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Lagan College

Board of Governors’ Annual Report

Academic Year 2017-18

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Lagan College

Board of Governors’ Annual Report 2017-18

Contents Page

Chairperson’s Report – Mr Francis Martin 2 Principal’s Report - Mrs Amanda McNamee 5 Head Boy & Head Girl’s Report – Billy Blackwood and Kate Brown 7 Board of Governors 11 Lagan College Staff 13 Ethos and Values 17 Curriculum Policy 20 Extra Curricular CAS Programme 38 Additional Educational Needs 39 Attendance 39 School Security Policy 40 School Leavers 41 Performance in Public Examinations 43

Key Stage 3 Statutory Assessment

GCSE Level Qualifications

AS/A Level Qualifications Financial Statement 47

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Dear Parents/Guardians

Please find enclosed this year’s Board of Governors’ report.

As Chairman of Lagan, I would like to begin by thanking all the teaching and support staff for

guiding and supporting the learning of our students over the past year. The results of the

tremendous commitment and hard work, which we greatly appreciate, are manifested in so

many ways in college life, both academically and pastorally, and no more so than in the recent

exam results.

In August we were absolutely delighted that our students’ hard work and effort paid off with the

College achieving our best ever results at GCSE. 89% of pupils achieved 5-10 GCSE A*-C

grades (our previous highest ever was 74%) and 5-10 GCSEs including English and

Mathematics, which rose to an all time high of 64%. (highest ever being 56%).

The Board of Governors wishes to thank the Principal, entire team of staff from Classroom

Assistants, Technical Support, admin and lunchtime staff, as it was a team effort, I am told, with

students and parents acknowledging the importance of revision, exam practice and home

support.

The Sixth Form students also worked very hard, with Year 13 students achieving an impressive

64% A-C grades already in the first year of their 2-year programme, which is very encouraging

and with 67% of the outgoing Year 14 achieving 3 and 4 A Levels - A*-C grades.

We have also been delighted to see that widening our course offer, and therefore, our

curriculum, is making a difference at GCSE and A Level in an all ability setting, with over 30

courses to choose from in Year 10 and 25 subjects in Year 12.

The introduction of Minimum Expected Grades and close student data tracking has meant every

child’s learning potential is known and positively exploited.

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Many congratulations to the pupils and all the staff. It is all of you – supported by your families -

working with our leadership team in the school that enable Lagan to achieve its potential. You

are what makes Lagan great, the most over-subscribed school for new admissions in Northern

Ireland.

Against this backdrop of optimum, I express one disappointment. Funding limitations have

meant that some smaller classes could not run this year. This has been disappointing for staff

and students, but it is the reality of recessionary pressures, combined with the lack of

educational leadership at Stormont. We only hope that we can force the hand of our elected

representatives to reconcile their differences and move Northern Ireland forward.

But we have also much else to be proud of.

Our ambition to provide education to 300 students in Sixth Form has been realised and much

effort has gone into recruiting new staff and providing a new Sixth Form Study area and

common room for Year 14.

Success in the annual Year 8 intake continues. It appears that the general public does indeed

understand better what integrated means and, therefore, it is imperative that we continue to

seek ways to expand the opportunity for every child to have an integrated school life, if they

choose. It is my wish, our collective wish, to see Lagan College leading the way and supporting

NICIE and the IEF to increase the number of school places for children even more.

We are so proud of the fact that Lagan College remains an integrated, all ability, co-educational

centre of learning where much more than academic qualifications are measured to demonstrate

a child’s growth and development from child to well rounded adolescent, prepared for life after

Lagan.

It was wonderful to see some of our students travel to South Africa with SERVE last year and

we were equally proud of the very many students who became involved in fundraising for

Barnardos, Habitat For Humanity, Readathon, Storehouse and SOS Bus - the list continues!

Keep up the good work students as you do make a difference to the lives of others, especially

other children who may be less fortunate than you.

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I wish the school and all those connected with it another happy and successful year ahead, and

as we work together, you, our parents and children, I encourage you to engage in the proposed

consultation as we develop our new school Development Plan.

Finally, congratulations to all the young people, staff and parents/guardians for your hard work

and effort.

