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Lagan College

Board of Governors’ Annual Report

Academic Year 2016-17

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Lagan College

Board of Governors’ Annual Report 2016-17

Contents Page Chairperson’s Report – Mr Graeme Kane (Acting Chairman) 3 Principal’s Report - Mrs Amanda McNamee 5 Head Boy & Head Girl’s Report – Michael Hare and Lucy Symington 8 Board of Governors 11 Lagan College Staff 14 Ethos and Values 19 Curriculum Policy 23 Extra Curricular CAS Programme 45 Additional Educational Needs 47 School Security Policy 47 Attendance 47 School Leavers 48 Performance in Public Examinations Key Stage 3 Statutory Assessment 49 GCSE Level Qualifications 50 AS/A Level Qualifications 51 Financial Statement 53

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Dear Parents/Guardians Please find enclosed this year’s Board of Governors’ report.

Lagan College’s Board of Governors wishes to thank all the teaching and support staff for their commitment and dedication during the academic year 2016/17, in guiding and supporting the learning of our students. Their hard work and enthusiasm is very much appreciated. 2016/17 was a very positive year for the College, not least because we celebrated our 35th Anniversary and enjoyed many fun occasions and special guests calling in. The year commenced with a fun session with Mentalist David Meade and ended with the CEO of NICIE Mrs Roisin Marshall, inspiring our junior students to make a difference in the world. Having put the effort in by studying and revising – many young people undertaking external exams achieved their potential. It was encouraging to see A level results in line with previous years with 94% of students passing 3 A levels A*- E and 62% achieving 3 A*-C grades. The Year 13 students who have returned into Year 14 are sitting on a sound 61% A*- C already which bodes well for this academic year. Our GCSE results rose 7% from the previous year’s figure taking the Year 12 outcomes to 68% of students achieving 5-10 GCSEs at grades A*-C, which is encouraging. Impressive results were achieved by the likes of Billy Blackwood and David Merron – 6 A* and 4 A Grades each and Kate Brown 9 A* and 1 A grade. Having introduced the concept of minimum expected grades or MEGS, children and their parents/ guardians were able to better track their learning potential and achievement. The Principal and the Senior Leadership Team also took on the roles as Learning coaches for all 215 students in Year 12 to offer a greater level of personalised support to our young people and their families. The 5-10 GCSE outcomes including GCSE English and GCSE Mathematics rose to its highest level to date at 56% achieving 5-10 GCSE outcomes including English and Maths. Nevertheless, the Board of Governors and staff are fully committed to introducing further BTec and applied equivalent courses at GCSE and A level to ensure increased learning success for our young people. It is fair to say that the introduction of Occupational Studies, Prince’s Trust and GCSE PAL have been instrumental in enabling more children to showcase their skills and aptitudes and secure onward pathways into Further Education and Post-16 Study this year. In terms of further teaching and learning innovation, our investment in E technology is being further enhanced with Sixth Form students and Year 9, 10 and 11 students making use of iPad technology in the classroom. We were pleased to see our continued focus on effective learning being fostered by our Teaching and Learning Schools NI Hub partnership with Shimna Integrated College, Victoria

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College and Bloomfield Collegiate. With a total of nine teachers certified to date and three trained as facilitators for the programme which focuses on the quality of pedagogy and the child’s learning experience. In addition, our commitment to sharing good practice and sharing education was also showcased in the successful advancement of our Year 9 Shared Education Project with our partner schools - Grosvenor Grammar School and Our Lady and St Patrick’s College, Knock. We continued in our work with other partner schools through our Entwined Histories Project and International work. We experienced wonderful successes in many other parts of school life - including the acquisition of our 5th Green Eco flag, achieving the All Ireland Basketball Final with Year 10 students and gaining approval for our Sixth Form Development Programme - so in my opinion, another busy but rewarding year was had by the students and staff of Lagan College. As we strive, ‘to educate to the highest standards Catholics, protestants and other of goodwill and of all abilities together under the one roof’, we continue to hold dear the strong partnership that we have formed with many parents/guardians and their son/daughters in our integrated school community. We view learning as a lifelong commitment, with one’s school days being the touch paper to ignite a child’s self-belief, aspiration and passion for learning. I would like to congratulate all the young people who worked hard this year with the support and guidance of the staff.

Mr Graeme Kane Acting Chairman, Board of Governors

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Principal’s Report – Mrs McNamee Dear Parents/Guardians There were many positives, happy memories and fun learning experiences in and outside the classroom last year in Lagan College. With respect to the outgoing Year 14 Leavers and on behalf of the staff, I wish to thank the students for the tremendous leadership shown in helping us to manage the school whilst keeping our core values of respect, service, equality and reconciliation at the forefront of their seven successful years. Many of us, on the staff, had the pleasure and enjoyment of working alongside the Senior Prefect team led by Callum McCloskey, Keeva Herink, Hayley Carson and Nicholas Jamison. At the end of the Year 14 Leavers’ evening, we saw tears from this group, as their time at lagan came to an end. For many families it was their youngest leaving - so quite an emotional experience. We wish to congratulate all those students who put real effort and determination into their studies last year – we live by the adage that hard work and effort does pay off. The best part of a teacher’s role is to see a young person try their very best and achieve their learning potential. In the last couple of years we have been expanding our menu of courses at GCSE and A Level by introducing a number of exciting new subjects to study, including BTec Public Services, Travel and Tourism, Science, Sport, as well as GCSE Cope, Occupational Studies and the Prince’s Trust. The curriculum changes that we have introduced are all for the purpose of bettering chances for academic success and in the long term each individual to ultimately help secure rewarding and exciting career paths. I would like to recognise all the work that goes on right across our school to provide many opportunities for young people to show their ability, skills and personal qualities. Another aspect of school life that we have been developing this year, is the chance for Senior and Junior students to demonstrate leadership. Last year we saw leadership being showcased in many areas. Not least by the student-led team who achieved the Eco Award for the fifth time - impressive work. Our students’ contribution to Readathon, Habitat for Humanity and the SOS Bus also demonstrated great commitment and entrepreneurial spirit. Well done to everyone who has made a difference to others, your school or your wider community. As a school, we are ambitious for, and have high aspirations of, our students and from ourselves as professionals. We wish for our young people to have the full package, great pastoral care and support, exciting and engaging learning and teaching leading to qualification success; but equally that our

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integrated ethos and school experience will have a high impact on a child between the age of 11-18. We want Lagan College students to have the L factor, to be Peacemakers, to be role models, to be ambassadors of integrated education in the local and global community. It is well known that not every young person has the opportunity to go to school in the world, so my advice to our students and their families continues to be, seize the opportunities that Lagan College’s staff provide and make the most of your education and time. The Nobel Peace Prize winner Malala Yousafai said ‘one child, one teacher, one pen can change the world.’ This young woman fought for her right to education and even through the challenge of nearly losing her life in Pakistan she has just completed her A Levels in a school in Birmingham. I believe that teachers in particular hold a powerful and privileged position, not always recognised by society. In our lessons we can ignite a passion for knowledge, make learning fun, interactive and engaging and above all help to inspire students to have aspiration and ambition about their future and the career pathway that they wish to follow. On behalf of the students I wish to thank all the staff who provide a high level of care, education and on a daily basis become your Lagan College family in effect. There is a large team who work in Lagan College and in line with our ethos and values we serve students every day, to educate to the highest standards Catholics, Protestants, and others of faith and none and of all abilities …’ It was with much sadness in June 2017 that we said goodbye to six long-serving teachers - Mrs Donnelly, Mr Burch, Miss Orr, Mr McCanny, Mrs Shevlin our Librarian Mrs Durkin who retired. Their working lives had created and shaped Lagan College as it is today. We also said farewell to Mrs Davison, Miss Wells and Mr Strain who left to pursue new pathways and a number of Classroom Assistants who left - many of whom entered teacher training, such was the positive impact of working with the young people in our school. In addition to learning in the classroom last year our senior students experienced many wonderful teaching and learning initiatives and partnerships being formed between students in partner schools and schools including OLSPCK and Grosvenor Grammar School, through our Confucius programme, our links with Doane Stuart and career opportunities. Morgan Moffet and Sam Weatherup got the chance to visit China which may not happen for many of us in our lifetime, and not to be outdone, other educational visits took place to places far and wide including the landmarks of London, skiing in Italy, studying in Spain, the World Challenge trip to Costa Rica a mix of community work and cultural immersion and the junior visits to Cadiz and Dublin. Some of our students also got the chance to avail of wonderful and inspirational learning opportunities including the Living Law Programme, the Young Enterprise Business competition and the likes of mediation training.

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We also enjoyed many musical, drama and art events throughout the year including the school show Beauty and the Beast, the Spring concert, the ceili and the carol service of which we thank our friends at Knock Presbyterian Church for hosting us. Amazing work was also produced and showcased last in Technology, Creative Craft and HE as these are industries that are rapidly re-emerging on the job market front. We thank Sidonie Mussen for her stunning art work on display at the Senior Prize evening and the pieces on show in our school - Tate Modern watch out Lagan’s art students are coming! From Maths to English, Science to Geography, there were many great memories made and learning experiences had. I would strongly advise you to read the newsletters and Voices magazine, which encapsulate Lagan College life, or keep up with our social media sites. Other highlights included great success for our sportsmen and women, the Boys’ All Ireland Basketball win was phenomenal as were hockey, netball and football with numerous finals. Yet what is learning all about if not to discover who you are, what personal skills and qualities you have and what you want to be. My final reflection is for our students not to be shy about their abilities. They should be ambitious, be proud, make the most of their education, as one day they could be helping to run a successful business or acquire a Nobel Peace Prize like Malala, today it could be a medal for the all Ireland basketball, tomorrow an Olympic medal, anything is possible, a Lagan College student can even change the world. Let your Lagan College light shine out whether with us in school as Year 12 or Year 14 leavers. We look forward now to the exciting opportunities that 2017/18 will bring to your school community. Thank you to all parents/guardians for your continued support. Amanda McNamee Principal

