MARKETHILL HIGH SCHOOL : simplebooklet.com

Blue font refers to school evaluation 1 Introduction Mission Statement and Ethos of Markethill High School It is the purpose of this school to provide an educational environment suited to all of the pupils entrusted to its care The school will seek to promote a caring supportive environment within a well ordered school community where staff and pupils can work in an atmosphere of mutual respect so that each and every pupil should achieve the highest level of intellectual personal physical and social development of which he or she is capable We know that schools have a strong and lasting effect on those they serve it is not only what we teach but how we teach that influences our pupils We have the responsibility of creating within each individual an awareness of civic responsibilities and respect for authority thus assisting pupils to become wellintegrated disciplined personalities capable of assuming an independent role in an ever changing society All pupils need to feel that they have gained something worthwhile from school We must therefore achieve an atmosphere where all our pupils can enjoy their learning within a secure and stimulating environment To this end Markethill High School aims to help each pupil achieve the highest level of academic personal physical moral and social development of which he or she is capable provide a suitably caring supportive environment within a well ordered and disciplined school community enter into partnership of mutual benefit with parents regarding the development and behaviour of their children provide pupils with experiences which will assist them in building selfesteem thereby creating an awareness of civic responsibilities in order that they should make a positive contribution to society on completion of their secondary education 3

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Evaluation Governors and staff believe that the outgoing School Development Plan for 20152018 has served the school very well Notable achievements during the 2015 2018 period include Record pass rates at GCSE with over 95 of pupils attaining 5 or ore GCSE passes or equivalent at A C in 2017 Record pass rates in English and Maths for the first time in the history of the school over 70 of pupils attained 5 or more GCSEs including English and Maths in 2017 Record enrolment with 523 pupils enrolled in September 2017 The school enrolled more than 500 pupils for the first time ever in 2016 The school has been placed as the second top non selective Controlled School in Northern Ireland in both 2016 and 2017 and in the top 15 non selective schools in the country in both years The performance of boys has improved significantly with over 92 of boys attaining 5 or more GCSEs or equivalent at A C in 2017 compared with only 70 in 2014 Record admissions with 116 pupils joining the school in Year 8 in September 2016 The introduction of a range of new academic general and vocational courses including GCSE Triple Award Full Course Science 2017 BTEC Sport Studies 2017 GCSE Digital Technology 2017 GCSE Core Technology 2016 BTEC Applied Business 2017 Joinery 2015 and Media Studies 2015 The school now offers 35 courses in house at Key Stage 4 New structures have been introduced at Key Stage 3 which are serving to enhance and raise aspiration for all pupils The school underwent a Sustaining Improvement Inspection SSI in May 2017 All lessons observed were deemed as highly effective the highest rating the Education and Training Inspectorate ETI can give 4

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In 2015 the school introduced a new and ambitious Learning and Teaching Policy based on 6 core principles of high quality learning and teaching stretch and challenge effective questioning and academic register modelling of work scaffolding of work effective feedback and independent practice In 2017 the school introduced a new Assessment and Feedback policy based on the school s very clear research based approach to pedagogy The school has evolved its use and application of data developing a highly advanced system based on regression analysis and residuals which has been described as sector leading and only to be compared with one other school in the province New leadership and management structures have been introduced including a weekly Safeguarding and Child Protection Team Meeting and formal Senior Pastoral Meetings which are also attended by the school SENCo A new Science facility was constructed in 2016 In 2016 an extension and refurbishment of the school canteen facilities was undertaken In 2017 the school commenced a staggered lunch system with two sittings This has eased queues and ensures that pupils are getting served lunch quicker than before In 2016 the school erected a brand new polytunnel at the cost of over 18 000 The school was grateful to Fane Valley NFU Mutual and Markethill Livestock Sales for their sponsorship In 2015 the school gained a new international standard 2G hockey pitch to replace the old shale pitch This fit for purpose facility has helped to enhance the coaching of hockey and other sports both in a curricular and extracurricular capacity In 2015 the school was granted the Full International School Award School trips to France Spain Germany Bulgaria Italy Manchester and London 5

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In May and June 2018 Markethill High undertook a wide ranging and comprehensive questionnaire Kirkland Rowell with pupils parents and staff Results were analysed by GL Assessment in England and feedback given to the School the new ETI Inspection and Self Assessment Framework This was undertaken to assist with the evaluation of the previous 3 years School Development Plan as well as to help set priority targets in the new School Development Plan 2018 2021 An executive summary of results is as follows PARENT QUESTIONNAIRE There is a high level of satisfaction amongst parents described as excellent a 97 9 overall satisfaction level 50 think the school has improved over past year 2017 2018 Of Year 8 parents 25 say the school has exceeded expectations 0 that it has not lived up to expectations School communication developing moral values and school security return the strongest satisfaction levels amongst parents School performs less well in facilities computer access and happiness of child although these are also judged as Outstanding See Tables 1 and 2 on following pages 6

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Further Evaluation Statutory requirements of the Northern Ireland curriculum are fully met Very Good and continuing progress has been made towards the implementation of the Entitlement Framework at Key Stage 4 In May 2017 the school underwent a Sustaining Improvement Inspection The key findings were as follows Under the highly strategic leadership of the principal all staff have worked collegially and assiduously to improve the quality of learning and teaching through the development and consistent implementation of a school designed research informed approach to classroom practice All of the lessons observed during the inspection were highly effective in promoting the pupils learning Since the last inspection the outcomes achieved by the pupils at KS 4 have risen steadily in particular the standards achieved by the boys resulted in a narrowing of the gender gap at GCSE level The proportion of pupils achieving five or more GCSEs or equivalent including English and mathematics at grades A to C is now significantly above the average for similar schools This improvement reflects the developments in learning and teaching the highly effective analysis and use of data the focus on meeting better the needs of boys and the fusion of the school s pastoral and academic work Markethill High School continues to demonstrate a high level of capacity for sustained improvement in the interest of all the learners The ETI will continue to monitor how the school sustains improvement Within the constraints of an exam driven system the School places a clear emphasis on fulfilling each individual s potential through the promotion of high quality learning and teaching the fostering of strong independent learning skills an embedding merit and positive reward system as well as a burgeoning mentoring process aimed at assisting the fusion of academic and pastoral aspects of school life In a Form Teacher survey undertaken in June 2018 18 out of 18 Form Teachers stated that they strongly agreed or agreed that there were the systems in place in Markethill High School for Pastoral Care work well A full complement of Form Teachers also either strongly agreed or agreed that the new achievement system is embedding well 13

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In a staff survey from June 2018 16 out of 18 staff felt that the School provided an appropriately wide range of non formal and extra curricular enrichment activities to meet the curricular and pastoral needs of all pupils Respect for religious and moral values are encouraged through the academic curriculum led by the Religious Education Department the PSHE programme the Learning for Life and Work LLW schemes of work as well as school assemblies and cultural trips The behaviour management structure and achievement system reinforce those values Developing Moral Values attains the highest parent satisfaction level as evidenced in Table 1 an increase of 8 from three years ago Community Spirit and Social Health Education are identified as Outstanding by pupils in Table 3 the former with an increase of 4 3 from 2015 Feedback from pupils parents staff and governors stresses the priority given to a caring environment both inside and outside the classroom As well as the staff the School also avails of the services of a counsellor and other outside agencies Appropriate emphasis is placed on the full and comprehensive implementation of Child Protection procedures During the inspection the school provided evidence that arrangements for safeguarding continue to reflect the guidance issued by the relevant Departments The pupils reported that they feel very safe happy and secure in school ETI Inspection Report May 2017 Examples of effective links between the School and home and the wider community are evidenced by parent teacher consultations information evenings for parents study skills sessions for the community various forms of written and text communications work experience and conferences The Armagh Learning Community ALC has further enhanced these links As well as fostering important attitudes and values through its curricular provision the School promotes participation in collaborative projects such as CEIAG STEM initiatives primary post primary curricular initiatives and the Armagh Learning Community ALC 15

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2 A A summary and evaluation of the School s strategies for learning teaching assessment and promoting the raising of standards of attainment among all pupils in particular in Communication Using Mathematics and Information and Communication Technologies ICT The tables below outline indicators of standards and outcomes for Markethill High School pupils based on August 2017 GCSE examination results The results are compared against the 2016 data for the Northern Ireland cohort 2017 data not yet available Non Grammar Northern Ireland Markethill High Non Grammar School 5 or more A C at GCSE 72 7 95 29 5 or more A C at GCSE inc English 47 70 6 7 or more A C at GCSE 52 3 74 12 7 or more A C at GCSE inc English 41 9 64 71 Northern Ireland Non Markethill High Grammar School and Maths and Maths Non Grammar by Gender 5 or more A C at GCSE Boys Girls Boys Girls 67 3 78 1 92 31 97 83 5 or more A C at GCSE inc Boys Girls Boys Girls English and Maths 41 8 52 1 66 67 73 91 7 or more A C at GCSE Boys Girls Boys Girls 45 4 59 3 64 10 82 61 7 or more A C at GCSE inc Boys Girls Boys Girls English and Maths 35 8 48 58 97 69 57 16

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GCSE Subject Performance The performance of subjects in the 2016 2017 school year is detailed on the next two pages CUMULATIVE GRADE OVERVIEW by Percentage Entries A A B C D E F G A C A G Art Design 8 12 5 25 50 75 100 100 100 100 75 100 Agriculture and Land Use 8 12 5 37 5 62 5 75 100 100 100 100 75 100 Business Studies 13 0 0 15 4 38 5 76 9 100 100 100 100 76 9 100 Construction 21 0 19 61 9 90 5 95 2 100 100 100 90 5 100 Drama 14 0 28 6 85 7 100 100 100 100 100 100 100 English Language 92 0 14 1 56 5 80 92 9 100 100 100 80 100 English Literature 12 8 33 50 100 100 100 100 100 100 French 13 15 4 38 5 46 2 76 9 100 100 100 100 76 9 100 Further Mathematics 6 33 3 66 7 100 100 100 100 100 100 Geography 48 2 1 27 1 66 7 87 5 93 8 100 100 100 87 5 100 Graphic Products 10 0 20 100 100 60 100 History 12 0 36 4 72 7 81 8 90 9 90 9 100 100 81 8 100 Home Economics Child 3 0 0 100 Home Economics Food 7 0 0 16 7 50 ICT 29 0 24 1 55 2 86 2 100 Learning for Life and Work 92 Mathematics 92 83 3 100 30 100 60 100 100 80 100 90 100 100 100 100 100 66 7 100 100 100 50 100 100 100 86 2 100 3 5 24 7 41 2 56 5 69 4 82 4 90 6 97 7 56 5 97 7 5 9 15 3 36 5 77 7 88 2 91 8 98 8 100 100 Development 20 100 77 7

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Key Stage 3 Performance Communication There has been marginal improvement in the performance and outcomes of pupils in end of Key Stage assessments in Communication when 2017 standards are compared with 2014 before the introduction of the current School Development Plan However the number of pupils improving by at least one Level in 2017 has risen significantly when compared with 2014 2014 Level 5 2017 Level 5 57 14 64 36 In 2017 85 pupils out of 100 improved by at least one Level in Communication by the end of Key Stage 3 compared with Key Stage 2 37 of the aforementioned pupils improved by two or more Levels by the end of Key Stage 3 compared with Key Stage 2 16 pupils did not improve In 2014 50 out of 90 pupils improved at least one Level in Communication by the end of Key Stage 3 compared with Key Stage 2 4 of the aforementioned pupils improved by two or more Levels by the end of Key Stage 3 compared with Key Stage 2 40 pupils did not improve 28

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Key Stage 3 Progress Internal Exam Standardisation and Regression Analysis Markethill High School uses a highly sophisticated school devised tracking system in order to measure the progress of each pupil after each set of internal exams The school considers this to be the most statistically viable and effective indicator of progress made by a child at Key Stage 3 against their own potential Pupils performance is identified in 6 subjects English French Geography History Maths and Science By doing mathematical calculations involving raw marks year averages and standard deviation school is able to allocate the child an Exam Standardised Score which can be compared with their CATS standardised mean score Typically at Markethill High School there is very strong correlation between the Exams Standardised Score and the CATS score meaning that pupils on the whole are performing in line with potential The Standard Deviation for this Year 8 cohort on their CATS is identified and pupil scores in the exams standardised score which are greater than 11 when compared with CATS scores either positively or negatively are deemed as statistically significant and the biggest indicator of significant over or underperformance A regression analysis is then undertaken with the standardised scores This method aims to put all pupils on an equal footing by comparing them against their own potential and ranking them accordingly with a residual score To be specific it compares their CATS mean scores with their exam standardised score and works out the regression residual Pupils with a residual of 1 are the pupils who are progressing exceptionally well and potentially overperforming The pupils with a negative score of 1 or less are those whose performance has not been good enough and are potentially underperforming 29

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Curriculum During the course of the 2015 2018 Markethill High School has extended its curriculum in both an academic and vocational manner New subjects introduced include GCSE Full Course Biology GCSE Full Course Chemistry GCSE Full Course Physics GCSE Core Technology and Design GCSE Digital Technology BTEC Agriculture BTEC Applied Business BTEC Children s Learning Play and Development BTEC Information and Creative Technology BTEC Sport Studies Occupational Studies Joinery Occupational Studies Media The full range of in house subjects courses and qualifications offered through the curriculum as of 2017 both at Key Stages 3 and 4 is outlined on Page 27 In 2015 Markethill High School took the decision to remove the weekly one day work experience for a cohort of Year 12 pupils on a Thursday It was the school s strong view that soft skills acquired through this work experience could equally be accrued during summer work These pupils now attend school on a Thursday partaking of vocational courses in Joinery or Media and availing of additional English and Maths lessons All Year 11 pupils still undertake a week s work experience in June In 2015 Markethill High School took the decision to introduce GCSE Full Course Religious Education to a broader range of pupils at Key Stage 4 meaning that approximately two thirds of all Key Stage 4 pupils now undertake this qualification The remaining pupils complete the GCSE Short Course Religious Education qualification In 2017 Markethill High School took the decision to introduce Full Course Triple Award Science and to remove the compulsory status of GCSE Learning for Life and Work for all Key Stage 4 pupils 31

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In 2015 the school introduced a GCSE subject choice evening for Year 10 pupils Before 2015 under the old streaming structure only the top two classes had access to a second language in Years 9 and 10 Spanish Since the introduction of the nonstreaming structure in 2015 ALL pupils now undertake Spanish in Years 9 and 10 In this regard all pupils now follow the same curriculum across the Key Stage ensuring greater equity and consistency of approach In 2016 based on a rigorous analysis of data the school removed its nurture class for the incoming Year 8 pupils Until then a specific nurture class had been in operation in each year group and comprised of pupils who typically required additional assistance with their learning Nurture classes tended to sit differentiated exams and course content compared with other pupils in the year group Whilst evidence suggests that pupils in a nurture class progress well in line with their potential the decision to remove the nurture group was borne from the school s belief that children who needed additional classroom and general assistance could still avail of that support effectively within regular classes This belief is now being realised in Years 8 and 9 and all pupils including all SEN pupils now follow the same curriculum and are subject to the same examinations as all other pupils The school will continue to monitor closely the progress of SEN pupil who in the past would typically have been in a nurture class However unless data strongly suggests otherwise the school has no intentions to re introduce the nurture class and will be instead emphasising and embedding its emerging no labels no limits approach to pupil progress In Year 8 all pupils undertake 60 minutes of ICT per week In the 2015 2018 School Development Plan period focus in these lessons moved from functional ICT skills to a very firm focus on coding and programming A typical Year 8 ICT programme now includes a knowledge based module on the features and functions of computer hardware o What is a computer Input Processing and Output o The features of a desktop RAM CPU hard drive Motherboard o Processing Speed introduction to hertz Advanced Scratch an introduction to block programming Microbit understanding the varied functions of coding Python Programming Raspberry Pi 32

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In Years 9 and 10 functional ICT is developed through individual subjects E Safety is covered through special Assemblies for each year group with visits from experts in this field including the local PSNI Community representatives Literacy and numeracy are central tenets of School Development at Markethill High School Literacy time is now embedded into morning Form Tine and in 2016 the school introduced Numeracy Time into Form Classes as well All Key Stage 3 pupils receive at least 3 hours of English and Maths lessons per week Pupils with particular needs for literacy and numeracy are subject to intervention in order to boost their skills Benchmarking for literacy and numeracy is undertaken at frequent junctures and includes Annual CATS testing Annual PTE testing Annual PTM testing Termly STAR reading testing Accelerated Reader Pupils with a standardised score of under 87 in literacy and or numeracy testing may be subject to further testing led by the SENCo Mrs Cregan The school has introduced a range of further initiatives to support literacy and numeracy including The Accelerated Reader Programme The MHS Literacy Blog introduced in 2015 and associated competitions House Public Speaking competitions Entrance into the Bebras Maths competition MyMaths subscription IZAK 9 Corbett Maths Wednesday afternoon extra curricular Maths Clinic INTO extra curricular Film Club Furthermore in line with its emerging belief in the importance of retrieval practice and self quizzing Markethill High School introduced the IXL Maths system to Year 8 pupils in 2017 All Year 8 pupils are expected to complete 90 120 minutes of English and Maths testing each week in this system Co ordinated by the Head of English and Maths the school has introduced the notion of spacing into this system meaning that pupils are returning to previous topics every few months to facilitate the embedding of real learning in ling term memory 33