Francis Martin Chairman of the Board of Governors

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Principal’s Report – Mrs McNamee Dear Parents/Guardians Looking back 2017/2018 had many good times, fun occasions and happy memories and lots

and lots of snow!

The year got off to a great start with our prefect team heading to Corrymeela Peace Centre and

throwing themselves into their roles.

I would like to thank the student leadership team for all their help and contribution to the school

which was led by Michael Hare, Frederic Mathieu, Lucy Symington and Madeline Kelly and by

the many others who do not take on formal roles and recognition but work away promoting and

living out our integrated values on a daily basis.

We do challenge all our students to act as leaders, ambassadors and role models to others and

to showcase values of service equality, respect and reconciliation. We are so proud of our

students as they seek was to demonstrate this be it by events such as raising money for the

British Heart Foundation with Prince’s Trust, achieving our Fair Trade status or caring for our

school environment through Eco work.

We continually strive to be welcoming, caring and challenging of inequality and injustice by

attending the Communities in Dialogue event, which considered how we can stamp out

misunderstanding and racism in our community or indeed when the outgoing Mayor of Lisburn

and Castlereagh invited some of our young women to an event celebrating opportunities for

women and marking the centenary anniversary of emancipation.

In addition to learning in the classroom, many wonderful teaching and learning initiatives and

partnerships are being developed with the likes of our shared education programme, Pinsent

Mason legal firm, Danske Bank and a career ready programme which supported some Year 13

students to foster high aspirations in their career pathways. We owe much gratitude to the

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Careers Department who ran a wonderful career event but also were on hand during options

and results days to support young people through a daunting time of change.

Other wonderful and inspirational opportunities including the Sentinus Programme, the Carson

Awards, or Career Ready Living Law programme and PWC placement programme.

To give some light relief to a busy school year students and staff ran as relay teams in the

Belfast Marathon and in the spirit of equality we held staff vs students football and hockey

matches for a bit of fun, before the senior students left; not forgetting a sunny sports day at the

Mary Peters track as well as numerous sporting events.

We also made time to teach, learn and form relationships with one another. So thank you to all

the teachers, support staff, caretakers, dinner ladies and lunch time supervisors who make our

school special and most importantly parents who have entrusted their sons and daughters into

our care.

We wish all the GCSE and A Level leavers well for their exciting futures ahead and look forward

to heading into 2018/19 with our new senior students.

Amanda McNamee

Principal

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Dear parents/guardians

My name is Billy Blackwood and I am studying Biology, Chemistry and Maths A Level and

currently in Year 14.

It is hard to believe I’m in my last year, at Lagan College. It seems like only yesterday that I was

exchanging those same polo mints with Kate Brown for an umbrella, in a bid to save my

amazing hair during my treks from Home Economics to English in Year 8 before the new school

was opened. In fact my infamous hair had a life of its own and as I have become older I have

become more refined!

Last year I enjoyed developing a student mentor scheme which was known as the ‘The Maths

Clinic’. It was a great success as it climbed from 10 to 60; an increase of 500%. Although I must

admit, I do live in fear of the scowls I received from Year 8s when I had to number crunch times

tables on a calculator.

Other aspects of school life that I noticed last year was the fantastic work of our school’s Eco

Committee, who are so driven to keep our school an eco-friendly environment, in light of the fact

we are situated amongst National Trust Land. It is such an achievement that Lagan College has

been awarded five green flags over 15 years - a reflection of the hard work and effort of the

team. I would also like to congratulate the previous Head Girl and one of Eco-Club’s most

passionate members, Lucy Symington, who was the overall winner in Northern Ireland for the

“Best Kept School Pupil Achiever Award” for commitment to our school, and her passion when

leading the younger team members. Mr McCaugherty, another new member of staff should also

be congratulated for his eco-work.

Many senior students enjoyed a range of extra-curricular activities and school trips last year -

some closer to home than others - from a Ski trip in Italy, a Politics trip to London, to a

Geography trip at Murlough Bay. Sadly, the furthest I made it out of school was on work

experience to Belfast City Hospital.