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Annual Highlights from Michael Hare (Head Boy) Hello, my name is Michael Hare. I am studying Maths, History, RE and Politics. A highlight for me last year was the school show, Beauty and the Beast, Mrs Donnelly’s last ever school production. I played the Beast. Being part of the show is always an amazing experience, you develop camaraderie and friendships with students in other year groups that last well beyond the show week. As with every year the Art department produced an astounding set with brilliant props and costumes. Despite standing on Maddie Kelly’s dress throughout our show dance and Frederic Mathieu punching me “accidentally” in the face and a hundred other mishaps, we proved once again that the show must go on. School trips are always good. I really looked forward to the Politics trip last year to London, because it’s a city of high culture, history and diversity, just kidding, we wanted to do what everyone does on school trips, stay up to 4 O’clock talking, eat rubbish food and constantly remind ourselves about what classes we were missing. The trip got off to a good start when Talimul Ali got everyone on the plane and I mean everyone including the other passengers to play charades. Hearing a pensioner shout out from the back of the plane, “It’s Jaws, it’s Jaws,” was certainly a highlight. In a snowy London we packed a lot in, we went to Westminster, the Houses of Parliament, Buckingham Palace, saw a West End show and we went to Harrods and bought the only thing we could - a plastic bag! It was a trip I’ll never forget and I want thank Mr Wishart and Mrs Quinn for putting up with us. This has been record breaking year for sport in Lagan. Not only did our Under 18 Girls become Northern Ireland Champions in hockey, but our Year 10 boys became All Ireland Basketball Champions. It’s not just our elite athletes that the PE department helps. When I was in first year I wasn't on the football team aw, really nothing. When I was in first year I didn’t make it on the school football team, but thanks to the coaching and perhaps insanity of the PE staff I was given my chance to play last year in the Sixth Form Team. We didn't when a game but for me I had already achieved my goal. Other highlights last year included David Meade, the illusionist, who kicked off our 35th Anniversary celebrations with a show that bamboozled both students and staff and made us all laugh. The School Fashion Sshow that brought out our perfect pout. Our Sixth Form had the opportunity to meet the Consul General from America, Dan Lawton who proved what a great diplomat he is by not saying anything controversial about a certain someone. I would just like to thank on behalf of all the students the staff, that left us last year, and particularly Mrs Donnelly, Mr Burch and Miss Orr who had spent nearly all their teaching careers here. We know that the school could not be what it is without them and we now have a Heritage trail to prove it. The National Trust opened the trail at Christmas and it proved an educational experience for students who learnt about Lagan’s humble beginnings. It also proved an

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opportunity to reminisce for our senior teachers, some of whom convinced us that in the early days they taught Geography, History, French and HE in the morning before cooking the lunches, washing the dishes and then driving all the pupils home in the minibus. Congratulations to Year 14 for all your achievements you will be a tough act to follow, but I think we can take up the challenge - we have Freddie Mathieu our very own Einstein, Conor Kelly Gorman, the future Olympian and Kathryn Stanley, who I believe. is actually Banksy and Josh Lynas the next Alfred Hitchcock. Finally, to last year’s leavers, Year 14 and year 12, good luck in your future endeavours. I am excited for the year ahead to play in the football team, perhaps getting a win this year, acting in this year’s school show, Narnia, and with the student leadership team continuing the amazing work begun by last year’s team. Thank you for reading my highlights. Michael Hare September 2017

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Annual Highlights from Lucy Symington (Head Girl) My name is Lucy Symington and I am currently in Year 14 studying, Politics, Drama and probably my favourite, Business Studies. It’s interesting, I have found that as I have gotten older I have begun to take more time to stop and reflect, and maybe it’s just because as a Year 14 looking forward is really quite daunting but either way we find ourselves taking more time now to look back and remember. As I reflect on my time at Lagan, I can say that last year stood out to me the most, which if I’m honest is very convenient for this reflection piece but also very true. I mean as the 35th Anniversary of our school, last year was destined to be great, and what better way for us to kick off the celebrations than with David Meade’s mental illusions that had the entire school in complete amazement, even our Maths Department was put to the test. And, of course, after this our guest list did not stop. We were honoured to have visitors from all over world come to see for themselves the integrated ethos we have here at Lagan College, and even share with our students their own culture and experiences. As a Politics student I was given the opportunity of meeting Mr Dan Lawton, the American Ambassador for Northern Ireland, who to his own credit, took on the job of trying to make sense of the presidential election at the time. Last year as a school we also achieved our fith Eco flag, and the continuation of our Eco Ambassador role within the community. This would not have happened without the dedication and enthusiasm of our students, in particular Rebekah Ogilvy and Nicholas Jamison along with the rest of the committee, Mr McLaughlin and Mr Patton, who made a special appearance to support us through the process. While speaking of achievements, I just have to give a shout out to our girls in sport, from having our own students, Laura Mills and Olivia McCloskey represent Northern Ireland in the European Netball U17 Championships to the legends that are Lagan’s hockey team who last year became the Northern Ireland Champions for U18’s hockey. Probably one of the biggest highlights of last year was the school fashion show, which was an outstanding success, raising £3,000 towards Barnardos as well as our school Recognise and Rewards scheme. No one can deny the talent that was displayed by our students. None of this could have been achieved without the amazing Ms Jenni McCoy and Mrs Sharon Elkin along with our devout Parents’ Council who go over and above for our school from their vital role in our annual Open Day, and their endless fundraising, right the way to the Year 8 disco! So finally, I want to say congratulations to all the students and as much as we reflect on last year, I want to encourage you to be ever looking forward, because with 35 amazing years behind us, I cannot wait to see what is next for Lagan College.

Thank you very much for reading this report.

Lucy Symington September 2017

Lagan College’s Board of Governors – 2016-17 Nominated by the Directors (6): Mr Francis Martin Chairman of Lagan College and member of the Finance Committee, Mr Martin joined the Board in 2007. He is Managing Partner of BDO Stoy Hayward and specialises primarily in the area of corporate finance. He has been committed to the strategic development of Lagan College since 2007. Term expires – 2017 Mr Graeme Kane Member of the Finance Committee. Mr Kane is a Finance Director with Punjana Tea, a chartered accountant with experience in both public practice and industry. He has been involved in training, education and development and applies this experience to his school governor role. Term expires – 2017 Mrs Siobhan Casey Member of the Finance Committee and Board of Directors. Mrs Casey is a Director of Marketing & Business Development with Age NI she is responsible for the brand, income generation. IT and administration functions of the charity. Term expires - 2017 Mr Vincent Cafolla Member of the Education Committee. Mr Cafolla is employed as a Property Services Manager NI for Barnardos, he has worked as a volunteer and has a life long interest with Corrymeela. He is enthusiastic about DIY and gardening. Term expires – 2019 Ms Sheina Rigg Member of the Education Committee. Ms Rigg’s children all attended Lagan College. Ms Rigg is employed as a Social Worker for the Belfast HSC Trust. Ms Rigg is the Governor appointed to oversee Child Protection within Lagan College and she is actively involved in the rights of children and humanism. Term expires - 2019 Nominated by the Minister (4): Mr Arthur Savage Member of the Education Committee. Mr Savage’s daughter is a past pupil of Lagan College. Mr Savage is employed at Ulster Supported Employment Limited who is the largest provider of supported employment for people with disabilities. Term Expires - 2017

Mrs Georgina Campbell Member of the Finance Committee. Mrs Campbell recently retired from her role as Head of Governance at the Northern Ireland Assembly where she has worked since 1998. She has for many years been engaged in voluntary work aimed at providing training and support for people with learning disabilities. In her spare time Mrs Campbell enjoys local history, socialising, reading and cooking. Term Expires – 2017 Mr Stephen Moore Member of the Finance Committee. Mr Moore works in the Northern Ireland Housing Executive leading a team in the delivery of both works and services procurements. Previously Stephen worked delivering good governance projects with public bodies across the EU and accession countries, mostly in post conflict societies. He enjoys watching Ulster rugby and getting out at the weekend for a cycle, although three young children keep him busy most weekends. Term Expires - 2019 Nominated by Parents (4): Mr Paul Herink Member of the Education Committee. Mr Herink is a parent of two students at the College, and one former pupil. He has worked within the private, voluntary and public sectors and at present is the Information Services Manager for the Labour Relations Agency in Belfast. Mr Herink is fully committed to the integrated, all ability and co-educational ethos of Lagan College. He is passionate about sport, especially Crystal Palace Football Club. He is also an IFA registered referee. Term Expires – June 2019 Mrs Maureen Ellson Member of the Education Committee Mrs Ellson’s eldest son is a past pupil of Lagan College and her youngest son Rory is currently in Year 10. Mrs Ellson is also a member of the Parent’s Council. Term Expires – June 2019 Mrs Patricia Woods Member of the Finance Committee Mrs Woods is a keen supporter of integrated education and has also been Chair of the college’s Parents’ Council. She has over twenty years account management experience in private industry with a particular interest in marketing. Term Expires – June 2019 Mr Adam Turkington Member of the Finance Committee. Mr Turkington is a curator and event manager who specialises in festivals. He works freelance under the name Seedhead Arts with his partner Ali Fell. His work now includes Culture Night Belfast, Hit the North Street Art Festival, The Faculty, NI Human Rights Festival and many more. Mr Turkington works in informal education projects and is really interested in preparing people for non-traditional careers and providing people with the skills to become self-employed, something he wishes he had done sooner. Term Expires – June 2019

Nominated by Teachers (2): Mr Simon Hare Member of the Finance Committee. Mr Hare was elected as a Teacher Governor to representing the teaching profession. Mr Hare teaches RE and is a Senior Head of Year. Both of Mr Hare’s sons attend Lagan College. Term expires – 2019 Mrs Marie Evans Member of the Education Committee. Mrs Evans was elect4ed as a Teacher Governor representing the teaching profession. Mrs Evans has a varied experience in education which has provided insight into the challenges facing teachers in education and the needs that must be addressed to ensure the best possible outcomes for our young people. Term expires - 2019

List of Teaching Staff 2016-17 Principal Mrs A McNamee B.A (Q.U.B.), P.G.C.E. (Q.U.B.), M.Ed., P.Q.H. (N.I.) Vice Principals Miss J Atkinson, B.Ed. (Q.U.B., Stranmillis), P.Q.H. (N.I.) (Vice Principal

Teaching and Learning) Business Studies Miss D Collins, B.A. (UUB), PGCE (UUC), P.Q.H. (N.I.), Cert in Counselling

(U.U.J.) (Vice Principal Pastoral Care) Art Senior Staff Mrs D Carlisle, B.A. (St. Patrick’s College), H.Dip (U.C.D), M.Ed., Fellowship

in Educational Management (Q.U.B.) (Head of Senior School) Geography Mrs L Grant, B.A. (Q.U.B.), P.G.C.E. (Q.U.B.), P.Q.H. (N.I.), Advanced Dip

in Inclusive Education (Head of Junior School) English Mr S Hare, B.Div. (Heythrop) M.Phil. (Kent) P.G.C.E. (Birmingham), (Head of Sixth Form) RE Mrs M Mackey, B.Sc. (Hons) Accounting, Fellow of Institute of Chartered Accountants (Bursar) Mr N McGuigan, B.A. (West London Institute of Higher Education), P.G.C.E. (U.U.J.) P.Q.H. (N.I.), (Senior Teacher in Charge of Student Progress, Assessment and Data) PE Mr M Montgomery, B.Sc. (Q.U.B.), P.G.C.E., M.Ed. (Q.U.B.), P.Q.H. (N.I.) (Head of Health and Safety/C2K/Curriculum Offer) Science Mrs U Walters, B.Ed. (Q.U.B.) P.Q.H. (N.I.), (Head of Additional Educational Needs) English

