School Development Plan 2024-2027 by Methodist College Belfast

SCHOOL DEVELOPMENT PLAN 2024 - 2027

SCHOOL DEVELOPMENT PLAN 2024-2027

DIGITAL SKILLS FOR THE FUTURE • Education Information Solutions (EdIS) • IT Strategy (Infrastructure and Ed Tech) • Artificial Intelligence

MADE TO LEAD

ENVIRONMENT, SOCIETY AND ECONOMY

PLANNING, TEACHING AND ASSESSMENT FOR SUCCESSFUL LEARNING

• Capital Projects • Green Growth • CEIAG Provision • Sustainable School

• High Quality Teaching and Learning • Pupil Outcomes and Assessment

mitment Com

Stew ard

STAFF PROFESSIONAL LEARNING • High Quality Professional Development • Introduction of Edis • Develop Leadership

n E x c elle

Team

• Diverse And Adaptive Curriculum

BUILDING EQUITY

sib spon ility Re

CURRICULUM FOR ALL

• Governance • Shared Education • Monitor Key Indicators • Diversity and Inclusion • Chaplaincy

COLLABORATIVE NETWORKS • Links with Feeder Primary Schools • Global Links • Communication / Social Media • Alumni / Fundraising • Events

LEARNER PARTICIPATION AND ENGAGEMENT HEALTH, WELLBEING AND KEEPING SAFE • Emotional Health and Wellbeing • Safeguarding • Preventative Curriculum • Staff Wellbeing • Health and Safety

• CREST • Learning Support and Study Support • Pupil Leadership • Pupil Attendance • House System • Induction Programmes • Extra-Curricular Provision • School Council • Honours and Colours

OUR ETHOS At Methodist College, we are committed to nurturing academic excellence, responsibility, and strong community values in a caring and supportive environment. We strive to be the top choice for secondary education in Northern Ireland by offering a uniquely diverse and enriching learning experience for every pupil. Through commitment to personal and intellectual growth, we empower all Collegians to achieve their highest ambitions. Integrity, humility, kindness, and stewardship are the guiding principles that shape our conduct. We take seriously our responsibility to make positive contributions both within the College and broader community. Whether in the classroom or beyond, Methody pupils embrace challenges with initiative, perseverance, and teamwork.

We honour the progressive traditions of our institution while embracing new possibilities. An atmosphere of mutual understanding and appreciation of differences fosters the wellbeing of each individual and unity of the student body as a whole. It is through upholding our proud heritage and living by the CREST values that we will nurture future leaders of tomorrow. At Methodist College, academic excellence and strength of character go hand in hand as we guide pupils to fulfil their fullest potential and make their mark on the world. We believe that we offer life changing opportunities for everyone.

BACKGROUND 1. The 2021-2024 School Development Plan was founded on the premise that wellbeing is the bedrock of achievement. 2. The plan considered the impact of the global pandemic on education and on the wellbeing of the Methody Community. 3. The overarching vision of the plan was Coming Back Better. 4. The plan was structured around the PERMA model of five elements that count towards wellbeing: • • • • •

Positive Emotions Engagement Relationships Meaning Achievement

5. The key areas of focus were: • • • •

Embed and build on the positive experiences of the last 18 months, address the negative and make the most of the opportunities to improve the educational experience of the pupils. Enhance pupil health and wellbeing. Progress to the next phase of Capital development and associated funding. Leadership development at all levels.

6. A summary and evaluation is included in the next section. 7. In terms of planning for the 2024-2027 School Development Plan, all stakeholders were surveyed. 5

8. This included pupils, teaching staff, non-teaching staff, parents and governors. 9. This was carried out during January/February 2024. 10. The data was collected, summarised and presented to SLT. 11. The 2024-2027 School Development Plan focuses on key areas for development across all aspects of the school.

SUMMARY AND EVALUATION a. Learning, teaching, assessment and promoting the raising of standards of attainment among all pupils, in communication, using mathematics and using ICT: Statement Evaluation Evidence Curriculum, Teaching and Learning • The College delivers a broad curriculum, in line with the Northern Ireland Statutory Curriculum. • We are fully compliant with the Entitlement Framework, offering 28 subjects at GCSE and 30 subjects post 16. At GCSE, most pupils take 10 subjects with English, Mathematics, Religious Studies, a Science and a Modern Language compulsory. Pupils also have PE and Games classes and a programme of speakers/ events to deliver the Learning for Life and Work programme. At A level, the vast majority of pupils study 3 or 4 A Levels/BTEC and additionally have a tutorial programme which equips them with skills for life/aspects of the preventative curriculum. The vast majority of pupils progress to post 16 education in the College and then proceed to Higher Education.

Strengths: • Vast range of curricular and extra-curricular choice and opportunity • The adoption of a shared evidence-based model for Teaching and Learning • Range of careers opportunities, particularly at 6th Form Areas of Development: • Following an audit of the preventative curriculum (including new statutory guidance of RSE), we have identified areas for development including provision of curricular time at KS4 starting the 2024/25 academic year • Review of homework policy and provision • Developing pupils as independent learners, including metacognitive skills • Digital Skills agenda and review of whole school Literacy and Numeracy

• • • • • •

Options Booklets / Website / Prospectus Extra-Curricular Programme Social Media EF Audit CPD programme Careers Calendar, Careers Google Classroom, Social Media

• • • • •

Preventative Curriculum audit Parent/Staff SDP survey, meetings with parents Staff SDP survey DENI Senior Leadership Team evaluation

a. Learning, teaching, assessment and promoting the raising of standards of attainment among all pupils, in communication, using mathematics and using ICT: Statement Evaluation Evidence Curriculum, Teaching and Learning • There is an effective careers programme, providing information, guidance and support at key transition points and a wide range of opportunities to connect with the world of work beyond the College. • As an academically selective school, the College places a strong emphasis on academic achievement. The importance of extra-curricular opportunity and engagement, to develop our pupils as well-rounded individuals, is also a core part of our offer and ethos. • The Director of Studies sits within the School Leadership Team and provides strategic leadership for Teaching and Learning, including evidence informed practice. • The College has adopted ‘The Great Teaching Toolkit’ as an evidence-informed model to guide discussions and development around teaching and learning/pedagogy.