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In 2014 the school introduced a Personal Development Period for all Key Stage 3 classes with their Form Teacher As well as developing personal and social skills through dedicated curriculum time it was hoped that this period would strengthen ties between the Form Teacher and their classes All pupils in Key Stage 3 undertake 2 periods of Learning for Life and Work each week These periods cover Citizenship and Employability CEIAG Careers Education Information Advice and Guidance at Markethill High School was identified as Outstanding in the 2013 formal inspection In 2015 the school completed the process of mapping its CEIAG procedures to the Preparing for Success indicators Developments in school within the 2015 2018 timeframe have on occasion been prompted by labour market trends and the publication of the Northern Ireland Skills Barometer Developments include the new polytunnel which was erected in 2017 for a focus on agri food education the introduction of Full Course Triple Award Science the emphasis on coding and programming skills as opposed to functional ICT skills Markethill High School pupils are exposed to CEIAG in a multi layered manner exposure through discrete careers information in each subject wall displays and Assemblies the Careers Library opened in 2103 2014 Careers Blog visiting speakers Learning for Life and Work classes Young Enterprise workshops in Key Stage 3 subject choice evenings in Year 10 interviews with Principal Vice Principal Careers Co ordinator and Careers Service NI representative in Year 10 Year 11 work experience in June interview skills sessions in Year 12 post 16 information evenings in Years 11 and 12 visits to Careers Conferences interview with a representative from Careers Service NI in Year 12 appropriate pathways at Key Stage 4 34

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Rugby Boys and Girls Running Club Scripture Union Soccer Boys and Girls Tennis Volleyball Young Enterprise Activities in red reflect those introduced in the 2015 2018 School Development Plan The school s extra curricular programme has been complemented by involvement in competitions and school trips to Italy France Germany Spain England and Bulgaria Learning and Teaching In 2015 Markethill High School published its new Learning and Teaching Policy following a period of consultation with staff Governors and other stakeholders and in tandem with the introduction of new Key Stage 3 structures In the May 2017 formal inspection every lesson observed was assessed as highly effective and the school s approach to learning and teaching was praised including the use of a school designed research informed approach to classroom practice The revised 2015 Learning and Teaching Policy is the first document which visitors to our website come across and that it no accident It reflects the fact that this school has placed and will continue to place in its new School Development Plan effective high quality learning and teaching at the heart of all it does The school also believes in a clear research based approach to learning and teaching which in turn helps to identify a localised and contextualised understanding of what great teaching in the classroom looks like Following much discussion Markethill High School has distilled its understanding of highly effective learning and teaching into 6 Principles 38

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Planning Heads of Department have overall responsibility for schemes of work within their subject area while all teachers have a professional responsibility to contribute to their development Schemes must be sufficiently detailed to include learning objectives learning outcomes challenging activities with suggested resources as well as planned retrieval practice activities The school recognises that Schemes of Work are working documents which may evolve and develop as the sharing of good practice in particular highlights effective strategies to enhance pupils learning All staff are expected to plan their lessons in advance ensuring that they include a range of appropriately challenging activities Classroom Assistants make an invaluable contribution to the learning environment both inside and outside the classroom In their planning teachers consider the role of the learning support staff taking account of Individual Education Plans IEPs where relevant so that through their collaboration effective learning takes place Support for learning can include working one to one working with small groups and generally facilitating classroom management from a practical standpoint Each teacher has access to the Individual Education Plans for all children on the SEN spectrum Each member of staff also receives individualised strategies for supporting each pupil with particular needs in their classes Training on particular conditions e g dyslexia Asperger s Syndrome visual and hearing impairment is commonplace In August 2017 the school launched its new Assessment and Feedback Policy to dovetail with the revised Learning and Teaching Policy The Policy outlines the school s developing conviction of the sheer importance of assessment as a bridge between learning and teaching within a knowledge based curriculum and draws heavily on well researched and evidenced conclusions starting to emerge from eminent cognitive scientists such as Daniel Willingham 40

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Markethill High School believes that assessment and feedback must be fit for purpose timely manageable and designed to move pupils forward in their learning an effective and accurate curriculum progression model is the foundation for a robust assessment system a progression model should be constructed on the basis that strong subject knowledge is a prerequisite for domain specific skills development as skills are typically domain specific high level subject knowledge when embedded in long term memory will strengthen pupils ability to think deeply within respective domains as it facilitates automaticity creates mental models and allows for memorisation strategies such as chunking thus freeing up working memory when necessary to think deeply and expediting the journey towards mastery assessment plays a vital role not just in measuring progress but also in the process of transferring knowledge into long term memory through selftesting formative assessment and other measures In this way testing does not just measure pupils understanding it helps develop understanding progress in short term and long term progression model aims is best measured through an integration of formative summative and standardised assessments an assessment system should aim to enhance pupil ownership of learning and strengthen pupils ability to implement self improvement strategies Markethill High School believes that assessment acts as a bridge between teaching and learning Assessment is most effective and robust when formative summative difficulty and quality models and standardised assessments are integrated coherently It is built upon the foundations of a strong curriculum progression model with clear short term and long term aims Markethill High School has started to negotiate define and refine its own shared understanding of effective assessment through professional development undertaken in the outgoing 2015 2018 School Development Plan and it will continue this process with the new 2018 2021 School Development Plan In 2017 all parents received one comment based and one data based report on their child s progress complemented by a Parent Teacher consultation early in January or February 41

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Classroom Climate The setting of high expectations for all pupils is paramount at this school Aspiration and expectation should be a key feature of every lesson every day Outstanding behaviour management is expected at this school Low level misbehaviour is not tolerated In 2017 the school revised its behaviour management principles to the following overarching premises If a teacher has to stop teaching even once to speak to a child this disrupts the learning of all other children in the class This is unacceptable at Markethill High School Staff will always have the support of Senior Leadership in relation to behaviour In turn each member of staff is asked to show consistency in relation to agreed protocols for classroom management and how any substandard behaviour is dealt with Strong behaviour systems are predicated not just on consistency of approach but also on the development of reciprocal respect between staff and pupils Interactions with pupils should be professional at all times and when in the classroom focused solely on learning Interactions should avoid sarcasm and should not threaten to blur the clear boundary between teacher and pupil In line with the latter point a positive rapport between teachers and pupils will enhance effective learning habits There should always be mutual respect and courtesy and an absence of sarcasm Furthermore teachers contribution to ensuring good classroom relationships is outlined as follows teachers show a personal interest in all pupils teachers and pupils greet each other in a positive and formal manner teachers avoid expectations of poor work and or poor behaviour teachers praise pupils when appropriate for the effort they put into work their behaviour and their attitude teachers accompany praise with a clear indication of next targets for improvement teachers demonstrate effective classroom management techniques 42

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disagreement is dealt with in a mature and non threatening manner There is also a clear expectation that all pupils will play their part in establishing a positive and happy classroom climate As such pupils are expected to adhere to commonly observed routines which have clear links to the Behaviour Management Policy For evaluation see Section 4 2 B A summary and evaluation of the School s strategies for providing for the special additional or other individual needs of pupils The Performance of Special Educational Needs SEN Pupils The performance of Special Educational Needs pupils has increased over the course of the 2015 2018 School Development Plan when analysed against the 2014 2015 benchmark In the first two years of the School Development Plan all statemented pupils attained at least 5 GCSEs at A C or equivalent The school is fully targeting that in upcoming years more statemented pupils will begin to attain 5 or more GCSEs at A C including English and Maths For the first time ever in the school s history statemented pupils achieved 5 or more passes including English and Maths at GCSE level in 2018 2016 2017 Stage 5 No of 5 or more 5 or more GCSEs at A C inc Pupils GCSEs at A C English and Maths 6 83 33 0 3 passed GCSE English Language 2 passed GCSE Mathematics Stage 2 2 100 50 43

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2015 2016 No of 5 or more 5 or more GCSEs at A C inc Pupils GCSEs at A C English and Maths Stage 5 6 100 0 Stage 4 0 Stage 3 2 100 50 Stage 2 5 100 0 No of 5 or more 5 or more GCSEs at A C inc Pupils GCSEs at A C English and Maths 10 30 20 No of 5 or more 5 or more GCSEs at A C inc Pupils GCSEs at A C English and Maths 3 33 33 0 2014 2015 Stage 5 2013 2014 Stage 5 It is the view of Markethill High School that each child in the school is unique Every effort is made to help pupils enjoy and partake in the learning process to achieve success to develop confidence and to encourage the development of critical thinking and problem solving skills As per our Mission Statement the School will seek to promote a caring supportive environment within a well ordered school community where staff and pupils can work in an atmosphere of mutual respect so that each and every pupil should achieve the highest level of intellectual personal physical and social development of which he or she is capable 44

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It is also the aim of the School to enter into partnership s of mutual benefit with parents regarding the development and behaviour of their children The building of pupils self esteem through school experiences should create an awareness of civic responsibilities encouraging them in turn to make a positive contribution to society on completion of their secondary education The SENCO Mrs Cregan works closely with all her colleagues in particular the Classroom Assistants Form Teachers Year Heads and the Senior Leadership Team She oversees the day to day operation of the school s SEN policy liaises with and advises fellow teachers co ordinates provision for each child with identified special or additional needs maintains the school s SEN register and oversees the records on all pupils with Special Educational Needs including IEPs liaises with parents of these named pupils contributes to In Service Training of staff and liaises with SEN Advisory Staff liaises with external agencies including psychologists Education Welfare Officers speech therapists occupational therapists peripatetic staff and exam boards co ordinates assessment procedures and disseminates testing and record keeping of named pupils reviews procedures in Personal Education Plans with parents and external agencies where necessary arranges for implementation of examination arrangements and or concession consideration where appropriate Efficient lines of communication between staff exist through staff briefings staff meetings pro formas illustrating concerns results of Reading Age Comprehension Age and Mathematical Testing There are facilities for withdrawal learning support 45

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The admission arrangements for those pupils with Special Needs but without a statement are the same as those for all pupils Pupils with a statement are placed by the Education Authority who make every effort to comply with parent and pupil preference in accordance with admission procedures At the present moment departments are allocated money the formulae is based on the number of pupils doing that subject Current practice is that SEN materials are allocated through departmental budgets according to need The allocation also facilitates the use of classroom assistants supporting children The school s arrangements for identifying pupils with SEN have regard to procedures recommended in the Code of Practice and follow the 5 Stage Model Assessment of pupils learning needs take into account information from Primary School Key Stage 2 Assessments and parents baseline tests in our own School Pupils may move either way between the stages remain at a particular stage or show sufficient improvement to be removed from the SEN register Throughout the stages pupils are monitored and reviewed according to the nature of the concerns and targets are set within their Education Plan Cross reference and links are made to the Discipline Policy and Pastoral Care Policy especially with regard to behaviour Every effort is made to ensure that IEPs and associated targets reflect the interests needs and personality of the child in question CATS continue to be used for the purposes of benchmarking pupils literacy and numeracy ability predicting GCSE results and analysing value added and subject residuals at GCSE level The school also places importance on NGRT tests for the purposes in particular of identifying access arrangements for examinations In October 2013 ETI concluded Those pupils who require additional support for their learning make very good progress and most attain standards at GCSE or equivalent in line with their ability or above expectation ETI Inspection Report October 2013 46

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In a comprehensive staff survey from June 2018 96 3 of all teaching and nonteaching staff agreed that the teaching of special educational pupils was either good or very good Staff Survey Special Educational Needs In 2017 the school reviewed the SEN Policy including the allocation of a new quiet room located in the new Science facility 2 C A summary and evaluation of the School s strategies for promoting the health and wellbeing child protection attendance good behaviour and discipline of pupils Structures and Systems The pastoral care systems have developed significantly over the course of the 20152018 School Development Plan In 2017 Mrs S Hargan joined the Senior Leadership Team with joint responsibility for the Pastoral Care of Boys Miss T Howe Mrs R Preston and Ms K McMullan joined the pastoral team as new Year Teachers Two Senior Teachers in charge of Pastoral Care Mrs C Henry and Miss G Poole joined the school s Safeguarding Team and received statutory training in Child Protection Mrs C Henry has specific responsibility for school attendance The current school attendance sits close to 96 and in 2016 the Education and Training Inspectorate undertook a case study of the school s attendance practices as an example of excellent practice for other schools The Attendance Policy was reviewed in 2017 A school counsellor is available on site on Wednesdays and in 2016 drop in sessions were introduced to her remit Structures have changed too Year Teachers now remain with their year group throughout their entire 5 years at the school rather than a Key Stage structure whereby pupils got a new Year Teacher at the start of Year 11 Form Teachers too now remain with their Form Class throughout their 5 years of compulsory secondary schooling Under the old streaming system form class composition changed dramatically in Years 9 and 11 In the latter year group form classes were allocated according to the curricular choices of pupils This has changed and form 47

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class composition remains static over the 5 years Thus pupils stay with each other in their Form Classes for 5 years The Senior Pastoral team meets every Friday morning for 45 minutes The SENCo joins this meeting for 30 minutes to ensure that the pastoral welfare of SEN pupils remains a priority in pastoral affairs and pastoral development The safeguarding team meets on a Wednesday morning On occasion the Designated Governor for Child Protection Mr G Mahood joins the Wednesday morning meeting The pastoral team of Senior Teachers for Pastoral Care and Year Teachers accompanied by the SENCo and teacher in charge of Learning for Life and Work at Key Stage 3 are responsible for the development and evaluation of the pastoral care programme for Key Stage 3 and Key Stage 4 pupils Key Stage 3 pupils have a discrete period of Personal Development with their Form Teacher each week As far as possible year groups are timetabled for Personal Development at the same time to allow for guest speakers to address year groups Key Stage 4 pupils enjoy a range of pastoral experiences which are often undertaken in off timetable days and opportunities for skills development such as leadership qualities Year Teachers and Form Teachers complete an evaluation each year which evaluates a range of aspects linked to pastoral care including registration use of SIMS uniform regulation regarding appearance school Assemblies Homework Diaries reporting procedures and timescales behaviour and attendance Behaviour and Achievement Management The school has developed and expanded its use of SIMS for behaviour and achievement management in the last three years In 2017 the school reviewed its behaviour management processes as a pre cursor to a formal move to a no excuses behaviour system in the 2018 2021 School Development Plan The focus is on positive behaviour and positive reinforcement and the school has reviewed its Achievement System in collaboration and discussion with the School Council The revised Achievement System as of 2017 2018 is as follows 48

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Achievement Points Good Standards of Uniform Month Good Standard of Uniform Term No Behaviour Points Month No Behaviour Points Term No Late Homework Month No Late Homework Term Full Month s Attendance Full Term s Attendance Full Marks in Test Doing very well in a Test Diligence Trying Hard Making Good Progress Excellent Written Work Homework Excellent Neatness of Work Participating well in Oral Work in Class Assembly Showing Gratitude Demonstrating Stoicism Being Helpful Mannerly Respectful Fundraising and Charity Work Showing Leadership in Class School Representing the School Excellent contribution to extra curricular activity Achievement Point 2 Achievement Points 3 Achievement Points 6 Achievement Points Achievement Point 2 Achievement Points Achievement Point 2 Achievement Points Achievement Point Achievement Point Achievement Point Achievement Point Achievement Point Achievement Point Achievement Point Achievement Point Achievement Point Achievement Point Achievement Point Achievement Point 2 Achievement Points The overarching principles of the new behaviour management policy are as follows 49

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If a teacher has to stop teaching even once to speak to a child this disrupts the learning of all other children in the class This is unacceptable at Markethill High School Staff will always have the support of Senior Leadership in relation to behaviour In turn each member of staff is asked to show consistency in relation to agreed protocols for classroom management and how any substandard behaviour is dealt with Strong behaviour systems are predicated not just on consistency of approach but also on the development of reciprocal respect between staff and pupils Interactions with pupils should be professional at all times and when in the classroom focused solely on learning Interactions should avoid sarcasm and should not threaten to blur the clear boundary between teacher and pupil Accrued Behaviour Points Behaviour Points No homework Automatic Behaviour Point Incomplete Unacceptable homework Automatic Behaviour Point Disruptive classroom behaviour Automatic Behaviour Point Disrespectful behaviour Automatic Behaviour Point Inappropriate behaviour around school Automatic Behaviour Point No books equipment Automatic Behaviour Point No homework diary Automatic Behaviour Point 1 per day 50

