Belmayne Educate Together National School
|Target||Actions||Success Criteria||Date and by Whom|
|Teachers to work together to devise learning opportunities for pupils across and beyond the Curriculum.
Provide supports that target Wellbeing and Mental Health, in particular anxiety in pupils. (Identified in research on 9-year olds in Ireland regarding support re afterschool activities)
The board of management and principal foster
pupils’ holistic development by providing a
very broad range of curricular, co-curricular and
extracurricular learning opportunities.
|Initiate and offer a number of voluntary afterschool clubs to suit all interests and more in school inputs that are funded by DEIS/SCP and / or recruited voluntarily. Targeted children to receive access free through SCP and DEIS. Examples of activities:
Sports and Physical Heath (competitive and non-competitive) – GAA (Gaelic Football and Hurling initiated and develop from 2010, Camogie initiated in 2019), Athletics (initiated in 2013), Tag Rugby (initiated in 2016 in collaboration with Suttonians RFC), Gymnastics (initiated in 2016)
IT Skills – Coding (initiated and developed from 2015), Internet Safety Interventions (in collaboration with Symantec)
Creativity and Self Confidence – Lego (initiated in 2016), Debating (initiated in 2016), Choir (initiated in 2014), Encore (initiated in 2017), Art Club (Initiated in 2016)
Music – Guitar afterschool club (initiated in 2018), Violin Lessons (initiated in school from 2014, afterschool club from 2018)
Mental Health – Wellbeing and mindfulness Initiatives through Learn Together (On going)
Other – RSE education in collaboration with outside input(not ACCORD 2019). Involvement for both child and parents. Chess Club (Initiated in 2017), Quiz Team (Initiated in 2016)
|Children attend and pupils, teacher and parents report enjoyment
Demonstration of improved social skills
Demonstration of improved self-esteem and confidence.
Demonstrated improved attendance.
|Sinead and staff –reviewed and developed annually.
|Easter and Summer camps ran through Afterschool to be offered free of charge to targeted children.
|Targeted children will attend the Easter and Summer Camps
|Initiated in 2014, monitored by Sinead and HSCL. Reviewed on an ongoing basis and annually.
|To investigate the interests of targeted children and to provide access to sports and hobbies in school, afterschool and within their own community
|Increased attendance at school and community clubs / activities.
|Initiated in 2016 and monitored by HSCL.
|Improve and maintain Attendance and Punctuality
|In collaboration with SCP, initiate a period of attendance monitoring (2-3weeks) and parent information inputs. Provision of prizes for achievement through SCP. (2018)
Introduce a ‘Be in your line on time’ initiative to improve punctuality. Run for a period of 5 weeks. (2017 & 2018)
Introduce the Aladdin Connect App to inform parents of number of school absences, text daily and lateness. (2018)
Introduce a weekly attendance prize for targeted pupils who attend school for the entire week. Collaboration with SCP.(2019/2020)
Provide a range of free afterschool activities to promote attendance. (Please see above)
Contact with parents where pupils attendance is critical(15 days and 20 days or more
|Attendance and punctuality will improve.
Parents will have an increased awareness of how much school their child misses.
|Monitored by class teachers, principal and HSCL.|
To have stronger connections between the PC, the BOM and the staff regarding policy changes and regarding decision making.
|To consult more regularly with and to ask PC to focus on giving their voice to decisions and policy making that are not only events and fund raising based. Focus on attendance and homework policy 2019||That PC agenda will have elements of decision making or input from staff and the BOM||2017 onwards Monitored by BOM, Sinead and Jacinta /HSCL|
To refocus on relevant, appropriate and meaningful linguistics and oral communication experiences in class and school
To refocus on Literacy across all subject areas, rather than only in Literacy classes, particularly in the context of reading strategies, writing, comprehension, vocabulary and spelling.
To focus on Motivation to Read
Awareness and appreciation of languages and other cultures.
That teachers will utilise different methodologies and strategies to make Literacy classes interesting, and more inclusive of the pupil’s voice and less of the teacher’s voice.
That further support will be offered to families regarding Literacy
Assessment for pupils with Literacy challenges
|To include roll out and develop the PLC in oral Language across the Junior classes and to plan collaboratively to produce a comprehensive plan that can be further developed in First and Second Class and extend to include reading and writing.
