Inclusion Quality Mark
School/College Name: St. Bride’s P.S.
School Address: 36 Derryvolgie Avenue, Belfast, BT9 6FP
Tel No: 02890 381700
Headteacher’s/Principal’s Name: Mr Paul Carswell
Headteacher’s/Principal’s Email Address: pcarswell497@c2kni.net
IQM Coordinator’s Name: Ms Otteran Joyce
IQM Coordinator’s Email Address: ojoyce509@c2kni.net
School Website: www.stbridesps.org.uk
Number of students on roll: 872
Guidance for successful completion of the IQM award
The coordinator role is to ensure that a clear picture of the school approach to inclusive practice is captured within the self-evaluation document. To
demonstrate that Inclusion has a school wide impact and is sustainable, the school would be advised to devolve the responsibility for information
gathering to a broad group, with the IQM coordinator organising and collating the evidence. A good example from a successful school was a post-it wall in
the staff room to which any staff member could contribute.
Please complete this document which includes all 8 elements of the assessment framework. This should not be an unduly onerous task. It is sufficient to use
bullet points under “organization evidence” and “evidence location”. It is suggested that the school narrative and tabular aspects should be completed
simultaneously, to support coherence.
Evidence can be drawn from a wide range of sources, including Ofsted reports, LA or Academy reports, but should draw widely from school self-evaluation
exercises and monitoring activities. It should demonstrate what can be seen in practice.
Where asked to include a numeric judgement:1=high level practice
2=good level practice
3=developing practice
The first page allows the school an opportunity to support the IQM Assessor in creating a clear view of the school, context, the reasoning behind the IQM
award application and sustainability, as well as a guide to Inclusion organisation within the school.
The elements may be completed in any order and some evidence may be used to support two or more criteria. At any point, but certainly when three
elements are complete, coordinators are asked to forward these to IQM for an overview and guidance, before completion of the whole scheme. Email
support is available, please contact us using elements@inclusionmark.co.uk. Feedback is generally within 4 –5 days.
For telephone support, please use: 01256 316536. This will reduce the possibility of wasting any unnecessary time and give you the confidence to complete
the remaining elements as you work towards achieving this award.
By the time you have completed 3 elements you should set a date for assessment. This gives IQM the time to organise for an assessor to be assigned to
your school. The assessor will be in contact approximately 2 weeks before the assessment with regards to the actual requirements for the visit.
School context description: Raise-online, Ofsted Data Dashboard, performance tables etc:
The school is set in a suburb of Belfast which is mostly an affluent area. An ETI inspection report rated the school Very Good with
the Special Needs Provision as Outstanding.
Part of the catchment area takes in an area which, in recent years, has attracted a growing Newcomer population. This change in
demographics has been reflected in the school intake with the percentage receiving Free School Meals moving from 3% to 11% in the
last seven years.
The school has been able to maintain its standards through forward planning and the appropriate use of physical and human
resources. It is performing very favourably within the Benchmarking Data supplied by the Department of Education being in the top
quartile of similar schools and in some respects in the top 5%.
Rationale for undertaking the IQM assessment
The school is keen to work to a continuous improvement model. It wished to measure itself against an external assessment of its provision for
inclusion to both recognise its own internal good practice and to ascertain areas in which improvements could be made.
Overview of Leadership and Management of Inclusion (an organisation chart and short summary would suffice)
Management Structure 2014
Principal
Mr Carswell
Two Vice Principals
VP 1 Overall Curriculum/ school improvement
Mrs Quinn
VP 2 Pastoral Care and Foundation & Key Stage 1 responsibilities
Miss Joyce
One Three point Teaching Allowance
Key Stage 2 Co-ordinator / Whole school Assessment / member of SMT
Mrs Granleese
Two Point Teaching Allowances
Mathematics and Numeracy KS2
Language and Literacy FS/KS1
Mr Doran
Mrs O’Prey
Mathematics and Numeracy FS/KS 1
Language and Literacy KS 2
Mrs O’Neill
Miss Maguire
Music and Religion
World Around Us (WAU)
Mrs Toal
Mr Duffin
ICT
Community Links (incl School Council)
Mr Murray
Mr McCloskey
Head of Nursery Unit
Ms Ward
One Point Teaching Allowances
SENCo/Additional Learning Support
SENCo/Additional Learning Support
Foundation/KS1 Mrs McKeating
KS 2 Mrs Darragh
Art & Design
PDMU
Mrs Kelly
Miss Rogers
Health and Well Being
Library
Miss McDermott
Vacant
Drama
Eco Schools
Miss Meehan
Mrs White
International Links
KS 1 PE
Vacant
Mrs Kennedy
KS 2 PE
Teacher Tutor
Vacant
Mrs McAllister
WAU Assistant co-ord
This was a temporary position
Interest in Centre of Excellence status
Yes
Interest in Flagship status
Yes
If yes to either, please append relevant paperwork
Element 1:-The Inclusion Values and Practice of the School
School overview commentary
St Bride’s Primary School prides itself on its inclusive values and practices. We are committed to promoting equality of opportunity, high quality
learning, a concern for individual pupils and a respect for diversity. There is a high standard of pastoral care and child protection and every
effort is made to ensure every child is valued and respected within our school environment. A school culture of achievement, improvement and
ambition exists with clear expectations that all pupils can and will achieve to the very best of their ability. Assessment and other data is used to
effectively inform teaching and learning across the school and in the classroom to promote improvement. The school works closely with other
relevant statutory and voluntary agencies whose work impacts on education. Effective interventions and support are in place to meet the
additional educational and other needs of pupils and to help them overcome barriers to learning. Teachers are committed and enthusiastic and
enjoy a positive relationship with their pupils.