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Eating including chewing gum Uniform Infringement Make up Varnish Jewellery No PE Kit Mobile Phone Late Automatic Behaviour Point Automatic Behaviour Point Automatic Behaviour Point Automatic Behaviour Point Automatic Behaviour Point Automatic Behaviour Point Sanctions for specific behaviours or an accrual thereof Behaviour 3 late incomplete unacceptable Sanction Instigator After school detention Year Teacher Referral to HoD Subject Teacher Head of homeworks 3 late incomplete unacceptable subjectspecific homeworks Department 3 no books equipment After school detention Year Teacher 3 no books equipment subject specific Referral to HoD Subject Teacher Head of Department 3 disruptive disrespectful After school detention Year Teacher Referral to HoD Subject Teacher Head of inappropriate behaviours 3 subject specific disruptive disrespectful behaviours Department 1 Chewing Gum Sweet Code of Conduct Subject Teacher 3 Chewing Gum Sweet After school detention Year Teacher 1 Uniform and or make up infringement Code of Conduct Form Teacher Year Teacher 3 uniform and or make up After school detention Year Teacher No PE Kit Code of Conduct PE Teacher 3 no PE kits After school detention Year Teacher 1 Mobile Phone Code of Conduct Subject Teacher infringements 51

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3 Mobile Phones After school detention Year Teacher 1 Late Code of Conduct Subject Teacher 3 Lates After school detention Year Teacher Pupils are responsible for bringing their own stationery to all classes This includes calculators etc A stationery shop has been opened between 9am and 9 10am every morning for pupils to buy pens pencils rulers homework diaries and for the hiring out of calculators on a daily basis Lateness includes lateness to school lateness to class lateness to detention Three behaviour points in a day for disruptive disrespectful behaviour and a child automatically goes into internal suspension the following day for a period of time Failure to complete a code of conduct results in an automatic after school detention Failure to attend a subject specific detention results in an automatic afterschool detention Failure to complete an after school detention results in two after school detentions Should these be missed internal suspension will be issued If a pupil uses foul language in ear shot of a member of staff they immediately receive an internal suspension If a pupil brings a dangerous item onto school property or gets involved in physical violence a formal suspension will occur immediately If a pupil presents as a physical risk to others a formal suspension will occur The Fusion of Academic and Pastoral In 2016 the school wrote a discussion document on how it might fuse the academic and pastoral strands of school life through the specific identification and intervention with underachievers through mentoring This document can be found in Appendix 4 The school explored the use of academic and pastoral data which could be used to identify pupils needing intervention and undertook a groundbreaking mentoring pilot in collaboration with an external youth worker who came into school on a weekly basis to meet with mentees The school identified 18 Year 9 pupils to be mentored The school believes that it learned a lot through this 52

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intervention and the outworkings of this will form the emerging vision for 2018 2021 outlined in Section C of this document Healthy Eating In 2015 a School Nutritional Action Group SNAG was established to review healthy eating in school As a consequence the tuck shop was stripped of chocolate juices and unhealthy crisps now only selling baked crisps fruit cereal bars and water The exception is Treat Wednesday when small chocolate bars are on sale House System The House System was broadened in 2016 through the introduction of a House Public Speaking Competition In June 2018 a House Drama or House Music Competition will take place for the first time All pupils now wear a badge on their blazer designating the colour of the House to which they belong Assemblies have also been modified with each Form Class now responsible for leading an Assembly once per year and the introduction of Guest Speakers and Ministers for Senior Assembly on a Thursday There has been an emphasis on developing positive reinforcement in Assemblies over the last three years Merit Assemblies took place twice per year when gold silver and bronze achievement badges were distributed Literacy Assemblies also emphasised success in reading particularly through the Accelerated Reader Programme School Council The School Council continues to play an important part in school life Most recently in 2016 discussion in school council led directly to the introduction of a staggered lunch system which is helping to make lunch times more enjoyable for all Additionally school council deliberation has led to a revamp of the Achievements System which is having positive benefits for school culture ethos and morale 53

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Safeguarding Safeguarding meetings now take place weekly on a Wednesday morning at 9am The Safeguarding team consists of the Principal the Designated Teacher the Vice Principal and two Senior Teachers for Pastoral Care The latter three members of staff are Deputy Designated Teachers The Principal attended a Safeguarding Refresher Course for Principals in June 2016 The pastoral and preventative education curriculum is reviewed in May June on an annual basis and opportunity is taken at this time to review and refresh resources for the taught pastoral curriculum Child Protection and Safeguarding is now a standard item at all Governor meetings as evidenced in Governor Minutes The Designated Governor for Child Protection and Safeguarding Mr Garry Mahood has attended Wednesday morning Safeguarding meetings on occasions Governors review all Policies All parents receive a copy of the Child Protection Policies and other relevant policies and are invited to feedback should they wish Most school policies are available on the school website Vetting is undertaken for all teaching and nonteaching staff including mentors Volunteers such as coaches are supervised accordingly A new Visitor Code of Conduct is in place from February 2017 Risk Assessments are written for all trips and excursions Staff training on the identification of risks and hazards was undertaken in 2016 by Mr David Orr from the Education Authority In February 2017 the school undertook a robust review of its fire risk policy This has led to new emergency lighting new fire doors and increased signage Fire alarm tests take place weekly 54

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Staff lanyards were introduced in September 2017 In 2015 2016 all teaching and non teaching staff undertook the Safeguarding in Northern Ireland Schools online accredited course by Legal Island All new teachers in 2016 2017 also completed this course Staff training takes place annually and a register is kept The Designated teacher undertook further training with non teaching staff including canteen staff The Designated and Deputy Designated Teachers ensure that substitute teachers student teachers and tutors coaches are aware of policies and procedures A staff Code of Conduct was devised and ratified in 2013 outlining clear expectations Child Protection procedures are available in English Polish Latvian and Bulgarian and are displayed in prominent places around the school building Homework diaries also contain space to write the names of Safeguarding Teachers Assemblies are used to remind pupils of relevant staff Pupils can avail of external independent counselling services one day per week through a trained Counsellor who attends school Since 2016 this has also included drop in sessions A summary leaflet of Safeguarding Procedures has been produced which informs parents of information and where they can get further advice The parents of Newcomer Children avail of translating services support for Parent Meetings school events etc Both pupil and parent signs the use of images and online safety policy and records of these are kept 55

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A new School Attendance Policy was devised in 2013 and reviewed in 2015 and 2016 Currently School expresses an interest if pupil attendance falls below 90 and the Education Welfare Officer is contacted should attendance fall below 85 The school attendance average for 2017 2018 was 95 5 Attendance Levels of Pupils 2015 2018 in Year Group 2015 2016 2016 2017 2017 2018 8 96 1 96 9 95 2 9 96 2 95 9 95 4 10 95 95 2 95 2 11 92 3 94 1 94 5 12 94 6 93 9 94 8 Whole School 94 9 95 3 95 For evaluation see Section 4 2 D A summary and evaluation of the School s strategies for providing for the professional development of staff In 2015 Markethill High School introduced Research Lesson Study RLS as its modus operandi for staff professional development as opposed to the widespread PRSD system used in most schools RLS is a Japanese model of professional development which views all participants as equal on the Continuing Professional Development CPD spectrum thus creating a horizontal structure to staff development as opposed to the vertical and often superficial structure of PRSD Staff work together to co create a lesson based on a particular aspect of learning and teaching in the classroom Research into the aspect of learning is undertaken and the lesson is typically taught 3 4 times to different classes with a period of evaluation and modification in between followed by a final written evaluation RLS forces 56

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participants to identify in advance potential misconceptions which pupils may have regarding the aspect of learning under investigation and how it may be addressed Markethill High School believes that this ability to pre empt misconception is one of the markers for potential great teaching RLS in Markethill High School has focused on the following 2015 2016 Stretch and Challenge modelling of work and effective questioning 2016 2017 Feedback for Improvement 2017 2018 Retrieval Practice Spacing and Interleaving Such has been the interest in the Markethill High approach the Education and Training Inspectorate ETI published a case study in December 2016 as part of its appendix for the new Northern Ireland Learning Leaders Framework It concludes The strategic collaborative approach to teacher professional development has been welcomed by all staff There is less of a sense of Appraisal which may be viewed as somewhat threatening on occasions and much more of a sense that observations were focused on the pupils as learners and less on teacher competence There has been much greater professional discourse on key elements of evidence based research on learning and teaching Teachers willingly share and discuss research and literature with each other There has been a significant shift in meetings in school away from managerial issues to core discussions on learning and teaching and student outcomes The notion of the school as a professional learning community has been enhanced The RLS model is leading to much greater professional discourse on learning and teaching heightened awareness of potential issues as well as the importance of strategic and robust strategies to address issues 57

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In line with the findings of the Sutton Trust Report into What makes great teaching October 2014 the school believes that this more collaborative approach to teacher professional development when coupled with challenge in its design and implementation is leading to effective and positive change as regards learning and teaching and student outcomes The May 2017 formal inspection of Markethill High School reinforces these conclusions For evaluation see Section 4 2 E A summary and evaluation of the School s strategies for managing the attendance and promoting the health and wellbeing of staff The School aims to promote a supportive approach to teacher health and welfare to maximise teacher attendance to inform teachers and Governors of the policy for managing teacher attendance to ensure confidentiality of information and facilitate a consistent approach to teacher attendance in School to ensure that teachers are treated fairly consistently and sensitively when ill to raise awareness of welfare support services Teaching Staff Absence Levels 2014 2018 2014 15 2015 16 2016 17 2017 18 Markethill High School 3 3 2 8 3 0 3 1 NI Schools Average 8 4 8 2 8 2 8 4 58

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Evaluation Attendance is a standard feature at Governor meetings Various initiatives have been undertaken in the past 3 years to enhance the working environment for staff These include a refurbishment of the staff room greater access to computers during free periods through new computer workstations in the staff room refurbishment of staff female toilets the re introduction of high speed desktops to replace laptops in classrooms greater access to ICT facilities with classes through the installation of highspeed desktops in the school Library The health and wellbeing of staff was identified as a priority area from the staff questionnaire feedback The development of strategies which help promote the health and wellbeing of staff will continue to be a priority in the School Development Plan 2018 2021 including the instigation of a staff wellbeing committee and possible exploration of quality external indicators linked to wellbeing 2 F A summary and evaluation of the School s strategies for promoting links with the parents of pupils at the School and with the local community including other schools the business community and voluntary and statutory bodies Links are promoted with parents through regular communication parent teacher consultations information evenings study skills sessions letters newsletters the School website text messages target setting meetings and reports A new PTA was promoted and formed in 2015 The School enjoys strong links with other schools and the local community at all levels business voluntary statutory bodies Evaluation Links with the local community local schools and the business community are fostered through Strong Links with local Churches Ministers visit school on a Thursday and Friday for Assembly Armagh Learning Community including Southern Regional College Young Enterprise 59

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2 G A summary and evaluation of the School s strategies for promoting the effective use of ICT including its use to support learning and teaching continuing professional development and school leadership and management A Senior Teacher now oversees the enhanced use of SIMS as a Management tool The School s Acceptable Use Policy is updated on an annual basis Room 13 was refurbished with new computers in August 2018 A significant number of staff laptops in rooms were replaced with high speed desktops in 2015 Staff have received training in SIMS and in the use of self quizzing websites to support the school s curriculum changes at Key Stage 3 The school introduced the new GCSE Digital Technology qualification in September 2017 A new BTEC ICT qualification was introduced in September 2017 The ICT curriculum has moved from a focus on functional ICT to core coding skills including Scratch Raspberry PI and the Microbit 3 A An assessment of the School s current financial position and the use made of its financial and other resources The school was pleased to note that its annual budget was approved by the Education Authority in January 2018 In the past 3 years the leadership and Governors have been prudent in their decisions in order to keep the school s budget healthy including the instigation of voluntary redundancies The three year projection for the school is detailed on the following page 61

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4 An assessment of the extent to which the School has met its key targets or the progress that has been made towards these key targets in the School Development Plan 2015 2018 SCHOOL DEVELOPMENT PLAN 2015 2018 Key Question 1 How effective are leadership and management in raising achievement and supporting learners Who is to take Current level of performance where are we now Action to effect improvement the lead and which other staff will be involved Resources and Costings required including staff Strategies for Timescale Projected budget deficit of approx 6 by April 2017 progress made Need to manage reduced budget while maintaining high quality deployment of staff BoG DENI educational provision JM 1 JM2 Redundancy Process triggered on an annual basis Redundancy Packages from Reduce staffing costs Reduce cover costs LMS Monthly 2015 2018 Reports Variations in working patterns e g reduction of working days approved for interested staff Interest sought in PTA membership amongst parents New photovoltaic panels installed in 2014 Reductions in Ground Maintenance costs secured again in 2015 Reduce running costs Development Plan for an increase in admissions submitted to SELB in November 2013 Continued and urgent Document on Sixth Form Provision for pupils from Controlled Form provision and an Schools submitted to SELB in September 2014 increase in admissions Development Plan for Sixth Form status submitted to SEMB in January 2015 Governors re constituted in November 2015 BoG Governors need to push for Sixth Need to review and ratify JM1 2015 2018 New Critical Incidents Policy CRED Policy and policies in collaboration Review of all policies SLT Staff Wellbeing with SLT Postholders EVALUATION AUGUST 2018 needs Effective and efficient Potential cessation of ring fenced funding for SPP evaluating the development Budget and LMS monitoring and SMART targets Policy Continue to consider redundancy applications DENI funded packages by February 2018 Two members of staff reducing their working days from 5 to 4 in September 2015 One member of staff reducing working days from 5 to 3 in September 2015 Cut spending on non teaching staff by 7 000 in 2015 2016 Cut spending on cover by 20 000 in 2015 2016 Seek continued reductions in running costs and consequent lesser spend between 2015 and 2018 Cut running costs by a further 10 000 in 2015 2016 Introduce an active PTA by December 2015 Secure an increase in admissions from 93 100 by 2018 leading to extra LMS investment Governors to continue to prioritise push for increased admissions and Sixth Form status School to invite visits from EA Executive members MLAs and Church representatives to discuss urgent need for Sixth Form Principal and Chair of Governors to meet with Education Authority on a bi annual basis SLT to undertake a review of all policies between 2015 2018 SLT meetings BoG Meetings Annual review of LMS Report Budget a standard item at Governors meetings Budget a termly item at SLT meetings JM1 JM2 to review cover on a weekly basis Budget to remain in surplus in March 2016 Budget Deficit at 2 Two further voluntary redundancies in August 2018 to move the school into surplus Spending on nonteaching staff cut in 2016 2018 New photovoltaic panels reducing electricity costs by 3 000 New Alarm system cutting cost by 1 000 New PTA raised in excess of 4 000 Temporary variation in 2016 allowed for an additional 16 pupils Area Planning ongoing SLT minutes BoG minutes New Policies Newly ratified Policies Governors re constituted in 2018 Critical Incidents Policy ratified in 2017 Exams Contingency Policy ratified in 2018

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BoG currently meet at least twice per term Register of Interests Created Sub Committees Created New Child Protection Governor Appointed Annual Report published in October All Governors trained in relevant aspects of Governance including Recruitment and Selection Need to consider new Inset and Baker policies including Days Critical Incidents CRED Staff Wellbeing Time Greater opportunities for liaising with and integrating with staff Opportunities to attend staff training Opportunities for staff with positions of responsibility to present to Governors SH and JM1 JM2 to work on Critical Incidents Policy by September 2016 CRED Policy to be devised by September 2016 Governors to continue to be invited to relevant staff training days from August 2015 onwards Governor representative to sit on newly formed PTA from December 2015 onwards CP Governor to continue to attend Safeguarding meetings on an annual basis At least 3 postholders within school to present to Governors each year between 2015 and 2018 Annual Reports published in 2015 2016 and 2017 Relationships and Sexuality audit undertaken as part of Sustaining Improvement Inspection CP Governor has attended Safeguarding meetings Postholders have presented to Governors including Mr Parks Mr McCoy and Mrs Henry Miss Poole New SDP published in September 2015 School Development Planning New template for School Development Planning now aligned to statutory requirements TTI framework used Annual evaluations of SDP now undertaken in August Departmental Development Plans continue to evolve Action Planning now undertaken by postholders with responsibility for an aspect of whole school development reflecting SMART targets of SDP Departmental Development Planning to be agreed Continuation of use of TTI BoG Framework Greater focus on monitoring evaluation SLT Resources and review MER as well 2015 2018 as a more concise understanding of the Middle Governor consultation survey undertaken in April 2015 difference actions are Managers Kirkland Rowell consultation surveys undertaken with pupils and learning and broader having on a child s parents in May 2015 opportunities for success Staff consultation survey undertaken in June 2015 Less initiatives and more Time Agreed Departmental Development All staff Plan template embedding of recent Priorities for new School Development Plan presented to staff in June 2015 initiatives over the next 3 Consultation on draft SDP to be undertaken with SLT and postholders in August 2015 Draft SDP to be presented to staff and Governors in September 2015 Template for Departmental Development Plan to be agreed by August 2015 Departmental Development Plans to be completed annually by end of September Annual Action Plans to be devised by relevant postholders by October 2015 and thereon annually with bi annual reviews involving JM1 and JM2 Departments to evaluate against the Departmental Development Plan at regular Departmental Meetings New SDP Annual Action Plans SLT Minutes BoG Minutes Departmental Development Plans Department Minutes Bi annual evaluations New format for Departmental Development Plans agreed in September 2015 years Priorities for new School Development Plan presented to BoG in June 2015 JM1 JM2 SLT remits re defined in April 2012 August 2013 and September 2014 New Head of Department Job Description in place since 2013 New Head of Year Job Description in place from 2014 Time Roles and Responsibilities Review of all remits by April 2018 to take into account changes in processes and structures Board of Governors New Remits for non teaching staff 2015 2018 SLT within school 64 SLT remits to continue to be reviewed and evaluated annually in September JM1 to meet with post holders with a Management Allowance by October annually to review remits Heads of Department and Year Teacher remits to be reviewed by April 2018 through relevant forums SLT Year Teacher Meetings Heads of Department Meetings Postholder Meetings Meetings with non teaching staff SLT remits reviewed annually Annual meetings between postholders and JM1 Year Teacher and HoD remits reviewed in 2016