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Every year we are lucky to have a range of visitors to our school and last year was no

exception. One of the highlights for some of our students was meeting Rt Hon. Jeremy Corbyn.

His visit highlighted the diversity of opinions and points of view held respectfully in our school.

This is something that I equally value about being at Lagan College. Indeed, had I not come

here, I would have had a school education quite separate from the Head Girl and we would

never have met, and yet we have so much in common and have become good friends.

Once again, students proved their fantastic sporting abilities. As the summer term came to an

end, we had a great Annual Sports Day at the Mary Peter’s Track. A great day was had by all

staff and students. We saw our very own Usain Bolts, and the not so Usain Bolts and we also

got to celebrate many sporting successes. The competitive spirit was unleashed during the Staff

versus Senior Prefect Team relay race. Whilst I am glad I didn’t slow my side down, I’m not so

glad that we didn’t win. But I guess we were all winners.

I think a special congratulations is deserved by Deputy Head Girl and avid Netball player: Laura

Mills, who has recently made the Under 21 Northern Ireland Netball Team which is such an

achievement. There are also other students who are playing at an international level: Olivia

McCloskey and Kent Irwin, who also deserve a massive well done!

It’s fantastic to see that Sixth Form at Lagan has tripled in size within just two years.

Ultimately, I believe this highlights the need for integrated education in Northern Ireland; and

how much more can still be done. Increased numbers have resulted in more student leadership

opportunities, and hence more young people feel motivated within our school community, lead

by example and are encouraged by the message of Lagan’s ethos: “Ut Sint Unum” - that they

may be one.

We really appreciate the advice given to us by the previous Head Boy/Head Girl team and hope

to take on from where they left off.

I look forward to, what I believe is going to be, another great year, and would like to congratulate

all students for your hard work and success from 2017-18.

Thank you for reading my report.

Billy Blackwood September 2018

Dear Parents/Guardians

I am Kate Brown and I am this year’s Head Girl. I am studying A Level Chemistry, Biology and my

favourite Maths. Both Billy and I were very proud to be selected as Head Girl and Boy. We couldn’t

help but laugh about how it all worked out. In year 8, we were both chosen to give a speech at

Open Day. So, there we were, the two naïve bright faced year 8s in the Principal’s Off ice drinking

tea and giggling while sharing polo mints underneath the table. The current Head Girl and Boy

asked us, “Is this the future head girl and boy team.” We laughed replying, “maybe” but secretly

we relished in the idea. Here we are, six years later and look forward to the new year.

Some of my highlights of 2017-18 were being able to host an American Exchange student from

Doane Stuart school . Unfortunately, there was enough American students to go around, so Dervla

Smyth and I shared custody over “our American”. After much deliberation,we established a well

thought out plan, she would have Breakfast at Dervla’s and Dinner at my house.We showed them

the full Irish experience, from tayto crisps to wheaten bread to the most important chip buddy

(basically it became a food tour of Belfast.) On a more serious note, something that stood out was

a discussion we all had about the politcial climate in both our countries. We, as young people,

expressed a hope that there will be change in the future where everyone is treated with a greater

sense of equality and respect . Having been a student at Lagan for the last six years these are

values that I have grown up with and appreciate. And I believe that if I had not come to integrated

school, this is something I would experienced.

It was a new era for Music Department and Mr McCay, our new Head of Music, threw himself in

wholeheartly. One of my highlights was the Choir’s first performance in the Ulster Museum, for our

friends, Pinsent Mason’s Legal Firm. We performed a medley of songs from Irish Traditional song

Danny Boy to ‘Count on Me’ by Bruno Mars and the junior favourite, an Africian Tribal song.

However, I think Ms Killick may have regretted allowing the year 9s to carry their own African

drums. As the noise could have been heard from that Africa.One of my fondest memories every

year is the Carol Service, and this year was no exception. This year’s was held in St Bernadette’s

Church. I thought the blend of work between the Music and Art Department was magical and really

reflected the Christmas spirit. Keeping with the music theme, I enjoyed the Spring Concert, and

being able to listen to so many people show their talent. It was an accumlation of many different

music genres from traditional to rock, somehow it really worked together, a mixed collection of

completely different styles and instruments coming together kind of illustrated what our school is all

about.