Teaching Staff Miss A Bell, M.A. (Edinburgh), P.G.C.E. (Q.U.B.) (Assistant Head of Sixth Form) French Ms M Bell, B.A. (U.U.C.), P.G.C.E. (Q.U.B.) (Head of Year 8) English Mrs M Beckett, B.A. (U.U.C.), P.G.C.E. (Comm.) (U.U.C.) (Head of English) English Mrs K Bingham, B.Sc., M.Sc. (Q.U.B.), P.G.C.E. (Q.U.B.) (Head of Careers) Science Mrs T Castillo, BA (Hons) (Q.U.B.), MA (Q.U.B.), PGCE (Q.U.B.) Spanish Miss M Cavanagh, B.Sc. (Q.U.B.), P.G.C.E, (Q.U.B.) Maths Mrs G Cooke, B.A. (U.U.J), P.G.C.E., Cert. R.S. Art Mr G Connolly, B.A. (U.U.J.), P.G.C.E., M.Sc. (U.U.J.) PE Mrs S Connor, B.A. (Q.U.B.), P.G.C.E. (Q.U.B.) Spanish/Business Studies Ms J Coudière, B.A. (Paris), P.G.C.E. (Head of French) French/Spanish Mrs A Cowie, B.A. (Q.U.B.) P.G.C.E. (University of Strathclyde) English Dr R Cummings, B.A. (Q.U.B.), M.A. (Q.U.B.), Ph.D. (Q.U.B.), P.G.C.E. (Q.U.B.) English Miss N Danter, B.Sc. (Edinburgh), P.G.C.E. (Q.U.B.) Maths Mrs G Diamond, B.Sc., P.G.C.E. (Q.U.B.) Maths Mrs C Eddy, B.Ed. (Liverpool John Moore’s University.) Cert. R.E., M.Ed. (Q.U.B.) Home Economics Miss L Ellis, B.A. (H.E.), P.G.C.E., (U.U.J.), Cert. R.E. (U.U.J.), M.Ed. (Q.U.B.) (Head of Home Economics and Head of Social Care) Home Economics Mrs M Evans, Dip.H.E. (U.U.J.) Dip. Cat. & Ad. Ed., D.A.S.E., C.P.D., (Q.U.B.) Home Economics/Careers Mr D Ewart, B.Eng. (Q.U.B.), P.G.C.E. (Q.U.B.), M.Sc. (Q.U.B.), (Head of Physics/Duke of Edinburgh Co-ordinator) Science Mrs C Gibney, B.A. (Q.U.B.), P.G.C.E, (Manchester Metropolitan University) (Assistant Head of Learning Support) Literacy and Numeracy Ms G Fairley, B.Sc. (U.U.C), P.G.C. E. (U.U.J) Home Economics Mrs E Finnegan, B.Sc. (University of Leeds), P.G.C.E. (Liverpool John Moore’s University) Science

Miss D Fullerton, B.Sc. (Q.U.B.), P.G.C.E. (University of Manchester) (Head of Biology/Assistant Head of Examinations (vocational) Science Mr C Gardner, B.Ed. (St Mary’s University College, Belfast) (Assistant Head of Careers) Business Studies Mr K Graham, B.Sc. (U.U.J.), P.G.C.E., MTeach (University of London) (Head of Computing)/ICT Mr R Gray, B.A. (Q.U.B), P.G.C.E (U.U.J) (Head of Year 10/Head of School Production) Drama Miss B Hasson, M.A. (University of Glasgow) (Head of Year 11)/RE Mrs R Halligan, B.A., P.G.C.E (Q.U.B.) English Miss C Haughian B.Ed. (St. Mary's University College, Belfast) (Assistant Head of Maths)/Maths Miss M Hoy, B.A. (Hons), (Anglia University), P.G.C.E. (London), Dip LCM (Assistant Head of Music and Orchestral Director) Music Miss J Kennedy, B.A., Q.T.S. (John Moore’s University) (Head of Girls’ PE) PE Mrs S Jones, B.A. (University of Lancaster), P.G.C.E. (Cardiff) (Head of Drama/Head of Year 8) Drama Mr P Kemps, B.Ed (Hons), P.G.C.E (Q.U.B) Information Communication Technology Mrs H Killick, M.A. (Aberdeen), P.G.C.E. (U.U.J.) Chaplain/Music Mrs T Knipe, B.A. (York University), P.G.C.E. (I.O.E.) English Ms M Leckey, B.Sc. (U.U.C.) (Head of Examinations) Maths Mrs S Lyon, B.Ed. (Stranmillis) M.Ed (Q.U.B.) (Head of RE) RE Mr E MacManus, B.Sc.(Hons), P.G.C.E. Maths Miss A Magee, B.Sc. (Hons), P.G.C.E. (U.U.J.) Technology and Design/Craft (temporary) Mrs N Major, B.A. (Q.U.B.), P.G.C.E. (U.U.J.) (Head of Geography/Assistant Head of Careers) Geography Mr L Mathison, B.Sc. (Aberdeen), P.G.C.E. (Q.U.B), M.Teach (Stranmillis) (Head of Year 9) Science Mrs A McAlorum, B.Sc. (U.U.J.), P.G.C.E. (University of Sunderland) (Head of Business Studies) Business Studies Mr C McCann, B.Sc. (Q.U.B.), P.G.C.E. (Lancaster University) (Head of Staff Cover/Assessment and Reporting Manager) Maths Mrs R McBreen, B.A. (St Mary’s University, Belfast), P.G.C.E. (Q.U.B.) (Assistant Head of English) English Mr T McCay, B.M (Q.U.B), M.A (Q.U.B), P.G.C.E (U.U.C) Music with Religion Mr I McCaugherty, B.Sc. (Hons) (Q.U.B), P.G.C.E (Q.U.B) Science Mr J McCloskey, B.A. (U.U.J.), P.G.C.E. (U.U.J.) (Head of Boys’ PE/Head of Physical Education) PE Dr C McConnell, B.Sc. (Q.U.B.), D.Phil., P.G.C.E. (Q.U.B.) (Head of Year 9) Science Miss M McConville, B.A. (U.U.J.), P.G.C.E. (U.U.J.) (Head of MIA) Art Mr F McGuckin, B.A. (U.U.J.), P.G.C.E. (Q.U.B.) (Head of Politics) Politics Mrs S McKee, B.Ed. (Q.U.B./St Mary’s) (Head of Staff Development) Maths Mrs R McKnight, B.Ed. (Stranmillis) PE Mrs M Mills, B.A. (Q.U.B.), P.G.C.E. (Q.U.B) (Head of Year 12) French and English Mr D Mooney, B.Sc. (St Andrew’s), P.G.C.E. (Q.U.B.) (Head of Mathematics) Maths Miss J Morgan, B.Sc. (Q.U.B.), P.G.C.E. (University of Durham), M.Ed. (Q.U.B.) (Head of Sociology) Sociology Ms R Morgan, B.A. (Q.U.B.), P.G.C.E., M.A. History (U.C.L.) History Mrs L Mulholland, B.Ed. (Q.U.B./St Mary’s), (Head of Year 11) ICT Mr P Mulholland, B.A. (Stirling), P.G.C.E. (Durham), (Head of Learning for Life and Work) History and LLW Mr M Navarrete, B.A. (Complutense University – Madrid) P.G.C.E. (Head of Spanish) Spanish Ms E Niblock, B.A. (U.U.J.), P.G.C.E. (University of Leeds) (Head of Art) Art Mrs L Quigg, B.A. (Q.U.B.), P.G.C.E. (Q.U.B.) (Head of Irish) Irish Mr D Platt, B.Sc. (Hons), P.G.C.E. (U.U.J.) Technology and Design Mr P Privilege, BA Hons, Fine Craft Design (U.U.B.), MA Ceramics (University of Wales, Cardiff) PGCE (U.U.C.) Art, Technology and Design/Craft Mr R Ritchie, B.Sc (U.U.C), P.G.C.E (U.U.C) Home Economics with LLW and Citizenship Miss J Rogan, B.A. (Fine Art), (U.U.J.), M.A. (Fine Art), P.G.C.E. (U.U.J.) (Head of Year 12) Art Mr P Rossi, B.A. (Q.U.B.), P.G.C.E. (U.W.E. Bristol) History

Mrs J Russell, B.A. (Q.U.B.), P.G.C.E. (Q.U.B.) English Mrs H Smyth, B.A. (Q.U.B.), P.G.C.E., M.Ed. (Q.U.B.) Geography Mr G Sowney, B.D., M.A., P.G.C.E. (Q.U.B.), CertYM Chaplain/RE Mrs J Stevenson, B.A (Hons) (Belfast School of Art), P.G.C.E (U.U.C) Art and Design with MIA Mrs P Surgenor B.Ed (Stranmillis University College, Belfast) Business Studies ICT Mrs C Taggart, B.Ed. (Stranmillis) (Head of Technology and Design/E Learning Co-ordinator) Technology and Design Craft Miss S Toner, B.Sc. (UUJ) P.G.C.E. (UUC) PE Miss K Wightman, B.Sc. (Q.U.B.), P.G.C.E. (Q.U.B.), M.Ed. (O.U), (Head of Chemistry/Head of Year 9) Science Mr J Wishart, B.A. (Q.U.B.), P.G.C.E. (U.U.C.) History and Politics Classroom Assistants Ms C Allen, B.A (Hons) (Nottingham Trent University), PGDip (Birmingham University) Mr M Bunting, B.Sc (Q.U.B) Mrs J Burke, NVQ Level 2 Mrs J Burke, B.A. (Hons) (University of Ulster) Mrs N Carroll, B.A (Hons) (Q.U.B) Miss S Campton, NVQ Level 3 Miss M Castillo Rodriguez, Degree (UAB Spain), Level 3 Diploma Miss C De La Riva, B.A (University of Leon) Ms E Gomez, B.A. English Studies, PGCE Modern Languages Mrs R Gordon, MA, B.A (Hons) (University of Cambridge), PGCE (Q.U.B.), PGDip Mr S Grew, Mrs G Henry, City and Guilds Level 4 Miss E Holt, City & Guilds Level 3 Miss C Hughes, B.A. (Hons) (University of Reading) Miss T Irwin, BTec National Diploma Miss O Jancsurak, B.A German Teacher, M.Sc. Economy Miss S Kelly, B.A. (Hons) Open Degree, NVQ Level 2, NVQ Level 3 Miss D Kirk, B.Sc. (Hons) (Stranmillis University) Miss E Kocicova, M.A (Hons) (University Czech Republic) Mrs L Leddy, B.Sc. (Hons) (University of Ulster) Miss J Leitch, B.Sc (Hons) (University of Edinburgh) Mrs R Magee, B.A. (Q.U.B. Belfast) Mrs A Martin, B.A (University of Ulster) Mrs D McCaughan, M.Sc (University of Ulster) Miss C McCrory B.A. (Hons) (Stranmillis University) Mrs P McCullough, NVQ Level 3 Mrs G McGettrick, NVQ Level 3 Miss F McMullan, M.Sc. Psychology, M.Sc. Applied Psychology (Q.U.B. Belfast) Mrs K Curran, BEd Primary (Stranmillis University) Mrs A Moreland, NVQ Level 3 Miss S Moreland, BTec, Access Course Mr A Mullan, B.A (Hons) University of Ulster Mr A Murray, B.A (Hons) TESOL MSc Miss L Osorio Gonzalez, B.A., M.A. (University of Spain) Mr N Quigley, BSc (Hons) (University of Hull) Ms M Reilly, B.A. (Hons) Diploma Essential Skills Literacy Ms L Ruddy, B.A, M.A (Q.U.B.) Mrs K Smyth, B.A. (Hons) (Bristol Polytechnic), P.G.C.E (Moray House Edinburgh) Mr B Strong, B.A. (Hons) (Southampton Solent University) Mrs N Thompson, RSA Business and Communications Mrs L Tyrell, City and Guild Level 3 Mrs K Walker, NVQ Level 3 Mr D Williamson, BTH (Q.U.B.)