a. Learning, teaching, assessment and promoting the raising of standards of attainment among all pupils, in communication, using mathematics and using ICT: Statement Evaluation Evidence Assessment and Raising Attainment • Staff understand and implement effective formative assessment procedures. • At Key Stage 3, pupils sit Winter and Summer Examinations – outcomes are reviewed by Form Staff/Head of Junior School to identify pupils of concern and follow up actions. Parents receive a report of outcomes following the Winter Examinations and a full school report following the Summer Examinations. • At Key Stage 4 and 5, staff use CAT tests and prior attainment to set subject target grades for individual pupils; pupils sit 3 tracking assessments per year (introduced academic year 2022-23). Outcomes are reviewed by Form staff and Head of Middle School/ Senior School to identify pupils of concern/ appropriate interventions. Parents receive one full written report per year. • External examination outcomes are evaluated by the Principal, Senior Staff and Heads of Department with follow up actions agreed/ reflected in Departmental Development Priorities.

Strengths: • Whole school focus and staff professional development on effective formative assessment strategies leading to new whole school policy • GCSE performance in particular GCSE English and Mathematics outcomes • A*/A outcomes at A2 • Robust review and evaluation of tracking pilot/use of data 2023/24 Areas for Development: • Benchmarked outcomes in external examinations at A2, including FSME pupils • Data and Tracking Strategic Plan as identified by the work completed through the Data Working Party • Use of CCEA Adaptive Tests

• • • • •

• •

CPD schedule for 2022/23 Feedback and Marking Policy Benchmarked data, including 100% pass rate GCSE English and Mathematics Board of Governors’ Examination Report; performance in Sunday Times Parent Power Data Working Party agenda/minutes and action plan

Benchmarked data Data Working Party agenda/minutes and action plan

b. Providing for the special, additional or other individual educational needs of pupils. Statement

Evaluation

Evidence

•

Strengths: • SEN pupils feel well supported and many stay 7 years in Methodist College completing GCSE and A Level examinations before moving on to Tertiary Level education • Adult assistants feel well supported • Teaching Staff also feel well supported regarding advice on how to manage SEN pupils in the classroom • Teaching Staff feel confident in contributing to PLPs Areas of Development: • Training of new Specialist Assessor teachers • Review of staffing in Learning Support Department and allocation of non-teaching time • Review of staffing in Study Support Department • Training of all staff in different areas of Special Education Needs

•

Meeting the needs of all our pupils (including those with special, additional or other individual needs) is successfully achieved by our Learning Support Department in Methodist College. Pupils who require additional support with aspects of their learning are identified at an early stage by our specialist assessors and supports are put in place which enable pupils to access the curriculum, develop good relationships with their peers and manage their emotional wellbeing. Individual Education Plans (IEPs) / Personal Learning Plans (PLPs) and Reasonable Adjustment Plans (RAPs) are written by the Learning Support Mentor teachers to help subject teachers support all pupils with special, additional and individual needs. Access Arrangements for these pupils are managed by the Learning Support Department and Examinations team. Study Support Department successfully supports pupils with disapplied periods on their timetables. A dedicated Newcomer English Tutor identifies and supports pupils during the timetabled day (curriculum withdrawal).

• • • • • • • • • • • • • • •

•

Results for SEN pupils are identified and discussed between the Vice-Principal and the LSC There is a Designated Governor for SEN in place LSC reports to the Board of Governors annually LSC reviews SEN Policy on annual basis Additional non-teaching time allocated to LSC There is a Deputy LSC in place with additional non-teaching time allocated Learning Support Mentor teachers support groups of SEN pupils The school provides ongoing, regular training for Adult Assistants on Staff Development Days LSC holds monthly meetings with Adult Assistants LSC holds termly meetings with LSMs Adult Assistant feedback from School Development Plan Survey All SEN and Access Arrangements information is available on SIMS Opening of new Sensory Space in Learning Support Department and development of its use IEPs/PLPs/RAPs shared with all staff on SIMS and reviewed regularly Annual reviews of statemented pupils LSC liaises with outside agencies to help support pupils. (EA, AAIS, Hearing and Visual impairment units, Educational Psychology, Behaviour Support team) Sourcing specific resources as required to meet pupil needs (e.g. ICT equipment for visually-impaired pupils and ASD pupils)

c. Promoting the health and wellbeing, child protection, attendance, good behaviour and discipline of pupils. Statement

Evaluation

Evidence

•

Strengths: • Strong positive relationships between all members of the school community • A caring and compassionate staff who support the needs of pupils • Pupils’ wellbeing is supported by an effective pastoral structure comprising of Form Teachers, Deputy Heads of Form, Heads of Form Heads, Heads of Section, Deputy Heads of Pastoral Care and Head of Pastoral Care under the leadership of the Pastoral Vice-Principal • Regular Pastoral and Form team meetings take place to discuss relevant pastoral issues and concerns, to support pupils and to disseminate important pastoral and safeguarding information

• •

•

The College has a comprehensive set of pastoral polices in place to safeguard its pupils and promote their health and wellbeing. These policies are reviewed regularly. All teaching, non-teaching staff and governors are trained in CP annually. New employees are trained before they commence their employment. All volunteers who support our extensive co-curricular programme and peripatetic music tutors complete Access NI checks and annual CP training. There is a yearly audit of CP areas against ETI check list.

