.


Implementation of Rights

Respecting Project

37

Staff Development

Prioritizing staff development which reflects our SDP and our PRSD work.

PRSD – Establishing objectives through consultation which reflect the SDP, our Staff Development Policy and the Northern Ireland Curriculum.

Development of Key Processes:

Target Setting, Data Handling and Self- Evaluation Strategies.

Training in relation to Comprehension, Measures and

preparation for the Statutory Assessment of Using ICT

Training in Assessment of Using Mathematics and Communication.

Training in relation to the Rights Respecting Project.

Training in assessing Communication and Using Mathematics.

Training in Comprehension and Measures.

Training in Assessment of Using ICT.

Prioritizing staff development which reflects our SDP and our PRSD work.

PRSD – Establishing objectives through consultation which reflect the SDP, our Staff Development Policy and the

Northern Ireland Curriculum.

Target Setting 2015-2016.

Follow-up external training in Northern Ireland Curriculum.

Development of Self-Evaluation strategies in Carrick.

Prioritizing staff development which reflects our SDP, our

PRSD work and the Northern Ireland Curriculum.

PRSD – Establishing objectives through consultation which reflect

the SDP and our Staff Development Policy.

Target Setting 2016-2017

Development of Self-

Evaluation strategies in Carrick.

Finance/Budget/Human

Resources

Liaison with LMS Officer to establish budget priorities which reflect the SDP.

Fundraising via Friends of Carrick PTA.

Meetings with staff and Governors in relation to

school requisitions which reflect the School Development Plan.

Liaising with LMS officers to establish priorities which reflect the SDP.


Liaising with LMS officers to establish priorities which reflect the

SDP.


Accommodation/Maintenance New School Project – continued liaison with all

stakeholders.

Further development of our new

school‘s facilities.

Further development of

our new school’s facilities.

Links with Community/Parents Consultation with parents re. School Development

Plan.

Annual Report 2013-2014 (Published November 2014).

School Prospectus - provided for all new P.1 parents

in June 2015.

Further development of links with Pastoral Committee (Liturgical issues), sporting organisations and a local artist.

Consultation with parents re.

School Development Plan.

Annual Report 2014-2015 (Published November 2015).

School Prospectus provided for

all new P.1 parents in June 2016.

Further development of links with Pastoral Committee (Liturgical issues), sporting

Consultation with parents

re. School Development Plan.

Annual Report 2015-2016 (Published November

2016).

School Prospectus provided for all new P.1

parents in June 2017.

38

Further development of consultation with parents re: school issues, polices, practices and procedures.

Liaison with parents and community in relation to Rights Respecting School Project.

Sainsburys/Tesco P.E Equipment – Token Scheme.

Irish News GAA Tokens scheme.

Competitions.

Shoebox Christmas Appeal.

Annual Christmas Concerts (P1/5 and P7/Choir/Musicans).

P5 String Project and Instrumentalists Concert.

Pre-Sacramental Preparation Masses.

Celebrations of Sacraments.

Fundraising for Charities for Friends of Carrick.

Feis.

Sporting Events.

CCMS Week.

Football, Hurling / Camogie / Tennis /Soccer events.

Choir.

Extra-Curricular Activities.

PSNI P7 Programme.

Science/Technology Competition (St Louis).

Cross Country Event.

PDMU Programme.

Meetings with new P1 Pupils and Parents.

Meeting with P6 parents.

Credit Union Quiz and Art Competition.

Community Concerts/Events.

Education Welfare Officer’s “Moving on, Moving Up” Transition Programme for P7.

Sex Education for P7 pupils

organisations and a local artist.

Liaison with parents and community in relation to Rights

Respecting School Project.

Sainsburys/Tesco P.E Equipment – Token Scheme.

Nestle Box Tops – Book Scheme.


Competitions.


Annual Christmas Concerts.



Feis.

Sporting Events.

CCMS Week.

Football, Hurling / Camogie / Tennis/Soccer events.

Choir.

Extra-Curricular Activities.

PSNI P7 Programme.



PDMU Programme.





Education Welfare Officer’s “Moving on, Moving Up”

Transition Programme for P7.

Sex Education for P7 pupils

Further development of links with Pastoral Committee (Liturgical

issues), sporting organisations and a local artist.

Liaison with parents and community in relation to Rights Respecting School

Project.

Sainsburys/Tesco P.E Equipment – Token Schemes.

Nestle Box Tops - Book Scheme.


Competitions.


Annual Christmas Concerts..



Feis.

Sporting Events.

CCMS Week.

Football, Hurling /

Camogie / Tennis/Soccer events.

Choir.

Extra-Curricular

Activities.

PSNI P7 Programme.


39


PDMU Programme.





Education Welfare Officer’s “Moving on, Moving Up” Transition

Programme for P7.

Governors Self-Evaluation of Governance.


School Development Planning for 2014-2017

Training in Identified Areas (Designated Governors)

Principal’s PRSD– Target Setting for Improvement.

Governors’ involvement in Rights Respecting School Project

Refinement of School

Development Plan 2014-2017

Development of self-evaluation process re Governance.

Identification of areas for

development 2015/2016.

Action Planning for Improvement.

On-going training for Designated

Governors in identified areas.

Governors’ involvement in Rights Respecting School Project.

Refinement of School

Development Plan 2014-2017.

Training for new Governors in identified

areas.

Development of self-evaluation process re

Governance.

Identification of areas for development 2016-2017.

Governors’ involvement in Rights Respecting School Project.

40

Appendix 5(ii) Carrick Primary School

Action Plan – Data Management Plan 2014-2015

Area for Improvement: Data Analysis and the Effective Use of Data, so as to effect improvements in standards in Carrick Primary School.