Policy Yes/No
Practice
1 2
3
Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation)
The school has and will continue to evolve to meet the needs of future pupils. The demographics of the school is changing and St Bride’s will
respond to the ever-changing needs and challenges. With increasing free-school meal numbers, attention will be paid to addressing the impact
that social deprivation may have on school performance of these pupils. This is reflected in the school development plan
Assessor commentary, highlighting strengths and suggestions for development.
Strengths
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The school demonstrates that its overall approach is based on inclusion across a wide range of elements, and the school environment
is welcoming;
The Principal has a clear vision for inclusion, which has been developed over several years. This vision is ably supported by the
school’s Senior Management Team, and although the team has seen some changes in personnel over recent months, the assessment
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revealed that this has strengthened the inclusive values of the school. A significant number of external stakeholders spoke of the
professional integrity of the Principal.
The school has a dedicated Learning Support Team approach to inclusion and meeting the needs of all pupils. The Team meets on a
weekly basis with an up to date and relevant agenda, and includes a Vice Principal who ensures the inclusion agenda is addressed at
Senior Management Level.
The school has seen a changing pupil demographic over the last number of years, with a significant increase in the number of
newcomer children and pupils with special educational needs. There has also been a widening social mix in the school. Whereas
some schools would see these changes as being challenges, St Bride’s sees the change as positive for all pupils in the school in
providing a realistic life expectation of what the children may experience when they leave school;
It was clear through the assessment that the school maintains a focus on the children in terms of school development planning and
decision making;
The school has established a student council and eco committee. Members of the council and committee admitted to initially voting for
their friends. However, a more mature attitude is now taken with the pupils voting on the basis of who is the best candidate.
The school has an active parent-teacher association, which is responsible for raising and contributing significant sums of money for the
school.
The governing body has embraced the idea of champion governance, with a specific governor with responsibility for inclusion.
The school rules are reasonable and fair, and are reviewed by the school on a regular basis to ensure they continue to serve the needs
of the pupils and the school community. The rules are displayed throughout the school in classrooms. An innovative approach is taken
to the values of the school and school rules, where a monthly focus is maintained on a different area through the Principal’s news sheet;
The school values Catholic education and maintains a focus on church values throughout the school and in each classroom, where a
sacred space has been set aside for pupil reflection. The school benefits from its important links with the church, and classes can
attend weekly Mass on a rotational basis. In addition to preparing its own children for the Sacraments, the Ashleigh Group has been
established by the school to support Catholic pupils in other local schools in their sacrament preparation.
The school maintains a strong sense of the importance of developing people, and has received an Investors in People Bronze Award.
The school has a pupil led Eco Committee that is responsible for environmental awareness around the school. The school has recently
gained a bronze award for this work.
An inclusive approach is taken to extra curricular activities, with all children being encouraged to try out for musical instrument
The school has an appropriate range of policies to outline the culture, ethos and values of the school and how different activities are to
be carried out. During assessment there was considerable evidence of the policies being embedded into school life. One example
would be that of the marking and assessment policy.
The school development plan has contributed, over many years to innovative practice being introduced and embedded. It was
particularly pleasing to note that previous developmental work had taken place with regard to challenge-based learning, in particular the
development of thinking skills and personal capabilities in the Northern Ireland Curriculum. There was clear evidence of the approaches
being well embedded in the lessons observed.
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Another innovative practice that had been introduced was that of Peer Observation. Through this approach, teachers operate in small
teams to observe each other’s practice, through which they can learn from each other and enhance their own practice. Peer
Observation is taken forward as a whole-school approach and has contributed significantly to teaching and learning outcomes.
 Health and well-being is addressed proactively for both staff and pupils.