Support Staff Assistant Bursar Mrs B McMillan, M.I.A.T.I Principal’s PA Mrs C Baker, L.C.C.I. Private Secretary’s Certificate; JEB Teacher’s Diploma

in ICT HR Officer Mrs D Tohill, B.A. (Hons) (University of the West of Scotland)

Associate CIPD Office Staff Mrs H Cochrane Ms F Hutchinson AV/ICT Technician Mr K Elliott, B.A. (Q.U.B.) E Learning Mr M Barry Technician Science Mr D Carleton Technicians Mr B McCann, FdSc (U.U.J) Art Technician Mrs D Hill, B.A. (Hons) (U.U.J.) Co-Ordinator of College Magazine and Newsletter HE Technician Mrs Y Mannus Product Design Mr R Berry Technician

Reprographics Mr M Smyth Manager School Nurses Mrs N O’Loan, R.G.N Mrs U McCluggage, R.G.N Pastoral Care Mrs L Thompson Assistant Sixth Form Mrs R Boggs, B.A (Hons), (Newcastle University) Supervisors Mrs Angela Beckett, B.A (Hons) (Q.U.B) Peripatetic Staff Ms C Charley, M.A. (Hons) (Edinburgh), M.Sc. (U.U. J), P.G.D.F.H.E.;

P.G.C.F.H.E., C.E.L.T.A., C.E.L.T.A. Trainer, Advanced Dip in Inclusive Education

Foreign Language Miss Emmanuelle Boudant Assistants Mrs S Rodriguez-Garcia Miss Damas, B.A. English Studies, PGCE Modern Languages Supervisory Mrs B Irvine Mrs B Falloon Assistants Mrs J Lilburn Mrs L McMillan

Mrs H Prentice Mrs M Templeton Mrs J Johnston Mrs R McKibbin Mrs N Carroll Mrs V Blackstock

In June 2017 the following staff left Lagan College: Mr Paul Burch (teacher of Art and Design) Mrs Carolyn Davison (teacher of RE) Mrs Oonagh Donnelly (Head of Music) Mrs Patricia Durkin (Librarian) Mr Aidan McCanny (Head of ICT and Computing) Miss Caroline Orr (Teacher of RE) Mrs Geraldine Shevlin (teacher of Technology and Design) Mr David Strain (Assistant Head of Maths/Assistant Head of Sixth Form) Mrs Maureen Wells (Head of Student Progress and Potential) In September 2017 we welcomed the following permanent teaching staff: Mr Tommy McCay (Head of Music) Mr Ian McCaugherty (teacher of Science) Ms Jenna Stevenson (teacher of Art) Mr Philip Kemps (Head of ICT) Miss Colleen Haughian (Assistant Head of Maths) Mrs Angela Beckett (Sixth Form Study Supervisor/Librarian) Mr Ryan Ritchie (teacher of HE)

Lagan College’s Integrated Ethos and Values

To educate to the highest standards Catholics, Protestants and others of goodwill, of all abilities, together.

The Three Main Characteristics of the College

The vision statement sets out the three main characteristics of the College: Christian; Co-educational; and All-Ability.

The College is Christian in the sense that most parents belong to a Christian tradition, Catholic or Protestant, and the College aims to co-operate with parents in the religious upbringing of their children. The College is also Christian in the sense that it is open to the children of parents of goodwill from other religious traditions and none and aims equally to co-operate with them in the religious and moral upbringing of their children.

The College is co-educational in that it is open to both boys and girls equally and provides equality of opportunity for each.

The College is all-ability in that it is open to pupils of all abilities and aptitudes including the academically very able. It aims to achieve an annual intake which reflects as accurately as possible the range of ability and aptitude in the community at large.

Better Together Lagan College was founded in the belief that Protestants and Catholics belong to the same Christian family and that in Northern Ireland it is better for them to be educated together than apart. As members of the one human family, young Catholics, Protestants and others of goodwill can learn to trust and have confidence in each other through being educated together under the same roof, sharing a loyalty to the same school. Together they can learn to express the unity in diversity of the one human family. The College was founded in order to address the major issues in Northern Ireland of segregation according to gender and academic ability. Our underlying belief is that it is possible to structure a school in such a way as to integrate pupils and at the same time to take account of the differences between them. Learning by Integration and Differentiation The well integrated family is made up of well-developed individuals. In order to be integrated, we have to be differentiated. Children of the same family are all different but are integrated through sharing the same home. Brothers and sisters may have different abilities, but they do not have to go to different schools. There can be room for all children together in the same school. Learning and teaching in Lagan College is organised on the principle that pupils and teachers, as far as possible, work together in integrated groups. As the nature of the work in school varies, it may be appropriate for pupils to be grouped differently according to gender, religious denomination, intellectual or physical ability. For example, teams are picked for competitive

sport according to sporting ability; boys and girls are grouped separately for Physical Education. Roman Catholics, Protestants and others may on occasion be grouped separately according to religious denomination, and classes also will be grouped differently to allow pupils to work at a pace or level appropriate to their academic ability or aptitude. THE COLLEGE AIMS - Education to the highest standards Education to the highest standards means enabling pupils to become young adults who are tolerant, understanding and respectful of each other and as well prepared as they can be for the world of work and leisure in a multi-cultural society, for extended education and for the roles of citizen, spouse and parent. In the case of pupils being brought up by their parents in a particular religious tradition, it means co-operating with home and church in enabling them to develop as committed members of their tradition. Pupils’ Aims Pupils should be aiming to become young adults who:

work hard and enjoy learning;

have achieved their best in all areas of the curriculum;

are curious about the way the world works and what it is for;

think critically;

have a proper respect for themselves, others and the environment;

are confident and articulate representatives of their particular religious or other traditions;

are good at working on their own and in teams;

are creative, active, and give service (CAS);

are good at using information technology;

are keen to go on learning for the rest of their lives. Aims for Governors, Teachers and Parents We believe that each pupil will succeed in becoming such a young adult through experiencing the highest standards of quality in school, provided that we aim to:

Religious Aims

co-operate in partnership between home, church and school in the religious and moral upbringing of our children;

regard each pupil as having a unique value which deserves respect; foster an atmosphere of mutual respect and understanding for the religious, political and ethnic identities of pupils, parents and staff;

respect the right of parents, pupils and staff of goodwill to hold views other than Christian;

maintain Religious Education as a core subject with the curriculum;

provide Chaplains and a Chaplaincy Centre for the denominational and pastoral care of pupils;

do apart only those things which we may not do together;

celebrate together the main Christian festivals and regard seriously the religious purpose of College Assemblies;

ensure that respect for truth, justice and the pursuit of peace-building and service is reflected in our relationships with each other and the wider community.

Co-educational Aims

make marketing of the school equally attractive to both boys and girls;

provide equality of opportunity throughout the curriculum;

ensure parity of esteem and equality of treatment in the teaching of boys and girls. All-Ability Aims

achieve an annual intake which reflects as accurately as possible the range of ability and aptitude of school children in the community at large;

motivate and help all pupils develop:

spiritual and moral values and a sense of personal responsibility knowledge, skills and creativity independent thought and critical awareness self-esteem and respect for others physical and emotional well-being appreciation of the value of co-operation and team effort, and the ability to work effectively with others cultural awareness, respect, tolerance and understanding of society, the world of work and the wider world an understanding and experience of the challenges and rewards of learning

work in partnership with parents;

offer a curriculum which reflects not only the Northern Ireland Curriculum but also the integrative purpose and the all-ability character of the College;

use a variety of teaching strategies and methods in order to support actively all pupils across the full-ability range;

provide a full range of opportunities for creativity, action and service (CAS);

promote the effective use of ICT as a tool for teaching, learning and administration;

prepare all our pupils for life in a plural society, for the world of work, for extended education, for the roles of citizen, spouse, parent;

do all we can to plant and nurture in our pupils a love of learning which will last?

LAGAN COLLEGE- CURRICULUM POLICY

Curriculum Philosophy It is the responsibility of the Senior Management Team of Lagan College to articulate the curriculum philosophy of the college and make it explicit for staff, pupils, parents, governors and the wider community. In developing our curriculum provision, we have consulted staff, parents and students. The curriculum in Lagan College is much more than the sum of the subjects taught. It could possibly be defined as “What is learned, how it is learned and why it is learned”. This policy should be read in conjunction with the Aims of the College and the values articulated therein. The policy seeks to support the College’s academic aims but its implementation will also promote the fulfilment of many of the personal and social aims. Purpose of the curriculum In determining the curriculum, it is worth remembering that the purpose of the curriculum is:

to provide opportunities to enable our students to become successful learners, confident individuals, responsible citizens and effective contributors to society;

to promote the intellectual, social, spiritual, emotional, moral, cultural and physical development of all students;

to help students learn and to improve pupil attainment at all levels. Curriculum Aims The aims of the curriculum of Lagan College are to enable students to develop: landscape which includes: a responsibility to deliver the Northern Ireland Curriculum as described by DENI; A

sense of enquiry, the ability to question, solve problems and argue rationally A willingness to apply themselves and an aptitude for learning Knowledge and skills relevant to adult life and employment in a changing world Literacy, numeracy and competence in the use of information technologies Development of thinking skills and personal capabilities A recognition of their own and others’ achievements, in the College and beyond Self-esteem, self-worth and self-confidence A commitment to life-long learning

The curriculum for Key Stage 3, Key Stage 4 and Post 16 is shaped by the current educational

the need to meet the requirements of the Entitlement Framework;

the menu of accredited courses which have been approved by DENI;

the collaborative arrangements within the Area Learning Community to ensure that the needs of all the young people in the local area are met and duplication of provision is avoided

the expectations of third level institutions;

the need to improve standards in numeracy, literacy and Information Communication Technologies;

the need to address issues about access to courses across geographical and sectoral divides;

the need to facilitate the development of courses that match pupil needs and support economic growth;

the need to provide Careers Education Information Advice and Guidance to meet the needs of each pupil;

the expectations of the Education and Training Inspectorate. The College also consider the following factors in determining the curriculum on offer:

the College ethos, vision, aims and objectives as described in our Mission statement and college development plan;

the wide range of students’ aptitudes and needs;

appropriate levels of expectation and genuine challenge;

the hidden curriculum of values and attitudes conveyed to students by the way the College is run;

how we can make best use of resources to enhance teaching and learning;

the need to support progression and the employment prospects of all pupils by increasing access to a wider range of general and applied courses;

the emphasis on the development of skills and personal capabilities, learning how to learn and establishing the desire and the capacity to go on learning after formal education comes to an end.