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Remits now in place for individual postholders Focus on non teaching Middle staff remits Managers and Revised remits for non teaching staff to be reviewed and formalised by April 2016 Two RLS projects to run in 20152016 involving the English and Maths Departments of Markethill High School and 3 local Primary Schools Evaluation will determine the impact on professional development Goodwill to be demonstrated to staff partaking in twilight courses through partial funding where applicable and available Percentage of staff actively leading in house staff development days to be monitored and enhanced further as far as possible by June 2018 Five members of staff to complete Middle Management training from SELB CASS in 2015 2016 already commenced in 2014 2015 Two members of staff to attend SLF Scottish Learning Festival in Glasgow in September 2015 with a focus on ICT numeracy and data benchmarking A further two members of staff to attend BETT in January 2016 Research on literature into learning and teaching to be a standard item at monthly SLT meetings from September 2015 Relevant subject specific research to be shared with Heads of Department LearnSpark to undertake a day s training with staff in August 2015 on effective approaches to differentiation within the classroom PRSD RLS to focus on differentiation literacy and numeracy with Objective 3 remaining open to meet personal professional interests and needs postholders Use of primary postprimary literacy and numeracy funding to undertake two RLS projects in 2015 2016 STAFF DEVELOPMENT Ten members of staff involved in Middle Management training in from SELB CASS between 2012 and 2015 Exploration of Research Lesson Study as a means of completing PRSD with Most staff involved in external professional development permission from RTU Time opportunities in 2012 2015 Further Middle 3 000 secured from the GTCNI to introduce two small scale RLS projects in 2012 2013 Maths and LLW One further collaborative RLS project undertaken in June 2014 Science and literacy Funding put aside to assist staff in professional development opportunities Objective 3 of PRSD highlighted and encouraged as opportunity for effective staff development Increasing number of internal staff to assist with in house Staff Development Days Continued use of E Staffroom in Mahoodle to link to professional development opportunities and sharing good practice Attendance at external courses including Agreement Trials BETT Management Training for 8 staff between 2015 and 2018 BoG Key Stage 2 3 literacy and numeracy Increased use of literature research to stimulate approaches to staff funding 2015 2018 SLT development such as Resources Sutton Trust Research All Staff Differentiation to become a central tenet of staff Costs development alongside literacy and numeracy At least two members of staff to partake of PQH training by June 2018 Innovation in ICT RTU ETI Principal an Associate Assessor with ETI since 2013 Line Management Non teaching Staff No formal evaluation structures for non teaching staff SLT structures to be defined for Relevant co non teaching staff and job ordinators evaluation processes to be formalised Non teaching Time 2015 2017 Resources staff 65 Line management structures and revised remits to be agreed by April 2016 Job evaluation pro formas to be developed and approved by April 2016 for introduction in the 2016 2017 school year Revised remits Remits for non teaching staff reviewed in 2016 RLS projects undertaken in English 2016 2018 Maths 2016 2018 alongside 3 feeder Primary Schools Middle Leadership training undertaken in collaboration with LearnSpark in 2015 2016 involving 14 members of staff Two staff attended SLF SLT Meetings BoG Minutes Departmental Minutes Course Feedback Forms PRSD Documentatio n RLS Reports in 2015 Two staff attended BETT in 2015 and 2016 Two staff research folders created linked to school learning and teaching priorities Research shared through creation of new Staff Development Portal in 2017 Training on new nonstreaming approaches undertaken in September 2015 in collaboration with LearnSpark Meetings with non teaching staff Evaluation pro formas Line Management structures for nonteaching staff reviewed in 2016

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Greater definition and clarification s regards the School Structures role of the classroom Time teacher in behaviour Re aligning of structures has taken place as a result of some staff changes Consolidation of structures and processes is ongoing and continuous Martina Coogan from EA Behaviour Support undertook training with all staff in March 2015 on roles and responsibilities at all levels including the processes for dealing with and or passing on behavioural and pastoral issues management the role of Heads of Department and SLT Document outlining in Heads of Year Classroom detail the varying Assistants as well as the roles and Senior Leadership Team All staff 2015 2016 responsibilities More explicit awareness of Training Day in the responsibilities of august 2015 pupils within classroom settings Community Links BoG Markethill Management Committee met on a regular basis in 20142015 MHS and Markethill Primary School shared information on PASS survey in January 2015 Literacy Numeracy and ICT co ordinators met with partner Primary Schools on links in these areas including the development of Using Mathematics and Communication as cross curricular skills STEM co ordinator linked with Kingsmills Primary School and Hardy Memorial Primary School on STEM related projects in June 2015 Enhance curricular liaison with Partner Primary SLT Schools Greater links with parents through more parental Time Training for staff HoDs events linked to their Travel costs Mahoodle child s learning 2015 2018 Co ordinators Joint staff training between Markethill High and Markethill Primary undertaken in August 2013 on the theme of effective questioning 66 Revamp of Teachers handbook by September 2015 Annual Revamp of the Year 8 Induction Booklet to include pastoral structures by June 2016 New initiative parents to come into school with new Year 8 pupils on first morning in August 2015 Part of this morning will involve an overview of structures processes and responsibilities of pupils Further consolidation with staff on relevant staff development days August 2015 School Information Booklet to go to all parents annually in August Child Protection pamphlet to go to all parents annually detailing structures within the Safeguarding Team Commonly Observed Routines for Pupils to be explicit in each classroom by September 2016 Development of curricular links with Primary Schools in collaboration with STEM coordinator Agriculture Coordinator Literacy Co ordinator Numeracy Co ordinator and ICT Co ordinator by January 2017 Use Full International Award to develop language links with Primary Schools by June 2017 Build on success of High Five Academies and SportNI funding to offer further sports opportunities to local Primary Schools Continue to arrange Communication and Using Mathematics meetings with feeder Primary Schools Use KS2 KS3 funding to undertake two RLS projects with Hamiltonsbawn Markethill and Mountnorris Primary Schools by March 2016 Shared staff training to continue in 2015 2016 including in the use of IZAK9 for the development of numeracy Explore a joint Accelerated Reading Project with Markethill Primary School by May 2016 Hold a new literacy information evening for Year 8 parents by November 2015 Development of PTA Friends of MHS by September 2015 Teachers handbook reviewed in September 2015 and 2016 Year 8 Induction Booklet now reviewed annually SLT Year Teacher Meetings Staff Meetings Evaluations Document outlining in detail the varying roles and responsibilities Parents now attend with pupils on first morning Staff Development Days constructed with as much departmental time as possible Information Booklet sent to parents annually Child Protection booklet goes to all parents annually Commonly Observed Routines built into homework planners P6 curriculum days take place annually with a STEM focus Primary Schools invited to Science Sue event in 2017 BoG Meetings SLT Meetings Departmental Minutes Literacy Steering Group Recreation Centre Management Committee Minutes Evaluation of literacy information evening Meetings with SRC ICT Steering Group Minutes Hockey Academy runs every Monday for Primary children after school on new 2G pitch RLS projects have continued with feeder Primary Schools MHS plays a lead role in Ks2 Ks3 transition project IZAK 9 training undertaken in 2015 Literacy evenings for parents in 2015 2017 PTA established in 2015

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Sports Hall and Hockey Pitch used by Continuation and expansion of Adult Evening Classes Community use of School Developing Community use of school BoG Greater use of Sports Hall Availability of by Community Groups teaching staff and a new strategy for use of 2G Hockey Pitch 2015 2017 SLT due to lack of space outdated facilities and non compliance with the Departmental Building Handbook in relation to Range of improvements including refurbished Art and Music Departments new 2G hockey pitch centralised locking system BoG Time the space the school deserves library refurbishment upgrades to staff room and pupil toilets 2015 2018 SLT Funding Further Minor Works applications to be completed for urgent replacements refurbishments extensions SLT DM ICT Funding for new infrastructure including AK ICT Steering ICT deployment reasonably effective Group HODs portable technology 2015 2018 Time for Meetings Communication Generally good communication Improved communication with staff to ensure that SLT Time information gets conveyed Need to strengthen certain communication links BoG Minutes SLT Minutes Meeting with Recreation Centre link co ordinator Volleyball Academy Hockey Academy Cadets Association Scouts Polytunnel erected in New school badly needed School Infrastructure Strategise the use of the new 2G Hockey Pitch and Sports Hall for Primary Schools by January 2016 Introduce Language Classes and Horticulture Classes to adult evening programme 2015 2016 to relevant people before other stakeholders 67 New polytunnel to be erected on Pinley Green site by September 2016 New Science mobile to be on site by September 2016 Extension to Canteen to be completed by September 2016 Pinley Green pitch to be flattened and re seeded by September 2017 Five new mobiles to cater for new Sixth Form provision to be on site for September 2017 New 3G pitch with floodlighting to be on site by September 2018 Maintenance Contract with Education Authority to be reviewed on an annual basis New round robin ICT staff training sessions to be introduced by June 2016 recognising the school s organic approach to ICT use All rooms to have an interactive whiteboard by September 2015 Consideration of transforming Room 12 into a Computer Suite by June 2017 Consideration to be given to infrastructure of the Cadet Mobile by September 2016 Portable technology pilot to be undertaken in 2016 2017 with a given class Start to use notice section of MySchool to convey messages to staff by September 2015 Aim to build in time for informal discussion on exceptional closure days focused on gauging staff 2016 Science mobile erected SLT Meetings in 2016 Finance Committee Maintenance Contract Meetings evaluated annually Meetings with EA Mobiles and 3G pitch dependent on new Minor Works school build Applications BoG Minutes ICT training in SIMS Quizlet Visualisers in 2017 2018 SLT Minutes All rooms now have interactive whiteboard ICT Steering Group Minutes Cadet mobile equipped with whiteboard ICT audit SEN laptops procured for assistive portable technology with SEN children Self evaluation feedback from staff and governors MySchool used for messaging in addition to e mail

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More effective use of e suggestions and ideas for school development staffroom and notice section of MySchool to convey notices to staff Make greater use of staff discussion groups one exceptional closure days to discuss ideas pertinent to school development Key Question 2 How effective are teaching learning and assessment Who is to take Current level of performance where are we now Action to effect improvement the lead and which other staff will be involved Resources and Costings Strategies for required inc monitoring and staff Timescale SMART targets development needs into account curriculum and structural changes Review of all Schemes of Extended by June 2016 HoDs CEIAG ICT to review Year 8 incorporating Gifted and Talented Schemes of Work Exceptional Closure Day in February focus on Careers Education Information and Advice Challenge Differentiation in November 2015 used a focus on differentiation 11 and 12 Schemes of Work with a Stretch and Exceptional Closure Day review Year 8 Schemes of Work with 2016 to be partly used to review Year Writing November 2015 to be partly used to opportunities SLT Time All Schemes of Work on Curriculum Mapping Exceptional Closure Day in Strategies and extended writing work in 2015 2016 with a focus on 2018 progress made Schemes of Work to take Planning evaluating the Evaluation August SLT Departmental Minutes Schemes of Work Exceptional Closure Day in February 2016 used to review Year 11 and 12 Schemes of Work Exceptional Closure Day Exceptional Closure Day in March in March 2016 used to 2016 to be partly used to review Years review Years 9 and 10 9 and 10 Schemes of Work with a Schemes of Work focus on incorporating depth into ICT tasks SLT Learning and Teaching Effective Differentiation Heads of Continued need to develop progression in learning intentions throughout Key Time Department by May 2016 All Staff Stage 3 and 4 and develop 68 Staff Training on effective differentiation in the Classroom to take place in August 2015 New unstreamed Year 8 classes to be piloted in September 2015 Stretch and Challenge to be an integral part of approach with new Year 8 classes SLT Departmental Minutes Staff Training on effective differentiation in the Classroom took place in August 2015 New unstreamed Year 8 classes piloted in September 2015 Pupils from a typical A4 class tracked carefully in

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Extensive work done on Assessment for Learning strategies in previous years including learning intentions success criteria and effective questioning approaches to sharing content and skills based learning intentions Recognition that A1 and A2 A3 classes are progressing well but more progress needs to be made with former A4 classes At least one core Homework Homework is scheduled on a weekly basis in most subjects homework per term at Key Stage 3 to have an Assessment for Learning focus such as success criteria Pupils from a typical A4 class to be tracked carefully in new unstreamed system Decision on continuation of unstreamed classes into Year 9 to be made by march 2016 Assessment for Learning strategies to remain a key objective in PRSD in 2015 2018 new unstreamed system as per regression SLT One core homework per term to have an Heads of Time Department by May 2016 SLT Assessment for Learning focus to be implemented by May 2015 Departmental Minutes All Staff Gifted and Talented Need to focus on strategies Gifted and Talented Gifted and Talented Policy and Register created in 2014 2015 to stretch Gifted and Talented pupils particularly within the differentiated classroom Register for Years 8 and Gifted and Talented Register for Years 8 and 9 SLT to be developed by November 2015 and HoD Forum Time By June 2016 9 developed in 2015 and SLT strategies discussed in Departments at Exceptional Closure Day in November 2015 All Staff Departments at Departmental Exceptional Closure Day Minutes in November 2015 All Year 8 received Year 8 STEM CREST Award in 20152016 All Year 8 pupils in 2015 2016 will work towards the CREST Bronze Award accreditation in collaboration with St Patrick s High School Keady Year 9 STEM STEM SLT Funding STEM Co ordinator Appointed in 2012 STEM Subjects Range of STEM initiatives undertaken with local post primary and primary schools Need for a STEM approach STEM Co which infuses all year ordinator Time 2015 2018 STEM Co ordinator to take responsibility for the year 9 Titanic Project as an off timetable day and for P6 pupils by May 2015 Year 10 STEM groups and which is framed upon stretch and The COPE Certificate of Personal Effectiveness with STEM Level One accreditation will be offered to pupils by January 2017 challenge for more able pupils Extra Curricular Work towards Green Eco Schools Flag by June 2017 in collaboration with the Geography Department 69 strategies discussed in STEM co ordinator undertook P6 Days BoG Minutes SLT Departmental Minutes Meetings with STEM co ordinator New STEM co ordinator appointed in 2017 Miss E Young Entry into BTYSY in 2018 STEM Club takes place every fortnight STEM promoted through noticeboards visit of Navy 2017 for Maths event Science event 2017 and new CEIAG website

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Enter the Go4Set Deign Challenge based on the development of a stadium design in line with GCSE Graphic Products Enter BT Young Scientist of the Year by September 2016 Develop STEM Club by November 2015 Promote STEM Careers through notice boards and Assemblies by February 2016 New polytunnel to be on Pinley Green site by September 2016 BTEC in Agriculture to be introduced in September 2015 Funding for BTEC and GCSE Agriculture to be combined in March 2016 Possibility of GCSE pupils undertaking BTEC as part of the Programme of Study to be explored by September 2016 Trips talks and learning activities to continue for Key Stage 3 pupils in 2015 2016 Year 8 seed potting activity Year 9 trip to Balmoral Show and Year 10 agri food session with Young Farmers Clubs SLT Agriculture Agriculture Co ordinator appointed in 2013 Infusion of agri food opportunities into all year groups Funding 2015 2018 Agriculture Co Time ordinator New polytunnel erected in 2016 BTEC Agriculture introduced in 2015 Funding for Agriculture and BTEC combined in 2016 Trips to Balmoral Show Greenmount as part of provision Year 8 programmed ICT VLE launched in February 2012 ICT Steering Group established in 2013 Staff Training in aspects of ICT ongoing Development of Virtual SLT Learning Environment ICT CoTrail of portable ordinator Funding technologies with a class ICT Steering New Key Stage 3 ICT curriculum re designed in 2014 25 Kindles procured in 2014 New desktops now replaced old staff laptops Trial of assessment Time Group by January 2017 features in Moodle HoDs New approach to ICT staff development All Staff 27 new portable devices procured in 2015 70 Introduction of Raspberry PIs and new monitors into ICT Schemes of Work for Year 8 in 2015 2016 Year 8 Scheme of Work for ICT to focus on coding and programming Allocate time for staff to develop courses in Moodle through time on staff development day in March 2016 and breakfast sessions Exploration of quiz feature in Moodle to support the Flipped Classroom approach by January 2017 Mahoodle to integrate with Mahara e portfolio system to assist documentation and monitoring of assessment for ICT Trial of portable technologies with a class in 2016 2017 Staff Development Day in March 2016 to focus on building stretch and challenge into ICT tasks using the progression descriptors reviewed to include Raspberry PI coding and programming involving MicroBIT and Scratch BoG Minutes SLT Departmental Minutes Meetings with ICT coordinator