Where are we now: Since 1999, we have been building up expertise in the analysis and effective use of quantitative data such as, PiE, PiM, End of Key Stage, Benchmarking, NRIT, NILA, NINA, Mental Maths, Half-Termly Tests and Class Tests. We have always tried to take account of quantitative data in relation to the other qualitative data which we have, and to use all the data as effectively as possible. Target-setting, tracking and monitoring procedures within Carrick are developing appropriately.

Objectives/targets Success criteria Actions to bring about improvement

Time/materials/staff development including costings

External support required?

Staff / lead responsibility

Timescale

To plan and implement

the NILA/NINA

assessments with P4-7

classes and to generate

the data for use by

coordinators and

teachers.

When

NILA/NINA

assessments have

been implemented

for P4-7 and

data/reports have

been generated for

use by

coordinators and

teachers.

The Data Team will

assess training re the

implementation of

NILA/NINA for P4-

7 classes and will

make effective use

of the data.

Cascading

training re NILA

and NINA to

coordinators and

P4-7 teachers.

NILA/NINA

assessments.

Training provided by CCEA.

C2K Helpdesk Support for

NILA/NINA implementation.

Data Team

Coordinators

(Assessment,

Literacy and

Numeracy).

P4-7

teachers.

Term 1

2014-2015.

To plan and implement

provision mapping in

relation to P1-4 children

with SEN.

When provision

mapping has been

completed for P1-4

pupils with SEN.

The data in relation

to provision

mapping for those

children in P1/4 with

SEN will be imputed

into Assessment

Manager and

updated between

September 2014-

June 2015.

Data (P1-4) re

provision

mapping will be

imputted into

Assessment

Manager.

Training provided by C2K

Team

Data Team.

SENCO.

2014-2015.

41

Objectives/targets Success criteria Actions to bring about improvement

Time/materials/staff development including costings

External support required?

Staff / lead responsibility

Timescale

To improve the

Data Team’s

awareness of class,

year groups, school

data, N.I. data,fsm

data, and

benchmarking data,

in relation to the

target setting and

tracking processes.

To improve the

Data Team’s

expertise and

confidence in

relation to data

handling, helping

other teachers to

make more

effective use of data

in the classrooms

and the

development of the

target setting and

tracking processes.

The Data Team

members will be

more confident in

relation to data

handling and helping

other teachers to

make more effective

use of all data in the

classrooms and in

relation to target

setting and tracking.

Organise training

for the Data Team.

Provide members

of the Data Team

with a Data Folder

containing relevant

class, year group,

gender, school

data, Northern

Ireland data

benchmarking data

and fsm data.

Cost of data folders

for members of the

Data Team.

Cost of training and

the release of Data

Team members where

appropriate

Mr Damian

Harvey/ Mr Adrain

Lavery/ Mrs Marie

Conlon (C2K

Team-Assessment

Manager )

Data Team

2014-2015

To improve all

teachers’,

Governors’,

coordinators’ and

staff members’

awareness and

understanding of

their class and the

school data and

how to make more

effective use of

data, including

All class teachers,

coordinators, staff

members and

Governors will

receive training in

relation to the

effective use of

class, year group,

fsm, school, gender

and Northern Ireland

data and in relation

to the target-setting

Organise data

training for

Governors,

teachers,

coordinators and

staff members.

Provide all

Governors,

coordinators and

teachers with a

Data Folder

containing relevant

Cost of data folders

for teachers,

coordinators,

Governors and Data

Team.

Sub cover to release

members of the Data

Team and/or Co-

ordinators/teachers

where appropriate.

Training in Data on

Baker Days and

Governors

Mr Peter

McAlister (CCMS)

and SELB Officers

Data Team

Staff

Co-ordinators

2014-2015

42

gender data ,fsm

data and data

relating to under

performance in the

classroom, so as to

facilitate

improvements in

standards.

To improve

teachers’ awareness

and understanding

of the target- setting

and tracking

processes at class,

year group and

school level and in

the Northern Ireland

context.

processes at class,

year group, gender

and school level.

class, year group,

gender, fsm,

school, Northern

Ireland data and

benchmarking

targets.

School Development

Days.

To continue to

improve the

assessment

processes in

Carrick Primary

School, so that the

data yielded is as

reliable and

appropriate as

possible.

To continue to

improve the target-

setting and tracking

processes in

Carrick Primary

School.

To support the

implementation of

school, year group,

gender, class

Amendments will be

made to the

assessment

procedures to ensure

that the data yielded

is as reliable and

appropriate as

possible.

Amendments will be

made to the target-

setting and tracking

procedures to ensure

that the targets set

are appropriate and

reflect the qualitative

and quantitative data

which already exists.

Support will be

provided for the

implementation of

school, year group,

gender, class and

The Data Team

will meet to decide

what amendments

are required to the

assessment, target-

setting and

tracking

procedures within

Carrick, so that the

data yielded are as

reliable and

appropriate as

possible.

Provide support for

the implementation

of school, year

group, gender class

and subgroup

initiatives which

will lead to

improvements in

standards and

Cost of training and

the release of Data

Team members where

appropriate.

Cost of assessment

materials.

Cost of resources

which are required for

the implementation of

school, year group and

class initiatives.

Cost of releasing

coordinators and/or

teachers from class

where appropriate.

Mr Damian

Harvey and Mr

Adrian Lavery/

Mrs Marie Conlon

(C2K Team

Assessment

Manager)

Mr Peter

McAlister

(CCMS) and

SELB Officers

CASS Officers

Data Team

Governors

Teachers

Coordinators

Project Leaders

2014-2015

43

initiatives and sub

groups which will

lead to

improvements in

standards in Carrick

Primary School and

which reflect the

priorities as detailed

within the School

Development Plan.

subgroup initiatives

which will lead to

improvements in

standards and

attainments in

Carrick Primary

School and which

reflect the priorities

as detailed within the

School Development

Plan.

attainments in

Carrick Primary

School and which

reflect the

priorities as

detailed within the

School

Development Plan.