• • • • • • • •

ETI Audit document for self-evaluation A Safeguarding Team, including 4 DDTs and a DT meets regularly and there is a termly safeguarding report to the Board of Governors There is a Designated Governor for Safeguarding in place A register of Child Protection concerns is maintained All staff are trained annually in CP and an accurate record is maintained An accurate record of volunteers who have completed Access NI is maintained A Code of Conduct and Safeguarding information is provided for all staff at training sessions Pupil pastoral notes are confidentially stored 2023 – 2024 survey showed that 97.5% of parents said their child feels safe in school Sign in procedures for visitors and clear identification of adults on site

c. Promoting the health and wellbeing, child protection, attendance, good behaviour and discipline of pupils. Statement

Evaluation

Evidence

•

Strengths: • Staff and pupils have had opportunities to develop their leadership through pastoral initiatives • Staff have independently attended relevant pastoral training courses to enhance their CPD and support pupils and parents Areas for development: • Continue to review and update RSE provision and preventative curriculum to empower pupils to make informed choices and keep themselves safe • Further promote the positive emotional health, resilience, and wellbeing of pupils • Staff training in all relevant areas • Launch of BWDW programme to all stakeholders in August 2024 • Develop ways to measure the success and impact of pastoral/preventative initiatives

•

The health and wellbeing of the pupils is catered for through an extensive curricular, pastoral and co-curricular programme. Pupils are encouraged to participate fully in all areas. A review of the preventative curriculum and an audit of RSE was carried out 2023 – 2024.

• •

• • • •

2023 – 2024 survey showed that 94.9% of parents know who to contact if they have any concerns about their child Risk assessments and support plans have been devised and implemented to support pupils Minutes of review meetings between Head of Pastoral Care, LLW Coordinators, Heads of relevant Departments and external agencies Audit and mapping documents from subject areas and pastoral programmes Pastoral Calendar Assembly programme 2024 – 2025 will address preventative topics Form 4 LLW classes

c. Promoting the health and wellbeing, child protection, attendance, good behaviour and discipline of pupils. Statement

Evaluation

Evidence

•

Strengths: • Pupils feel confident to self-refer to counsellor via MCB post-box, website or speak with a teacher • Pupils have been able to anonymously report any concerns via Tootoot • Strong links with external agencies ensure high quality support for pupils, parents and staff • Staff are confident when they need to seek advice from external agencies • Tooled Up Education resources are shared weekly with staff and parents • Bespoke resources from Tooled Up are used to support pupils Areas for development: • Develop whole school links with CRUSE • Source other relevant external agencies/ resources which can support pupils, parents and staff • Encourage staff to have pastoral PRSD focus

• •

The College provides pupil access to professional counselling and works with various outside agencies to ensure appropriate care is provided.

• •

•

Familyworks provides counselling 2 days a week Pastoral Staff liaise with EWO, CAMHS, Educational Psychologists, CPSS, Social Services and PSNI Additional support is provided by the SEN team Depending on circumstances, and in liaison with parents, pupils and relevant staff, a reduced curriculum may be offered Pastoral and Form staff attended bereavement training with CRUSE in May 2023

c. Promoting the health and wellbeing, child protection, attendance, good behaviour and discipline of pupils. Statement

Evaluation

•

Regular consultation with pupils on a variety of issues is facilitated via School Council and questionnaires.

Strengths: • • Pupil voice supports school improvement, identifies future priorities and helps make more informed decisions on wellbeing Areas for development: • Ensure that consultation with pupils happens consistently across all year groups • Ensure that relevant pastoral staff have allocated time to review these findings and plan based on them • Develop opportunities to consult with parents and staff more regularly

•

Most pupils attend school regularly. Parents/ Strengths: Guardians report absences via the Gateway • Pupils with high attendance or significantly App. improved attendance featured as part of inIf no reason for absence is received, a house videos based on ‘Miss School, Miss Out’ Schoolcomms text is sent out at break. Parents • Attendance policy updated to include new can also monitor attendance through the SIMS tier analysis Parent App. Areas for development: If a pupil has been absent for three days, tutors • Further emphasis on attendance tiers will contact home. • Increased communication with parents once Permission for periods of planned absence, absence falls below 95% other than for part of a day, must be requested • Review of Positive Behaviour policy through Heads of Form, Section, VP (Pastoral) and Principal.

•

• •

Evidence

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•

Minutes of meetings and findings of pupil audits.

93% attendance 09/23 - 04/24 93% 2022-23 92% 2021-22 84% of staff agree or strongly agree that the procedures in place to monitor and improve attendance in school are robust 94.4% of parents agree or strongly agree that behaviour in the school is well managed

c. Promoting the health and wellbeing, child protection, attendance, good behaviour and discipline of pupils. Statement •

•

The VP (Pastoral) and the Head of Pastoral Care work closely with the EWS to identify and follow up longer absences. Behaviour in the College is generally good but where our high expectations are not met, sanctions are put in place in line with our Positive Behaviour Policy. These include short break or lunchtime detentions, 45/90-minute Friday after school detentions, two-hour Principal’s detentions and suspensions.