 St Bride’s Primary School is a large school that operates over two distinct campuses. Despite this, there is a genuine feeling of the
school community feeling part of the holistic St Bride’s school, rather than as part of either the junior or senior school. When two new
vice principals were appointed, the Principal gave them responsibilities in areas outside that with which they had been familiar. This has
ensured they have a whole school view, and the challenges of the size of the school can be met.
 Given the diversity of the pupil population, the school meals service has to contend with a number of special diets for both religious and
health related choices. The approach taken by the school ensures a smooth running of this system.
Suggestions for Development
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I am aware that the Senior Management Team has given attention to the issue of Visitor reception in the past, and this remains an area
that is worthy of further consideration, in particular the need for dedicated accessible parking, signage to direct users with limited
mobility to the car parking, and the means by which visitors can be recorded on entry and leaving the building, and providing health and
safety and child protection information.
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Further development of the student council may be possible, including extending the reach to include Foundation and key Stage One
pupils, establishing a pupil chair, and providing budget to the pupils on an annual basis for the running of the Council.
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Further development of the parent-teacher association may be possible in the future, developing the body into a parent council. The
practice of integrated schools in Northern Ireland could be utilised as a bench mark.
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There may be scope through policy revision to have a tighter policy management framework, to including the operational date of the
policies and the audience.
Element 2 -The Learning Environment, Resources and ICT
School overview commentary. This narrative should demonstrate how the school environment is arranged to enhance learning across all
needs. The school environment is well arranged to enhance learning across all needs. One site, the Derryvolgie site, is older than the more
modern Ashleigh Site which was renovated in 2002.In spite the challenges of an older building, with its limited accommodation in relation to
storage and room size, and the increase in number of pupils leading to class sizes of 30, the utmost care has been taken to maintain the
structure and fabric of the buildings, providing a welcoming, bright, stimulating learning environment for all in our school community. The staff
ensures that all children’s work is valued and colourfully displayed in attractive rooms and along corridors. Achievements are regularly shared
and celebrated. The staff have a strong vision for inclusivity. Every pupil, irrespective of faith, religion and educational need are welcomed and
exceptionally well catered for. Our mission statement states “Attainment for all within a safe, happy, caring, Catholic environment”. For those
with Special Educational needs there is an excellent “Learning Support Department” which was deemed “outstanding” in the last Inspection
Report (January 2010). For newcomer children, there is a specialist teacher with responsibility solely for newcomer pupils and their families.
The provision for these pupils was found to be “very good” in our Inspection Report. Both departments are exceptionally well resourced, with
bright stimulating rooms and are led by kind, caring personnel, who continually maintain their professional development to ensure that the
pupils in their care receive the optimum support. Support staff are employed and they too are highly motivated and well trained. The needs of
pupils and family members with physical disability needs are also met. There is disabled access and are disabled toilets on both sites.
Arrangement is discreetly made to cater for the needs of pupils and parents with physical disabilities. There is an attractive ICT suite, library
and red room. There is an outdoor garden and an outdoor play ground which are timetabled and used effectively to extend the learning
experiences beyond that of the traditional classroom practice. Outdoor agencies are frequently used to enhance the teaching and learning
experiences. The school was recently awarded an ICT kite mark for its provision with regard to ICT. All these developments can be attributed to
a clear commitment by St. Bride’s to promoting equality of opportunity, high quality learning, a concern for individual pupils and a respect of
diversity. Parents are partners in the education process and there is good engagement between the school and the parents. Teachers plan
collectively on a fortnightly basis and schemes of work have also been drawn up collectively during curriculum development. Assessment and
other data is used effectively to inform teaching. Differentiation is one tool employed to respond to diversity with in the classroom.
Policy Yes/No
Practice
1 2
3
Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation)There are future plans in place with
regards to ICT. We are currently in the process of researching the feasibility introducing i-pads to support teaching and learning. We will initially
pilot their use within the SEN/Nursery Department before introducing them to the whole school. Continuous improvement will be made to the
internal and external fabric of the building. There are plans in place to audit and review structured play planning and resources. We have a
successful bid with the Department of Education for funding to refurbish the current parish-owned part of the Ashleigh building. This will
provide additional PE and performance areas.
Assessor commentary, highlighting strengths and suggestions for development.
Strengths
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The overall appearance of the school is one that is of a pleasant working environment. Despite the age of some of the buildings, the
standard of caretaking and cleaning goes a long way to maintaining a pleasing learning environment for the pupils. There are a number of
exciting pupil displays throughout the corridors which are well maintained and changed frequently to reflect the school season and the
topics being taught. Pupils spoke with pride of the displays for which their class was responsible. Awards are celebrated and pupils were
keen to highlight some of the awards the school had gained over time.
Sadly, a small number of pupils had passed away, and their memory was sensitively maintained in a memorial garden and through a
playground named after one of the pupils.