To make use of

Assessment

Manager bar charts,

scattergraphs and

tables.

To set up and access

the relevant

graphs/charts/tables.

Set up, access,

analyse and

disseminate

graphs/charts.

Cover to release

members of Data

Team where

appropriate.

Mr D Harvey and

Mr Adrian Lavery

(C2K Team-

Assessment

Manager)

Data Team 2014-2015

To undertake a

thorough and

detailed analysis of

Carrick Primary

School’s pupil and

school attainment

data, in

conjunction with

relevant staff, to

identify: strengths;

areas for

improvement;

trends in

performance; and

the school’s

benchmarked

position.

Arising from this

analysis, we set

targets for pupil

and class

attainments and

overall school

targets.

Documentation on the

analysis of pupil

attainment data will

be available and will

be used as the basis

for further planning

and for setting targets

for pupil attainment in

classes and across the

school.

Targets for pupil,

class and school

attainments will be set

in Autumn 2014.

The Data Team will

undertake a

thorough analysis of

the school’s and

pupil attainment

data, will engage in

discussions with

staff and Governors

and will produce

documentation

which identifies

strengths, areas for

improvement, trends

in performance and

the school’s

benchmarked

position.

In collaboration

with the Data Team,

the Principal will

co-ordinate the

setting of targets for

the school, for each

class, for pupils’

Meetings with the Data

Team, co-ordinators

and teachers (sub cover

may also be required).

Data folders for

teachers, coordinators,

data-team members and

Governors.

SELB and C2k

personnel.

Mr Peter

McAlister

(CCMS) and

SELB Officers

(where

appropriate)

Data Team 2014-2015

Targets for school,

class and pupil

attainment to be

drafted by the end

of October 2014.

44

achievements and

standards, for the

year ending June

2015. These targets

will be presented to

the Board of

Governors for

discussion and

approval.

To produce and

implement

plans for the

further

development of

data analysis

and the

effective use of

data so as to

promote

improvements

within Carrick

Primary

School.

Plans for the further

development of

data analysis and

the effective use of

data so as to

promote an

improvement in

standards and

attainments within

Carrick PS, will be

implemented in

2014-2015. This

will contribute to

the raising of

standards and

attainments across

the school.

The Data Team will

be involved in data

analysis and the

effective use of data

so as to facilitate

Improvements in

standards and

attainments.

These plans will be

discussed with the

staff and Governors

and amendments

will be made where

necessary.

Teachers will begin

to implement the

agreed strategies

during 2014-2015.

Meetings with Data

Team (sub cover may

be required).

Meetings with whole

staff.

Meeting with

Governors.

Meetings with

Coordinators.

Key Stage Meetings.

Meeting with groups of

staff

members/individual

staff members.

SELB/CASS

Advisers

Mr Peter

McAlister

(CCMS) and

SELB Officers

C2k Personnel

Data Team Plans to be drafted,

agreed with staff

and Governors and

implemented during

2014-2015.

45

Carrick Primary School

Strategies to Monitor, Evaluate and Review:

1. Minutes of all meetings will be retained including: Teachers’ Meetings, Leadership Team Meetings, Data Team Meetings, Governors’ Meetings,

Coordinators’ Meetings, Clerical/ Caretaking/ Classroom Assistants’ Meetings and meetings with external agencies/ support staff.

2. Targets will be set by each class teacher for Literacy and Numeracy (P1-P7)

3. End of Key Stage Targets will be set by the P.4 and P.7 teachers in October each year.

4. Whole school PiE & PiM targets will be set in October each year.

5. Progress of class, year group and whole school initiatives, which are designed to simultaneously improve standards and attainments and to meet the class

or school targets, will be monitored closely during the year. (Mid-Year Meetings February 2015 and Review Meetings June 2015)

6. All Coordinators draw up detailed 1 Year Action Plans and 3 Year Action Plans for their subject/ area of coordination. Progress towards targets set will be

reviewed at Mid-Year meetings in February 2015 and in June 2015.

7. A termly bookscoop will be organised by the relevant coordinators (World Around Us, Mathematics and Numeracy and Language and Literacy)

8. Documentation on the analysis of pupils’ standards and attainments for previous years will be reviewed. Amendments will be made to the 14/15 format where necessary.

9. There will be evidence in teachers’ planning (P1- P7), in classrooms and in children’s books that the Literacy and Numeracy Targets and the End of Key Stage Targets are being addressed.

10. There will be evidence in teachers’ planning, (P1 – P7), in classrooms and in children’s books that the agreed plan for the effective use of data, is being implemented.

11. There will be evidence in teachers’ planning, (P1 – P7), in classrooms and in children’s books that the agreed class, year group and school initiatives are being implemented.

12. The Governors are involved in monitoring, evaluating and reviewing school data and school initiatives.

46

Appendix 5 (iii) Carrick Primary School

Action Plan - Focus/Issue: Leadership/Self Evaluation

Year: 2014-2015 Leadership Team: Mrs Cassidy, Mrs Keenan, Mrs Grant, Mrs Duffin

Baseline position

[Where are we

now?]

Targets

{What do we want to

achieve?]

Action To Be Taken

[What are we going

to do?]

Success Criteria

[How will we know?]

Timescale Staff/Governor

Involvement

Monitoring/Evaluation Resources

Staff have

had some

experience

in the field

of Self-

Evaluation.

To help staff

become more

confident with the

Self-Evaluation

process.

Provide additional

opportunities for

Staff

Development in

this area.

To develop the

process of Self-

Evaluation using

performance data

and other

relevant

information.

When the Self-

Evaluation

process has been

further

developed within

Carrick.

Sept 14–

June 15

Leadership Team

All Staff

Governors

The development

of the Self-

Evaluation/Self-

Reflection process

will be monitored

and evaluated by

the LT and the

Board of

Governors, using

questionnaires,

surveys and oral

feedback.

Self-Evaluation

Resources.