Evaluation Strengths: • Pupils are aware of the sanctions for unacceptable behaviour • Staff can log detentions easily using a Google form • The Mobile Phone policy, adopted in September 2023, has drastically reduced the use of mobile phones during the school day Areas for development: • Wider range of sanctions in Positive Behaviour Policy • Further examples of behaviour leading to Stage 1, Stage 2 or Principal’s detentions or suspensions to be included in the policy • Review of sanctions for consistent low-level disruption • Review of Anti-Bullying Policy

Evidence •

• • •

86% of staff agree or strongly agree that the procedures put in place to manage positive behaviours for learning are effective Behaviour expectations are reinforced at Form and Main assemblies Topics related to behaviour are covered in Sixth Form tutorial periods Teaching staff and classroom assistants completed an online training update on addressing bullying in schools in February and March 2024 Pastoral and Form staff engaged in further training in May 2024 84% of suspensions in 23/24 were for one day (67% in 22/3 and 63% in 21/22) PSNI community officers have delivered presentations to pupils concerning behaviour both off and online

d. Providing for the professional development of staff Statement

Evaluation

Evidence

•

Strengths: • Staff Development Days used for whole (teaching) staff CPD sessions, enabling staff to reflect upon, and discuss, evidence-informed research • CPD provided around the effective provision of feedback to pupils was delivered in line with the Education Endowment Foundation’s (EEF) guidance report • A subsequent Feedback & Marking Policy was designed and shared with staff Areas for development: • Increase time for staff to properly share ‘good’ practice, particularly for departments following a similar element from the Model for Great Teaching • PRSD meetings used to better identify staff development requirements • Promote more informal professional development opportunities within departments through structured departmental meeting time • Develop a mechanism to better track and measure the efficacy of professional development and its impact on pupil outcomes • Enable more opportunities for teaching staff to lead and present on a range of Teaching & Learning strategies • Refine current EPD/Induction process

• • • • •

•

The College is committed to fostering a Professional Learning Community amongst teaching staff where evidence-informed research is shared with staff to promote consistent, high-quality Teaching & Learning provision. The College ensures that Continuous Professional Development (CPD) occurs regularly, providing opportunities for staff to discuss and share best practices. CPD is designed to support staff in reflecting on, and implementing, improvements to their current practices. The College maintains the importance of CPD throughout the academic year, including it as a priority in both Departmental Development Plans and Performance Review and Staff Development PRSD objectives.

•

SDP Staff Survey (January 2024) Departmental Development Plans Feedback & Marking Policy Teaching & Learning bulletin views Evidence based Education’s Model for Great Teaching has formed 2023/24’s CPD and will continue through 2024/25 with departments having autonomy around the specific element upon which they choose to focus and improve. Professional Learning Community attended by 18 staff members, from both the preparatory and College to discuss Teaching & Learning pedagogy Termly Teaching & Learning bulletins sent to staff with current and relevant advice and research around pedagogy

e. Managing the attendance and promoting the health and wellbeing of staff Statement

Evaluation

Evidence

•

Strengths: • Structures in place to support staff absence • There are systems in place to support staff health and wellbeing • VP (Staff and School Development) monitors all areas of staff absence • Support form Occupational Health / Access to Work provides clarification on reasonable adjustments and school facilitates return to work meetings.Staff (Teaching and NonTeaching) feel valued and appreciate the emphasis given to this area Areas for development: • Updated Staff Wellbeing Policy • Staff absence policy to support staff

• • •

Staff wellbeing identified as focus with SDP (2021-2024). Staff attendance is monitored and reported to SLT. Support for long term absence now in place. Programme for SDDs support staff wellbeing through planned activities and time set aside for staff to connect.

• •

SDP Staff Survey (January 2024) Welbee Surveys (2022/2023) INSET (August 2023) session on staff attendance by JLE Summary statistics evaluated Documented minutes of meetings highlighting support for individual staff

f. Promoting links with the parents of pupils and the local community, including other schools, the business community and voluntary and statutory bodies Statement Evaluation Evidence •

• •

Methody Matters is a weekly document sent out to all parents / carers outlining key dates, Careers information, Tooled Up Education material and other relevant information. SchoolCloud [Online Parent Consultations]. Careers Department [Interview Skills Day] using College staff, parental, alumni and governors’ links in business, health, education and the legal profession. SistersIn Leadership Programme. Range of external organisations and bodies deliver sessions to pupils across various areas including Safeguarding, CEIAG and Leadership.

Strengths: • SchoolCloud as a tool for more efficient parent consultations • Leadership Programmes • Positive feedback from parents/carers • Social media promotes pupil success on various platforms • All parent consultations take place using SchoolCloud • Pupils were mentored individually by female leaders from local companies • Sessions are integrated into normal timetable and provide pupils with both statutory and non-statutory guidance Areas for development: • Review of the format of Methody Matters and social media content working with development staff • Review of calendar to ensure minimum impact on classroom teaching whilst still providing guidance

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SDP Staff/Parent Survey (January 2024) School website and other platforms Documentation from Careers Department Pupil evaluation (MCB) Preventative Curriculum Review (AAK) May 2024 MCB Shared Calendar (2023-2024) L6th girls (15) took part in SistersIn Leadership Programme during 2023-2024 academic year.

g. Promoting the effective use of ICT, including its use to support learning and teaching, continuing professional development and school leadership and management Statement Evaluation Evidence •

•

• •

MCB has enhanced its ICT infrastructure significantly over the last 3 years. There has been an upgrade to the school’s WI-FI provision of IWB and ICT classrooms. There are currently 6 general ICT classrooms, 2 ICT classrooms dedicated to Technology and Design, 2 ICT suites for the 6th Form centre and a full suite of Apple Mac computers for Moving Image Arts. There are also class sets of Ipads and Chromebooks available for staff to book for classes. Teachers have also been provided with Microsoft Surface Pros and there is significant use of Google Classroom. PaperCut is well established to improve copying and printing facilities for both staff and pupils. Pastoral concerns can be voiced through Tootoot. Pupils access to ICT is through timetabled classes in Form 1 and 2. ICT is a cross-curricular theme and implemented in departmental schemes of work. Students can study Digital Technology (Multimedia or Programming) at GCSE and Computer Science and Digital Technology at A Level. Pupils can study Moving Image Arts at GCSE and A Level. Pupil can access ICT rooms for individual work at break and lunchtime. Pupils can attend a robotics club and a programming club held in school. Parents are communicated with through School Gateway App and SchoolCloud for parent consultations.