There is some pressure of space on the classrooms, as the class size can be around 30 pupils. The teachers effectively manage their
classroom environments, with an appropriate balance of pupil work and instructional materials on the classroom walls. In some cases, the
approach taken to the displays is one of using 3D.
To minimize the risk to pupils and staff crossing a road between the two campuses, a red area had been painted on the road, known as the
‘magic carpet’ to warn approaching drivers of the risk and allow crossing to take place in a safe way.
Although the current suite of school buildings has limitations that the senior management team are aware of, the school makes
considerable use of the local parish hall. By doing so, the limitations are more than compensated for, and pupils can enjoy access to
facilities that other schools may not be in a position to enjoy.
The school budget is maintained within acceptable parameters, demonstrating that the resources are put to best use for the teaching and
learning of the pupils.
The school has recently been ‘refreshed’ as part of the C2K arrangements for school Information and Communications Technology (ICT) in
Northern Ireland.
The school has a dedicated teacher with responsibility for ICT, who attends regular meetings of a local ICT Cluster Group.
The school has started a process of considering iPad deployment and training for pupils with special educational needs and for whom
English is not their first language.
An innovative school magazine called ‘Bridge’ is published on a regular basis. The magazine is led by Mr McCluskey and the publication is
of a high quality, providing information about the life of the school and forthcoming events.
Suggestions for Development
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The school has a development proposal underway to enhance the accommodation for the pupils and this is welcomed.
The school should continue to develop iPads and ICT over a 2-3 year period, including deployment and training.
Element 3 -Learner Attitudes, Values and Personal Development (based on
in-school observation and discussions with learners)
School overview commentary
The highest standards of Pastoral Care and Child Protection are in place in St. Bride’s. We adopt a positive approach to discipline. There are
comprehensive policies including Pastoral Care, Discipline, Bullying and Harassment. The staff adopts practices which ensure that these
policies are fully and successfully implemented. They are reviewed periodically and are known to all pupils and parents. There are Induction
and Transition programmes. These ensure that every pupil is prepared well for coming to school here in St. Bride’s and to transfer smoothly to
other schools at the end of their primary education. A clear commitment exists with regard to respecting diversity and concern for individual
pupils. This is not only demonstrated in our Mission Statement, “Attainment for all within a happy, safe, caring, Catholic environment” but further
evidence is found in the excellent Learning Support Department which includes provision for newcomer pupils. Extensive budget has been
invested in this department which employs 4 staff and has 3 well resourced classrooms including a “Red Room” where social skill programmes
operate as well as a most welcoming newcomer room. The Learning Support teachers offer advice and support to parents and teachers and
liaise closely with class teachers in order to target pupils who are struggling to achieve their potential. Barriers to their learning are identified
and relevant strategies are carefully planned, put into place, monitored and reviewed. The SEN Team provide in class support, withdrawal of
small groups for targeted learning and one to one support where appropriate. Teachers differentiate work to meet the needs of pupils. A school
culture of achievement, improvement and ambition exists with clear expectations that all pupils can and will achieve to the very best of their
ability. This aspiration is shared by our motivated staff, parents and pupils. It is evident on entering the school that children are engaged and
focused on learning. Pupils are introduced at the earliest age to the A4L techniques which promotes a focus on learning, effective questioning,
formative feedback and scaffolding reflection. Teachers have been trained and developed expertise in this area. The pupils and staff are
involved with the local and wider community, for example in cultural, charitable, musical, recreational and environmental activities. There is a
commitment to involve the pupils in discussions and decisions on school life that directly affect them and to listen to their views. Evidence for
this is the School Council, the Eco Council and discussions in class during A4L, PDMU and Circle Time. A range of outside agencies are used
to support and enhance the pupils’ learning. Extra curricular activities are provided. These are well planned to complement the whole
curriculum.
Policy Yes/No
Practice
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3
Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation) There is an intention in the future to
assess children’s attitudes to learning in order to provide mechanisms to improve motivation. The school intends to further develop the
children’s ability to take on control and leadership of issues through the school council e.g. Eco School Green Flag & Junior Road Safety
Officer Training. The school will continue to apply for support and funding for other projects e.g. Sustrain Transport Programmes. The children
on the Eco Council are planning the development of an eco garden.
Assessor commentary, highlighting strengths and suggestions for development.
Strengths
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Throughout the two-day assessment it was a real pleasure to see the motivation and exemplarity behaviour of the pupils in both formal
and informal environments.
 The lessons observed were well planned and delivered at an appropriate pace for the learners, with appropriate differentiation being
built in, and all learners having sufficient challenge.
 It was clear that personal development is at the centre of most, if not all that the school strives to achieve for its learners. The pupils
that were interviewed or engaged with were extremely well mannered and polite, and had demonstrated a sense of fairness and
equality in their dealings with fellow pupils.