A number of general guiding principles have also been used in determining the curriculum on offer in Lagan College:

there is equality of opportunity and entitlement for all students;

structures and systems are in place to offer a curriculum which is suitable for all of our students;

the curriculum has breadth and depth;

the curriculum is balanced in that we set and meet high standards of teaching and learning across a wide range and number of curriculum areas;

there is progression, continuity and coherence within and across subject areas;

the curriculum has relevance for all students while at the same time being inclusive to all students.

Access The principles outlined present the College with a responsibility to find ways of ensuring that all students are engaged in their learning, motivated and enabled to succeed. Teaching staff are expected to ensure that, wherever possible, students who are having difficulty or becoming de-motivated are identified early and provided with appropriate support and guidance within the subject area and the pastoral team alerted.

Learning & Teaching If curriculum can be defined as what students learn, why they learn and how they learn it is worth summarising what is meant by each of these statements. Details of what students learn can be found in the staff handbook and in appendix (i) of this policy. In deciding why these areas deserve curricular time it is important to remember the guiding principles which were used to determine the curriculum. In describing how students learn, there are two main areas to be explained: (a) how the structure of the curriculum enables students to learn in a way which is tailored to their needs and (b) how the activities in the classroom enhance the learning opportunities for all students. (a) The structure of the curriculum for each year group is described at the end of

this section of the staff handbook. The curriculum is structured in such a way as to help every student achieve their full potential.

(b) Lessons are purposeful and are taught in a supportive and safe environment which is conducive to learning.

(c) There is a range of teaching strategies used by all members of staff with an emphasis on the development of thinking skills and personal capabilities.

(d) Literacy, numeracy and the development of ICT skills are embedded in classroom practice.

(e) Staff have high expectations for all students and consequently students have high expectations for their own achievement.

(f) Staff have good classroom management skills and best use is made of all resources.

(g) There is a focus on learning through and an emphasis on Assessment for Learning.

(h) Teachers and support staff work together to ensure that pupils: (i) make progress (ii) deepen their knowledge and understanding (iii) develop skills (iv) take increasing responsibility for their own work. (i) Staff understand the benefits of and promote the use of self-evaluation

throughout the College. Teaching and Learning is continually reviewed and improved upon via the work of the Curriculum Working Group, the Literacy and Numeracy Working Group (ESAGS), the E-Learning Strategy Team, Assessment Working Group the CEIAG Working Group and the International Team. Teaching and Learning is continually reviewed and improved upon via the work of the Curriculum Working Group, the Literacy and Numeracy Improvement Teams (ESAGs Team, Synergy Project and CPD Key Stage Two and Three Cross Phase Transition Project Team), the E-Learning Strategy Team, the STEM Team, the CEIAG team and the International Team.

Literacy and Numeracy ‘The skills of literacy and numeracy are so essential to delivering the curriculum that helping young people to develop and improve them can never be seen as something additional, rather it is at the heart of what good teachers do every day’ (DENI 2011) As a teaching body, we at Lagan College are fully committed to developing the literacy and numeracy standards of all our pupils. It is our belief that this sustained, collegiate focus will support and enhance all students’ learning and raise standards across the whole curriculum. Count, Read: Succeed (a strategy lunched by the Department of Education Northern Ireland in March 2011) and Every School a Good School ( lead the way through which we recognise the importance of ‘joined up thinking’ to strategically plan for and implement effective whole school strategies to improve Literacy and Numeracy At Lagan College we ensure that Literacy and Numeracy permeates and develops learning in all areas of the curriculum, formal and informal and in all areas of social interaction and development: ESaGs Team The ESaGs team promote and lead literacy and numeracy as a whole school priority. Aims: To develop a whole school approach to addressing literacy and numeracy needs across the curriculum To manage, sustain, develop and evaluate the Literacy and Numeracy Policies and strategically plan for the implementation of whole school literacy and numeracy targets in line with the school’s identified needs To support teachers of all subjects in identifying and providing opportunities for learners to apply numeracy and literacy across the curriculum and beyond To ensure effective whole school training and strategic planning for literacy and numeracy development across all curriculum areas To support teachers to act as role models in the use of literacy and numeracy skills To support teachers in promoting the value of literacy and numeracy in learning The three year literacy and numeracy development plan, in line with the School Development Plan (2016 -19), is available on RM Staff – ESaGs Folder 2016-17 Synergy Project The Board of Governors at Lagan College extended the NISPLAN Signature Literacy and Numeracy (2013-15) initiative: Synergy Project. Mrs Janice Russell (English) and Mrs Sharon McKee (Mathematics) work in conjunction with all subjects and specifically the English and Mathematics Departments in identifying and supporting those students ‘at risk’ in terms of achieving 5 GCSEs including English and Mathematics.

Literacy and Numeracy KS2 and KS3 CPD Project Lagan College in partnership with Forge Integrated Primary, Millennium Integrated Primary, and Lough View Integrated Primary have been developing cross phase literacy and numeracy links. The focus of the CPD Project has been threefold: To further develop the transfer of useful data To develop good practice in terms of pedagogy To further enhance the student experience at transition stage KS2 to KS3 In its first year (2015-16) the CPD project has focused on the development of developing cross phase good practice literacy. The CPD website can be located on C2K Fronter:

Lagan College - Using iPads to Accelerate Learning

Our school vision is to see iPads employed in the classroom to accelerate the learning potential of our students and the teaching potential of our staff.

Strategic Development Work to date

ICT Whole School Action Plan 2013-16 (School Development Plan) All classrooms equipped with an interactive board 2013 (3 on going) All teachers equipped with an I pad 2014 All classrooms equipped with an apple TV 2014/15 Weekly meeting of E Learning Strategy Group Whole school wifi zone 2014 Studio One Staff Development Programme 3 years 2012-15 I Teach Staff development I pad training 2014 Leadership Strategic overview of ICT whole school Action Plan (twilight) Staff Development Sharing Good Practice sessions (twilight & directed time) Nerve Centre –I book Staff Development Training Departmental Champions & E Learning Strategy Team Departmental Time Year 9 Schemes of Work Review ( twilight) Personalised staff training workshops offered to teachers via technicians 2015 Parent/Guardian meeting Year 9 (May 2015) E safety Policy Re-drafted ready for consultation Departmental time Term 3 Schemes of Work Review directed by Head of

Department Current Year 8 E safety Session Monday 15th June 2015 Ipad storage lockers ordered for break time/lunchtime Staff offered I Book training opportunity- professional development for small number

of teachers Use of ICT and ipads staff audit shared with all teachers (16.06.15) Use of generic apps agreed with E Learning team and shared all Departments

(16.06.15) Leadership Strategic Overview of I pad in the classroom Programme for staff

(16.06.15) Sharing of good practice other schools 2015-2016 Staff E safety training and staff development August 2015 Inset Use of I pads in the classroom Year 9 launch date: Monday 14th September 2015 I Teach staff training 2015-16 Creation of Teachertech website for all College Staff Creation of Parenttech website for all parents of students in Year 9 and 10 – March

2016 Staff training on-going throughout the school year on various iPad Apps and use Staff training on Sims for iPads

Lagan College

iPad Use in the Classroom Year 9 and 10 Departmental Level

Use of I pads with exercise book/text books blended approach Year 10 Scheme of Work reviewed, agreed and updated by Departments by

June 30th 2016 Identify teachers teaching Year 9 and 10 agreed at departmental level Identify E learning champion(s) agreed at departmental level to cascade training Whole school Ipad safety and use- Student Expectations in every classroom

September 2015 Whole school iPad teaching and learning use – policy shared all staff August

Inset when Year 9 Schemes of work are collated by Vice Principal Use of generic apps agreed with E Learning team and shared all Departments Use of subject specific apps approved by HOD and communicated to

technicians as soon as identified Subject specific resources, pdf, I Book approved by HOD and communicated to

technicians Use of Word documents/ Pdf/I books agreed at Departmental level (SLT

support) Use of storage folder/subject area icon agreed at Departmental level (SLT

support) Use of I writer for written work/AFL tasks agreed at Departmental level (SLT

support) Use of Idocio app (staff training) agreed at Departmental level (SLT support) Use of Google Classroom app (new – training accessed by some) agreed at

Departmental level (SLT support) Use of Showbie app (new – training accessed by some) agreed at Departmental

level (SLT support) Departmental agreement on how Year 9 and 10 students will store/retain

learning for class and homework activities for Departmental monitoring and sharing of good practice 2015/16 – 2016-2017

Book monitoring and or iPad monitoring of student’s learning by HOD and/or SLT 2015-16 – 2016-2017

Exciting and creative use of iPads led by teachers and launched at whole school level and in the Department with Year 9 - 14 September 2015

Exciting and creative use of iPads led by teachers with Year 10 beginning September 2016-17

Sixth Form: From September 2016 all Sixth Form students were able to bring their own device to use in the classroom. STEM Students will be issued with an iPad. The College has further invested in the support of ICT for teaching and learning through the employment of 2 E-Learning Technicians. One technician will have specific responsibility for Audio Visual ICT and the second will focus on E-Learning. Raising achievement through target setting We intend to maintain and refine our system whereby underachievement is identified and addressed at KS3, KS4 and Post 16. To monitor pupil progress and address underachievement, we intend to use:

Rank-ordering of pupils, where possible, based on Christmas and Summer terminal exams.

Information received from primary schools and from visits to these schools.

Baseline Testing using CATS at the beginning and end of Year 8 which will enable us to measure improvement and allow us to profile pupils, to set targets for improvement and to see strengths and weaknesses.

Malt Maths 12 test in Year 9.

End of Key Stage 3 assessment in the Use of Communication and Using Mathematics.

The use of target grades based on results of CAT4F and Alps.

Predicted Grades for GCSE.

Predicted grades for AS and A Level

CLASS to compare results across subjects and other schools.

Subject reviews (using info. from Exam Boards) within departments to establish in which specific areas of the course our pupils are underachieving.

Classroom observation by HODs and SLT.

Early identification of underachievement in all year groups. This will involve subject teachers identifying underachievement, then the Year Head and Assistant Year Head interviewing the perceived underachievers and insisting on the pupils setting themselves targets to improve. These targets and subsequent effort will be monitored by teachers, Form Tutors, Head of Year and VP alike. If improvement does not occur over a period of weeks, the HOY will organise interviews with parents to insist on their help.