Strengths: • Pupils with Special Educational Needs (SEN) receive ICT tools to assist them • Adult assistants have Chromebooks to support pupils and improve communication with parents/guardians • E-safety is taught through ICT curriculum at F1, personal development at KS3 and to all pupils through assemblies • Extensive ICT Resources Areas for development: • Update ICT Policy • Continue to review ICT resources to ensure needs of school are being met within budgetary constraints • Work with pastoral team to continue to deliver E-Safety education • Training for new MIS Bromcom and for learning and teaching purposes • Update of Bring Your Own Device Policy • Use of AI in learning and teaching and managing teacher workload • Review of ICT in learning and teaching

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ICT Resources Audit (March 2024) SDP Parent Survey (January 2024) SDP Teacher Survey (January 2024) SDP Pupil Survey (January 2024) Board of Governors Report (December 2023) School Gateway App Evidence of ICT in Schemes of Work Policies on school website

SCHOOL FINANCES AND OTHER RESOURCES AN ASSESSMENT OF THE SCHOOL’S CURRENT FINANCIAL POSITION AND THE USE MADE OF ITS FINANCIAL AND OTHER RESOURCES: The College is a Voluntary Grammar School and receives 97% of its funding from the Education Authority. An annual budget is prepared which is projected to a three-year forecast. Management Accounts are prepared monthly, the most recent set of Management Accounts are reported to the Finance and Facilities Committee which meets at least termly and in turn reports to the full Board of Governors. The annual accounts are audited externally. The report on the 2023 financial accounts was a clean audit report. An annual internal audit is completed. The most recent report for the year 23/24 concluded that controls in place within the school provide satisfactory assurance to ensure the effective and efficient achievement of the School’s objectives.

The annual budget for the year to 31 March 2024 projected a deficit of close to £950k. The budget from the EA is simply not sufficient to run the school. The College relies on voluntary contributions from parents to the College Fund, without this important partnership with parents the overspend projected would be significantly worse. The College continues to enhance its facilities with a planned refurbishment programme, the next significant development is anticipated to be the refurbishment and extension of the Canteen, which is being funded by a School Enhancement Program 2 grant. From the time of incorporation, the College has received numerous gifts and legacies with various restrictions, each of which the governors are extremely grateful for. This resource is used for capital and revenue projects. In 2020 a past pupil “Prescott” Kerr left a substantial legacy as part of his will and testament. The College used this funding to develop two state of the art synthetic sand dressed hockey pitches at Pirrie Park and more recently developed a Multi-Use Games

Area (MUGA) on the main site at 1 Malone Road. The remaining legacy has been invested and the income is being used to fund a study support department, a pastoral care assistant, rowing and strength and conditioning coaches and various other pupil and staff wellbeing projects.

AN ASSESSMENT OF THE PLANNED USE OF THE SCHOOL’S PROJECTED RESOURCES DURING THE PERIOD COVERED BY THE PLAN IN SUPPORT OF ACTIONS TO BRING ABOUT IMPROVEMENT IN STANDARDS: The College’s finances remain challenging in light of the insufficient grant allocated by the Education Authority. Recent staffing pay agreements have not been factored into the recurring grant. That said the School Development Plan initiatives will be built into the budget and fully funded.

3 YEAR PRIORITIES Planning, Teaching and Assessment for Successful Learning High Quality Teaching and Learning

• • • •

Consistent high quality teaching and learning A culture where learning time is maximised Consistent approach to homework College-wide Develop pupils as independent learners

Pupil Outcomes and Assessment

•

Improve pupil outcomes in external examinations, with a particular focus on A2 Enhance the use of data within the school Ensure full compliance with JCQ Regulations

• •

Curriculum for All Diverse and Adaptive Curriculum

•

Review Curriculum to ensure it builds pathways for all pupils and takes account of current DE/CCEA works streams on Curriculum Refresh, Digital Skills, Green Growth, Modern Languages and statutory guidance on RSE Develop cross-curricular Literacy & Numeracy strategies 21

Staff Professional Learning High Quality Professional Development

• • •

Develop current EPD/Induction & PRSD processes Increase opportunity for staff to collaborate and share good practice Develop SBALC opportunities for staff to collaborate and share good practice

Introduction of EdIS [Training]

•

Successful implementation of new MIS Bromcom

Develop Leadership

•

Continue to promote leadership opportunities, both internally and externally, at all levels across the school

Governance

•

Develop support/challenge role of the Board of Governors

Shared Education

•

Introduce the shared education partnership to Methody

Monitor Key Indicators

•

Narrow the attainment gap at Sixth Form between pupils on free school meals and their peers

Diversity and Inclusion

• •

Review diversity and inclusion practices Continue to embed the new SEN Code of Practice

Chaplaincy

•

Develop the role of Chaplaincy within the College

Building Equity

Health, Wellbeing and Keeping Safe Emotional Health and Wellbeing

• • • •

Safeguarding

• •

Preventative Curriculum

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Promote and develop the health and wellbeing of pupils Continue to focus on wellbeing activities to deliver high standards of pastoral care and safeguarding processes Develop pupil resilience through self-care promotion Enhance structures to address attendance issues Review pastoral policies and procedures ensuring they adhere to all legislation and are relevant to all pupils Ensure consistent use of all safeguarding processes

• •

Continue to ensure that pupils are equipped with appropriate knowledge and understanding to make positive life choices Ensure that our RSE provision fulfils statutory requirements Explore and review behaviour policies and procedures

Staff Wellbeing

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Being Well Doing Well (BWDW) Launch and embed BWDW for the whole school community

Health and Safety

• •

Continue to review site security Completion of Fire Review works

Learner Participation and Engagement

CREST

•

Embed the values of CREST in pupils in all aspects of school life

Learning Support and Study Support

• •

Review current model to enhance pupil support Develop and promote the library

Pupil Leadership

•

Continue development of pupil leadership in all aspects of the school

Pupil Attendance

•

Increase pupil attendance year on year

House System

•

Re-introduce the House system to promote the curricular and extracurricular life of the school to instil a sense of belonging, teamwork and healthy competition