 The pupils reported that bullying was not a feature of life in St Bride’s, and should it occur, they were unafraid to take appropriate steps
to get alongside a vulnerable pupil and report the issue to staff.
 Detailed planning is put in place for pupils with special educational needs and/or disabilities. Relevant and meaningful Individual
Education Plans are written and shared with parents, using IEP Writer. In all cases the stock phrases are replaced with phrases
relevant to the individual child. The IEPs are reviewed on a three per year cycle and parents reported that they are content with the
arrangements. A record of concern form is used to highlight concerns about a child, which is then considered by the learning support
team in order to put in place the best possible interventions for the pupil. The intervention is based on what is best for the pupil, and
may consist of withdrawal or in class support of a combination of the two.
 The school has a considerable number of pupils for whom English is not their first language. The school has worked in considerable
detail with the regional Inclusion and Diversity Service, and would be regarded as a regional leader in terms of what it has achieved for
these pupils, including producing welcome and transition books for the pupils, celebrating the faiths and cultures of newcomer pupils
and providing interpretation services when necessary.
 It was clear during assessment that the teachers model the behaviour that is expected of pupils in the school, and should an occasion
arise where a pupil’s behaviour needs to be addressed, it is done in a calm and confident manner, referring to the school values and
rules to bring about improvement.
 The school maintains a pupil-first attitude in its planning and practice.
 Pupils are supported by a number of classroom assistants, and the assistants operate as part of a team, holding weekly team meetings
to ensure the support is appropriate.
Suggestions for Development
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As the school develops its iPad deployment, consideration could be given to further developing Individual Education Plans towards
more of a personalized approach.
Teachers could further demonstrate their position as the primary learner by displaying for the pupils what they are learning, or what
book they are reading.
Element 4:- Learner Progress and the Impact on Learning
School overview commentary - based on interpretation of school data ( both current data as well as previous year’s outcomes)
Teachers use adaptable, flexible teaching strategies that respond to the diversity within the classroom. Teachers are aware of the different
learning styles and endeavour to meet these needs in lesson delivery. The Senior Management Team monitors and evaluates effectively
school outcomes, policies, practices and procedures. Specific time is allocated for the summative assessment of pupils and analysis of results.
Assessment and other data are used to effectively inform teaching and learning across the school and in the classroom to promote
achievement and improvement. Teachers reflect on their own work and the outcomes of individual pupils. Effective interventions and support
are in place to meet the additional education and other needs of pupils and to help them overcome barriers to learning. These interventions are
tracked and reviewed to ensure that targets are being achieved. The Assessment Co-ordinator leads the analysis of data as do Literacy and
Numeracy
Co-ordinators at each Key Stage. Barriers to learning are actively identified and, where appropriate, steps are taken to minimise their impact.
Learning plans, IEPs and individual target-setting are adapted to meet individual learning needs. Using SIMS, learner attainment is regularly
tracked (e.g. colour-coded progress charts). End of Key Stage levels are predicted based on knowledge and information about the children.
Learning targets are shared with the learners and supporting staff. An agreed quality marking policy is in place which includes written and oral
feedback, peer and self-evaluation, resulting in the children having the skill to identify areas for improvement. Class, year group, whole school
achievements are identified through outcomes of standardised tests and end of Key Stage results. High levels of children transfer from St
Bride’s to local grammar schools. The good achievement is also recognised through the Benchmarking process in comparison to other similar
schools. The school evaluates the outcomes of standardised and end of Key Stage results and makes adjustments to planned learning
accordingly.
Policy Yes/No
Practice
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3
Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation)
Continuation of identification of barriers to learning will take place in the future, including investigating issues surrounding attitudes to learning
and motivation. CAT 4 has been ordered and we plan to trial this in one year group 2014-2015. We will be developing our participation in the
CCET pilot project to include behavioural and teaching strategy observations and advice to up-skill school staff. There are plans to look at
attitudinal assessments in order to improve pupil motivation in learning.
Assessor commentary, highlighting strengths and suggestions for development.
Strengths
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The school uses data effectively and efficiently, pupil information is tracked and scrutinized in order to identify pupils who are performing
at a level below that with which they are capable, or who may be at risk of underachieving. Using data, along with teacher observation
and referral provides opportunities for pupils to be identified early, and appropriate intervention strategies put in place.
 Interventions are not simply limited to the pupils whose names are recorded on the schools SEN register, as other pupils are supported
who may not meet the definition for SEN but would benefit from short term additional support.
 The schools achievement data is amongst the top primary schools in N Ireland, with a significant majority of the pupils transitioning to
grammar education when they leave St Bride’s.
 There is a high standard of achievement in academic and extra curricular areas. This was particularly marked in the areas of music,
sport and STEM. The school choir and orchestra enjoys regular success at local musical festivals, the sports teams have enjoyed
periods of coming top over a period of years, and the science projects, for example the Bombardier ‘Flight’ programme has seen
success for the school over several years.