Aistear to be developed with more resources and tie in with PLC planning objectives
|Plan is developed and piloted by teachers and supports ease of planning and meets learner outcomes for pupils
Teachers report improvements in oral Language skills and children report enjoying activities and engage with proficiency.
|Mel, Gearoid and Infant Teachers starting 2018/2019 to continue with 1st 2nd class teachers collaboratively until successfully in place 2019/2020.
|Word walls for every subject area to be in classes and changed every two weeks and to reflect all new vocabulary in subject matter
|Teachers report improvements in oral Language skills and children report enjoying activities and engage with proficiency.||All staff and monitored by ISM (2016 onwards)|
|Focus on manners in general but specifically on corridors in new school, ensuring children greet us, each other, make eye contact, hold doors for adults and walk on the left side of the stairs.
|Children will maintain or improve in vocabulary scores in Stens as a child progresses up a grade and teachers will see children being more articulate and using more intricate vocabulary during Oral language lessons and also in their writing and discussion.||All staff and monitored by ISM (2019 onwards)|
|Introduce and place strong focus on First Steps Writing Genres and Strategies.
|Children will be enabled to know the conventions of different genres of text and write appropriately.
|All staff and monitored by literacy co-ordinator (2013 onwards)
|First Steps Reading strategies to be utilised in literacy and across other curricular areas to improve skills such as comprehension to improve sten scores
|Children will be able to summarise, discuss, infer, skim and comprehend many aspects of text and discussion. Stens for comprehension will maintain or improve as a child progresses up a grade.
|All staff and monitored by literacy co-ordinator (2015 onwards)|
|Literacy week – to focus on writing competitions, fun, whole school DEAR time, hunts using the IPads, dress as your favourite character day. Poetry competition to write about the school move. (2016 onwards)
That students will read novels as their texts that are not commercially based but that are at interest levels of children their age. (2014 onwards)
Introduce levelled, age appropriate and interest level reader scheme. (2013)
Contact all feeder school as overlap is occurring with novels chosen
|Children will utilise literacy strategies in a fun way and will experience many different ways that literacy can be exciting and give parents links and ideas around engaging literacy
Children and teachers will report that children are interested in reading and enjoy the texts
Ensure children are reading novels that are repeated at 2nd level
|Literacy Week planning committee (annually)
Class teachers reviewed (annually)
Literacy Co-ordinator (2013) and Ggearoid review with new PLC 2019/2020 onwards
Sinead to contact 2nd level (end of 2019) and Gearoid to review and update book list
|That pupils will all recycle appropriate novels to the class library in the new school and will have the opportunity to read during DEAR time. (2019 onwards)
That a library will be developed in the new school and that pupils will be allocated school money to choose and purchase novels at their own interest levels and in a variety of genres. (2019/20)
|Class libraries will have a range of texts that children will be interested in reading and teachers will report an interest in the texts
That children will engage in going into bookshops and purchasing novels and will discuss choice with other students to motivate interest in books and reading
|Class teachers, parents pupils(2019)
Class teachers, SC and literacy co-ordinator (2019)
|Based on texts chosen that a book club will be developed for older children ran and led by parents for pupils after school/evenings. (2019/20)
That teachers through the Learn Together Curriculum and pupils in BETNS will explore and celebrate other cultures and languages. (2008 onwards)
|That parents engage and enjoy leading the club and that children attend. Priority given to targeted children
That children will become aware of the conventions of other languages and appreciate and respect other cultures. That diversity and inclusion of all pupils is explored and celebrated.
|Parent Committee / HSCL (2019/20)
Class teachers and learn together co-ordinator (2008 and onwards)
|Continue to Organise for DCC Mobile Library to visit the school until school library is in place. (2010 onwards)
|Teaches will see children borrowing books and enjoying reading
|Organised by school secretary (2010 onwards)
|Support teaching-in class, co teaching, specific withdrawal and Station Teaching, (initiated and developed from 2009 onwards)
o Modified Power Hour-1st/2nd Class
o SNIP / Toe by Toe / Stairway to Spelling
o Paired Reading-Parents
o Buddy Reading
o Flip Teaching
o Literature Circle Roles-
o First Steps Writing and First Steps Reading Strategies
o Purchase of IPads for use in Literacy lessons.