Induction Programmes

•

Continue to develop induction programmes for key year groups which support transition

Extra-Curricular Provision

•

Ensure pupils have access to an extra-curricular offer that meets the needs of our pupil body

School Council

•

Develop both the School and Form Councils to provide a forum for the pupil voice to be heard

Honours and Colours

•

Ensure a system that recognises excellence and is valued by all stakeholders

Digital Skills for the Future Education Information Solutions (EdIS)

•

Implement and embed the new solutions provided as part of EdIS

IT Strategy (Infrastructure and Ed Tech)

•

Develop a strategy for development of IT infrastructure, including hardware and software Develop use of EdTech in all aspects of school life

• Artificial Intelligence

•

Evaluate AI’s potential applications in school, from teaching and learning to administration, to maximise efficiency and effectiveness and build digital skills of pupils and staff

Capital Projects

•

Continue to invest in the College estate through completion of the SEP 2 funded Canteen Refurbishment/Extension project, changing facilities at Pirrie Park, Chapel refurbishment and other works to ensure the College’s facilities are fit for purpose and of the highest standard

Green Growth

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Review CCEA Green Growth Progression Framework and hub to explore implications for curriculum and pupil pathways

CEIAG Provision

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Audit CEIAG Provision in line with Gatsby Benchmarks to ensure effective provision for pupils

Sustainable School

• Develop strategies to promote a sustainable environment

Environment, Society and Economy

Collaborative Networks Links with Feeder Primary Schools

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Maximise opportunities for enhanced engagement with feeder primaries in a range of curricular and extra-curricular activities Develop links between Prep and Secondary Department

Global Links

•

Develop links that will facilitate pupil exchanges across the globe

Communication / Social Media

•

Further develop the Methody brand

Alumni / Fundraising

•

Review current practices and strategies to engage alumni and fundraising

Events

•

Secure a consistent and high quality experience for all in relation to school events

YEAR 2 ACTION PLAN Planning, Teaching and Assessment for Successful Learning Development Priority

Year 2 Actions [2025 - 2026]

Lead

Timescale

Consistent high-quality teaching and learning

Review and develop departmental practices around new element from the Model for Great Teaching

RMR

June

Establish and implement a Trusted Colleague Network (TCN)

RMR

June

Embed research-informed T&L practices in classrooms across the College (through observations, feedback and reflection)

RMR

June

Develop and use classroom observation pro-forma in line with Model for Great Teaching

RMR

September

Embed and monitor lesson starter actions

RMR

Ongoing

Ensure pupils arrive to lessons in a timely fashion

SLT

Ongoing

Action tracking continuous lateness through SIMS

SLT

Ongoing

HODs oversee effective implementation of new Homework Policy

HODs

June

Explore methods of evaluating success of new Homework Policy through staff, parents/guardians and pupils

RMR

December

A culture where learning time is maximised

Consistent approach to homework College-wide

Review

Planning, Teaching and Assessment for Successful Learning Development Priority

Year 2 Actions [2025 - 2026]

Lead

Timescale

Develop pupils as independent learners

Consistent messaging on ‘no wasted learning time’

SLT

Ongoing

Departmental interventions menu to include tasks which require the learner to ‘think hard’

RMR & HOF

June

Focus on time management with Form 5 and Sixth RMR & HOF Form ensuring curricular and extra-curricular are well balanced

June

Continue to develop cognitive/metacognitive study strategies for Form 5 and Sixth Form pupils

RMR

June

Continue to promote independent use of retrieval practice activities to support learning

RMR

June

Improve pupil outcomes in external examinations, with a particular focus on A2

Use Sixth Form pupil voice to ascertain revision habits RMR/HOF and time management

January

Refine the timing and structure of data collection points across the academic year to better align with curriculum and assessment needs

GCD

September

Develop and implement strategies to increase pupil engagement with the support menu offered by departments and form staff, particularly through the “Raise the Bar” initiative

GCD/AHM/ HOF

Ongoing

Review and develop roles and responsibilities for all stakeholders in raising pupil outcomes

GCD/AHM

September

Improve communication with parents/guardians by providing clear and accessible explanations of how Teacher Assessed Grades (TAGs) are determined and used to support pupil progress

GCD/AHM

September

Extend the progress reporting system to cover all year GCD/AHM groups in Key Stage 4 and Key Stage 5

October

Ensure teaching staff and Heads of Department review the progress of Free School Meals (FSM) pupils during mid-year reviews and result analysis

September

GCD/AHM

Review

Planning, Teaching and Assessment for Successful Learning Development Priority

Year 2 Actions [2025 - 2026]

Lead

Timescale

Enhance the use of data within the school

Review the use of PASS data and develop a wholeschool strategy to support its effective use in teaching, pastoral care and intervention planning.

GCD/EMK

October

Provide training on the use of the new Management Information System, Bromcom, for academic data.

GCD

TBC

Ensure full compliance with JCQ Regulations

Evaluative Comment

Utilise AI platforms like Copilot to analyse exam board GCD data during post-results review in September and inform strategies for addressing underperformance at the mid-year review

September

Review KS3 tracking in Maths and English to inform the development of a whole-school tracking model across all KS3 subjects

GCD/WML/ AKS/AHM

June

Review communication procedures around AI and NEA with pupils and parents/guardians

AHM/CCD

October

Support new Examinations Team in role

AHM

Ongoing

Review

Sources of Evidence

Curriculum for All Development Priority

Lead

Timescale

Review Curriculum to ensure it builds pathways for Ensure the school remains informed about the work all pupils and takes account of current DE/CCEA of the curriculum taskforce and its implications for work streams curriculum re-structure

AHM

Ongoing

Create a draft implementation plan for the new curriculum (subject to timings of the DE Curriculum Taskforce)

AHM

April

Lead College engagement with the Independent Review of Assessment

AHM

December

Review viability of BTEC qualifications from September 2026 onwards

AHM

November

Complete student evaluation of Key Stage 4 LLW period

AAK/EMK

January

Evaluative Comment

Year 2 Actions [2025 - 2026]

Sources of Evidence

Review

Staff Professional Learning Development Priority

Year 2 Actions [2025 - 2026]

Lead

Timescale

Develop current EPD/Induction and PRSD Processes.