We are very proud of all those who work hard to promote integrated education in the community. In

particular, Shannon Weatherup and Josh Lynas, who won the Carson Award “ What Integrated

Education means to me” for her original song, “Eden” and his short flim, “Blank”. I think everyone

can agree how in awe they were of her talent it at the spring concert. Also Congratulations to the

Technology Enrichment Group who won £2000 in the Open Data Competition for their interactive

map of Belfast

Last year there was a huge energy and focus charity work in the school, such as the Christmas

hampers and Readathon reading challenge. Other highlights included 45 suited-up Santas dashing

around the school for ‘Make A Wish Foundation’ which was really fun and the money raised for our

school charity, Serve South Africa. It was lovely to hear about the Chaplains’ trip to South Africa

with Serve with 12 girls and from what they said it had been life changing.

On a more personal level, I have enjoyed becoming more involved with the charity work through

senior school. I was lucky enough to be able to go to Romania with Habitat for Humanity in

summer of 2017 with 18 other young people from across Northern Ireland representing the school.

I am probably the last person anyone thinks of working on a building site, never mind building

houses. But, it was one of rewarding experiences to date. It made it clear that I am not in this

position because I am superior. It is pure luck. Sadly, it made it clear to me that often privilege in

life comes through sheer luck of where you were born, not the type of person you can be. So, as

this years gets underway, I look forward to what my last year in Lagan has to offer. I hope that

myself and my peers will use our fortunate position we find in our school, in our country to spark

change and provoke action for good.

Thank you very much for reading this report and best wishes for 2017-18.

Kate Brown September 2018

Lagan College’s Board of Governors – 2017-18

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 – 2020 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 – 2020 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 – 2020 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 - 2020 Two positions are vacant at present. 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 - 2021 Mr Peter Colligan Member of the Education Committee. Mr Colligan is an HR Director within Saint-Gobain, with responsibility for EHS, People, and Organisational Development. He lives in East Belfast and is a father of four. Peter generally spends the working week in England so certainly enjoys the weekend back home. Term Expires - 2022 Mr Adrian Harvey Member of the Education Committee. Mr Harvey is a Director of Trevor Smyth & Co Solicitors specialising in the area of criminal law. He has four children to which he devotes the majority of his free time. Mr Harvey also enjoys music and rugby. Term Expires - 2022

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 – 2021 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 – June 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 – June 2019

List of Staff 2017-18 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, NVQ Level 2 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 Mrs J Lilburn Assistants Mrs L McMillan Mrs H Prentice Mrs M Templeton Mrs J Johnston Mrs R McKibbin Mrs V Blackstock

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?

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:

A sense of enquiry, the ability to question, solve problems, to make appropriate learning decisions and argue rationally;

A willingness to apply themselves and to have 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 Communication

Technologies; Development of thinking skills and personal capabilities relevant to a constantly evolving

economy; 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 landscape which includes:

a responsibility to deliver the Northern Ireland Curriculum as described by DENI;

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;

appropriately high 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, including the use of e-learning 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) are curious and motivated learners (v) take increasing responsibility for their own work.

(i) Staff understand the benefits of and promote the use of self-evaluation throughout the College.

(j) First hand evidence folders are held in departments to ensure the sharing of good practice to enhance teaching and learning and improve outcomes for students.

Teaching and Learning is continually reviewed and improved upon via the work of the SLT Curriculum group, the improving learning team, the Literacy and Numeracy Improvement Teams (ESAGs Team and CPD Key Stage Two and Three Cross Phase Transition Project Team), the E-Learning Strategy 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 (March 2011) and Every School a Good School (2014) 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: The ESaGs Literacy and Numeracy Teams

The ESaGs teams promote and lead literacy and numeracy as whole school priorities. 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; promoting the value of literacy and numeracy in learning. Whole School Literacy Target 2017-18:

To develop students’ knowledge, understanding and application of subject specific command language at KS3 and KS4 Whole School Numeracy Target 2017-18:

To develop students’ knowledge, understanding and application of numerical language across the curriculum.