|Teachers will see children engaging more with each other and will hear children discussing language and Literacy conventions, sharing of ideas to enhance literacy learning
Children will enjoy associate IT and media with learning and Literacy
|SET team and Class teachers (2009 onwards, SET team to meet termly and if exceptional circumstances/needs change , reviewed annually and modified to suit staffing levels and needs)|
Forward Together with Parents after the MIST Testing (HSCL). (Initiated in 2015)
Support Meetings at night for parents’ children with Literacy Challenges and Additional Needs (HSCL). (Initiated in 2015)
Inputs for parents at night regarding the teaching of Phonics. (Initiated in 2015)
Home Visits to parents to teach them how to teach reading/help with homework-EAL parents (ongoing)
Parents will be supported in their child’s learning
HSCL in collaboration with SET team (2015 onwards)
|Inform the children at the start of each lesson what the learning outcomes will be and again at the end of the lesson-Ask children to self-assess at the end of the lesson if pupils achieved the learning outcome.
|Pupils will know clearly what the learning outcome will be and will also inform the teacher if they achieved this or how challenging they found the task. Teachers may modify and utilise their own method of pupil self-assessment
|Class teachers (continuous)|
COS to be utilised by teachers where they notice children are struggling and to inform SET team and inform parents as they move through different levels of support
Introduce a specially designed and structured spelling programme from 1st class to 6th class.
Handwriting-new progamme to be researched
Early intervention and more support from home with targeted actions will enhance Literacy success.
Improved spelling across all writing contexts.
Review of structured programme
Class teachers in collaboration with SET team parent and pupil (continuously)
Developed by Paula and administered by class teachers (2016)
Gearoid in collaboration with staff and good practice from outside schools. 20129/2020
Use of CLILL to enhance Oral Irish
To roll out the PLC as a whole school plan
Develop a spelling plan for Gaeilge
Motivate pupils to read Irish language texts.
|That teachers will utilise CLILL and teach ART and PE lessons through the medium of Irish. Core phrases to be utilised in lessons.||Pupils will hear Irish in a natural context and will hear and use phrases||Class teachers / Gaeilge Planning Group (2019/20)|
|Gaeilge planning group to collaborate with class teachers and English planning group to integrate the new PLC into planning and teaching.
|PLC incorporated into school planning.
|Class teachers / Gaeilge planning group / English planning group (2019/20)
|Develop and introduce a structured Irish spelling plan that incorporates oral language, reading and writing. (3rd to 6th)
Introduce and monitor the introduction of Irish texts (comics and readers) in classes from 3rd to 6th.
|Demonstrate Improved oral language, reading and writing skills (assessed)
Pupils are motivated to read Irish texts during DEAR time and break times.
|Gearoid (2018) reviewed in 2019
Develop Composition strand
|Introduce violin lessons for all class from 3rd to 6th
Change violin teacher to have a teacher who will support the learning of music but also curriculum objectives to include composition
Creative Arts to link in and access information and supports
National Concert Hall to link in and have visits or courses for children
Introduce the Dabbledo music programme. Purchase class instrument boxes.
|Children will be further enabled to enrich their Music skills to include all components of the music curriculum
Sinead / Joe (2017)
Creative Arts Team (2019/20)
Sinead / Joe (2019/2020)
Develop a Geography and History plan that is relevant to the local area and offers opportunities for children to experience history and geography in the local area.
That Shared leadership will be developed in different areas
Teachers value and engage in professional development and professional collaboration
ISM will lead scheduled support meetings outside of staff meetings
Continuously update and improve resources as needed using IT grants, parent fundraising, capitation, DEIS funds, donations, furniture grants etc.
Develop Pupil’s Voice and Student Council
Introduce administration tools to improve planning, record keeping and communication with parents.
Health and Safety /CP
Book Rental scheme
|That all tours will no longer be commercial but will follow the SESE curriculum.
That children will experience local history by going on trips during the year.
SESE Policy to be reviewed
Principal and ISM to engage staff to develop ad lead areas of the curriculum
CPD in areas of:
PLC sustained support
Training in IPads use
Wellbeing Input for staff and yoga after school for all staff
Sinead/Joe-training around SEN
Training for music and change of music programme to match curricular needs
Regular CP training / updates
Fire Safety Training
First Aid Training
Time for support in order to allow time for co teachers to collaborate, plan and discuss challenges that they a e experiencing in d different curricula areas. Sharing of ideas and resources will at stream level occur with co teachers and stream teachers planning together but differentiating for the needs in their own class.