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Apply for the Full International School Award International Curriculum School has gained the interim International Award Arrange further trips abroad Explore the development of greater breadth of SLT Funding Languages Department Time by September 2016 All Staff languages provision at Key Stage 3 Departments to contribute to a oneoff Sharing Good Practice in ICT session by May 2016 Success criteria for ICT tasks to make reference to Level Descriptors by June 2015 To apply for the Full International Award by September 2015 To arrange a further European trip in 2015 2016 To explore the development of languages provision at Key Stage 3 by March 2016 particularly if classes move to an unstreamed format in Year 9 in 2016 2017 To explore the possibility of a remunerated International Coordinator position by September 2017 Full International Language Department Minutes Award granted in 2015 and re accredited in 2018 British Council Trips to Spain 2015 Applications Germany 2016 and Italy 2017 Feedback from adjudicating panels All KS3 classes now undertake Spanish as a second language since 2016 SLT Assessment Formative and summative assessment in place Embed assessment tracking at Key Stage 4 and cascade into Key Stage 3 Funding Time HoD Forum PRSD Ongoing embedding of Key Stage 4 tracking through Assessment Continue to trial online ICT Co Manager in SIMS assessment through VLE ordinator GCSE Moving Image Arts fist subject to undertake formal online Develop roles and ICT Steering responsibilities for e Group by June 2018 Staff Development assessment HoDs Days assessment in line with JCQ regulations 71 Ensure termly standardisation in departmental meetings in 2015 2016 Embed Key Stage 4 tracking using Assessment Manager by May 2016 Initiate tracking in Year 10 in 20162017 based on standardised tests Initiate tracking with Years 8 and 9 in 2017 2018 based on standardised tests Develop clear and defined roles and responsibilities for e assessment by January 2017 Explore impact of e assessment on infrastructure by January 2017 Regression analysis now Assessment Tracking documents Standardised tests E Assessment Roles and Responsibilities embedded at Key Stage 3

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Key Question 3 How well do the learning experiences programmes and activities meet the needs of the learners and the wider community Who is to take Current level of performance where are we now Action to effect improvement the lead and which other staff will be involved NI Curriculum Statutory elements of provision fully in place subject to annual review of effectiveness Integration of cross curricular skills now evident in departmental schemes Six Subjects report on Communication and Using Maths in end ofyear reports Position of Employability strengthened in Key Stage 3 LLW Schemes of Work New pastoral period with Form Teacher introduced including new PSHE Schemes New Careers Period introduced into Year 11 3 new GCSE courses introduced Moving Image Arts Agriculture BTEC ChildCare Business and BTEC Agriculture to be offered within timetable as additional qualifications for study Relevant BTEC vocational courses through SPP Programme to be promoted New leadership accreditation for senior pupils to be sourced and introduced experience on a Thursday Essential Skills Communication abolished in favour of all pupils New Occupational Studies undertaking a GCSE in English Language qualification to be offered for Success monitoring and ICT SMART targets JH 2018 evaluating the progress made Preparation time 2015 18 for Departments INSET for all involved BTEC provision in ChildCare Business SLT reviews and Agriculture to be embedded within BTEC Childcare and Agriculture embedded timetable by September 2015 Departmental BTEC courses through SPP to be Development Plans promoted at Year 10 GCSE Choices and audits BTEC courses built Schemes of Work choice programmes evening in March 2016 JM1 JM2 to source leadership in 2015 into Year 10 subject accreditation opportunities for senior Communication Working Groups Evaluation August needs HoDs Using Maths Timescale development Identified teaching time for integration and curricular themed projects pupils Pupil reports Work Experience to be abolished for A4 CEIAG evaluation and A5 class in Year 12 in September document at Key 2015 leading to more English Maths Stage 4 and LLW classes as well as a new of cross qualification in Occupational Studies CEIAG to be mapped to Key Stage 4 Preparing for Success Indicators by timetable for Year 12 A4 Introduction of BTEC Agriculture and BTEC ChildCare in 2014 CEIAG provision mapped to Key Stage 3 indicators in Preparing SLT Strategies for required including staff LLW classes within and A5 pupils through the been active over the past 3 years with respective Action Plans JM1 JM2 Costings Extra English Maths and and Land Use and Journalism Working Groups in Communication Using Maths and ICT have Resources and focused on new nonstreaming procedures August Exceptional Closure Day 2015 to 2015 for staff to review Schemes of Work accordingly Decisions to be made on the expansion of Modern Languages KS3 ICT KS3 CEIAG to be mapped to and Science KS4 within the curriculum Key Stage 4 provision by April 2016 through quality indicators in 2015 reporting of ICT as a cross curricular exceptional closure day in November work experience Preparing for Success August training days differentiation followed by an pupils due to abolition of CEIAG mapped to By June 2016 to ensure that plans for the focus on training in effective on a Thursday afternoon to abolished in 2015 December 2016 skill are in place abolition of work Work Experience All pupils now undertake Spanish at Key Stage 3 BTEC ICT introduced at Key Stage 4 in 2017 as well as new Digital Technology specification Triple Award Full Award GCSE Science in Preparing for Success introduced in 2017 Schemes of Work at Key Stage 3 to be reviewed in 72

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all subjects with a focus on effective differentiation The expansion of Modern Language and ICT provision at Key Stage 3 to be explored The expansion of Science courses at Key Stage 4 to be explored Entitlement Framework 27 GCSE subjects offered Entitlement Framework requirements fully met Increased subject offer in Applied subjects at KS4 from within existing school staff an SRC tutors SLT Stage 4 provision with 2015 18 training Explore opportunities for further collaborative Key INSET for subject By June 2016 to have explored the Armagh ALC ELB Curriculum EF manner with other ALC schools Audit HoDs H E and French ALC targets and attendance of ALC partners Twilight courses operate in Geography twilight capacity in a collaborative Time for other schools including DE Census possibility of offering online courses in a action plans relevant staff at ALC meetings Curriculum Audit and other link time with ALC schools Learning Experiences Provision of subject options are pupil driven at KS4 and are designed to enable them to fulfil their potential and aspirations Focus on Career aspects of subject choice and direction through new Year 11 Careers period new Year 10 Subject Choice Evening and new interview skills day Continue to provide maximum pupil choice combined with appropriate guidance at each key stage SLT combined with appropriate guidance at 2015 18 staff involved Continue to provide maximum pupil choice INSET for all ordinator Time for staff preparation each key stage DE Census to pupil initial trawls and Options Careers Co Carry out Options procedures according undertaken before module in SIMs ELB Curriculum EF creation of Options RLS Staff Development project to be Audit Blocks Guidance interview RLS undertaken with undertaken with three local Primary Schools by February 2016 and preparation day programmes and pupil feedback HoDs Time for pupil guidance Current curricular links with local Primary Schools Option forms Parent surveys Evening learning Courses for adults now entering their third year Extra curricular Experiences 73 Initial Trawls now Primary Schools

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There is a wide range of sporting musical and other activities Broader provision for available to all pupils music extra curricular SLT Possible staffing 2015 17 costs resources opportunities and peripatetic tutoring interests to inform provision of extracurricular activities Teacher and pupil preferences and wishes in relation to feedback extra curricular opportunities by HoDs Regular audit of pupils New SLT secondee to audit pupil Teaching Staff non December 2015 in collaboration with SLT remit of new School Council secondee New alternative curriculum schedule to be drawn up by September 2016 Alternative incorporating lunch times and after Curriculum school Schedule Mr McMinn seconded to SLT in 2015 2016 with a remit of developing extra curricular approaches and the alternative curriculum teaching staff parents external providers Key Question 4 How well are learners and staff cared for guided and supported Who is to take Current level of performance where are we now Action to effect improvement Resources And the lead and which other staff will be involved Costings Strategies for required monitoring and including staff Timescale SMART targets development needs 2 day positive mental health and Miss Poole attended 2 day strengthening links with wellbeing course by October 2015 positive mental health and School Counsellor to introduce two wellbeing course by October drop in sessions on a Wednesday 2015 in mental health Use a mental health audit to assess the school s responses Ongoing concerns about mental health issues Mrs Henry and Miss Poole to attend Explore opportunities for external agencies involved Pupil wellbeing identified as a priority in consultation evaluating the progress made PUPIL WELLBEING Evaluation August 2018 effectiveness in promoting positive wellbeing and managing mental health issues Explore possibilities for promoting positive mental health with pupils from September 2015 before school GP SLT Education All Staff cascaded to all staff New SLT secondee to have a role in School Counsellor SLT Minutes 2015 2017 September 2015 notably through Senior Pastoral September 2015 before development of Student Voice on Team Minutes school and at lunch time Relevant external agencies who Community SLT secondee Mr McMinn provide sessions for pupils to be Wellbeing Forum explored pupil wellbeing identified and used when appropriate Meetings through development of School Council Student Voice on School to convey pertinent messages to Governors 2 Senior Teachers to attend professional development training on promoting positive mental health and wellbeing pupils by December 20176 Pupil Staff training in promoting positive Questionnaires Council mental health with pupils to take Relevant external agencies place by September 2016 provided sessions for pupils ALC to introduce wellbeing Forum to to convey pertinent share practice resources and ideas by messages to pupils March 2016 74 introduced two drop in sessions on a Wednesday in promoting pupil wellbeing from Training from Authority Pastoral Team BoG Minutes and at lunch time CH

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Community Wellbeing Forum including local Churches to be enacted by September 2016 Staff wellbeing committee to be implemented New SLT secondee to have STAFF WELLBEING Staff wellbeing identified as a priority in consultation responses a remit which includes staff and pupil wellbeing Staff events to be arranged during year SLT secondee to have a role for staff M McMinn led staff wellbeing from September 2015 wellbeing committee in New Staff wellbeing committee to be introduced by October 2015 SLT RM All Staff Increased number of staff events to take place by June 2016 Costings for June Wellbeing Day Exceptional Closure Day in June 2016 to focus on staff wellbeing activities 2015 2017 Staff room to be enhanced further to provide high quality facilities for all Governors staff Staff wellbeing Committee to explore IiP quality Monthly staff break to take place from September 2015 indicators Staff wellbeing committee to explore MENTORING Good practice in mentoring explored in April 2015 including through visits to other schools Staff Mentoring group established in February 2015 Smallscale Mentoring Intervention Pilot introduced in 2014 2015 with a number of Key Stage 3 pupils identified through PASS data and other means in order to explore how the link between academic and pastoral can be further enhanced and relevant Mentoring Policy to be formalised and embedded Systematic mentoring of identified pupils to become GP SLT combined GL Pastoral Team commonplace within school based on an analysis of academic and pastoral data Form Teachers Assessment for ensuring staff functions written and disseminated in Greater linkage and sharing of PASS Strategies for mentoring intervention Year 12 mentoring target setting to by making it a formal school day pupils supported Questionnaires New Events co ordinator Mr Parks takes responsibility Mentoring to be devised by October be enhanced further in August 2016 Staff breaks take place Draft Discussion document outcomes evidence of success All Staff Evaluation Regular staff meals and Draft discussion document on including an identification of Package Agenda and when necessary to be agreed by November 2015 2015 2017 Closure Day Ladies Toilets refurbished and events as well as gifts High School by October 2015 PASS as part of June Exceptional Staff room refurbished by June 2016 data between Primary School and Costings for SLT Minutes 2015 2016 Investors in People quality indicators 2015 SLT remit Strategies for formal mentoring target setting in Year 10 to be SLT Minutes Mentoring Discussion Document PASS documentation Year 10 and 12 Target Setting Forms 2015 2016 Pupils identified for mentoring in 2016 based on PASS pastoral and academic data Mentoring Leader appointed in 2016 2017 Year 12 mentoring formalised explored and agreed by November 2015 Explore opportunities to complement pastoral programme through Year PASTORAL PROGRAMMES Discrete synchronised pastoral period at Key Stage 3 introduced in 2013 with Form Teacher in order to enhance role of Form Teacher New pastoral programme introduced in 2013 for Years 8 10 Group sessions with external speakers on issues pertinent to young people such as mental health positive wellbeing To continue to review pastoral programmes of SLT JN SENCo Time in June for evaluation of Programmes Pastoral Team Form Teachers 2015 2017 Calendar of potential external speakers to be devised by October 2015 including bus safety talks firework safety talks e safety talks promotion of positive health etc Key Stage 3 Pastoral Programmes to be reviewed in June 2016 including input from LLW co ordinator and SENCo Calendar of external speakers SPT Minutes Pupil Questionnaires Form Teacher Questionnaires study 75 Calendar of pastoral events now embedded

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To explore the potential of SIMS Discover as a means SIMS SIMS used to record collate and extrapolate information relating to pupils for recording attendance in lessons and for tracking progress at Key Stage 4 of further bridging the gap between pastoral and academic Further staff training on the use of SIMS for information management purposes S Furphy SLT training in SIMS HoDs Discover package and Year Teachers Staff training on SIMS in Time for key staff 2015 2017 further SIMS training for all staff C2K Craigavon to offer training in SIMS Discover to SLT and Pastoral Leaders by March 2016 Further Whole Staff SIMS training to take place by September 2016 SLT Minutes 2016 SPT Minutes JM1 and JM2 trained in SIMS via C2K staff Staff Questionnaires All Staff Further embedding of Achievement Merit POSITIVE BEHAVIOUR Positive reinforcement developed through introduction of Achievement Merit System in 2014 Behaviour Management Policy modified to place greater emphasis on positive behaviour system through refinements to criteria and consequent awarding of prizes To modify the Positive Behaviour Policy accordingly CH GP Costings for Merit Awards SLT and Badges 2015 2016 Pastoral Team All Staff Revised criteria for allocation of Achievements and Behaviours to be incorporated in September 2015 Pastoral Team to discuss modifications to Merit Assemblies and allocation of Awards in September 2015 Positive Behaviour Policy to be amended by April 2016 in light of developing Merit System Review of Achievements and Behaviours New merit demerit system introduced in 2017 SPT Minutes Merit Assemblies Pupil Questionnaires Staff Questionnaires Lower and Upper Councils to meet twice termly and School Council discussion Executive Council to meet SCHOOL COUNCIL School Council introduced in 2013 termly JN Council proposals to be SH put to SLT 2015 2016 RM Council representatives to present at a Governors School Council meeting Co ordinators House Captains to be Relevant Staff GP voted for through Form Council elections to take place by early November 2015 New SLT secondee to support SH and JN in Council work Lower and Upper Councils to meet by November 2015 Executive Council to meet by December 2015 Council proposal to be brought before SLT in January 2016 Council representatives to meet Governors by March 2016 Election Assembly School Council Agendas and led to introduction of staggered lunch in 2017 Elections and Council meetings ongoing Minutes SLT Minutes BoG Minutes Class voting led by Council Chairpersons House System to be HOUSE SYSTEM House System strengthened in 2014 2015 through linkage to the new Achievements System in SIMS embedded further through annual House SLT Competitions such as possible House Debating Competitions Drama Competitions Pastoral Team Costings for House Prizes All Staff SLT 2015 2017 Costings for Honours Awards 76 New House Competition in Debating to be introduced by June 2016 and possibly aligned with SALAD Day in June 2016 New House Drama Competition to be introduced by June 2017 Further House Competitions to be identified by June 2017 The introduction of an Honours System to be discussed at SLT by October 2015 Off timetable sessions to host Competitions SLT Minutes House Public Speaking competition introduced in 2016 Speaking and Listening Day across the curriculum undertaken in 2015 SPT Minutes Discussion document on Honours System Honours Steering Group established in 2017