 The level of engagement of staff in capacity building and professional development is impressive, from the support offered both within
and without the school for beginning teachers and teachers in the early professional development stage of their career, right through top
those involved in professional development and staff review (PRSD). An effective system is in place to ensure that the professional
development needs of staff are identified through Peer Mentoring and PRSD so as to ensure that the objectives of the School
Development Plan can be met. A member of senior staff has been given responsibility for this area, and she acts as the conduit for
requests for training, and also for staff to report back in terms of the courses and activities attended. The public folder of the intranet
has been set aside for the sharing of staff CPD materials.
 The Curriculum leaders, including the SEN team provide regular briefings during the weekly staff development time on relevant aspects
of their work.
Suggestions for Development
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As the school develops its iPad deployment, consideration could be given to further developing Individual Education Plans towards
more of a personalized approach.
Element 5 - Learning and Teaching (monitoring)
School overview commentary (Evidence supplied from in-school monitoring visits. Comment on the breadth of opportunities available to
support specific needs.)
The school has a comprehensive Learning and Teaching Policy. It is well implemented, reviewed and monitored regularly. There are schemes
of work and fortnightly notes in place. Time is set aside for detailed planning on Mondays (KS1) and Tuesdays (KS2). These are working
documents that are regularly updated and adapted to incorporate the different needs of children in each class. Schemes are flexible and allow
for adaptation when necessary, for example on the anniversary of the Titanic the school had a Titanic week - this was reflected in the notes and
schemes. Teachers plan for the individual needs of the pupils in their class through IEPs, differentiation, seeking SENCO support, using
classroom assistants, use of ICT etc. The school makes provisions and adjustments to respond to individual pupils’ needs and this is done in
close liaison with the SENCOs and other professionals. The SENCOs closely liaise with class teachers throughout the year. Teachers employ
Assessment for Learning techniques and these involve sharing the learning outcomes with the whole class or individual pupils. Teachers
predict targets for the year end. Teachers use a range of communication and teaching styles to effectively communicate with others so that
learning is supported. A range of marking techniques is used throughout the school so that children take responsibility for and engage
effectively with their own learning. Oral and written feedback and guidance help support the children to improve their performance. Reporting
to parents is detailed and informative and is designed to support future learning.
Percentage of lessons at good or better =
Policy Yes/No
Practice
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3
Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation)
The school is in the process of developing better measures and are plans in place to identify the barriers to learning. We are currently trialling a
new proforma to record and identify barriers to learning, using standardised scores and teachers’ professional judgement. In the future, this
proforma will be evaluated by staff to assess their effectiveness and it is hoped that these will be more fully integrated as part of the targeted
learning process. CCET pilot has been completed and we intend to use data/information to assist with diagnosis of difficulties and to help us
plan future interventions. The process of peer observation is evolving in St Bride’s and this is a process that we hope to integrate as part of
school culture. Currently, the school is capacity-building and investigating how to successfully introduce i-pads into departments which will
enhance the learning experience.
Assessor commentary, highlighting strengths and suggestions for development.
Strengths
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Teacher schemes of work are well planned, detailed and provide appropriate links to the Northern Ireland Curriculum, including
Assessment for Learning.
Thinking Skills and Personal Capabilities are explicit in the lesson planning and delivery.
Differentiation is built into the planning, and is obvious through the teaching, so as to ensure that the needs of all learners are met.
It would appear to be the case that a number of the innovative approaches to teaching and learning in place in school have been based
on practitioner research and international best practice in the field. An incremental approach has been taken to new initiatives so as to
ensure the change is managed in a way that does not have a detrimental impact on the pupils or teachers.
It was particularly pleasing to note that with several of the topics being taught that links to real life experience had formed part of the
overall planning, and educational trips and visits were often used as the starting point for learning. In addition, activities were planned
both in and out of the classrooms to enhance the learning experience.
The teachers effectively linked the pupil’s prior learning from other subjects and topics to the current topic being considered.
Target setting is in place for pupils to ensure they can achieve at the best of their ability.
Excellent support is in place for Beginning teachers and those at the EPD stage of their career. One teacher described the teacher tutor
is glowing terms, and reported that the support and guidance offered in school was superlative to that available from the local
educational authority.
Teachers were found to be open and receptive to new ideas to enhance the pupil learning experience.
Some evidence was found of innovative ‘Flipped Classroom’ approaches, where the pupils engage in home based research with
technology and then share their learning in class. One of the benefits of this is that higher level thinking skills can be addressed
(synthesis, evaluation, critical thinking etc.) than would ordinarily be achievable within the classroom environment.