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:

Fronter link on

C2K home page

Literacy KS2/KS3

CPD

Gifted and Talented

A number of students display special talents, skills, expertise and understanding in particular areas. These include both high levels of ability in subject disciplines and in activities beyond the curriculum – for example, musical excellence and sporting prowess. It is the responsibility of all staff to identify such students, to encourage their interests and to make appropriate provision for them via lesson planning, provision of extension activities, and additional challenges and experiences offered through clubs, societies, teams and attendance at conferences etc.

Use of ICT across the curriculum to enhance learning and teaching

The curriculum includes the use of technology to extend and enhance learning. ICT across the curriculum should develop learners who are confident in using ICT tools for research, analysis, creativity and communication. ICT should be used to extend when, where and how learning takes place. It should make assessment more relevant, offering timely feedback and giving learners greater control over their learning. With the increasing use of technology in all aspects of society, confident, creative and productive use of ICT is an essential life skill. ICT enables us to find, explore, analyse, create, exchange and present information. A curriculum rich in ICT will help to prepare learners to participate fully in a constantly changing world. Experiences and ideas from a wide range of people, communities and cultures can be easily accessed using ICT. Communication and collaboration with others across the globe becomes easy when using technology. ICT capability promotes initiative and independent learning. Technology can be used to support logical reasoning, problem solving, analysis, research, creativity and design across the curriculum. Developing generic ICT capability is an indispensable component of the curriculum in Lagan College, not least because it supports learning and helps individuals respond to change. Students will develop their ICT skills as measured by the Levels of Progression in Using ICT at Key Stage 3. In February 2014 the College retained the NAACE ICT Accreditation Award. The College will be working towards promoting a wider use of ICT and mobile technologies to further develop the use of these in teaching and learning. There will be time set aside during inset in each academic year for staff to upskill in the use of ICT as a tool for teaching and learning. All staff have access to an interactive whiteboard which are utilised to further enhance teaching and learning in the classroom. Many departments have been involved in training from internal and external sources and have shared this professional development with other departments during insets throughout the year. There will continue to be specific focus on the use of iPads in teaching and learning in the coming year with further training delivered by both Lagan College staff and outside providers where necessary. The development of the Teachertech website will provide a constant professional development tool for all College staff. The College secured £40,000 of funding from the Wolfson Foundation to facilitate the purchase of I-Pads. The E-Learning strategy team will continue their work in researching the most effective use of the I-Pads to enhance teaching and learning. Initially, STEM subjects at A Level have been the project focus for training and use. In the coming academic year all Year 13 students will be encouraged to purchase iPads to enhance their learning experiences through the Post 16 education. iPads to Enhance Teaching and Learning iPads where introduced to all Year 9 students in September 2015, in September 2017 this will extend to all Year 9, 10 and 11 students who will have purchased an iPad for use in the classroom.

Resources and discussion

page – designed and

populated by CPD team

We will also encourage all Year 13 students to purchase an iPad for use in the classroom and beyond to enhance their learning experience. All departments will incorporate the use of iPads in Teaching and Learning to enhance the student’s learning experience and improve engagement and attainment. Below are the developments and the College’s investment in iPad technology over the last 3 academic years.

Lagan College

iPad Use in the Classroom Year 9, 10 & 11 Departmental Level

o Use of iPads with exercise book/text books blended approach o Year 9, 10 and 11 Schemes of Work reviewed, agreed and updated by Departments by 23 rd

August 2017 Identify teachers teaching Year 9 and 10 agreed at departmental level o Identify E learning champion(s) agreed at departmental level to cascade training o Whole school iPad safety and use- Student Expectations in every classroom September

2015 o Whole school E-learning Policy on teaching and learning use – policy shared all staff

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

as identified o Subject specific resources, pdf, iBook approved by HOD and communicated to technicians o Use of Word documents/ Pdf/iBooks agreed at Departmental level (SLT support) o Use of storage folder/subject area icon agreed at Departmental level (SLT support) o Use of iwriter and other appropriate Apps 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) o Departmental agreement on how Year 9, 10 and 11 students will store/retain learning for

class and homework activities for Departmental monitoring and sharing of good practice 2015/16 – 2016-2017 2017-2018

o Book monitoring and or iPad monitoring of student’s learning by HOD and/or SLT 2015-16, 2016-2017, 2017-2018

o 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

o Exciting and creative use of iPads led by teachers with Year 10 beginning September 2016 o Exiting and creative use of iPads led by teachers with Year 11 beginning September 2017

Sixth Form:

From September 2017 all Sixth Form students will also be 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 PTM and PTE and CAT 4 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.