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HONOURS SYSTEM No School Honours System School Honours System to Pastoral Team All Staff be introduced following agreement on criteria and consequent recognition Staff to attend further FIRST AID training workshops on First Aid Relevant Staff 7 Staff have first aid qualifications Defibrillator to be Time to attend training 2015 2018 procured for the school premises Ongoing evaluation of the ATTENDANCE attendance Policy with the Attendance policy now in place processes where necessary overall aim of tightening and consolidating wholeschool attendance at 96 by 2017 CH Time SLT Pastoral forms Year Teachers Meetings Form Teachers Year Teachers EWO between relevant SNAG group established in 2014 Changes to tuck shop made in 2014 to comply more closely with guidelines on healthy eating in schools SNAG Group to meet twice termly to review discuss and propose ongoing improvements to healthy eating within school including greater access to milk and fruit SLT SNAG Group Pastoral Team 2015 2018 and Form Costings for Dale 2015 2018 Initiative All staff SENCO in place and now a member of Senior Pastoral Team which meets weekly 4 staff undergoing SEN training for capacity building purposes Well co ordinated structures for SEN Time Ongoing training for staff HC Costs SLT Meetings Year Teachers Staff 2015 2018 Development Day Materials 77 First Aid certification Defibrillator procured in 2016 Staff training undertaken in 2016 Defibrillator in front foyer Office First Aiders refreshed qualifications Mrs S Thompson appointed as medical co ordinator in 2018 monitoring of attendance at Year Teacher Form Teacher meetings Pre emptive holidays letter now sent to parents Attendance Policy reviewed in 2016 attendance Farm Milk Introduction of House System in 2018 Records of Teachers Seven classroom assistants already in place Attendance Policy to be evaluated by June 2016 Pre emptive letters regarding holidays during term time to be sent to parents in October 2015 Criteria agreed in 2017 Honours Awards Regular Canteen Staff SEN Staff training in use of defibrillator to take place by September 2015 School to source defibrillator from NHS Supply Chain by October 2015 First Aid Staff to renew and refresh qualification as and when necessary by June 2018 SLT Minutes SPT Minutes SLT minutes CW HEALTHY EATING Criteria and Honours Awards to be identified by March 2016 Honours System to be introduced in September 2016 Ideas for enhanced promotion of fruit in tuck shop to be agreed by September 2015 SNAG Group to explore greater access to milk for pupils by January 2016 Salad Wrap bar to be re introduced into canteen in September 2015 SNAG group to meet twice termly by December 2015 including representation from Canteen Staff Monthly healthy break to be introduced from March 2016 To reduce teaching commitment of SENCo by September 2015 to allow for more focus on burgeoning SEN remit to capacity build in SEN matters with 4 interested staff by June 2016 with the aim of appointing an Assistant SENCo by September 2016 to benchmark EAL children effectively by September 2016 and undertake online training in effective support for EAL pupils by June 2017 to work with the ICT technician ICT co ordinator and other relevant staff to explore and procure assistive technologies for Key Stage 3 SEN pupils by September 2016 SNAG Minutes SLT Minutes SNAG group established in 2015 Pupil Questionnaires Staff Questionnaires Parent Questionnaires Evaluation of SEN Teaching commitment of training SENco reduced from 2015 Annual Capacity building Evaluation with classroom Assistants Appointment of Assistant SENCo Procurement of Assistive Technologies undertaken in 2015 New SENCo appointed in September 2016 New laptops for assistive purposes procured in 2017 Ongoing staff training in SEN

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to continue whole staff training in SEN matters on a regular basis Development of EAL policy and effective practices To identify potential gaps in CEIAG provision at Key Stage 4 which need addressed by March 2016 To review current CEIAG provision within relevant Schemes of Work by March 2016 To develop Careers Blog as a means of promoting current Careers Advice by December 2015 LLW Co ordinators at Key Stages 3 and 4 to meet by March 2016 to ensure smooth and effective transition in employability teaching between Years 10 and 11 New resources for the Careers Library to be procured by Feb 2016 Interview Skills event to take place by March 2016 involving local businesses CEIAG event for Year 11 pupils who do not have a Careers Period to be undertaken by June 2016 Organise talks by past pupils and local businesses by June 2016 JH to work alongside JM2 to define best curriculum offer in line with pupil needs and interests as well as labour market trends JH to meet with DC by March 2016 to discuss further linkage between CEIAG and STEM CEIAG Careers periods now within Year 11 timetable Budget for Focus on Key Stage 4 quality indicators New Careers Policy in place Careers Library established Focus on transition between Key Stage 3 and 4 Mapping to Preparing for Success Quality Indicators at Key Stage 3 has taken place Development of careersrelated skills such as interviewing Good links with external services such as NICS and work placement providers CEIAG JH Time for CEIAG SLT development in 2015 2017 Schemes of Work HoDs All staff NICS Great linkage between STEM and CEIAG Feedback from Careers Blog live in the ALC CEIAG September 2018 Group LLW now optional at GCSE Schemes of Work from 2017 to include Key Stage 4 Preparing Resources procured for for Success Careers Library in 2016 quality indicators by March 2016 Interview Skills event undertaken in 2015 and SLT Meeting 2016 Minutes CEIAG events take place BoG Minutes including trips to Greenmount and post 16 Departmental information evenings CEIAG audits JH part of subject options Careers Blog discussions Careers Schemes Links between CEIAG and of Work STEM reviewed and enhanced through website Careers Policy blog and promotional material Key Question 5 How well do learners develop and achieve Who is to take the lead Current level of performance where are we now Action to effect and which improvement other staff Resources and Costings required inc staff development needs will be involved 100 of pupils exempting GCSE Outcomes Stage 5 SEN pupils to 5 A C percentage at GCSE around 80 grades or equivalent by achieve 5 or more A C Strategies for Timescale BoG Resources Time August 2018 78 monitoring and Evaluation August 2018 evaluating the progress made Funding SLT SMART targets 2015 2018 Ongoing development of Key Stage 4 curriculum to meet needs interests and aspirations of all learners Introduction of BTEC Agriculture and OCR Business to replace CCEA BCS in Year 11 by September 2015 Departmental Minutes Minutes at all levels Questionnaire and evaluation feedback Ongoing development of Key Stage 4 curriculum to meet needs interests and aspirations of all learners Introduction of BTEC Agriculture and BTEC Business to replace CCEA BCS in Year 11 in September 2015

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5 A C percentage including English and Maths at 67 37 2015 75 of pupils exempting Stage 5 SEN pupils to achieve 5 or more A C grades or equivalent Heads of Department All staff including GCSE English and Maths by August 2018 Over 60 of FSME entitled pupils to attain 5 or more A C grades or equivalent including English and Maths by August 2018 Embedding of BTEC Child Care into both Year 11 and 12 by September 2015 Introduction of a new Occupational Studies qualification on a Thursday afternoon for certain Year 12 pupils by September 2015 Introduction of use of Stretch and Challenge grade in GCSE Exams Analysis by September 2015 Continuation of English and Maths clinics after school as well as Easter School in 2015 2016 Dual GCSE Maths entry CCEA modular AQA linear for a cohort of Year 12 pupils by June 2016 from parents and pupils Embedding of BTEC Child Care into both Year 11 and 12 in September 2015 Introduction of a new Occupational Studies qualification on a Thursday morning for certain Year 12 pupils in September 2015 Introduction of use of Stretch and Challenge grade in GCSE Exams Analysis in September 2015 Continuation of English and Maths clinics after school as well as Easter School in 2015 2018 Dual GCSE Maths entry CCEA modular AQA linear for a cohort of Year 12 pupils in June 2015 June 2016 and June 2017 GCSE Analysis template reviewed All departments to set Exam Targets Formal setting of departmental exams targets now in place targets for A C grade passes at GCSE wit a focus on Northern Ireland SLT HoDs Time by September Funding 2015 averages and CATS predicted Stretch and All departments to discuss and record targets for 2015 2016 GCSE passes at A C by September 2015 Targets to be passed to JM1 by September 2015 and discussed with JM1 by October 2015 SLT Minutes Department al Minutes HoD Forum annually Necessity to provide departmental targets abolished in 2017 Minutes Challenge grades Exams Analysis Exams Analysis form introduced in August 2012 Exams analysis form to be developed further for 2015 to include an analysis of subject residuals based on CATS Stretch and SLT Time by September Funding HoDs 2015 Challenge predictors as well as module breakdown Exams analysis form to be used to note down positive or negative subject residuals against CATS Stretch and Challenge grades Module breakdown of results to be analysed and discussed at meetings with JM1 in September 2015 SLT Minutes Department al Minutes HoD Forum Minutes Exams analysis form used to note down positive or negative subject residuals against CATS Stretch and Challenge grades Module breakdown of results analysed and discussed at meetings with JM1 of results Subject teachers to set Targets for Mock exams to be set in August 2015 target grades with Year 12 pupils in August 2015 and Target Setting Formal target setting procedures now in place with Year 12 pupils February 2016 to track and monitor progress Target setting to be further SLT Time by August Funding HoDs 2016 formalised in August 2016 by making the day a formal school day with uniform 79 Two Mentoring mornings now Final targets to be set in February 2016 Letter to be sent to new Year 12 pupils by December 2015 indicating arrangements for August Day in 2016 Letter to be sent to Year 10 pupils by December 2015 indicating arrangements for August Day in 2016 SLT Minutes Target Cards in place for Year 12 pupils in August and February of Year 12

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Target Setting Day for Year 10 pupils to be introduced in August 2016 Departments to evaluate current stock of books in Library Stock of books for each department in Library SLT Library and books against 3 headings GCSE Specification Subject knowledge Reading for Time HoDs books available in the Library by April Funding for Departments to Teacher 2016 by November 2016 procure books Librarian Literacy Working Group to audit subject Relevant books to be procured by November 2017 Departments to analyse CATS data to develop literacy and intervention Literacy Literacy a central tenet of 2012 2015 School Development Plan Teacher Librarian appointed in 2013 Participation in OFMDFM Signature Project 2013 2015 Introduction of PIE 11 and PIE 12 as benchmarking tools with individual pupils Extended Writing to remain a focus Literacy to remain a focus during the 2015 2016 PRSD cycle SLT Literacy Co ordinator Teacher SLT Minutes Library provision audited in 2015 2016 Working Group Minutes Departmen tal Minutes Pleasure strategies for promoting Time 2015 2017 Librarian Funding HoDs PPM SENCo 80 Ongoing focus on development of approaches to GCSE Controlled Assessments in English Language to raise standards Development of Stretch and Challenge activities in GCSE English Language Working Group to continue in September 2015 to explore consistency of approach to literacy including through the assessment of extended writing Development of literacy techniques in Form Time by September 2016 including the use of The Day website Update of Literacy Policy by September 2016 Tracking of pupils using the new PTE English tests and CATS Verbal Reasoning by September 2016 Use of Accelerated Reader Programme to support both pupils needing reinforcement as well as Gifted and Talented pupils in 2015 2016 Development of SALAD Days Speaking and Listening Across Departments in June 2016 New House Debating Competition to take place in June 2016 New literacy event for Year 8 parents to demonstrate ways to support the literacy of their child through a session with local author Emma Heatherington in October 2015 Two literacy merit Assemblies to take place in 2015 2016 MHS to lead a local book bench project to promote literacy by June 2016 Participation in the Premiership Reading Stars initiative to support and motivate reluctant readers in October 2015 Member of the literacy team to visit BETT in January 2016 Greater emphasis on parental tracking feature available in Accelerated Reader to encourage parents to take a more active role in developing their child s literacy skills by December 2015 GCSE English Language pass rate now at 84 Literacy techniques in Form Time from September 2015 including the use of The Day website Literacy Policy updated in September 2016 Tracking of pupils using the new PTE English tests and CATS Verbal Reasoning from September 2016 SLT Minutes Literacy Steering Group Minutes Tracking Documents Course Evidence RLS Project Report Accelerated Reader embedded in school Speaking and Listening Day across the Curriculum undertaken in 2015 House Public Speaking Competition for Year 8 pupils initiated in 2016 Literacy event involving Emma Heatherington in 2015 2016 Literacy Merit Assemblies from 2015 2017 Participation in the Premiership Reading Stars event in 2015 2016 Mrs Kennedy attended BETT in 2016 Parents notified of tracking features in Accelerated Reader via letter

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Numeracy New Head of Maths and Numeracy Co ordinator appointed in June 2013 Numeracy Policy revised in September 2014 Focus on numeracy development and consistency of numeracy approaches across the curriculum SLT Numeracy Coordinator Introduction of PIM 12 tests HoDs Strategies for benchmarking and tracking numeracy PPM performance identified including identification of overachievement and underachievement high achievement Time 2015 2017 Funding SENCo and low achievement 81 Rewards Merits linked to Accelerated Reader such as for pupils with the most points or words read to be awarded at Assemblies by January 2016 RLS Staff Development project to be undertaken with three local Primary Schools by February 2016 Develop the use of Surfaces for exploring how new apps might help develop literacy skills by March 2016 Explore new digital technology initiatives that could help support and develop literacy by January 2017 Explore new initiatives to support borderline GCSE pupils as well as continuing with current arrangements such as Easter Days Blitz Days before modules Head of English to continue to attend ALC Literacy Group in 2015 2016 Merit system linked to Accelerated Working Group to be established in September 2016 to explore consistency of approach to numeracy through an audit across relevant subject areas Introduction of numeracy techniques into Form Time by September 2016 including mental Maths Update of Numeracy Policy by September 2016 New withdrawal strategies to support numeracy of below average pupils including the Maths Recovery Programme by September 2016 Tracking of pupils using the new PTM Maths tests and CATS quantitative by September 2016 Use of MyMaths Boosters to support both pupils needing reinforcement as well as Gifted and Talented pupils by March 2016 Greater emphasis on parental tracking feature available in MyMaths to encourage parents to take a more active role in developing their child s numeracy skills by December 2016 Rewards Merits linked to MyMaths such as for pupils successfully completing boosters to be awarded at Assemblies by January 2017 RLS Staff Development project to be undertaken with three local Primary Schools by February 2016 Develop the use of Surfaces for exploring how new apps might help develop numeracy skills by March 2016 Explore new digital technology initiatives that could help support and develop numeracy by January 2017 Head of Maths to attend Scottish Learning Festival Conference in September 2015 Numeracy linked to Form Time Reader in 2016 RLS undertaken with feeder Primary Schools Surfaces available for booking School continues to avail of PHA funding for borderline GCSE English and Maths pupils 2015 2018 Head of English part of ALC Literacy Group from 2017 Numeracy Policy updated in 2016 PTM part of standardised tracking from September 2016 MyMaths boosters in place RLS undertaken with feeder primary SLT Minutes Numeracy Working Group Minutes Maths Department Minutes Tracking Documents Course Evidence RLS Project Report schools including training in IZAK 9 Mr Baines attended Scottish Learning Festival Maths Clinic introduced in 2015 once per week after school School continues to avail of PHA funding for borderline GCSE English and Maths pupils 2015 2018 AQA dual GCSE Maths entry in 2015 2016 and 2017 Head of Maths part of ALC Numeracy Group

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Continue and extend the after school Maths clinic to support pupils with numeracy needs by October 2015 Explore new initiatives to support borderline GCSE pupils as well as continuing with current arrangements such as Easter Days Blitz Days before modules Explore further AQA dual entry for borderline pupils by December 2015 Develop STEM Links through World Maths Day and PI Day as well as further Maths competitions by June 2016 Head of Maths to continue to attend ALC Numeracy Group in 2015 2016 Develop use of peripatetic tutor for numeracy purposes by October 2015 Departments to embed processes for Controlled Controlled Assessment Controlled Assessment scheduled in advance letters sent home to parents and put on website sending a letter home with pupils a number of weeks in advance and passing on Working Group for Communication between 2011 2013 development of tasks Using Maths as a Cross Curricular Skill Working Group for Using Maths in 2011 2013 development of tasks SLT Time 2015 HoDs enable the effective assessment of Communication as a Cross Curricular skill Ongoing Departments to send letter home about Controlled Assessments by November by November SLT Minutes 2015 Information to be passed to JM1 for Website website for Controlled Assessments information for website Reviewing of tasks to Communication as a Cross Curricular Skill Assessment including SLT HoDs Time by September Further integration of Communication tasks into Schemes of Work by September 2017 Ongoing Tasks 2017 All staff SLT Review of tasks to enable the effective assessment of Using Maths as a CrossCurricular skill HoDs Time by September 2017 Further integration of Using Maths tasks Tasks into cross curricular Schemes of Work by All staff September 2017 Trialling of certain tasks using framework Ongoing for new levels by June 2016 SLT ICT as a Cross Curricular Skill Working Group for ICT in 2012 2013 development of tasks now started Focus on use of progression descriptors to enhance learning and teaching HoDs Ongoing Time by September Staff Development focus on use of progression descriptors to 2017 enhance learning and teaching Day All staff Staff Development Day in March 2016 to Explore use of e portfolio Mahara to facilitate the delivery of ICT outcomes with reference to the 5 Es by September 2017 82 SLT Minutes Tasks

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Enhanced use of Virtual Learning Introduction of self quizzing into Environment to foster independent curriculum in 2018 learning and prepare pupils for later studies and work including the Flipped Develop pupils independence and Pupil Independence Pupil independence being nurtured through use of VLE creativity in learning leading to enhanced motivation and focus Classroom SLT HoDs Time By January Staff Development Day All Staff 2016 Explore potential of Moodle Quiz Departmental Minutes programme by January 2017 Development of cross curricular themes at Key Stage 3 Development of SALAD Days by June 2016 Staff Development Day to share good practice in developing independent learners and develop a school wide definition of independent learning 83 SLT Minutes Staff Development Day evaluations Pupil and parent Questionnaires Great use of low stakes formative assessment including Quizlet all teachers received a subscription in 2018

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5 An assessment of the challenges and opportunities facing the School Challenges Ongoing cuts in budget Cut in Entitlement Framework Funding and potential abolition of SPP Funding Upgrading ICT equipment Effective deployment of staff Maintenance of buildings and environment Consolidation of all statutory requirements of the Northern Ireland Curriculum Meeting the requirements of the Entitlement Framework Developing processes to accommodate e assessment Issues arising from transition from primary to secondary level Issues arising from transition between Key Stages Further developing pupils as independent and active learners High quality effective differentiation within the classroom Development of strategies to extend learning and meet the needs of Gifted and Talented pupils Continuing to develop the processes for the monitoring and tracking of pupil attainment at Key Stages 2 and 3 in order to maximise pupil potential Continuing the focus on strategies to raise the attainment and achievement of those who perform poorly in regression analysis Striking an effective balance between meeting staff development needs and institutional needs Strengthening communication links Exploring and implementing strategies to promote health and wellbeing of pupils and staff