Together

Towards

Improvement

documents.

Every School a

Good School.

Resources from

the Department

of Education,

from the

Inspectorate,

from OECD,

from QUB,from

CASS and from

RTU.

All school

staff and

Governors

participated

in Self-

Evaluation

exercises

linked to

Every School

a Good

School and

the School

Development

Planning

process.

To improve the

quality and

effectiveness of

our Self-

Evaluation

exercises.

To raise standards

using self-

evaluation

techniques.

To collate and

analyse the

information

yielded from the

Every School a

Good School

Self-Evaluation

exercises and to

use the

information to

inform the

School

Development

Planning

process.

When the

feedback has

been provided to

all staff and

Governors and

the information

has been used in

order to raise

standards.

Sept 14–

June 15 Leadership

Team

All Staff

Governors

Progress will be

monitored and

evaluated by the

LT, the Board of

Governors and the

Staff.

Every School a

Good School

documentation.

Self-Evaluation

Resources.

Together

Towards

Improvement

and school

development

Planning

documentation.

Resources from

DE, from ETI

and from other

sources.

47

The PRSD

process is

well

established in

Carrick and

has been

evaluated and

amended

accordingly

each year.

Review of

teachers’ and

Principal’s

performance

via PRSD

process.

To further

develop the PRSD

process so as to

make it as

rewarding and

worthwhile as

possible.

To implement the

advice and

guidance from the

RTU’s “PRSD –

Beyond

Implementation”

Course.

Set Principal’s

and teachers’

PRSD targets for

14/15

To develop the

PRSD process in

consultation with

Leadership

Team, teachers,

Governors and

the Principal’s

Reviewers, Mr

McConville, Fr

Byrne, Mr

McAteer and Mr

Fegan

When teachers

have been

consulted re: the

objectives for

14-15 and three

appropriate

objectives have

been agreed

which reflect

both the SDP

and our Staff

Development

Policy.

When the

knowledge/ideas

from the PRSD

course have been

implemented and

appropriate

actions taken.

When the 2014-

2015 PRSD

process has been

successfully

completed and

evaluated by the

Principal and all

teachers.

Term 1:

Setting 14-15

PRSD

Objectives

Term 2:

Classroom

Observations

and/or

Observations of

Meetings.

Term 3:

Review

Meetings

Principal and

Teachers

Reviewees and

Reviewers

Governor

Reviewers

(Mr Fegan,

Mr McAteer

and Fr Byrne)

The 2014-2015

PRSD process

will be monitored

and evaluated by

Governors, the

Principal, the

Leadership Team,

by Mr B

McConville

(Principal’s

External Adviser)

and by Fr Byrne,

Mr Fegan and Mr

McAteer

(Principal’s

Governor

Reviewers).

PRSD Resources

Mr B

McConville –

External Adviser

for Principal’s

PRSD.

RTU Course

materials:

“PRSD –

Beyond

Implementation”

Fr Byrne Mr K

Fegan and Mr D

McAteer

(Governor

Reviewers).

Teachers are

familiar with

“Book

Scoops”.

Teachers

have had

some

opportunity

to share good

practice as

part of the

“book scoop”

process.

To raise the staff

members’

awareness of the

LT and Co-

ordinators’

expectations in

relation to book

scoops.

To raise standards

by monitoring and

evaluating

classroom practice

via

To outline to

staff the

expectations of

the LT and

Coordinators in

relation to the

book scoops.

To outline and

implement book

scoops (1 each

term) for P1-P7

teachers.

To use the newly

When all staff

has been made

aware of the

expectations of

the LT and co-

ordinators in

relation to

bookscoops.

When book

scoops have been

planned and

implemented.

Sept 14- June 15 Principal

Leadership

Team

Maths,

English and

WAU Co-

ordinators

Teachers

The planning and

implementation of

book scoops will

be monitored and

evaluated by the

Principal and

relevant Co-

ordinators. Copies

of all feedback

will be retained by

the Principal as a

record of any

actions which

“Book Scoop”

proforma for

providing

feedback to

teachers and/or

Co-ordinators.

Minutes of Key

Stage Meetings

detailing the

opportunities for

sharing good

practice,

following

48

book/scrapbook

scoops and by

providing staff

with written

feedback

following each

book scoop.

designed

proforma which

facilitates the

provision of

feedback to

teachers and the

sharing of good

practice

following

bookscoops.

When staff

members have

been provided

with feedback

following each

book scoop and

have been given

the opportunity

to share good

practice.

were

recommended

following the

book scoop.

bookscoops.

Target

Setting in the

school is well

embedded as

a process.

To further

develop the target

setting process

within Carrick.

To further

develop the

target setting

process within

Carrick in

consultation with

teachers, the

Data Team and

Governors.

When the setting

of targets has

been regulated

and targets have

been set by class

teachers from

P1-7 for 2014-

2015 and school

targets and

coordinators’

targets have also

been set.

2014-2015

All teachers

Leadership

Team

Data Team

Governors

Support

Agencies

Progress in relation

to the setting of

targets will be

monitored and

evaluated by the

teachers, the Data

Team, the LT, the

Principal, the

Governors and by

coordinators.

Target Setting

Policy

Target Setting

Proformas.

Class Targets

(Primary 1-7)

End of Key Stage

1 & 2 Targets

(Primary 4 + 7)

Coordinators’

Targets

School Targets

We have had

a Data

Team since

2009

To develop the

skills of the Data

Team in Carrick

Access/provide

training for the

Data Team

(Literacy

Coordinators,

Numeracy

Coordinators,

SENCO,

Assessment

Coordinator and

Principal )

When the Data

Team has

accessed training

and has become

more skilled in

facilitating and

promoting the

effective use of

data, including

sub group data.