PTM & PTE testing in Year 9 and Year 10

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

The use of Minimum Expected Grades MEGS based on results of CAT4, Alps and teacher judgement.

Predicted Grades for GCSE.

Predicted grades for AS and A Level

Whole school and NI data 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.

Mentoring for students in Year 12 who are not currently fulfilling their potential based on MEGs.

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.

Adherence to the Completion of Controlled Assessment Policy 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

The College’s homework policy provides guidance to staff, students and parents on the purpose, completion and importance of homework as an effective learning strategy

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. To enable students to become curious and motivated learners through engaging and

meaningful homeworks

12. Providing information for parents 13. Providing opportunities for parental co-operation and support 14. Creating channels for home-school dialogue 15. 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 coming academic year, a member of the leadership team will be 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 homework on the iPads. 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 monitoring homework 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. Moreover, good practice in this area is disseminated at Head of Department Meetings. The homework policy was reviewed and revised in the academic year 2016-2017 and will be reviewed biannually. 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 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 few 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 or messaging apps 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:

o the curriculum is carefully organised and sequenced for both staff and pupils. o pupils know exactly what they must learn and be able to do. o pupils are able to identify their learning targets more precisely. o subject specific vocabulary will be made explicit for pupils. o literacy and numeracy across the curriculum and ICT skills will be reinforced. o there will be greater consistency in terms of course coverage within departments. o they will help staff plan their lessons and ensure that the courses are covered in the time

available. o pupils will be encouraged to take more responsibility for their learning. o parents will have precise information regarding their child’s curriculum. o evidence shows that pupils achieve more when we make learning targets explicit and

communicate to pupils what exactly is expected of them.

Home/School Partnership in Learning

Early intervention and the home/school partnership continue to be key components in ensuring that a student achieves their best in Lagan. Parents/guardians are kept informed if their child is under performing and/or not coping. It is important that both school and home address the barriers to a young person’s learning in order that they can achieve their best.

Class Structure

In an all-ability college it is essential that every student is given equal access to the wide range of curriculum subjects on offer and that they are able to work at a pace most suited to their individual needs and abilities. In Lagan College a sophisticated structure is set up to allow students the opportunity to work at the correct pace of learning dependent on their individual strengths in particular academic or vocational subjects. It is important to re-emphasise that all students are given the same curriculum entitlement; this ensures a seamless transition from one class to another when class movement takes place. Key Stage 3 In Key Stage 3 students are placed in learning paced classes. Literacy and numeracy attainments, PTE and PTM results as well as GL and AQE Assessment results are used to establish the Year 8 class structure. This comprises of eight classes – four classes of students who are above average in their learning ability (Pathway L), two classes of students who are average in their learning ability (Pathway C), and two classes of students who are below average in their learning ability – some of who may need individual help with aspects of their learning (Pathway B). Maths classes are streamed rigorously and more specifically to meet a student’s ability levels and to support STEM subjects at GCSE and A Level. Key Stage 4

In Key Stage 4 students have the opportunity to study 8, 9, or 10 GCSEs based on their academic capability. All students will have the opportunity to study subjects which hold their interest, lead to their chosen career pathway and give them the optimum opportunity to attain a minimum of 5 GCSEs grades A* - C.

Lagan College’s Curriculum Structure

A one week cycle operates within the College with 40 teaching periods in each cycle.

