CHRIST THE REDEEMER PRIMARY SCHOOL

School Context

Christ the

Redeemer

Primary School

opened in

temporary

accommodation

in September

1999.

The original

school was

staffed by one

Principal, two

teachers, a

caretaker and

had 37 pupils in

the initial

intake.

The main challenges

facing the management

of the school in the first

number of years were the

establishment of a

permanent and well

equipped building, the

recruitment of staff and

building a reputation

which would attract

pupils and win the

confidence of parents.

School Context

Christ the Redeemer is

now a large urban school

541 pupils in the Primary

School

52 pupils in the nursery

unit

24 full time teachers, 3

part time teachers, vice

principal and principal in

the Primary School

17 Learning assistants

including both general

and special needs

assistants

Leadership, a new beginning

Principal, Vice Principal and School Leadership Team, all in place over the

past four years.

Leadership team consists of Principal, Vice Principal, 3 Heads of Key Stage,

Literacy, Numeracy and ICT co-ordinators. Co-opted members currently are

the Extended Schools & W.A.U. co-ordinators.

Formation of Leadership team coincided with the roll out of the Revised

Curriculum.

Need to establish an agreed vision and road map for the future of our

school

“Efforts and courage are not enough without purpose

and direction.”

The new Leadership Team

had time to reflect, to

identify issues that needed to

be addressed and to plot a

course that would optimise

the chances of success.

We had a shared vision,

that placed our pupils

at the centre of all our

efforts.

This innate sense of a

shared Vision provided

us with our purpose

and direction.

Issues Arising

Use of existing

resources, including

emerging technologies

• Inventory and use of

existing resources

• Use of existing

Software & Packages

• Creation of ICT Suite

• Utilisation of

Whiteboards

We have 17 very

capable Learning

Assistants

• Assistants wanted

Professional

Development

• Assistants wanted

the additional

responsibilities

Consistency of

Approach

• Planning

• Assessment for

Learning

• Structure of Literacy

time

• Challenge to engage

pupils, to be

innovative.

Major Issues Arising

Academic

underperformance,

internally and

externally

NFER tests & End of

K.S. A.U’S

Underachievement,

particularly in boys

Stating the obvious

Addressing

the former

would impact

upon the

latter.

The two

were

inextricably

linked

The Opportunities outweighed the Obstacles

The Opening up of

professional dialogue,

all staff were part of

the process.

The School Development

Plan was used as the

tool to tackle the issues.

Opportunity to develop a

real model of distributive

leadership.

All staff had the

opportunity to develop

their talents… the unseen

benefits were

immeasurable.

Positives

PRACTICALLY

LEAD, staff were

training staff,

they were

observing and

sharing each

others practices.

PURPOSE, staff

knew the agenda,

they had crafted

the agenda

through the SDP,

they

wholeheartedly

bought in to the

process.

PACE, staff were

working at pace,

they were dealing

effectively with a

number of issues

POTENTIAL,

potential was

being realised in

staff and pupils

alike.

In this first section, we have identified to you our main issues as a

School Leadership Team.

We have looked at the challenges and the opportunities.

Now you can have 15 minutes to talk in small groups about the

challenges and the opportunities that are occurring in your school.

If we can be of any help just let us know.

Workshop

ANALYSIS

OF DATA

STAFF

INPUT

INTO

TARGETS

TARGET

SETTING

MONITORING

AND

EVALUATION

UNDER

PERFORMANCE

Addressing the Issues

COMMUNITY

SUPPORT

SEN PROVISION

WENT INCLUSIVE.

INTERNAL

INTERVENTIONS

LEARNING

ASSISTANTS

PUPIL PERFORMANCE

Interventions

P.4.A. - P.5.A.

NRIT IQ

'07 NFER P.I.E. 07/08

DIF

F

NRIT IQ

'08 NFER P.I.E. 08/09 PROGRESS

DIF

F PROG

J M 102 91 -11 95 111 ( 20 PTS) 18 16 27 H

S J 104 93 -11 97 104 ( 11 PTS) 7 7 18 H

L H 99 83 -16 91 97 (14 PTS) 10 6 22 H

A H 123 94 -29 117 105 (11 PTS) 10 -12 17 H

P.4.B. - P.5.B.

NRIT IQ

'07 NFER P.I.E. 07/08

DIF

F

NRIT IQ

'08 NFER P.I.E. 08/09 PROGRESS

DIF

F PROG

T A 101 92 -9 100 103 ( 8 PTS) 9 3 12 H

B G 97 90 -7 93 103 (13 PTS) 11 10 17 H

P.4.C. - P.5.C.

NRIT IQ

'07 NFER P.I.E. 07/08

DIF

F

NRIT IQ

'08 NFER P.I.E. 08/09 PROGRESS

DIF

F PROG

M K 109 97 -12 112 119 (22 PTS) 21 7 19 H

R R 92 84 -8 91 90 (6 PTS) 9 -1 7 A

Time to Read Comparative

We have a

short 15

minute dvd of

our pupils and

staff that

hopefully gives

a flavour of

what we do

and why.

Time to Relax

Recognition of

Staff

Collective

willingness to

engage

Listening to staff

Training of staff Supportively

Challenging staff

Staff

Analysis of

Data

Target Setting

Monitoring

and

Evaluation

Recognition of

Staff

Clear lines of

communication

Connectivity through Transparency

The Results

Starting Point

NFER Literacy Performance

3 Year Performance Comparison

K.S. One Benchmarking: 3 year journey

K.S. One Benchmarking: 3 year journey

K.S. Two Benchmarking: 3 year journey

K.S. Two Benchmarking: 3 year journey