2014-2015

Data Team Monitoring and

evaluation activities

will be carried out

by Governors, LT,

Data Team,

Principal and

Coordinators

Data Team

Meetings

PiE/PiM Data

NRIT Data

NILA/NINA

Data

Mental Maths

Data

Half Termly

Data

Assessment

Manager Data

49

Assessment

Manager has

been used

since 2007-

2008

To raise standards

by using

Assessment

Manager more

efficiently in

relation to all

school data

Further

Assessment

Manager

Training will be

accessed for

teachers and for

the Data Team.

Assessment

Manager will be

used effectively.

When additional

training has been

accessed in

Assessment

Manager for

teachers and for

the Data Team.

When data from

June 14 has been

inputted,

analysed and

disseminated to

teachers.

When

Assessment

Manager has

been used by

teachers and the

Data Team so as

to make more

effective use of

the school’s data

in relation to

improving

standards.

2014-2015 Data Team

Teachers

These

developments will

be monitored and

evaluated by

Governors, the

Principal and the

Data Team.

PiE/PiM Data

NILA/NINA

Data

NRIT Data

Mental Maths

Data

End of Key

Stage Data

Data Team

Meetings

Assessment

Manager

Trainers (Mr D

Harvey, Mr

Adrian Lavery

and Mrs Marie

Conlon)

Mid-Year

Meetings

were

introduced in

08-09 for all

Co-ordinators

To plan Mid-Year

Meetings for

February/March

2015.

Carry out Mid-

Year Meetings.

When

Coordinators

have participated

in the Mid-Year

Meetings with

the Principal.

2014-2015 All

Coordinators

Governors

Principal

The Mid-Year

meetings will be

planned,

implemented and

evaluated by

Governors and by

the Principal.

Mid-Year

Meetings –

Timetable

Sub cover for

coordinators

(where required)

The building of the new

school commenced in

April 2011 and we moved

into the new

school in August 2012.

To further

develop the new

school project

effectively and in

conjunction with

the staff, pupils,

parents and

Governors.

To continue to

develop the new

school project in

conjunction with

the staff, pupils,

parents and

Governors.

When the new

school project

has been

completed in

conjunction with

the staff, pupils,

parents, and

Governors.

Sept 14-June 15 Leadership

Team

Governors

The development of

the new school

project will be

evaluated by the

Governors and the

Leadership Team.

Minutes of

Meetings.

50

Appendix 5 (iv)


Action Plan-Focus/Issue: Mathematics and Numeracy Action Plan

Coordinators: Mrs Grant (P1-4) Mrs Keenan (P5-7) Year: 2014-2015 Baseline position

[Where are we

now?]

Targets

{What do we want

to achieve?]

Action To Be

Taken [What

are we going to

do?]

Success Criteria

[How will we

know?]

Timescale Staff

Involvement


Teachers will

require support to

carry out the

Assessment of

Using

Mathematics

To effectively

support staff with

the Assessment of

Using Mathematics,

so that teachers

become more

confident with the

Assessment of

Using Mathematics.

To implement

the Assessment

of Using

Mathematics

and to provide

training for

teachers in

relation to

Assessment of

Using

Mathematics.

When all

teachers have

been trained in

the Assessment

of Using

Mathematics

and the plans

have been fully

implemented.

2014-2015 All Teachers The coordinators will

monitor and evaluate

the progress of this

work.

CEA

Assessment

Tasks (Level l -

5)

Tasks made by

teachers (Levels

1-5)

CEA

Assessment File

Teachers require

additional time to

refine planning,

teaching, learning

and assessment in

Process activities

related to Shape &

Space.

Teachers will have

additional time to

plan and develop

Process activities

in Shape & Space.

( P.1-P7)

To continue to

implement the

Shape & Space

Programme

with particular

emphasis on TS

and PC

Processes

To requisition

additional

Shape & Space

resources

(where

All teachers

will have

evidence of the

implementation

of Shape &

Space

developments in

planners in

particular Shape

& Space,

TSPC/Processes

activities.

Term I

2014

All teachers

and

classroom

assistants.

This training and

implementation

programme will

continue to be planned,

monitored and

evaluated by the

Numeracy Co-

Coordinators.

Teachers’ meetings and

Key Stage meetings to

evaluate the best way to

implement the training

Newly acquired

resources will be

used in Shape

and Space

lessons.

The Statutory

Assessment of

Using

Mathematics

File.

Active Inspire

Websites

51

required) teachers have had in

relation to Shape&

Space.

Teachers and

Classroom

Assistants have

had no formal

training in the

development of

Measures.

To improve

teaching and

learning in

Measures

( P.1 -P.7).

To access

training for all

teachers and

classroom

assistants in

Measures.

Involve parents

and inform

them through a

Numeracy

Information

Evening in

Measures.

When all

teachers and

classroom

assistants have

accessed further

training and

there is

structured

progression and

evidence of

improvement in

Measures from

P.1 –P.7.

Term 2 &

Term 3

2014-

2015

All teachers

and

classroom

assistants.

This training and

implementation

programme will

continue to be planned,

monitored and

evaluated by the

Numeracy Co-

Coordinators

Parent and pupil

evaluations on

Measures: Numeracy

Information Evening.

Newly acquired

resources will be

used in

Measures

lessons.

Active Inspire

Websites

Use of Measures

resources

through

practical

workshops with

pupils and

parents.

Training

provided by Mr

T. Doyle

((Mathematics

Adviser)

Having studied the

PiM data from

May 2014 we will

continue to focus

on Shape and

Space for Term 1

and Measures in

Terms 2&3

To improve

standards in Shape

& Space and

Measures. To affect

improvements in

PiM 2015

( Shape& Space/

Measures

questions).

To continue to

develop

teaching and

learning in

Shape & Space

and Measures.

When we carry

out the PiM

tests in May

2015 tests, we

will compare

these results to

the targets set.

2014-2015 All teaching

staff.

This work will be

monitored and

evaluated by the

Numeracy Co-

ordinators, the LT, the

Data Team and the

Governors.