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Ensuring effective CEIAG provision and preparation in a difficult economic environment Cyber safety Maintaining and improving pupil attendance Fostering and enhancing community links Providing extra support for pupils with additional learning needs Ensuring pupils continue to achieve in line with and above relevant DENI benchmarking data Measuring pupil progression at all Key Stages Opportunities Area Planning Knowledge Rich Curriculum Development of Formative Assessment Actively sourcing funding from other areas Applying for funding for the development of school infrastructure Cost cutting solutions for ICT infrastructure Broadening pupil choice and opportunity Developing pupil skills Community hiring of School facilities Training existing staff to deliver additional subjects Using available expertise to maintain current links with partner primary schools Improving pupil outcomes looking at C2K Assessment Manager to track pupils Developing expertise of staff in School and sharing good practice Interaction between Board of Governors and Staff 85

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Development of SIMS Embedding of Merit System Development of Mentoring Closing the loop between academic and pastoral Opportunity for all staff to contribute to pastoral developments More consistency to the staff pupil relationship Opportunities to reinforce cyber safety message with parents pupils and staff Opportunity to build upon the School s good reputation in the community 6 The arrangements made by the Board of Governors to consult and take into account the view of pupils parents staff and other persons or bodies in the preparation of the Plan All relevant stakeholders were consulted in the preparation of the Plan All stakeholders were provided with a consultation document A parent working group was established Parents and pupils at each Key Stage completed voluntary questionnaires Non teaching and teaching staff were given a presentation on the SDP and completed questionnaires Non teaching and teaching staff gave feedback from discussion groups and completed individual questionnaires Consultation data and feedback were collated The school used the GL Assessment Kirkland Rowell independent survey consultation to audit the perceptions of pupils and staff 86

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Section 1 Standards and Outcomes GCSE TARGETS By 2021 over 90 of pupils including statemented Stage 5 SEN pupils will attain 7 or more GCSE passes or equivalent at A C By 2021 over 75 of pupils including statement Stage 5 SEN pupils will attain 7 or more GCSE passes or equivalent at A C including English and Maths By 2021 100 of pupils including statemented Stage 5 SEN pupils will attain 5 or more GCSE passes or equivalent at A C By 2021 over 85 of pupils including statemented Stage 5 SEN pupils will attain 5 or more GCSE passes or equivalent at A C including English and Maths By 2021 over 85 of boys will attain 7 or more GCSE passes or equivalent at A C By 2021 over 67 of boys will attain 7 or more GCSE passes or equivalent at A C including English and Maths By 2021 the gap between boys and girls achieving 7 or more passes at A C including English and Maths will have narrowed to under 10 By 2021 over 80 of FSME pupils will attain 7 or more passes or equivalent at A C By 2021 over 70 of FSME pupils will attain 7 or more GCSE passes or equivalent at A C including English and Maths By 2021 over 80 of SEN pupils will attain 7 or more passes or equivalent at A C By 2021 over 50 of SEN pupils will attain 7 or more GCSE passes or equivalent at A C including English and Maths KEY STAGE 3 TARGETS By 2021 over 85 of pupils will attain Level 5 or higher in Using Mathematics By 2021 over 80 of pupils will attain Level 5 or higher in Communication By 2021 all pupils will have progressed by at least one Level in both Communication and Using Mathematics By 2021 over 50 of pupils identifying as significant underperformers following regression will have moved out of the significant underperformance section after 12 months ATTENDANCE TARGETS By 2021 the average annual school attendance will be over 96 5 91

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Section 2 Quality of Curriculum The key driver behind curriculum development will be aspiration In 2018 the school hopes to broaden access for pupils to Full Course Triple Award and Double Award Science qualifications In 2018 Markethill High School will move to a Knowledge Based curriculum for Year 8 pupils See Section 3 Markethill High School fully anticipates that it may be granted Sixth Form access within the life cycle of the next School Development Plan Should Sixth Form be granted at this school a document will be published immediately to outline curricular offer The 2018 2021 School Development Plan will include a firm focus on the overhaul of structures for CEIAG to include o the development of a new Careers Blog o awareness raising at Key Stage 4 level regarding UCAS o the development of a course of seminars including past pupils and local business industry leaders to enhance careers awareness o visiting speaks from higher education at Key Stage 4 o a predominant focus on employability in Year 10 Learning for Life and Work classes o renewed CEIAG evaluation of the Key Stage 3 and 4 curricula thorough auditing of careers provision in each subject o the embedding of CV interview skills and post 16 seminars From 2018 the school will also participate in high level external activities within a curricular and extra curricular capacity to ensure the best opportunities for all These include o the BT Young Scientist of the Year competition o the British Academy Modern Languages Award o the Maths and Science Olympiads In the next School Development Plan it is hoped that we will extend academies to include Athletics and Tug of War and that the school may introduce Cricket as a summer option The school will introduce a Musical Theatre Dance Club as part of its extracurricular activities 92

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Section 3 Planning Learning Teaching and Assessment The school s approach to planning learning teaching and assessment in the new Development Plan for 2018 2021 will be framed around three concepts and maxims 1 Knowledge Factual Knowledge must precede skill 2 Memory Memory is the residue of thought 3 Assessment Assessment is the bridge between teaching and learning The rationale and overarching principles for the development of each concept in 2018 2021 are as follows Knowledge A A stronger knowledge base is needed for new GCSE and A Level examinations which include increased theory testing and less testing of supposed generic transferable skills B Cognitive science indicates that background knowledge pre empts strong domain specific skills Daniel Willingham Why don t students like school P25 C The transmission of high quality knowledge is one of the most effective and expedient ways of closing the learning gap between children who come from different cultural backgrounds D Knowledge comprehension lays the foundation for the journey from surface learning to deep learning from novice to expert Memory A The embedding of knowledge into long term memory will increase automaticity thus easing cognitive load and freeing up working memory B Real learning is when the mental map in long term memory is changed through the embedding of new knowledge and the interplay between existing knowledge and new knowledge There is hence a difference between performance and learning C As memory is the residue of thought we should be planning each lesson in terms of what our pupils are likely to be thinking about 93

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D A further aim of lessons should be to harness working memory in order to build powerful long term memory E To facilitate the transfer of knowledge into long term memory curriculum design should allow for topics to be spaced and interleaved Assessment A Assessment plays a vital role not just in measuring progress but also in the process of transferring knowledge into long term memory through self testing formative assessment and other measures In this way testing does not just measure pupils understanding it helps develop understanding B Frequent retrieval practice is an important factor in ensuring knowledge embeds into long term memory C Repeated low stakes formative testing when spaced and interleaved and with the intention of responsive teaching can strengthen long term memory D Low stakes formative testing can take numerous forms including recaps at the start of class weekly quizzes and online computer adaptive assessments Implications Markethill High School will introduce Knowledge Organisers for Year 8 pupils in each subject in September 2018 Year 9 pupils in September 2019 and Year 10 pupils in September 2020 The purpose of these Knowledge Organisers will be to facilitate the process of embedding core knowledge in long term memory through a range of explicit instruction retrieval practice and self quizzing techniques When embedded in long term memory automaticity is facilitated and working memory is freed to allow for deeper learning in the classroom Knowledge Organisers will therefore be an important tool in the process of harnessing working memory in the classroom The establishment of clear and firm direction by the teacher Markethill High School believes in the teacher as sage on the stage and not guide on the side The establishment of explicit instruction which will include some drill and rote learning as well as other well established techniques for embedding knowledge in long term memory including effective questioning scaffolding upwards as opposed to downwards robust approaches to modelling of pupil work daily recaps low stakes weekly testing and self quizzing Markethill 94

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High School will be basing pedagogical advances in this area on Clark Kirschner and Sweller s excellent paper entitled Putting Students in the Path to Learning A further good definition of explicit instruction may be found here https bennewmark wordpress com 2017 10 07 ten principles for greatexplict teaching A move away from a focus on skills to that of deep background factual knowledge It is only from that strong conceptual springboard that domainspecific skills will develop Markethill High School believes that its strong focus on knowledge at Key Stage 3 and strategies for the embedding of knowledge in long term memory will ultimately allow the school to introduce deeper and more advanced subject specific concepts at an earlier stage In that regard our new Knowledge Based curriculum at Key Stage 3 will include more breadth and depth in learning than at any time in the history of this school It is both ambitious and highly aspirational for our pupils Self Quizzing and retrieval practice will become a much more prominent feature of pupil homework 95

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Section 4 Leadership The priorities for leadership in the School Development Plan 2018 2021 will be as follows Meeting the ambitious targets for standards and outcomes set out in Section 1 of this document Driving forward and embedding the school s clear beliefs and convictions in relation to high quality learning and teaching with a focus on knowledge memory and assessment Offering the highest quality professional development to all staff including opportunities to refresh advanced subject specialist knowledge Introducing and embedding post 16 provision for pupils of Markethill High School Developing strong and robust links with Higher Education representatives Offering opportunities for secondment to the Senior Leadership Team Reviewing and enhancing the school s CEIAG provision Laying the foundations figuratively for a potential New Build for Markethill High School Securing a much needed increase in admissions Embedding an ambitious and aspirational behaviour management system based on a no excuses approach but with a clear focus on positive reinforcement Strengthening the fusion between the academic and pastoral elements of school life notably through the introduction and embedding of an emerging vision for pupil mentoring Introducing an Honours System for exceptional representation at a regional national or international level Developing student leadership opportunities Developing the school House system Taking the lead in the establishment of a Community Wellbeing Forum Establishing greater curricular links with partner Primary Schools 96

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Section 5 Pastoral Care and Safeguarding The school will introduce an Honours System through the next School Development Plan recognising representation at county national or international level through a special school tie The school will capacity build in the area of SEN The school will appoint a new Year Teacher for September 2018 The school will explore the pastoral implications of Sixth Form provision including the need for the development of student leadership opportunities The school will embed its new Behaviour and Achievement System with a focus on positive behaviour and no excuses behaviour management The school will embed a Family Lunch once per week with Year 8 pupils emphasising traditional habits of dinner table discussion serving one another and gratitude School Council will play a prominent part in discussion around all aspects of the new School Development Plan Markethill High School will play a lead role in the establishment of a Community Wellbeing Forum involving local Churches youth groups and voluntary organisations in the locality The school has appointed a former teacher who will play an important role in the execution of a new mentoring initiative from September 2018 A new Steering Group will be taking the lead in developing the vision for mentoring based on what the school has learned from prior experience in the outgoing School Development Plan as well as an understanding of our clear strengths The mentoring initiative will also allow for capacity building amongst members of the school s pastoral team Section 1 Standards and Outcomes 97

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Current Context SMART target GCSE Considerable improvement in the performance of boys over the course of the 2015 2018 School Development Plan with an increase of over 22 in the number of boys attaining five or more GCSE passes or equivalent at A C 92 31 in 2017 compared with 70 in 2014 In 2017 a record 62 5 of FMSE pupils achieved five or more GCSEs at A C including English and Maths In both 2016 and 2017 over 90 of FSME pupils attained five or more GCSEs or equivalent at A C In both 2016 and 2017 over 80 of statemented Stage 5 SEN children achieved five or more GCSE passes at A C More statemented pupils are passing GCSE English and Maths than ever before In 2016 the overall value added for the school was 0 37 In 2017 it was 0 59 This means that in 2017 the school was adding over half a grade of positive value on average for every pupil in every subject Responsible Governors By 2021 over 90 of pupils including statemented Stage 5 SEN pupils will attain 7 or more GCSE passes or equivalent at A C By 2021 over 75 of pupils including statement Stage 5 SEN pupils will attain 7 or more GCSE passes or equivalent at A C including English and Maths By 2021 100 of pupils including statemented Stage 5 SEN pupils will attain 5 or more GCSE passes or equivalent at A C By 2021 over 85 of pupils including statemented Stage 5 SEN pupils will attain 5 or more GCSE passes or equivalent at A C including English and Maths By 2021 over 85 of boys will attain 7 or more GCSE passes or equivalent at A C By 2021 over 67 of boys will attain 7 or more GCSE passes or equivalent at A C including English and Maths By 2021 the gap between boys and girls achieving 7 or more passes at A C including English and Maths will have narrowed to under 10 Action SLT HoDs SENCo All Staff Attendance at Agreement Trials for New Specifications in 2018 2019 Departmental Exams Analysis and consequent strategies HoD meetings with JM1 to monitor progress Monitoring of subject against NI 3 year averages Tracking of Pupils against CATS predicted grades Embedding of formative assessment strategies Use of RLS to explore retrieval practice Intervention strategies at various levels including in classroom lunch time and after school classes Easter School and intervention blitz days Use of PHA funding to support FSME pupils in English and Maths Additional period for Full Course R E

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The proportion of A A and A B grades being awarded to pupils is also demonstrating improvement 2011 8 out of 18 9 out of 18 2014 17 out of 25 18 out of 25 2017 21 out of 24 22 out of 24 Data from Key Stage 3 progress regression after internal examinations suggests that less able pupils are now progressing much more expediently and effectively supporting the data from Key Stage 3 formal assessment outcomes in Communication and Using Maths The school believes that the introduction of new structures at Key Stage 3 notably the introduction of a non streaming culture in Years 8 and 9 has played a significant part in raising standards By 2021 over 80 of SEN pupils will attain 7 or more passes or equivalent at A C By 2021 over 50 of SEN pupils will attain 7 or more GCSE passes or equivalent at A C including English and Maths KEY STAGE 3 TARGETS Progression of pupils to further education is well above the Northern Ireland average and highlights the benefits of the strong and effective links which exist between careers education information advice and guidance By 2021 over 80 of FSME pupils will attain 7 or more passes or equivalent at A C By 2021 over 70 of FSME pupils will attain 7 or more GCSE passes or equivalent at A C including English and Maths By 2021 over 85 of pupils will attain Level 5 or higher in Using Mathematics By 2021 over 80 of pupils will attain Level 5 or higher in Communication By 2021 all pupils will have progressed by at least one Level in both Communication and Using Mathematics 99 Embedding of BTEC courses in Sport Studies and ICT SEN reviews with parents to include analysis of progress against potential Literacy Intervention with C Shepherd Introduction of a formal mentoring system alongside identification procedures Tracking of PTE 11 12 13 Tracking of Communication and Using Maths Tracking of STAR Reading Tracking of SWST 11 12 13 Tracking of NGRT Tracking of Regression Analysis Embedding of IXL Evaluation of English Mastery Introduction of Hegarty Maths Regular meetings with EWO Robust intervention with attendance

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CEIAG the curriculum and the high quality of the school s overall provision The school s attendance rate continues to rise from 94 in 2013 to almost 96 in 2017 The school s attendance practices were recognised as exemplary by the Education and Training Inspectorate and in December 2016 they undertook a case study of the school s attendance procedures which was published on their website ETI concluded in 2016 The attendance rate is now higher than it has been historically and behaviour is very good across school with a significantly decreased incidence of poor behaviour The number of cases referred to the EWO is greatly reduced and there have been no parental prosecutions in the last 3 years by the educational welfare service By 2021 over 50 of pupils identifying as significant underperformers following regression will have moved out of the significant underperformance section after 12 months ATTENDANCE TARGETS By 2021 the average annual school attendance will be over 96 5 100

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Section 2 Quality of Curriculum Current Context SMART target Responsible Action The school fully meets the requirements of the Entitlement Framework at Key Stage 4 Annual review of Key Stage 4 curriculum based on EF Audit Governors Completion of EF Audit by October 2018 The school has progressed its Key Stage 4 curriculum over the past 3 years with reference to the NI Skills Barometer labour market trends the Northern Ireland STEM Agenda a localised understanding and awareness of needs interests and aspirations in the Markethill County Armagh locality as well changing social and economic dynamics SENCO Annual review of BTEC subjects There is more choice at Key Stage 4 than ever before aided further by removing the compulsory status of GCSE Learning for Life and Work in 2017 and making it optional The Options Blocks now contain five columns as opposed to four CEIAG Coordinator Regular meetings between JM2 and BTEC co ordinators All Staff Annual review of Schools The school has introduced 12 new courses qualifications within Partnership Programme and the past 3 years at Key Stage 4 enhancing both academic and links with Further Education vocational pathways for pupils College The school offers 35 in house courses qualifications at Key Stage 4 SLT Introduction of a Knowledgebased curriculum in Year 8 in 2018 Year 9 in 2019 and Year 10 in 2020 101 Annual meeting between ALC Coordinator and SRC Regular meetings between JM2 and ALC Coordinator Ongoing staff training visit of Tom Sherrington in August 2018 Visits to Michaela School Durrington High and Magna Academy in December 2018