Learning conversations in all subjects with all students at least twice a year to praise success and promote improvement.

Early setting of controlled assessment/coursework deadlines which are adhered to by the KS4 and Post 16 pupils and communicated to the parents.

During this academic year, we will continue to review the KS3 / KS4 and our new Post 16 curriculum provision in order to provide the best learning opportunities for our pupils. We will also be monitoring our new KS4 and Post 16 courses. Homework Homework can serve a range of purposes i.e.:

1. Allowing practice and consolidation of work done in class 2. Allowing preparation for future class work 3. Offering access to resources not available in the school 4. Developing skills in using libraries and other learning resources 5. Providing opportunities for individualised work 6. Allowing assessment of pupils’ progress and mastery of work 7. Providing evidence for the evaluation of teaching 8. Training for pupils in planning and organising time 9. Developing good habits and self-discipline 10. Encouraging ownership and responsibility for learning 11. Providing information for parents 12. Providing opportunities for parental co-operation and support 13. Creating channels for home-school dialogue 14. Fulfilling the expectations of parents, pupils, teachers and the public

Homework development is an on-going process carried out by Heads of Departments who are directly responsible for the quality and standard of homework set and the feedback

students receive. In the previous academic term, a member of the leadership team was aligned to a group of HODs to participate in a homework monitoring session in the form of book scoops and to support the HOD with challenges encountered with the roll out of assessment for learning at Key Stage 3. In the coming academic year, HODs will be carrying out more book scoops to not only look at Homework but at Class work across their departments. Good practice collated by the leadership team as a result of this process included:

List of homeworks submitted to HOD at the beginning of term/year

Standardised Homework books

Standardised Assessment tasks

Differentiated tasks

Dissemination of good practice at departmental meetings

Assessment for Learning

Written and learning homework appropriate to the pupil’s ability and teacher’s high expectations are given and corrected on a regular basis (according to departmental policy). It is intended that monitoring of exercise books will take place departmentally (by HOD) and the HOD will have an opportunity to discuss the quality and quantity of homeworks produced departmentally with a member of the leadership team. All departments this year will be encouraged to bring examples of good homeworks to Departmental Meetings occasionally to share good practice. A sample of quality marking for improvement across all learning areas has been collated for use by all HODs. Moreover, good practice in this area is disseminated at Head of Department Meetings. In light of the changes brought about by the revised curriculum, the homework policy was reviewed and revised in the academic year 2008/9.

Heads of Year at KS3 will be asked to collate homework timetables in conjunction with Heads of Department. The purpose of this is to ensure consistency within departments as well and making sure parents can support their child’s learning by knowing when homework will be set and when it is to be submitted.

Guidance for iPad Homework Homework is a vital tool and an essential part of a student’s teaching and learning. We at Lagan College will continue to value it as a way to enhance and improve a student’s learning. The introduction of the iPad for teaching and learning has enabled students to use this tablet device to complete their homeworks and submit them directly to teachers. With this new initiative we feel it is important that guidelines are given to assist parents, students and teaching staff to use iPad based homeworks to enrich the students learning experience. These guidelines will work in conjunction with the College’s existing homework policy. Each subject department will have their own approach as to how homeworks are completed. This will be a blended approach in which homework is set sometimes on the iPad and sometimes using homework books. All students are expected to follow the directions of their subject teachers when completing homework. Types of iPad Homework The types of homework to be completed on the iPad will include the following – this list is not exhaustive and will be added to over time.

-Presentation tasks such as PowerPoint/Keynote/Prezi -Creative homeworks using creative apps like Comic Strip Designer or i-movie -Research homework: which helps to hone vital research and investigative skills -Google Classroom documents -Showbie Documents -Video Diaries -Customised online Quizzes and Tests -Animation -Paper 53

iPad Homework Guidelines No iPad homework will be set for the next school day – this will give all students time to complete the homework over a number of nights No iPad homework should take longer than 45 minutes to complete – if a student is taking longer than 45 minutes to complete parents should get their child to stop and write a note in the homework diary. Parents should read over their child’s homework on the iPad before it is submitted to the teacher. No homework set will require a student to engage in any form of social media platform with their peers or others. Please note it is important that homework is given at the start of the lesson and written clearly on the board for our students. Term Ahead Models In our effort to improve pupil learning, all pupils in Key Stage 3 and 4 and in Post 16 courses will be presented at the beginning of each term with and will refer regularly to a sequenced summary of their programme of study to enable them to know exactly what they must learn and be able to do. We incorporate Term Ahead Models because: the curriculum is carefully organised and sequenced for both staff and pupils.

pupils know exactly what they must learn and be able to do.

Pupils are able to identify their learning targets more precisely.

subject specific vocabulary will be made explicit for pupils.

LAC and ICT skills will be reinforced.

there will be greater consistency in terms of course coverage within departments.

they will help staff plan their lessons and ensure that the courses are covered in the time available.

pupils will be encouraged to take more responsibility for their learning.

parents will have precise information regarding their child’s curriculum.evidence shows that pupils achieve more when we make learning targets explicit and communicate to pupils what exactly is expected of them.

Lagan College Curriculum Offer 2016-17

Year 8 Learning Structure

Subject Area Periods Band A Band B

English 6 6

Maths 6 6

Science 4 4

History 2 2

Geography 2 2

Physical Education 2 2

Religious Education 2 2

French or Spanish 2 2

Irish 2 1

Literacy Key Skills 0 1

Technology 2 2

Drama 2 2

Music 2 2

Art 2 2

Home Economics 2 2

ICT 1 1

Personal Development Citizenship

1 1

Total 40 40

Students in Band A will have 2 periods of Irish. Students in Band B will have 1 period of Irish and 1 period of Key Skills in Literacy and Numeracy Year 9 Learning Structure

Subject Area Periods Band A Second Language Option

Periods Band B Single Language Option

English 6 6

Maths 6 6

Science 4 4

History 2 2

Geography 2 2

Physical Education 2 4

Religious Education 2 2

French or Spanish 3 3

Students in Band A have the opportunity to pursue a second language or coding course. Students in Band B have the opportunity to have a taster of some GCSE subjects Year 10 Learning Structure

Subject Area Periods Band A Second Language Option

Periods Band B Single Language Option

English 5 6

Maths 6 6

Chemistry 2 2

Physics 2 2

Biology 2 2

History 2 2

Geography 2 2

Physical Education 2 2

Religious Education 2 2

French or Spanish 3 2

Second Language Irish/French/Spanish/ICT Coding

2 0

Technology 2 2

Drama 1 1

Music 1 1

Art 2 2

ICT 1 1

Home Economics 2 2

Citizenship 0 1

Young Enterprise 0 1

Personal Development/Careers 1 1

Total 40 40

ENTITLEMENT FRAMEWORK Curriculum planning bears in mind the need to be in line with the statutory requirements of the Entitlement Framework and to offer a broad and balanced range of subjects at Key Stage 4 and Post 16. In the academic year 2015/16, staff were surveyed regarding subjects they would be interested in offering, and a parental and student survey was

Second Language Irish/French/Spanish/ICT Coding

2 0

Technology 2 2

Drama 1 1

Music 1 1

Art 2 2

ICT 1 1

Home Economics 2 2

Business Studies/Media Studies 1 1

Personal Development/Employability 1 1

Total 40 40

carried out to ensure that the curriculum offered at Key Stage 4 and Post 16 meets the needs and aspirations of the College’s pupils and parents. In the academic year 2016/2017 the college will offer the following subjects at Key Stage 4.

GENERAL APPLIED

1. GCSE Additional Science 1. GCSE Motor Vehicle & Road User Studies

2. GCSE Biology 2. GCSE Learning For Life & Work

3. GCSE Chemistry 3. GCSE Technology & Design

4. GCSE Physics 4. GCSE ICT

5. GCSE Core Science 5. GCSE Health & Social Care

6. GCSE Spanish 6. GCSE In Business Communication Systems

7. GCSE Further Mathematics 7. GCSE Contemporary Craft

8. GCSE English Language 8. GCSE Child Development

9. GCSE English Literature 9. Essential Skills In Adult Literacy Level 2

10. GCSE French 11. Essential Skills In Adult Numeracy Level 1 & 2

12. GCSE Mathematics 12. GCSE Physical Education

13. GCSE Geography 13. GCSE Home Economics

14. GCSE History 14. GCSE Music

15. GCSE Religious Studies 15. GCSE Drama

16. GCSE Irish 16. GCSE Moving Image Arts

16. GCSE Business Studies 17. Occupational Studies (Menu of 4)

17. GCSE Sociology 18. GCSE Computing

19. GCSE Art And Design

20. Preparation for Adult Life

In the academic year 2016/2017 the college will offer the following subjects at Post 16.

GENERAL APPLIED

1. Psychology 1. Applied Business Applied Business (Single & Double Award)

2. Biology 2. Applied ICT

3. Chemistry 3. BTEC Travel & Tourism

4. Physics 4. Applied Health & Social Care (Single Award)

5. Sociology 5. Technology & Design

6. French 6. Moving Image Arts

7. Spanish 7. Art And Design

8. Religious Studies 8. Software Systems Development

9. English Literature 9. Music

10. Government & Politics 10. Sports Science And The Active

Leisure Industry

11. Mathematics 11. Drama & Theatre Studies

12. Geography 12. Media Studies

13. History

EAST BELFAST AREA LEARNING COMMUNITY (EBALC) The College is actively involved in the East Belfast Area Learning Community and this involvement continued in the academic year 2016/2017. Appropriate service level agreements were put in place for all collaborative arrangements. Through the work with the ALC, the following objectives were achieved last year: Enhancing the provision for pupils requiring learning support throughout the community

via the review of the role of SENCO’s and discussion of the proposal in ESAGS for LSCs.

Highlighting STEM opportunities for pupils and their parents, and developing staff awareness of these opportunities in their teaching areas.

Ensuring Planning and holding regular meetings of various staff groupings to advance the aims of the consortium (eg – Principals’ meetings, VP Meetings (Curriculum and Pastoral), Careers Teachers meetings, SENCOs meetings and Further Education Consortium meetings).

Holding community wide staff development events – Stem Careers Days/Sharing Good Practice/IPads in the classroom, HOY Training and Classroom Assistant Training.

The objectives in 215/16 were: To develop and deliver a curriculum offer which meets the needs of both the

individual and the economy and the requirements of the Entitlement Framework by 2015, in a structured and phased approach. In the academic year 2015/2016 our Year 13 and 14 Students have access to A Level Spanish and Computing at OLSPCK and Psychology and Moving Image Arts at Breda Academy (while not a member of EBALC Lagan College and Breda Academy have worked closely together for the last number of years and this will continue for the foreseeable future). We have also been offered an opportunity to meet the needs of individual pupils by linking with Grosvenor Grammar School.

To develop sound leadership, management, co-ordination, implementation,

monitoring, staff development and decision making structures within the ALC.