IT resources (interactive screens, audio visual equipment for school hall etc) for new school.
Purchase class sets of iPads.
Purchase PE equipment.
Purchase school stage and folding chairs for assemblies and other events.
Green School Committee to co-ordinator and achieve Green Flags for recycling and energy use.
Introduce a Green shop where parents can purchase environmentally friendly products-sold day of assembly
Green School will be active and will focus on Climate Change-making real changes in the school.
Student Council will meet regularly and will actively be involved in decision making, organise events and also advocate on behalf on the school community at local level and national level.
Initiate a cycling bus based on Cycling Bus programme in Galway
Introduce Aladdin Schools administration system to securely store student information and record attendance. (2013)
Storage of pupil sensitive date e.g. SEN documents, logs etc on Aladdin. (2015)
GDPR-any form of communication regarding pupils not to include more than 2 identifying factors
All assessments/reports to be uploaded to Aladdin and returned to parents or destroyed.
Introduction of Aladdin Connect to replace Messagecue. (2018)
Introduce Online Payment Method through Aladdin Connect. (2019/20)
AGM to introduce an element of workshop as the second part of the night in order for parents to give feedback on how the school is doing in different areas to improve AGM attendance. Also to have cohesive feedback on Health and Safety, Finances, Literacy and Numeracy results and BOM challenges.
Mandatory risk assessments if teachers are going out on any tour to be filled in
Termly RA’s to be filled in for local trips that occur regularly
RA to occur prior to school starting /each term or after extreme weather conditions. Caretaker to do a sweep daily.
RA before move to new school and two week monitoring of yard/line ups etc
All staff to engage in Tusla training along with BOM and PC.New CP Policy
Link to training to be given to the parent body.
Training for BOM, PC and staff to occur regularly.
Vetting of all voluntary parents who engage regularly and also PC.
School book rental scheme
|Children will have outdoor experiences related to nature, history, culture and geography so they can experience and live the SESE curriculum
Ensure that all curricular area are being targeted and staff feedback to evaluate
Teachers will take ownership and bring a skill set to lead curricular areas activities and manage resources-areas of need for staff leadership Gaeilge, IT, Learn Together, Maths and PLC
Various themed weeks led by different groups of staff are organised in areas such as Wellbeing / Gaeilge / Maths / Activity etc.
Staff will receive support in order to support themselves, lessen stress and support enhanced teaching and learning.
Time to share ideas, feedback to management and challenges that are being experienced and also resources needed/parents /pupils that are causing concern
All will add and enhance teaching learning and pupil’s enjoyment of school
Green flags will be achieved in the areas of recycling, water conversation, energy use.
Encourage citizenship and leadership skills in our pupils.
Allow the students to have input at BM and PC meetings and feel that they have a voice
Children will be healthier, exercise more and reduction of traffic congestion and carbon emissions
More accurate and streamlined collection and storage of information.
Improved collaboration between teachers.
All sensitive data stored electronically
Improved communication with parents.
Streamlined and more secure school payments system.
Improved communication and improved relations with staff working with parents and also BOM members as they will be visible.
Increased safety awareness for staff and increased safety measures in place for all pupils.
Increased awareness around mandatory roles
Increased awareness around CP standards in the school
All parents will participate in the scheme. Targetted families to be supported financially if needed-
|Led by Viv (2016 reviewed onwards)
Led by Viv 2020
All Staff (ongoing)
Led by ISM, attended by all staff (2018)
Rachel and Gearoid (2019)
IT Committee (2017)
Viv, supported by Sinead and ISM (2014 onwards)
Viv Green Committee and parents 2018
Viv, parents from school 2019/2020
Gearoid (2013 onwards)
2017 onwards-AGM school year 2018/2019 to be delayed until October 2019 so BOM can give a full 4 year overview early in the year and also for nominations to BOM to occur before BOM step down.
Viv Joe Ronan(BOM) ISM and staff
Led by Viv Sinead ISM and staff/secretary ongoing –update and review of CP policy once in new school
Gearoid reviewed annually