PiM data

PiM tests

Numeracy

resources

( Shape &

Space)

(Measures)

Classroom

assistants have

received training in

Numeracy

To continue to

implement

strategies to further

improve standards

The Numeracy

Partnership

Programme will

be implemented

Numeracy

Partnership

Programme will

be evaluated

2014-2015 All teachers,

Mrs Todd

(Trained

C.A.)

Records of observations

from Mrs Todd

(Trained C.A) on

practical work during

Numeracy

Partnership

strategies and

appropriate

52

Partnership

strategies.

in Number. with pupils

from all Key

Stages.

after each block

by Mrs Todd,

parents,

teachers and

pupils.

Numeracy Partnership

lessons.

Parental Evaluations.

Staff Evaluations

Pupil Evaluations

resources.

Strategies to monitor and evaluate:

Coordinators will plan, implement and review training and implementation work in relation to the Statutory Assessment of Using Mathematics.

Coordinators will provide feedback to the rest of the staff.

Teachers and Key Stages will meet to share and discuss examples of tasks/projects which have been undertaken as part of half-termly

work and tasks have been used as examples of work of various assessment levels.

Increase children’s ability to use their knowledge of Space and Shape and Measures in discussions, individual tasks and group tasks.

Coordinators to monitor planning, implementation and evaluations of Numeracy Partnership Programme.

53

Appendix 5 (v)


Action Plan 2014/ 2015

Focus/Issue: Literacy

Coordinators: Miss T Crawley (P1-4) Mrs O’Neill (P5-7)

Baseline position Targets Action to be taken Timescale Staff involvement Monitoring/Evaluation Resources

To develop the

Assessment of

Communication in our

school.

To effectively implement

the Assessment of

Communication, building

on the good work done in

2013-2014.

To further develop teachers’

expertise and skills in the

Assessment of

Communication.

2014-2015 All teaching staff. The Principal and the

coordinators will monitor and

evaluate progress in relation to

the Assessment of

Communication.

CEA File

Communication

Tasks

CEA Tasks

Tasks made by

teachers

Resources

provided by PQH

student from St

Patrick’s, Hilltown

Teachers require

additional time to refine

planning, teaching,

learning and assessment

in Guided Writing.

To improve standards in

guided writing from P1 –

P7.

To implement the Guided

Writing programme, fine-

tuning and revising where

necessary.

Term 1

2014/2015

Literacy co-

ordinators, principal,

teachers and

classroom assistants.

Teachers’ meetings, Key Stage

meetings and classroom

assistants’ meetings to evaluate

the best way to implement the

training staff members have had

in relation to Guided Writing.

Guided writing

resources and

training materials.

On evaluation of the

Oxford Reading Tree

scheme in June 2014,

teachers requested

changes to be made

regarding location and

storage of the readers.

To improve the

accessibility of the

readers and to further

clarify their Book Bands.

Literacy co-ordinators and

classroom assistants will

relocate readers suitable for

P3/P4 classes to a central

store near the classrooms.

Books will be stored in

magazine racks which clearly

state the name and band of

each set of readers.

September

2014

Literacy co-

ordinators, classroom

assistants.

The success of these changes

will be discussed at staff

meetings and Key Stage

meetings.

Oxford Reading

Tree scheme, sign-

out books,

magazine racks.

Teachers require initial

training in relation to

planning, teaching,


in Comprehension.

To develop planning,

teaching, learning and

assessment in relation to

Comprehension.

To access training in

Comprehension. To

implement the

Comprehension programme.

To access additional

Comprehension resources,

where required.

2014/2015 Mrs Kate O’Hanlon,

teachers, Reading

Partners, principal,

Literacy co-

ordinators and

classroom assistants.

Teachers’ meetings, Key Stage

meetings and classroom

assistants’ meetings following

Comprehension training, to

evaluate the training and to plan

how to best implement the

training.

Evaluation of Parents’ Evenings

by parents, staff and

Comprehension

training and

resources.

Information,

training and

resources provided

by Mrs Kate

O’Hanlon

54

Coordinators. (Literacy Adviser)

Reading Partners require

initial training in relation

to planning, teaching,


in Comprehension.

To better equip assistants

to carry out and evaluate

the programme.

To access training in

Comprehension and to

implement skills when

carrying out the Reading

Partnership programme.

2014/2015 Mrs Kate O’Hanlon,

Miss Crawley,

Reading Partners.

Reading Partners will discuss

and evaluate their training at

classroom assistants’ meetings

and with Miss Crawley.

Comprehension

training and

resources.

Information,

training and

resources provided

by Mrs Kate

O’Hanlon

(Literacy Adviser)

Literacy co-ordinators

have had some training

in collating and

interpreting data in the

tracking of

underachievers and high

achievers.

To improve children’s

performance and

standards in

Communication through

effective use of data.

Literacy co-ordinators will

attend Data Team meetings

to monitor and interpret data.

Literacy co-ordinators will

support staff in tackling

underachievement and in

providing for high achievers.

2014/2015 Data Team The Principal and co-ordinators

will monitor and evaluate the use

of Literacy data.

Assessment

Manager, C2K,

hard copies of data.

55

Appendix 5 (vi)


Action Plan

Area of Co-ordination: Assessment

Year: 2014 -2015

Coordinator: Mrs P McPolin

Baseline position

[Where are we

now?]

Targets

{What do we

want to

achieve?}

Action To Be

Taken [What are

we going to do?]

Success Criteria

[How will we

know?]

Timescale Staff Involvement Monitoring/

Evaluation

Resources

We have had

training in the

Statutory

Assessment of

Using Mathematics

and

Communication.

To effectively

implement the

Assessment of

Using

Mathematics

and

Communication.

To implement the

Assessment of

Using

Mathematics and

Communication.

When all

teachers have

implemented the

Statutory

Assessment of

Using

Mathematics and

Communication.