To develop and deliver a careers programme which assists individuals in making informed choices around courses and pathways open to them, which best meet their individual needs.

11 Learning Structure

Core Subject Periods

GCSE English 6

GCSE Mathematics 7

GCSE RE/Preparation for Adults Life

4

LLW/Careers 1

Games 2

GCSE Option 1 4

GCSE Option 2 4

GCSE Option 3 4

GCSE Option 4 4

GCSE Option 5 4

TOTAL 40

3 classes of Year 11 students are offered the opportunity to study for GCSE English Literature during their GCSE English lessons. These students study for a total of 9 GCSEs. 1 class of Year 11 students are offered the opportunity to study GCSE Further Mathematics during their GCSE Mathematics lessons. These students study for a total of 10 GCSEs. Y12 Learning Structure

Core Subject Periods

GCSE English 7

GCSE Mathematics 7

GCSE RE/Preparation for Adult Life

3

LLW/Careers 1

Games 2

GCSE Option 1 4

GCSE Option 2 4

GCSE Option 3 4

GCSE Option 4 4

GCSE Option 5 4

TOTAL 40

POST 16 STUDY Learning Structure

Subjects Periods

Personal Development 1

Careers 1

Recreational Time 1

R.E. Seminar 1

Enriched Curriculum 2

Re-Sit Maths (2 Optional)

Re-Sit English (2 Optional)

A Level Option A 8

A Level Option B 8

A Level Option C 8

A Level Option D 8

Sixth Form Study Time Remaining Time

Total 40

Teaching Groups in Lagan College Each year group comprises of 200 students and a further number of students who hold statements of Special Educational Needs. Lagan College as an integrated and inclusive school, is proud of the all ability make up of its students. On an annual basis, 70 students enter via the higher ability route and 130 students via the all-ability route. After undertaking baseline testing in both English and Maths, students are placed in one of eight appropriate learning paced classes. Pastoral consideration is also given to class setting.

Classes N, A, I and O (1-4) comprise of students with standardised scores of 95+ (Pathway L). Classes G and C comprise of students with standardised scores of 85 – 94 (Pathway C). Classes L and E comprise of students with standardised scores of 70 – 84 (Pathway B). The school has high expectations of all students and it is our responsibility to support, challenge and motivate individual learners to do their very best during their time at Lagan College. Students in all classes may require learning support of a kind but in particular some individual students in classes L and E may need individual support with their literacy and/or numeracy skills. We are committed as a school to enabling all children in our care to develop and achieve academically and pastorally. All students should be capable of achieving 5 – 10 A* - C grades in GCSE/equivalent examinations and in the case of the majority of students, this will include GCSE English and GCSE Maths. We offer three learning pathways at Key Stage 3, known as Pathway L, Pathway C and Pathway B. In very general terms these relate to an individual student’s ability to achieve general and applied GCSE qualifications. Form Groups in Lagan College Each year group is divided into 8 Form Classes. We trialled fully integrated form classes in Year 8 and due to self-evaluation success will be offering to incoming Year 8 students.

ALL ABILITY LEARNING PATHWAYS

Teaching and Learning Schools (NI)

Community Relations 2016-17

As part of the Shared Education Signature Project (SESP), the College is working with Grosvenor Grammar School and Our Lady and St. Patrick's College, Knock to undertake a collaborative project involving a group of Year 9 pupils from each of the partner schools. The focus of the project is a pastoral support programme focused on enhancing resilience and will comprise curriculum and enrichment activities which will span over a period of three years. The project aims to enhance parental and community links. Year one of the project was completed in 2016-17. Entwined Histories The College in now in its sixth year of involvement with the Cooperation Ireland Entwined Histories project. The College has worked with Assumption Grammar, Ashfield Girls HS, St Patrick's, Belfast and Wallace Grammar school. A small number of Year 10 students have had the opportunity to explore significant histories event that have shaped the current political and social landscape of Northern Ireland. Prisoner to Peace As part of the Personal Development programme, Year 11 students undertake the Prisoner to Peace project. It affords the students an opportunity to learn and personally develop their understanding of Northern Ireland. The school works with ex-political prisoners who come to the College and speak to students about their own experiences. Integrated Education Lagan College continues to share its integrated, inclusive and Christian ethos and values with all students, staff and families who are central to the school going forward in a shared learning environment.

Extra Curricular Activities - Creativity, Action and Service (CAS) At Lagan College we pride ourselves in the range of extra curricular activities that we offer our pupils. These activities range from Sporting and Fitness activities to Arts and Drama, all of which serve to develop our pupils as well rounded young adults. To meet with this demand, there is a flourishing programme of activities every day after school. Other clubs and societies meet at lunch time, at weekends or regularly, as required.

Choir Traditional Group Orchestra Music Theory Club

Students’ Council

Play Station Club

Gaelic Basketball Football Netball Hockey Badminton

Rugby Athletics Cricket Fitness Suite

Aikido Art

Science Genesis/Revelations Public Speaking

Debating Mandarin Wii Club

Charity Lego Club Eco Club Not Bored Games

Drumming Dance

However, it is worth noting that all these activities are subject to change, as staff commitments vary throughout a year.

The College also has several dramatic productions annually in which a large number of students take part and has been selected twice to represent Northern Ireland at the National Theatre in London. A wide variety of trips for educational, cultural and sporting reasons are also organised each year within the British Isles and abroad. Visits have been made recently to London, Switzerland, Belgium, Peru, China, Africa, India, the United States and Spain.

Additional Educational Needs

The Learning Support Department provides the framework for the whole school to assume responsibility for inclusion matters. The range of provisions made by the Learning Support Department ensure that students with additional learning needs make appropriate progress and fulfil their potential. It emphasises the statutory entitlement of students with additional learning needs to be included as full participants in the academic, pastoral and social life of the school.

The Learning Support consists of two full-time teachers: Head of Additional Educational Needs – Mrs Una Walters and Assistant Head of Learning Support – Mrs Christina Gibney along with part time peripatetic staff, a Newcomer teacher (part time) and a team of Classroom Assistants.

Learning Support involves a degree of whole class provision, in-class support and some withdrawal provision for both basic Literacy and Numeracy and Newcomer support. We are also in regular contact with a number of external agencies.

The work which we endeavour to do is as a partnership between home and school. Meeting with students and parents and drawing up mutually agreed Education Plans is vital to assessing, monitoring and reviewing the progress of our students with additional learning needs. The Learning Support Department endeavours to support students to experience success in all aspects of school life.

Medical Support Lagan College has two part time Nurses who attend to the medical needs of students and staff in emergencies and liaise with other Health professionals on a daily basis to safeguard the health and wellbeing of all. New-Comer Support Ms Charley works in Lagan College as our Newcomer Support Teacher. Students whose home language is not English are offered individual support –specifically in relation to their English language acquisition and pastoral needs.

Lagan College’s School Security All visitors are required to report to the reception. All staff and visitors are required to wear identification badges. The security and welfare of our students and staff is of the utmost importance on site. Alarm systems are active in all buildings when they are unoccupied. The Front gate is locked when the school is not in operation and here are numerous CCTV cameras in operation to safeguard the premises and school community.

Attendance Academic Year 2016/17

3 Year Comparison

Academic Year

2013-14 2014-15 2015-16 2016-17

Lagan College 94.6% 94.4% 94.4% 94.1%

NI Average 93.5% 93.4% 93.5 Not available

SCHOOL LEAVERS’ 2016/17 Year 12 Students Destinations

No

Returning Another School

Skills Training

Further Education

Employment Unemployment Left Country

Unknown Total

127 2 6 48 1 1 1 27 213

Year 14 Student Destinations Queen’s University Nursing (Children’s) (2), Biochemistry, Architecture (2), Music (2),

Software Engineering, Business Management, Chemical Engineering, Psychology, Computer Science

University of Ulster

Journalism with History, Media Studies and Production (2), Business Studies, Computer Games Development, Politics with Criminology (2), Sports Studies, Sport, Physical Activity and Health, Language and Linguistics, Technology with Design, Finance and Investment Management, Communication Management and Public Relations, Law with Criminology, Sociology with Criminology

Bournemouth University Adult Nursing

Edinburgh Napier University

Software Engineering (2), Business Studies, Mechanical Engineering, Computing

Keele University Biomedical Science

King’s College London Portuguese and Spanish Studies

University of Liverpool Psychology

Liverpool Hope University

Drama, Criminology, Early Childhood and Education, Politics and International Relations, Sociology,

Liverpool John Moore’s University

Sport Coaching, Film Studies, Business with International Business Management, Early Childhood and Studies, Law,

Northumbria University Nursing Studies (Registered Nurse, Adult), Childhood and Early Years Studies

Norwich University Film and Moving Image Production

Nottingham Trent University

Law (2)

Royal Academy of Dance

Ballet Education

St Andrew’s University Management

Stirling University History and Sports Studies, Nursing (Mental Health), Religion and Professional Education, Sports Studies,

Stranmillis College Business and Enterprise with Education

Key Stage 3 Statutory Assessment – Awarding Teacher Levels 2017 Levels of Progression