Monitoring, Evaluation and Review has been put in place across a wide range of areas of school, so as to ensure that areas for
improvement can be identified and brought about.
Suggestions for Development
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There are no suggestions for development in this area.
Element 6:- Parents, Carers and Guardians (referred to as parents in document)
School overview commentary (please include results of surveys/questionnaires)
Parents, carers and guardians have an important role to play in all aspects of school and are a highly valued resource within the school.
Teachers value the good working relationship that they have with the St Bride’s parents. Parents are involved in all facets of their children’s
education including the academic, physical, spiritual & emotional well-being of their children. There are procedures in place to accommodate
engagement and promote excellent parent/ teacher relationships. These are both formal and informal. Findings from school audits, Investors In
People, ICT kite mark and the School Inspection Report indicate that parents are confident that their children and valued and included. The
school has a wide range of policies and procedures which facilitate the parents’ involvement in their children’s education such as formal and
informal interviews, open door policy, annual reports, IEP meetings, annual review meetings etc. Parents concerns are consistently addressed.
There are clear procedures for addressing parents concerns and parents can raise concerns through a variety of channels such as phoning the
school, speaking to the teacher, emailing the principal, writing a letter etc. Parents are consistently consulted in regards to all aspects of school
life, for example they have to complete permission slips regarding activities their children take part in; they are involved in the writing and
reviewing of IEPs; they are audited in relation to the school development plan and anti-bullying. Parents are encouraged to have a voice
through the PTA and the parent representative in the Board of Governors. Parents are heavily involved in school life e.g. volunteering for
school trips, helping out at PTA events, fundraising, joining the PTA, offering their expertise to enhance the learning experience of children etc.
Policy Yes/No
Practice
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3
Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation)
The parents will continue to be audited in line with the school development plan. Parents’ involvement will continue to develop. The school will
continue to develop strategies to encourage newcomer parents to become more involved in school life through for example becoming members
of the PTA, participating in European Language Day, food tasting evening, parents coming in to classrooms to share their cultures.
Assessor commentary, highlighting strengths and suggestions for development.
Strengths
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The school is seen as the preferred school for choice for parents in the South Belfast area. Although traditionally, the school attracted
Catholic children, given its academic and extra curricular success, increasingly the school has attracted pupils from diverse faith and
cultural backgrounds, to the extent that the school has been oversubscribed on occasions.
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The parents are extremely supportive of the school. Although the numbers becoming directly involved in the Parent Teacher
Association can be low, on occasions when support is needed for the school almost all the parents can be involved. The extent of the
support can be witnessed through virtue of the fact that the PTA raised finance to place an Interactive Whiteboard in every class, and is
now working to secure funding to provide the school with a minibus.
The inclusive nature of the school can be viewed during pick up times, when a diverse parent body collects children. This includes dads
as well as mums.
The school has given detailed consideration to the welcome pack for parents whose children are starting either the Nursery or P1
classes, with interesting and relevant information about the school. When pupils join the school at periods outside the normal
September starting period, they can enjoy similar induction arrangements as the rest of the pupils have received.
The school provides posters for parents about what to do if they have a concern, which includes speaking with the child’s class teacher,
and being able to refer concerns to senior staff and Governors should the need arise. In cases where a parent has raised a concern,
the response of the school was highly regarded, and the parent spoke with contentment about the school’s open door policy. There
was a feeling amongst parents that the system worked well.
Parents of newcomer pupils spoke with high regard as to their welcome and experience with the school. This included coffee mornings
that had been held specifically for them, and the fact they felt welcome at PTA events.
A home-school diary system is in place through which either the school or parents can communicate informally with each other.
A travel to school plan has been implemented to seek to reduce the number of children who travel to school by car.
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Suggestions for Development
There are no suggestions for development in this area.
Element 7:- Governing Body and Management:- External Accountability/Support
(LA, Academy Trust, external validation)
School overview commentary
The Governing Body is a fully committed team who show strategic vision and have a strong commitment to inclusion. They fully endorse the
mission statement – “Attainment for all within a safe, caring, Catholic environment.” They are well trained and engage on a regular basis in
Board training, often highlighting and assessing their own training needs. Mrs Orla Mc Kernan is the named governor for Special Needs and
meets periodically with the SENCOs. Mrs Angela Kelly is the governor linked to safe-guarding and Child Protection. Governors are aware of
their need to offer support and guidance to the principal and senior management team. They are also aware of the need to raise appropriate
questions and challenges to policy and practice. The governors are involved in drawing up the school development plan, along with other
stakeholders. They involve themselves in extensive discussion about and critical analysis of the content before it is adopted. They ensure the
school development plan is compliant with DE regulations. In addition to the scheduled Board of Governors meetings (6-7 meetings per year
with a high attendance), governors regularly visit the school informally. They are actively committed to and involved in the recruitment process,
ensuring high quality staff are in place. There is regular input from the Finance and Salaries Sub-committee, ensuring appropriate oversight of
expenditure to ensure value for money. Parents and pupils are audited during the school development planning process. Parents are also
audited in connection with pastoral care and bullying. St Bride’s has strong links with local nursery schools and units, pre-school playgroups
and crèches. There are strong links with other primary schools, post-primary schools, further education colleges and universities. The school
has international links with schools in the European Union through the Comenius Project. Through the ETI, the governing body is evaluated as
part of the inspection process.