Observe all new teaching staff within the first term

RMR & SLT

December

Increase opportunities for Induction and EPD teachers to observe colleagues

RMR

June

Design a new set of PRSD objectives around developing staff T&L practices linking to staff CPD

September

Continue to explore opportunities to share practice through SBALC, including TeachShare 2

RMR

December

Ensure that at least one SDD is dedicated to Science of Learning Online Professional Learning Programme and links with evidence-informed research around the element of ‘Embedding’

RMR

June

Continued promotion of CPD opportunities both inside and outside school.

June

Increase opportunity for staff to collaborate and share good practice.

Evaluative Comment

Review

Sources of Evidence

Health, Wellbeing and Keeping Safe Development Priority

Year 2 Actions [2025 - 2026]

Promote and develop the health and wellbeing of pupils

Introduce the EA Being Well Doing Well (BWDW)Whole MJ/EMK School Approach to Emotional Health and Wellbeing (EHW)

August

Carry out a whole school baseline audit using resources from BWDW

MJ/EMK

December

Enhance opportunities for peer mentoring

EMK

March

Staff Wellbeing Committee to develop a programme of activities to support staff wellbeing

September

Continue to focus on wellbeing activities to deliver The introduction of CPOMs to record safeguarding high standards of pastoral care and safeguarding information processes Continue to develop wellbeing activities for all pupils.

EMK/AAK

June

AAK/DHPC

June

Develop pupil resilience through self-care promotion

Introduce resilience building workshops for pupils

AAK/DHPC

March

Create monthly themes relating to self-care (e.g. Start Strong September)

EMK

June

Enhance structures to address attendance issues

Review the role of the Tutor in monitoring attendance to ensure they are being proactive in addressing concerns

EMK/HoS

January

Review and extend the range of termly or monthly rewards for high levels of attendance or significantly improved attendance

EMK/HoS

June

Incorporate BWDW into Safeguarding, RSE and Positive Behaviour policies

EMK

January

Ensure Heads of Form take a consistent approach when identifying bullying type behaviour and BCAFs are completed

EMK

March

Continue annual training on safeguarding and child protection for staff, governors and volunteers

AAK

June

Ensure that training for existing and new members of the AAK safeguarding team is up to date

June

Review pastoral policies and procedures ensuring they adhere to all legislation and are relevant to all pupils

Lead

Timescale

Review

Health, Wellbeing and Keeping Safe Development Priority

Year 2 Actions [2025 - 2026]

Lead

Timescale

Continue to ensure that pupils are equipped with appropriate knowledge and understanding to make positive life choices

Review the use of tutor group time in Junior School

AAK/EMK

June

Review Sixth Form Tutorial periods

EMK/AAK

June

Facilitate presentations from Common Youth to other groups

AAK

June

Ensure that our RSE provision fulfils statutory requirements

Introduce LLW timetabled programme at KS4 – Form 5

AAK

June

Pilot new lessons, including those based on the CCEA RSE Hub, in Form 5 additional period

AAK

June

Explore and review behaviour policies and procedures

Review how Friday detentions are used as sanctions

EMK

December

Explore the opportunities to use SIMS/Bromcom to its full extent to record positive and negative pupil behaviour

EMK

June

Being Well Doing Well (BWDW)

Introduce the EA Being Well Doing Well Whole School Approach to Emotional Health and Wellbeing

EMK/MJ/ AAK

September

Continue to review site security and access

Explore additional measures to enhance site security

JLE/FW/FM

June

Review the school environment to ensure that it is welcoming and accessible for all students, including those with disabilities, especially wheelchair users

PJA/JMA/ FW

June

Review individual fire safety card information and ensure all staff have copies and are aware of their responsibilities

MJ/PH

October

Continue to update fire evacuation procedures and emergency response plans

MJ/PH

January

Complete Fire Review works

Evaluative Comment

Review

Sources of Evidence

Learner Participation and Engagement

Development Priority

Year 2 Actions [2025 - 2026]

Lead

Timescale

Embed the values of CREST

Launch Made to Lead (3) and CREST

JLE

August

Develop an Assembly Programme that has Made to Lead/CREST/Leadership Strands/School Culture (including school song)/ Pupils leading areas

IKG/EMK/PJA

Ongoing

Evaluate impact of CREST values and Made to Lead programme

PJA

June

Review current model of Learning Support/Study Support

Review staffing structure to maximise effectiveness JMA/ AAK/AHM

December

Review Study Support Structure for Sixth Form

JMA/AHM

September

Continue to develop pupil leadership

Maximise leadership opportunities for pupils

PJA/JML

Ongoing

Introduce a staff and pupil leadership charter to clarify expectations and celebrate contributions

PJA/RWM//JLE

June

Create a leadership development framework for PJA/JML pupils, mapping opportunities from Form 1 to Upper Sixth

October

Increase pupil attendance

Continue to monitor and report pupil attendance at EMK/HOS all levels and implement strategies for improvement

Ongoing

Further Develop the House System

Develop leadership of House captains

MJ/JAK

September

Assemblies to develop the House system across all year groups

MJ/JAK

January

Develop a structure and programme of House based MJ/JAK activities

Ongoing

Continue to develop pupil induction programmes

Review induction sessions for Forms 1/L6 including new pupils in other year groups