Communication Key Stage 3

W 1 2 3 4 5 6 7

Girls

Number 1 0 0 0 0 18 54 15

% 1 0 0 0 0 20 61 17

Boys

Number 0 0 0 0 3 72 48 5

% 0 0 0 0 2 56 38 4

Total Number 1 0 0 0 3 90 102 20

% 0.5 01 0 0 1.5 42 47 9

Using Mathematics Key Stage 3

W 1 2 3 4 5 6 7

Girls Number 1 0 1 11 16 29 28 2

% 1 0 1 13 18 33 32 2

Boys Number 0 0 2 26 21 42 33 4

% 0 0 2 20 16 33 26 3

Total Number 1 0 3 37 37 71 61 6

% 0.5 0 1.5 17 17 33 28 3

Lagan College Results Subject/Grade Analysis (Full course): June 2017

Ni Gr Ni Non GrSubject Entries A* A B C D E F G U X A*-C A*-C A*-C A*-G

Additional Science 34 1 6 10 10 6 1 0 0 0 0 79.4 94.3 83.9 100

Art and Design 52 2 6 16 15 7 3 0 0 1 2 75 94.8 77.7 94.2

Biology 29 0 4 8 11 6 0 0 0 0 0 79.3 97 78.6 100

Business Communications 17 0 0 4 2 5 1 4 0 1 0 35.3 89 63.8 94

Business Studies 40 1 7 15 9 4 2 1 1 0 0 80 87.5 61.4 100

Chemistry 22 2 5 5 7 3 0 0 0 0 0 86.4 96.4 73.6 100

Child Development 35 0 2 9 11 9 3 1 0 0 0 62.8 90.6 69.2 100

Computer Studies 15 1 4 7 2 1 0 0 0 0 0 93.3 59.7 100

COPE 19 0 0 19 0 0 0 0 0 0 0 100 100

Contemporary Craft 32 0 1 2 11 6 1 3 4 2 2 43.8 81.8 63 87.5

Drama 19 1 7 8 3 0 0 0 0 0 0 100 96.5 86.9 100

English Language 193 3 18 38 72 46 11 3 2 0 0 67.9 97 66.2 100

English Literature 51 9 14 10 8 9 1 0 0 0 0 80.4 95.6 84.9 100

Essential Skills 15 0 0 11 0 0 0 4 0 0 0 73.3 100

French 19 1 2 2 5 8 1 0 0 0 0 52.6 88.3 72.6 100

Geography 43 0 5 7 14 10 3 4 0 0 0 60.5 90.1 63.4 100

Health & Social Care 33 0 2 6 14 7 3 1 0 0 0 66.7 89.6 66.3 100

History 87 4 18 18 22 17 8 0 0 0 0 71.3 93.4 66.4 100

Home Economics 28 0 2 11 9 5 1 0 0 0 0 78.6 94.9 68.2 100

Information Technology 56 0 8 12 13 16 7 0 0 0 0 58.9 93.1 71 100

Irish 10 0 0 1 9 0 0 0 0 0 0 100 95.5 96 100

LLW 48 3 8 8 13 10 5 1 0 0 0 66.7 96.8 53.9 100

Mathematics 208 6 16 37 91 32 19 5 2 0 0 72.1 94.2 53.9 100

Mathematics Further 24 3 5 9 5 1 1 0 0 0 0 91.1 95.6 83.9 100

MIA 30 0 7 6 10 4 3 0 0 0 0 76.7 83.5 51.5 100

MVRUS 19 0 0 1 4 4 5 5 0 0 0 26.3 84.9 51.1 100

Music 5 0 0 2 2 1 0 0 0 0 0 80 97 81.6 100

OS Design 10 0 2 5 1 1 1 0 0 0 0 80 100

OS HE Food 11 5 5 0 1 0 0 0 0 0 0 100 100

OS Digital Media 13 0 0 0 1 4 2 4 0 2 0 7.7 84.6

PAL 56 0 0 56 0 0 0 0 0 0 0 100 100

PE 34 1 3 8 7 11 4 0 0 0 0 55.9 90 71.6 100

Physics 17 2 1 8 3 2 0 1 0 0 0 82.3 98 94.7 100

Polish 2 1 0 1 0 0 0 0 0 0 0 100 100

Princes Trust 56 0 0 56 0 0 0 0 0 0 0 100 100

Religious Studies 150 13 33 44 32 19 6 3 0 0 0 80.7 91.4 67.2 100

Science 85 0 3 12 28 34 7 1 0 0 0 50.6 87.8 70 100

Sociology 40 0 8 9 7 12 3 0 0 1 0 62.5 63.2 97.5

Spanish 52 3 8 14 16 11 0 0 0 0 0 78.8 95.3 79.1 100

Technology 53 0 3 13 23 8 5 0 1 0 0 73.6 91.2 71.4 100

Total 1762 62 213 508 491 319 107 41 10 7 4 72.3 99.4

Results Subject/Grade Analysis (Short Course): June 2017

Subject Entries A* A B C D E F G U X A*-C A*-G

ICT 1 0 0 0 1 0 0 0 0 0 0 100 100

PE 4 0 0 1 2 1 0 0 0 0 0 75 100

Religious Studies 1 0 0 0 0 1 0 0 0 0 0 0 100

Percentage of pupils

achieving 2012 2013 2014 2015 2016 2017

5 or more A* to C 74 71 71 66 61 68.4

1 to 4 A* to C 25 24 27 24 34 31

5 or more A* to G 98 99 98 98 99 100

1 to 4 A* to G 2 1 3 1.6 1 0

no A* to G 0 0 0 0 0 0

Percentage of pupils 2013 2014 2015 2016 2017

achieving

5 or more A* to C 46% 56% 57% 50.70% 56%

inc. En & Ma

1 to 4 A* to C 0.50% 1.50% 2.70% 2.50% 3%

inc. En & Ma

Year 13 Subject / AS Grade Analysis: June 2017Lagan NI Gr NI Non Gr Lagan

Subject Entries A B C D E U %A - C % A - C % A - C % A-E

Business (Single) 38 14 17 6 1 0 0 97.4 93.0 88.0 100.0

ICT 16 3 5 5 1 1 1 81.3 93.0 84.0 93.8

Biology 7 1 1 0 1 4 0 28.6 70.0 47.0 100.0

Chemistry 4 1 1 0 0 0 2 50.0 74.0 59.0 50.0

Physics 7 1 1 0 0 1 4 28.6 70.0 55.0 42.9

Geography 9 4 0 2 1 1 1 66.7 82.0 63.0 88.9

History 19 6 5 3 4 1 0 73.7 75.0 48.0 100.0

Religious Studies 29 7 7 8 5 1 1 75.9 88.0 70.0 96.6

Politics 26 1 13 5 4 0 3 73.1 83.0 58.0 88.5

Media Studies 17 4 3 3 3 1 3 58.8 65.0 82.4

English Literature 10 3 2 2 1 2 0 70.0 80.0 55.0 100.0

Spanish 13 1 1 6 2 3 0 61.5 91.0 59.0 100.0

Music 5 0 0 2 2 0 1 40.0 87.0 72.0 80.0

Sport/PE Studies 6 0 3 1 2 0 0 66.7 75.0 76.0 100.0

MIA 1 1 0 0 0 0 0 100.0 93.0 71.0 100.0

Technology 10 2 0 5 3 0 0 70.0 83.0 68.0 100.0

Software Systems 10 2 3 2 2 0 1 70.0 77.0 55.0 90.0

French 7 3 1 3 0 0 0 100.0 85.0 65.0 100.0

Drama 5 2 3 0 0 0 0 100.0 81.0 100.0

HSC 17 3 6 4 4 0 0 76.5 93.0 78.0 100.0

Maths 15 2 1 1 2 1 8 26.7 84.0 70.0 46.7

Sociology 23 1 7 10 3 2 0 78.3 59.1 100.0

Polish 5 5 0 0 0 0 0 100.0 90.0 100.0

German 1 1 0 0 0 0 0 100.0 100.0

Art (provisional) 22 8 6 6 2 0 0 90.9 92.0 75.0 100.0

Total 322 76 86 74 43 18 25 73.3

Percentage of students COMPARISON

achieving 3+ A*-C grades 51% 2013 2014 2015 2016 2017

achieving 3+ A*-E grades 80%

3+ A*-C grades 44.00% 51.0 54.0 58.26% 50.5

achieving 2+ A*-C grades 74%

achieving 2+ A*-E grades 93% 3+ A* -E grades 88.00% 89.0 88.0 86.08% 80.1

achieving 1+ A*-C grades 92%

achieving 1+ A*-E grades 99%

Year 14 Subject / A2 Grade Analysis: June 2017

Lagan NI Gr NI Non Gr Lagan

Subject Entries A* A B C D E U % A*-C % A*-C % A*-C % A*-E

Applied Business 43 9 15 7 8 4 0 0 90.7 97.0 82.0 100.0

Art and Design 15 5 4 5 1 0 0 0 100.0 98.0 88.0 100.0

Biology 8 0 1 2 3 2 0 0 75.0 87.0 62.9 100.0

Chemistry 8 0 0 5 1 1 0 1 75.0 91.0 80.0 87.5

Computer Studies 8 1 2 0 4 0 1 0 87.5 87.0 71.0 100.0

Drama 8 0 0 6 2 0 0 0 100.0 81.6 100.0

English Literature 12 0 0 3 6 3 0 0 75.0 92.0 66.0 100.0

French 4 0 0 1 1 1 1 0 50.0 94.0 88.0 100.0

Geography 9 0 0 2 2 3 1 1 44.4 91.0 80.0 88.9

Health & Social Care 14 1 3 2 6 2 0 0 85.7 98.0 87.0 100.0

History 19 0 1 8 6 3 1 0 78.9 91.0 68.0 100.0

Irish 2 0 1 1 0 0 0 0 100.0 96.0 99.0 100.0

ICT 14 0 4 4 5 0 0 1 92.9 96.0 87.0 92.9

Mathematics 9 0 1 3 4 0 0 1 88.9 92.0 82.6 88.9

MIA 9 0 2 6 1 0 0 0 100.0 94.0 92.0 100.0

Music 7 0 1 5 0 1 0 0 85.7 96.0 65.0 100.0

Physics 3 0 0 2 1 0 0 0 100.0 84.0 65.0 100.0

Politics 19 0 0 3 10 5 1 0 68.4 94.0 67.0 100.0

Psychology 1 0 0 0 0 1 0 0 0.0 100.0

Religious Studies 24 0 6 6 9 1 1 1 87.5 95.0 79.2 95.8

Sociology 25 0 3 8 9 2 1 2 80.0 77.4 92.0

Spanish 10 0 1 2 5 2 0 0 80.0 93.0 88.0 100.0

Sport/PE Studies 11 1 1 2 3 4 0 0 63.6 86.0 51.6 100.0

Technology 13 0 1 5 4 1 0 2 76.9 90.0 73.0 84.6

Total 295 17 47 88 91 36 7 9 82.4 96.9

Percentage of students COMPARISON

achieving 3+ A*-C grades 62% 2013 2014 2015 2016 2017

achieving 3+ A*-E grades 94%

3+ A*-C grades 61.10% 57.80% 60.0 68.4 61.8

achieving 2+ A*-C grades 89%

achieving 2+ A*-E grades 97% 3+ A* -E grades 90.50% 91.10% 93.0 90.8 93.8

achieving 1+ A*-C grades 95%

achieving 1+ A*-E grades 99%

Lagan College’s Financial Statement 2016/17

Lagan College endeavours to provide excellent public value for money. The College is grant- maintained and therefore managed by the Department of Education’s Integrated School’s Finance Branch. The Finance Committee, a sub committee of the Board of Governors, the College’s Bursar, Mrs Mackey and the Assistant Bursar, Mrs McMillan assist the Principal to lead and manage all aspects of finance and corporate services. Assessment of Lagan College’s current Financial Position The current financial position of the school is stable. This is due to:

A continuous healthy recruitment of pupils into first year Growth of school numbers to maximum of 1250 (excluding statemented pupils) Good financial controls and systems The school operating in a prudent manner.

The results for the past three years financial years show an effective break-even position.

2017 2016 2015

Income 6,479 6,657

6,409

Operating charges 6,479 6,651 6,

Surplus/ (Deficit) 0 6 (1) The projected financial position of Lagan College It is projected that the school will continue to operate at a break even position for the next three financial years. It is projected that pupil numbers will remain constant and there will be little or no growth in Department funding per pupil, cost will be managed to meet the effective cut in funding. The new extension and refurbishment is now completed and it is expected that this will help towards the control of operating costs. 2018 2019 2020 Income £6,570 £6,600 £6,750 Operating charges £6,570 £6,600 £6,750 Surplus for financial year 0 0 0