2014-2015

All teaching staff

This

implementation

programme will

be planned,

monitored and

evaluated by the

school’s

Leadership

Team and the

Assessment

Coordinator.

Resources re : the

Statutory

Assessment of

Using Mathematics

and

Communication.

We have had initial

training in

preparation for the

Statutory

Assessment of

Using ICT.

To access

additional

training for all

teachers in

preparation for

the Statutory

Assessment of

ICT.

To develop

teachers’

expertise and

skills in terms of

Assessing ICT.

When all

teachers have

accessed further

training and are

preparing for the

Statutory

Assessment of

Using ICT.

2014-2015

All teaching staff

This training

programme will be

planned, monitored

and evaluated by

the school’s ICT

Coordinator, the

Leadership Team

and the Assessment

Coordinator

Resources in

preparation for the

Statutory

Assessment of

Using ICT.

56

We were

moderated in

Communication

last year.

We have not

previously been

moderated in the

Assessment of

Using Mathematics

(new levels).

Verification of

correct levelling

of children’s

work from

levels 2 – 5.

To submit

samples of

children’s work

for levels 2 – 5

for moderation in

Mathematics.

When samples of

work in

Mathematics

have been

submitted,

verified and

returned.

2014 - 15 All teaching staff. This will be

monitored by the

school’s Leadership

Team, Assessment

Coordinator and

Numeracy

Coordinators.

Samples of

children’s work

from levels 2 – 5.

CEA Tasks.

Tasks made by

teachers.

We have used a

wide range of

formative and

summative

assessments for a

number of years.

Use the results

of these

assessments to

raise standards

within the

school.

Self-evaluate to

improve the

implementation

and

administration

of assessments.

Further develop

the use of data in

school through

additional

training and by

providing

appropriate

support and

guidance for

staff.

When P1 – P7

teachers have

administered

assessments and

analysed data.

2014 -

2015

P1 – P7 teachers

This will be

monitored and

evaluated by the

school’s

Leadership

Team Data

Team and the

Assessment

Coordinator.

PiM, PiE, NILA,

NINA, NRIT,

Mental Maths and

Half-Termly

Assessments.

Assessment

Manager.

We have

previously used

NILA and NINA

assessments.

(Oct 2012)

Use NILA and

NINA to raise

standards within

school.

All P4 – P7

pupils will

complete NILA

and NINA in the

Autumn term of

2014.

When all pupils

in P4 – P7 have

completed NILA

and NINA and

results are

disseminated and

used to inform

teaching and

learning.

Autumn

term

P4 – P7 teachers The

administration

of NILA and

NINA will be

planned,

monitored and

evaluated by the

school’s

Leadership

Team and by the

Assessment

Coordinator.

KS2 resource area

laptops and class

laptops.

57

Appendix 5 (vii) Carrick Primary School

Action Plan

Focus/Issue: Pastoral Care Coordinator: T. Taylor

Baseline position [Where

are we now?]

Targets

{What do we want

to achieve?]

Action To Be

Taken [What are

we going to do?]

Success Criteria

[How will we know?]

Timescale Staff

Involvement

Monitoring/

Evaluation

Resources

A Staff Questionnaire

was carried out in 2013-

2014

The last Pupils’

Questionnaire was

carried out in March

2011.

To continue to

improve the quality

of Pastoral Care

procedures in our

school by eliciting

the views of pupils

in February 2015.

Continue to raise

the profile of

Pastoral Care/Child

Protection through

assemblies and

staff meetings.

Distribute Pastoral

Care questionnaires

to a random sample

of pupils in the

Spring term.

When we plan,

distribute, collate and

analyse the

questionnaires.

When a list of actions

has been drawn up in

response to the

questionnaires.

September

2014-June

2015

All staff

Review findings at

staff meetings, and

report via principal to

B.O.G, staff, parents

and pupils.

Questionnaires and

Child Protection/

Pastoral Care

Documentation

Families have received

regular communication

Re. Child

Protection/Pastoral Care.

To continue to

keep families well

briefed re. Child

Protection/Pastoral

Care.

Ensure Pastoral

Care, Child

Protection and

Safeguarding

Documents are

distributed to all

families.

When relevant

documentation has

been forwarded to

parents.

September

2014-June

2015

All staff

This will be

monitored and

evaluated by the

Pastoral Care

Coordinator and by

the Safeguarding

Team.

Pastoral Care and Child

Protection/Safeguarding

Documents.

Fire Safety procedures

have been implemented

effectively for many

years.

To make any

necessary changes

to the Fire Safety

policy following an

unannounced drill.

To remind all staff

and pupils of the

emergency

Organise fire drills

(unannounced)

Following Fire

Drill, update the

policy should

changes be deemed

necessary.

When the Fire Policy

has been revised and

adopted by staff,

pupils and

Governors.

When fire drills have

been completed and

evaluated.

2014-2015 All Staff.

The Co-ordinator will

update the Fire Policy

should changes be

deemed necessary

following an

unannounced fire

drill.

Fire Safety Policy

58

evacuation

procedures through

fire drills and

assemblies.

All staff members have

been fully trained in

Child Protection

Procedures.

To keep Child

Protection high on

the school agenda

by including it on

agendas for staff

meetings and

Governors’

meetings and also

on assembly

agendas.

Continue to update

Coordinators’

training and staff or

volunteers’ training

as necessary in

relation to Child

Protection.

Continue to liaise

with CP Officers

(SELB) and Social

Services (where

appropriate).

Ensure Child

Protection is on

Staff Meetings’

and Governors’

Meetings’ agendas

and assembly

agendas at least

once a term.

Ensure all

information is

passed to the

“Safeguarding

Team “ in relation

to any Child

Protection issues.

Feedback to staff

on issues raised at

C.P. training

courses.

Training records.

Agendas from

meetings and

assemblies.

Feedback from staff.