Policy Yes/No
Practice
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3
Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation)
New governors will be appointed and training needs identified in September 2014.
Assessor commentary, highlighting strengths and suggestions for development.
Strengths
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The most recent school inspection by the Education and Training Inspectorate (ETI) was in 2010, and from this no follow-up was
required.
The school has a strong and dedicated Board of Governors that meets regularly throughout the year to make the arrangements for the
effective governance of the school and to undertake recruitment and selection of staff when required. Champion governance has been
put in place for key areas of the life of the school.
The Governors have a wide range of professional expertise represented, which contributes to the overall effectiveness of the school.
The Governors spoke of their role being one of ensuring professional debate and discussion takes place and not a role of agreeing the
decisions of the Principal and Senior Management Team.
The Governors fulfill their responsibilities of support and challenge for the Principal and Senior Management Team.
Governors receive regular training from Belfast Education and Library Board and also the Council for Catholic Maintained Schools. On
occasions, some of the Governors will join with the school staff for joint training.
The school budget is maintained within acceptable parameters, demonstrating that the pupils benefit from the resources allocated to the
school.
The school is allocated a Link Officer from the Belfast Education and Library Board, and given the ongoing success and high levels of
pupil achievement; the board takes a light touch approach to the school.
Staff from the school attend board training when relevant to the needs of the school in accordance with the school’s CPD policy.
Suggestions for Development
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There are no suggestions for development in this area.
Element 8:- The School in the Community - How this supports inclusion
School overview commentary
Our school is an integral part of St Brigid’s Parish. Over the years St Bride’s Primary School has developed strong links and is highly thought
of within both our parish and local community. The school is over subscribed and there is currently a waiting list for places. The school
identifies, uses, coordinates and manages the valuable services and support available from within the local community. These partnerships
include other schools, teacher training colleges, universities, voluntary organisations and local businesses. Indeed the school receives great
support and sponsorship from the local community. The school in turn supports the local community by contributing to competitions, projects
and events. The school understands and values each parent, child and family within the community and inclusion is inherent to the culture of
our school. Children are encouraged to participate in community events and are excellent ambassadors for the school. The school, in turn,
partners with parents, families and the wider community to enrich the learning experience of our pupils.
Policy Yes/No
Practice
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3
Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation)
St Bride’s will continue to explore opportunities to expand the existing provision of school clubs. St Bride’s will hope to audit the community to
investigate possible ways to enhance the school’s position within the local community. With this goal in mind we hope to further develop and
maintain community links. The school is developing closer links with post primary schools to assist with transition. Key Stage 2 Co-ordinator is
liaising with local schools to expand the links. The Assessment Co-ordinator will be involved in the South Belfast Primary Schools Assessment
cluster group.
Assessor commentary, highlighting strengths and suggestions for development.
Strengths
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The school has developed strong community links, including the in-school community, the local community and the global community.
The in-school community includes a significant range of extra curricular activities provided for the pupils, including judo, orchestra and
choir, French, netball, swimming, hockey, Gaelic sports and Cycling Proficiency.
In the local community, the school provides material support to the Morning Star homeless hostel in Belfast city centre.
For the global community, the school participates regularly in the Trócaire Lenten Appeal. This is demonstrated through the certificates
in the main entrance hall, where the fundraising for the previous school year exceeded £12,000. Fundraising has also taken place for
Lepra, which has raised £7500 to date this year.
The school has strong pastoral and religious links with the local parish church, where pupils can enjoy Mass on a weekly basis, and the
parish priest serves as chair of Governors. Through this link the school makes excellent use of St Bride’s parish hall for school and
extra curricular activities, and for pupil performances.
The school engages in a wide range of cross community activities, for example, the choir has performed in a local Presbyterian church.
The teaching and learning is supported by a wide range of community based activities, for example links with Bombardier aircraft
through the Flight programme, the Oydssey for Sentinus competitions and external visitors are a regular feature of the life of the school
for sport and other activities.
The school engages in a wide range of sporting activities with other schools, and the Gaelic team is keen to win back the Raffo Cup this
year.
The school has demonstrated community leadership by establishing the Ashleigh Group to support Catholic pupils in other schools in
their preparation for the Sacraments.
Suggestions for Development
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There are no suggestions for development in this area.