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The school now enjoys a fine balance between academic applied and vocational subject pathways The removal of the compulsory status of Learning for Life and Work at Key Stage 4 means that school must continue to explore off timetable days and further creative approaches to delivery of citizenship employability and personal development at 14 16 The introduction of a GCSE Subject Choice evening in 2015 as well as an initial trawl of interest with Year 10 pupils means that the school is developing its systems for ensuring that stakeholders are adequately informed and advised of subject options and their views are taken into account In 2016 and 2017 over 80 of pupils achieved their first preference GCSE subject choices following the use of an initial trawl to help design Option Blocks In 2015 the school changed its means of ranking pupils for the purposes of Double Award Science uptake in Year 11 Prior to 2015 this had been based solely on results in Science examinations in December of Year 10 From 2015 this has been based on ranking of pupils across 6 subjects in December examinations English Maths Science Geography History and French Development and review of Key Stage 3 Knowledge Organisers by 2020 Introduction of English Mastery Curriculum in Year 8 in 2018 Year 9 in 2019 and Year 10 in 2020 Re structuring of Key Stage 3 curriculum to allow for development of English Mastery by 2020 Introduction of ICT Blitz Days with a focus on coding and programming for Year 8 pupils in 2018 2019 Year 9 in 2019 2020 and Year 10 in 2020 2021 Use of Exceptional Closure Days to focus on development of Knowledge Organisers Staff training in English Mastery through travel to London in 20182019 Meetings between JM1 JM2 and SF to explore timetable options and implications DC2 and JM1 to work on development of ICT Blitz Days Introduction of Sixth Form status by 2021 Meetings between Governors and EA representatives in 2018 2019 102

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The school continues to act promptly to identify potential SEN needs and to put necessary support access arrangements in place In January 2018 the school received a formal inspection by JCQ of its access arrangements for SEN pupils at Key Stage 4 It has been rated as highly effective in all areas The Inspection reviewed the candidates details application of online processes the school s supporting evidence for access arrangements and the senior leadership s written policies detailing the criteria for access arrangements including wordprocessing facilities The move to a non streaming structure at Key Stage 3 in 2015 has enabled equity of access to the same curriculum for all pupils The strengthening of the academic sphere at Key Stage 3 has been facilitated through the fact that all pupils now undertake a second language in Years 9 and 10 through the new nonstreaming structure IEPs are in place for all pupils on the SEN register Annual reviews take place for Stage 5 pupils to evaluate how well pupils have met targets Targets are posted out to the parents of all SEN pupils In 2018 the school began the process of post out The overhaul of structures for CEIAG to include the development of a new Careers Blog in 2018 awareness raising at Key Stage 4 level regarding UCAS the development of a course of seminars including past pupils and local business industry leaders to enhance careers awareness by 2019 visiting speaks from higher education at Key Stage 4 by 2020 a predominant focus on employability in Year 10 Learning for Life and Work classes by 2019 renewed CEIAG evaluation of the Key Stage 3 and 4 curricula thorough auditing of 103 Development Proposal for Sixth Form status in 2019 Introduction of Careers Blog in October 2018 Letter to parents regarding use of past pupils for presentations in October 2018 Development of links with Higher Education starting with Harper Adams University in 2018 2019 President of UFU and past Harper Adams graduate guest speaker at Prize Night in 2018 Revised SEN Policy to make reference to sharing of evaluation

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evaluations to the parents of pupils on Stages 2 4 of the SEN register Explicit ICT instruction in Year 8 has moved away from a focus on functional ICT to a firm focus on coding and programming New infrastructure in the past 3 years has supported curricular development including a new Science mobile 2016 a new 2G international standard hockey pitch 2015 and a new polytunnel 2017 Pupils enjoy access to a very broad range of extra curricular activities This will be broadened further in the next School Development Plan careers provision in each subject the embedding of CV interview skills and post 16 seminars by 2019 Evaluation of progress to be shared with parents of pupils on Stages 1 4 SEN by 2018 Development of extracurricular opportunities in 2018 2019 to include BT Young Scientist of the Year Mandarin classes ICT provision 104 on progress with parents of Stage 14 SEN pupils Application for BTYSY project in 2018 Embedding of Mandarin in 2018 Introduction of Minecraft Club in 2018

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Section 3 Planning Learning Teaching and Assessment Current Context SMART target Responsible The 2015 2018 School Development Plan has witnessed significant work being undertaken on the school s approach to high quality learning and teaching Evidence including the May 2017 Inspection Report and ETI Case Studies is suggesting that this work is having a considerable impact on the improving standards and outcomes at this school Markethill High School will introduce Knowledge Organisers for Year 8 pupils in each subject in September 2018 Year 9 pupils in September 2019 and Year 10 pupils in September 2020 Governors The school now has a clearly defined understanding of what great teaching looks like underpinned by its 6 Principles of high quality Learning and Teaching The introduction of the new Learning and Teaching Policy in 2015 has been underpinned by dynamic and creative approached to staff development through the introduction of School will develop its approach to self quizzing through the introduction of self quizzing homework for Year 8 pupils in each subject in September 2018 Year 9 pupils in September 2019 and Year 10 pupils in September 2020 School will embed the use of self quizzing technology by 2020 including whole scale use of IXL at Key Stage 3 and targeted use of Hegarty Maths Action SLT HoDs SENCo All Staff Visualisers will be procured for all classrooms by September 2018 RLS will focus on formative assessment responsive teaching and will drive forward school approaches to retrieval practice 105 Exceptional Closure Days to focus on RLS development of retrieval practice formative assessment embedding of assessment policy development of selfquizzing approaches Exceptional Closure Days to focus also on development of Knowledge Organisers Visit to 3 schools in England in first week of December 2018 JM1 to action procurement of visualisers in all classrooms Attendance at Agreement Trials for New Specifications in 2018 2019 Introduction of a formal mentoring system alongside identification procedures

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Research Lesson Study RLS as the main medium for CPD RLS has led to much greater professional discourse in school on issues relating to learning and teaching and has led to the embedding of strong research as a constant driver for school development and improvement In line with advances in learning and teaching the school has reviewed its Assessment and Feedback Policy and this was ratified in August 2017 The Policy advises that Markethill High will aim to blend formative summative and standardised assessments as a means of creating a dynamic robust and visionary assessment model which will ensure the highest of standards for all pupils In particular Markethill High School has explored the research of Daisy Christodoulou potentially the United Kingdom s current greatest guru on assessment matters Markethill High School believes that effective learning and assessment must be underpinned by highly effective behaviour management As such the school revised its behaviour The equivalent of 3 staff exceptional closure days will be devoted to the development of approaches to recap and retrieval practice and the development of knowledge organisers Two new Parent Evenings for Year 8 parents to be introduced in 2018 2019 focusing on school curriculum expectations and how to support children at home MHS staff to visit Michaela School Wembley Magna Academy Poole and Durrington High School by December 2018 English Mastery Curriculum to be introduced in September 2018 English staff to attend English Mastery further training in London by June 2019 Current articles to be uploaded to school staff development portal Staff to attend Agreement Trials for new GCSE Specifications by December 2018 Assessment Policy to be used as trigger for data related to identification of pupils for mentoring 106 Tracking of PTE 11 12 13 Tracking of Communication and Using Maths Tracking of STAR Reading Tracking of SWST 11 12 13 Tracking of NGRT Tracking of Regression Analysis Embedding of IXL Evaluation of English Mastery Introduction of Hegarty Maths Regular meetings with EWO Robust intervention with attendance

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management principles in August 2017 with the New mentoring team to be established and evolved approach to mentoring to be in place by overarching principle that low level January 2019 misbehaviour will not be tolerated The school firmly believes that if you look after the pennies the pounds will look after themselves In this regard the school has revised its Behaviour and Achievements system accordingly and this will be discussed further in Section 6 Aspiration and expectations for all pupils as regards learning and teaching has increased significantly at this school over the past three years and is evidenced in a number of ways All pupils including Stage 5 SEN pupils now undertake exactly the same curriculum and examinations at Key Stage 3 The new non streaming structure at Key Stage 3 means that low ability pupils are pushed and challenged to a greater extent in their learning All pupils are subject to the same behaviours and achievements in our new system behaviour management system no labels no limits 107

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Section 4 Leadership Current Context SMART target Responsible Leadership and Management of Markethill High School was judged as Very Good in the 2013 Inspection Report and as highly strategic in the May 2017 formal inspection In 2017 the Inspectorate concluded that Markethill High School continues to demonstrate a high level of capacity for sustained improvement in the interests of all learners This is the top rating which ETI can afford a school Meeting the ambitious targets for standards and outcomes set out in Section 1 of this document by June 2021 Governors SLT HoDs The Principal is currently completing an Educational Doctorate EdD which is focusing on emerging research in cognitive science as regards pedagogy aimed at harnessing working memory in the classroom to allow for real and deep learning The Vice Principal is completing a Masters Degree in Educational Leadership Over the course of the last four years other staff have completed postgraduate Masters degrees including Senior Teacher Mrs S Hargan Miss C Humphries and Mr G Parks In 2017 the SENCo Driving forward and embedding the school s clear beliefs and convictions in relation to All Staff high quality learning and teaching with a focus on knowledge memory and assessment as outlined in Section 3 by June 2021 Action Offering the highest quality professional development to all staff including opportunities to refresh advanced subjectspecialist knowledge Introducing and embedding post 16 provision for pupils of Markethill High School by September 2021 108 Continuation of weekly SLT meetings Annual review of senior roles Re constituted Governors to meet at least 5 times per year New Governors to attend training by December 2018 SLT secondment opportunity in September 2019 Offering of Senior Middle Leadership Opportunities for staff Offering of school visits for staff Attendance at regional and national courses Review of Post 16 Business Case and Development Proposal Contact made by CEIAG with Universities and arrangement of higher education talks

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Vice Principal Mr McCoy completed his PQH as well as a Health and Safety qualification The Principal is a Lay Lecturer with Queen s University on the theme of Assessment in Education having completed a Masters dissertation on this topic The Principal is also a Lay Inspector with the Education and Training Inspectorate and in this role he joins inspection teams in other schools on occasion Developing strong and robust links with Higher Education representatives by June 2020 Offering opportunities for secondment to the Senior Leadership Team by September 2019 In May 2017 the formal inspection indicated that Markethill High School was meeting all statutory requirements in relation to safeguarding and child protection following completion of the Safeguarding Evaluation ProForma In 2015 all staff undertook an online qualification in Child Protection and Safeguarding in Northern Ireland schools In 2017 the school completed the Inspection selfevaluation framework for Safeguarding Reviewing and enhancing the school s CEIAG provision by January 2019 Laying the foundations figuratively for a potential New Build for Markethill High School by June 2019 Securing a much needed increase in admissions by June 2019 The Designated Teacher for Child Protection Mrs S Gilmore leads staff training on Child 109 CEIAG website launched in October 2018 Use of past pupils as guest Careers Speakers by June 2019 Visiting New Builds Continuation of discussions with Education Authority and Department of Education on admissions increase Embedding of behaviour management system by June 2019 followed by review New mentoring team in place by December 2018 Mentoring to begin in January 2019 Honours System agreed and introduced in 2018 2019 steering committee to meet twice by December 2018 Leadership Models to be formally acknowledged and proposed through a discussion document by January 2019

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Protection on an annual basis The Policy is reviewed on an annual basis In 2016 a new SENCo was appointed Mrs J Cregan As part of her professional development Mrs Cregan has gained a CCET qualification in Access Arrangements for SEN pupils and has attended pertinent training in a range of areas including autism Embedding an ambitious and aspirational behaviour management system based on a no excuses approach but with a clear focus on positive reinforcement by January 2019 Strengthening the fusion between the academic and pastoral elements of school life notably through the introduction and embedding of an emerging vision for pupil mentoring by January 2019 In 2013 Governors were awarded the highest possible rating in the formal inspection Introducing an Honours System for exceptional representation at a regional national or international level by December 2018 In 2016 2017 Markethill High School offered twilight middle leadership training for aspiring and current middle leaders in collaboration with LearnSpark Pleasingly 13 members of staff availed of this opportunity between 3 30pm and Developing student leadership opportunities 6pm over 4 evenings Heads of Department and by June 2019 their teams complete a rigorous self evaluation report on an annual basis focusing on standards and outcomes in GCSE examinations and 110 Community Wellbeing Forum to be in place by September 2019 STEM co ordinator to continue to embed curricular links with Primary Schools Ongoing RLS work with Primary Schools Assistant SENCo to be in place by December 2018

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implications for learning and teaching The results of this analysis feed into annual Departmental Development Plans Action Planning is specific measurable ambitious and timebound In 2015 Markethill High School introduced the PASS Survey Pupil Attitudinal Survey This is analysed and evaluated annually to identify patterns in year groups over time This is used alongside other data such as attendance behaviour reports and academic results in order to identify appropriate intervention for cohorts of pupils or individual pupils Before the introduction of the new School Development Plan 2018 2021 parents pupils and staff were invited to complete comprehensive Kirkland Rowell questionnaires Developing the school House system by June 2019 Taking the lead in the establishment of a Community Wellbeing Forum by September 2019 Establishing greater curricular links with partner Primary Schools by June 2019 Appointing an Assistant SENCo by December 2018 The School Council is a further important feature of school life in assisting with robust evaluation and also in the development of pupils own leadership qualities Feedback from School Council has led amongst other things to the introduction of a staggered lunch system 111

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Section 5 Pastoral Care and Safeguarding Current Context SMART target Responsible The pastoral care systems have developed significantly over the course of the 2015 2018 School Development Plan In 2017 Mrs S Hargan joined the Senior Leadership Team with joint responsibility for the Pastoral Care of Boys Miss T Howe Mrs R Preston and Ms K McMullan joined the pastoral team as new Year Teachers Miss G Poole joined the school s Safeguarding Team and received statutory training in Child Protection Mr J McCoy has specific responsibility for school attendance The current school attendance sits close to 96 and in 2016 the Education and Training Inspectorate undertook a case study of the school s attendance practices as an example of excellent practice for other schools The Attendance Policy was reviewed in 2017 A school counsellor is available on site on Wednesdays and in 2016 drop in sessions were introduced to her remit The school will introduce an Honours System by January 2019 recognising representation at county national or international level through a special school tie Governors The school will capacity build in the area of SEN by December 2018 SLT Senior Pastoral Team HoDs SENCo The school will appoint a new Year Teacher for September 2018 Action All Staff The school will explore the pastoral implications of Sixth Form provision including the need for the development of student leadership opportunities 113 Continuation of weekly Senior Pastoral meetings on a Monday afternoon Continuation of Safeguarding meetings on a Friday morning Safeguarding to remain a staple item on Governor agendas Annual review of senior pastoral roles Mrs P Greer appointed for September 2018 as Year Teacher Offering of Senior Middle Leadership Opportunities for staff Offering of school visits for staff Attendance at regional and national courses

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Year Teachers now remain with their year group throughout their entire 5 years at the school rather than a Key Stage structure whereby pupils got a new Year Teacher at the start of Year 11 Form Teachers too now remain with their Form Class throughout their 5 years of compulsory secondary schooling Under the old streaming system form class composition changed dramatically in Years 9 and 11 In the latter year group form classes were allocated according to the curricular choices of pupils This has changed and form class composition remains static over the 5 years Thus pupils stay with each other in their Form Classes for 5 years The Senior Pastoral team meets every Monday afternoon for 60 minutes The SENCo joins this meeting for 30 minutes to ensure that the pastoral welfare of SEN pupils remains a priority in pastoral affairs and pastoral development The safeguarding team meets on a Friday morning On occasion the Designated Governor The school will embed its new Behaviour and Achievement System by June 2019 with a focus on positive behaviour and no excuses behaviour management The school will embed a Family Lunch once per week with Year 8 pupils by September 2018 emphasising traditional habits of dinner table discussion serving one another and gratitude School Council will play a prominent part in discussion around all aspects of the new School Development Plan by June 2019 Markethill High School will play a lead role in the establishment of a Community Wellbeing Forum involving local Churches youth groups and voluntary organisations in the locality by September 2019 114 Embedding of behaviour management system by June 2019 followed by review New mentoring team in place by December 2018 Mentoring to begin in January 2019 Honours System agreed and introduced in 2018 2019 steering committee to meet twice by December 2018 Leadership Models to be formally acknowledged and proposed through a discussion document by January 2019 Community Wellbeing Forum to be in place by September 2019 Assistant SENCo to be in place by December 2018

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for Child Protection Mr G Mahood joins the Wednesday morning meeting Year Teachers and Form Teachers complete an evaluation each year which evaluates a range of aspects linked to pastoral care including registration use of SIMS uniform regulation regarding appearance school Assemblies Homework Diaries reporting procedures and timescales behaviour and attendance The school has appointed a former teacher who will play an important role in the execution of a new mentoring initiative from September 2018 A Mentoring Steering Group will meet by December 2018 The mentoring initiative will also allow for capacity building amongst members of the school s pastoral team The school has developed and expanded its use of SIMS for behaviour and achievement management in the last three years In 2017 the school reviewed its behaviour management processes as a pre cursor to a formal move to a no excuses behaviour system in the 2018 2021 School Development Plan 115

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