Minutes of

Safeguarding

Meetings.

Records of

dissemination of CP

course materials.

September 14

June 15

Mrs Taylor/

Mrs Kelly/

Mrs McPolin

Designated

members of the

B.O.G.

All teaching and

ancillary staff

The Designated

Teachers and

Principal will

monitor and evaluate

CP provision.

CP Training Resources

Power Point Presentation

re CP from SELB.

Child

Protection/Safeguarding

Documents

Road Safety Programme.

Use of Road Safety

Calendars and Cycling

Continue to

organize and co-

ordinate Road

Co-ordinate

activities in Road

Safety Week.

Production of Road

Safety Assemblies/

completion of

2014-2015

Ms Crawley,

Mrs Kelly

Mrs Taylor

The Coordinators

will monitor and

evaluate

developments in this

Cycling Proficiency

Training Materials

Highway code.

Road Safety Material

59

Proficiency Lessons

Safety Week.

Invite officer from

the Road Safety

Office to give

practical

demonstrations at

assembly in the use

of the Green Cross

Code.

Coordinate cycling

lessons.

poems/posters and

stories as part of

Road safety work.

area.

Results of practical

cycling assessment

and awarding of

certificates.

The CASE programme is

well established in

Carrick Primary School.

Raise awareness of

stranger danger,

drug and alcohol

misuse and general

safety.

P.S.N.I. to talk to

P.7 classes and to

assemblies.

Feedback from pupils

and completion of

worksheets on these

topics.

2014-2015

P.S.N.I.

(Constable Stan

Lutton)

Mrs Keenan

Mrs Taylor

Mr Slevin

Completion of

posters and

worksheets

Awarding of

certificates (CASE

Programme).

Materials provided by

P.S.N.I.

The P7 Moving On

Moving Up Programme

is well established.

Ease transition

from primary to

secondary school.

To implement the

Moving On

Moving Up

Programme.

When the programme

has been fully

implemented.

May/June

2015

P7 Teachers

Pastoral Care

Coordinator.

This programme will

be monitored and

evaluated by the

Pastoral Care

Coordinator.

Moving On Moving Up

Booklet.

Staff training in Heart

Start is accessed

regularly.

Update

Coordinators’

Heartstart training

and deliver

Heartstart

Programme to P.7

pupils.

Pupils trained in

groups of 8 in a

one day training

session, in basic

CPR, choking and

serious bleeding

incidents.

Individual practical

assessment carried

out for all

procedures.

Heartstart training

updated.

May/June

2015

Mrs Taylor

Mrs McCann

Mrs Kelly

Successful

completion of both

practical and written

tasks.

Mannequins, DVDs,

leaflets, certificates and

instruction cards.

60

Appendix 5(viii)


Action Plan

Focus/Issue: ICT

Year: 2014-2015

Coordinator: Mr Slevin. Baseline position

[Where are we now?]

Targets

{What do we want to achieve?]

Action To Be

Taken [What are we going to do?]

Success

Criteria[How will we know?]

Timescale Staff

Involvement


Internet Code of Conduct

distributed to P3s

each year.

Regular assemblies re.

Internet Safety.

Raise awareness of dangers and

responsibilities

when using the

Internet.

Distribute Internet Code of Conduct

to P3 classes and

to staff.

Present Internet Safety assemblies.

When all Codes have been signed

and returned and

Internet Safety

assemblies have been presented.

2014-15

All staff

ICT co-ordinator will monitor the return of

Codes and will

coordinate the assembly

presentations re Internet Safety.

Internet Code of Conduct for pupils and for staff. Assembly Presentations re Internet Safety.

The staff

members have

some awareness

of the 5 E’s .

The staff

members are

preparing for the statutory

Assessment of

Using ICT.

To raise awareness

the 5 E’s

To prepare for the statutory assessment

of Using ICT.

Teachers will

decide on ICT

based activities

and will plan and deliver these on a

regular basis.

Feedback from

children

Resulting work will

be displayed in

class/corridors

and/or presented to peer groups or

whole class.

ICT samples of work will be

collected used and

discussed as part of

the preparation for the statutory

Assessment of

Using ICT.

2014-15

All staff

The ICT co-ordinator

and Leadership Team

will monitor and

evaluate the development of ICT

and in particular the 5

Es. They will also

monitor the preparation for the Assessment of

Using ICT.

CEA E’s scenarios:

http://www.nicurriculum.org.uk/keystage1and2/skillsand

capabilities/uict/whatisUICT/fiveEs/index.asp#top

CEA’s Assessment of Using ICT documentation.

Some foundation

work has been

done in relation to ICT skills.

To ensure that staff

members in each

year group are aware of the ICT

skills and tasks

which they will be

developing with the children.

Initial checklist of

skills and tasks to

be distributed and discussed in Year

Groups.

Initial check list of

skills and tasks

agreed upon in year groups.

2014-15 All staff The ICT co-ordinator

will monitor and

evaluate progress in this area.

Checklist of skills/activities for each P1-P7 group.

61

Appendix 6

Glossary of Terms

AfL Assessment of Learning

PDMU Personal Development and Mutual Understanding

C2K Classroom 2000 Computer System

PiE Progress in English Test (P3-P7)

CP Child Protection

PiM Progress in Mathematics Test (P3-P7)

DE Department of Education

PRSD Performance Review and Staff Development

ETI Education and Training Inspectorate

SDP School Development Plan

ICT Information and Communications Technology

SELB Southern Education and Library Board

LMS Learning Management System

SEN Special Educational Needs

LT Leadership Team

SIMS Schools’ Information Management System

NILA Northern Ireland Literacy Assessment (Online) TS and PC Thinking Skills and Personal Capabilities

NINA Northern Ireland Numeracy Assessment (Online)

TTI Together Towards Improvement

NRIT Non Reading Intelligence Test (P3-P7)

SENCO Special Needs Coordinator