EMK/HOS

September

Extra-curricular offer that meets the needs of our pupil body

Continued review of extra-curricular offer/staffing

October

Continued development of social media use across all activities

NP/PJA

Ongoing

Develop School and Form Councils

Continue to review current structure and develop increased pupil voice

RWM/PJA

Ongoing

Honours and Colours

Review awarding policy and recognition of pupil success

MJ/JHL

November

Review

Learner Participation and Engagement Development Priority

Year 2 Actions [2025 - 2026]

Develop and promote the library

Aim to use the library as a space for a Homework Club EP/RMR

Evaluative Comment

Lead

Timescale

Review

Term 1

Sources of Evidence

Building Equity Development Priority

Year 2 Actions [2025 - 2026]

Lead

Role of Board of Governors

Develop, support and challenge the role of Board of Governors

Chair/JLE/FW Ongoing

Introduce the Shared Education partnership to Methody

Develop initial contacts from Steps Into Sharing Programme to explore partnership opportunities

RMR/NEW

Dependent on Shared Education

Narrow the attainment gap at Sixth Form between pupils on Free School Meals and their peers

Investigate and implement strategies to support FSM pupils who are underachieving at departmental and whole-school level, ensuring regular evaluation and feedback

GCD/AHM

October

Review diversity and inclusion practices

Introduce the Commonwealth Games Charter across activities

MJ/PJA

June

Create an Equity, diversity and Inclusion Policy

PJA

November

Investigate and review participation in opportunities across pupil groups to identify gaps in diversity and inclusion

PJA

June

Continue to embed the new SEN Code of Practice

Timescale

Complete the roll out of PLPs across the whole school JMA/EMK in line with the Graduated Response Framework

June

Provide staff training on Neurodiversity

JMA/EMK

June

Continue to develop training programme for Classroom Assistants

JMA/EMK

June

Review

Building Equity Development Priority

Year 2 Actions [2025 - 2026]

Lead

Timescale

Continue to embed the new SEN Code of Practice

Review role of Learning Support Mentor

JMA/EMK

June

Create a SENDO Accessibility Plan to improve access JMA/PJA to curriculum, environment and information for pupils with disabilities Evaluative Comment

Review

September

Sources of Evidence

Digital Skills for the Future Development Priority

Year 2 Actions [2025 - 2026]

Lead

Timescale

Implement and embed the new solutions provided by EdIS

Create action plan for implementation and training, ensuring regular reviews and feedback.

GCD

Dependent on C2k rollout

Evaluate AI’s potential applications in school, from teaching and learning to administration, to maximise efficiency and effectiveness and build digital skills of pupils and staff

Successfully implement and evaluate the Go Nurture AI pilot programme

GCD/JAR

September

Research and investigate examples of effective AI use in education that could be adapted and applied within the College context

GCD/AHM

June

Develop and implement a programme to educate pupils on how to use AI responsibly and effectively to support their learning

GCD/AHM

December

Apply the NAACE Framework (Element 2: Teaching and Learning with Technology) to identify evidence of good practice and areas for development in the use of EdTech

GCD/AHM

June

Provide EdTech training for staff to build confidence and enhance the effective use of digital tools in teaching and learning

GCD/AHM

October

IT Strategy (Infrastructure and Ed Tech)

Review

Digital Skills for the Future Development Priority

Year 2 Actions [2025 - 2026]

Lead

Timescale

IT Strategy (Infrastructure and Ed Tech)

Hold termly meetings to review and address the College’s IT infrastructure needs, ensuring systems and resources continue to support effective teaching and learning

GCD/FW/FC

June

Review and update the ICT curriculum for Form 1 and 2 to ensure alignment with current digital competencies

GCD/JAR/AHM

June

Integrate educational technology purposefully to support teaching and learning, in alignment with the principles and departmental priorities outlined in the Model for Great Teaching

GCD/AHM/RMW

June

Evaluative Comment

Review

Sources of Evidence

Environment, Society and Economy Development Priority

Year 2 Actions [2025 - 2026]

Lead

Timescale

Audit CEIAG Provision in line with Gatsby Benchmarks

Re-introduce Engineering Conference to extend industry links

ALS

November

Promote Environmental Awareness through Biodiversity and Recycling Projects

Design and implement a pupil-led environmental programme that enhances biodiversity on school grounds and improves recycling habits, fostering ecological responsibility through hands-on learning and sustainable practices

JHM

November

Evaluative Comment

Review

Sources of Evidence

Collaborative Networks Development Priority

Year 2 Actions [2025 - 2026]

Links with feeder primary schools

Further develop links to feeder primary schools across PJA/TSW curricular and extra-curricular activities

Timescale Ongoing

Develop a digital transition hub for prospective and incoming pupils and parents/guardians

PJA/NP

March

Global links

Reintroduce pupil exchanges within Modern Languages

MJ/OM

October

Communication / Social Media

Develop roles and responsibilities that enable a quality product to be delivered

JLE/NP/PJA

Ongoing

Alumni

Continue to devise a strategy for alumni engagement

SEL/JLE

Ongoing

Increase members of the Collegians Database from 150 members to over 250 members

SEL/JLE

Ongoing

Create a Collegians Business Network

SEL/JLE

Ongoing

Create an online platform for our Archives

SEL/JLE

Ongoing

Evaluative Comment

Lead

Sources of Evidence

Review

TARGET SETTING INFORMATION Attendance Targets Target 25/26 (%) Key Stage 3

Key Stage 4

Key Stage 5

Attainment Targets A Level

Target 25/26 (%)

3+ A* - C

3+ A* - E

100

2+ A* - C

2+ A* - E

100

GCSE

Target 25/26 (%)

5+ A* - C

100

5+ A* - C (including English and Maths)

100

7+ A* - C (including English and Maths)

Methodist College 1 Malone Road Belfast BT9 6BY 028 9020 5205 methody.org