When placing students into classes in Year 8 a number of factors are taken into consideration. These include:-

Grade achieved from the GL or AQE Assessment

Religious background or other

Gender

KS2 information from primary schools

Baseline testing scores achieved during tests held in the College in June

Special circumstances as detailed during transfer time or mentioned on admissions forms

Choice of Modern Language i.e. French or Spanish

Additional Educational Needs

Special requests from families All students entering the College in Year 8 have the same curricular entitlement. In order to fully assess the needs of students, a small adjustment is made to the curriculum whereby some students can receive either extra help or extension material as required. The progress of students is monitored carefully throughout the year, in order to ensure that all students are making progress at a pace commensurate with their ability, across a range of subject areas. Students can move up or down our 8 learning paced class structure after December and June examinations. The 8 classes are banded. Band A classes comprise of 30 students per class and Band B classes slightly smaller with 25 students per class.

Year 8 students are streamed for English, Mathematics, RE, History, Geography, ICT, Drama and Languages. They are taught in more mixed ability groups within the Band for Science, Home Economics, PE, Art, Music and Technology. 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/Equivalent qualifications.

ALL ABILITY LEARNING PATHWAYS

Post-16 Curriculum

On entry into A/S level study the GCSE results for each individual student are available to subject teachers. As with Key Stage 3 and Key Stage 4, student progress in Post 16 study is monitored using a variety of assessment methods. Head of Post 16 Studies and the Year Team, take a lead role in analysing student performance and progress in November, January and March. Outcomes of the January summative assessments and other information and data gathered are used to target set students in order to raise student performance. During this academic year, Alps will be used to set predicted grades for each AS student, The use of GCSE results and Alps data will enable all subject teachers to set MEGS (Minimum Expected Grades) for each student. Heads of Department will be expected to use the SIMs tracking system to monitor individual progress and use predicted grades. Subject teachers will be involved in the target setting process.

Enrichment As well as the core subject areas chosen, students will follow a number of non-examination classes to provide enrichment to their programme of studies. All students attend an RE Seminar which provides an opportunity to explore a range of religious and philosophical questions. Students carrying 3 A Levels are timetabled to participate in one of a range of classes in Personal Safety, Sign Language, First Aid, Fitness, Survival Cookery, European Awareness, Mandarin Chinese, Sentinus and Young Enterprise. A number of these are accredited. Further places are available in a cross-cultural programme, run by the Chaplaincy. A re-sit class in Mathematics and English will also run during this time. The form period provides an opportunity for other elements of the Pastoral Programme to run, such as Health Education, etc. All sixth form students have an opportunity to apply for leadership positions as prefects within the college. Careers

Each form class in Year 13 and 14 will have a regular programme of careers guidance to include preparation for courses in higher and further education and the world of work. Students are offered support and guidance in university choices and applications by the Careers Staff and the Senior Leadership Team. Specialist Oxbridge coaching is provided by the Head of Careers. Time is offered to facilitate the completion of the electronic university application form. All Sixth Form students participate in a Business Insight Day, an Interview Evening and a week’s Work Experience. Study

When not in class, students are expected to attend supervised study classes. The Sixth Form Study Supervisors keep a register of attendance and liaises with tutors to monitor any unauthorised absence from study. Students wishing to be excused for any reason must provide prior written permission from a parent or guardian. One Recreation Period is scheduled per week, to be taken in the Sixth Form Common Room. Students are not permitted off-site at any time without first gaining permission from the Head of Year and signing out.

Lagan College Curriculum Offer 2017-18

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

Second Language Irish/French/Spanish/ICT Coding

2 0

Technology 2 2

Drama 1 1

Music 1 1

Art 2 2

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

Y11 Learning Structure Core Subject Periods

GCSE English 6

GCSE Mathematics 7

GCSE RE/OCN RE 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

ICT 1 1

Home Economics 2 2

Careers 1 1

Personal Development/Citizenship 1 1

Total 40 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 4

Re-Sit English 4

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

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 2016-2017, staff were surveyed regarding subjects they would be interested in offering, and a parental and student survey was 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 2017/2018 the college will offer the following subjects at Key Stage 4.

GENERAL APPLIED

1. GCSE Double Award Science 1. BTEC Business

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

3. GCSE Chemistry 3. GCSE Technology & Design

4. GCSE Physics 4. BTEC ICT

5. GCSE Single Award Science 5. GCSE Health & Social Care

6. GCSE Spanish 6. BTEC Sports

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 10. Essential Skills In Adult Numeracy Level 1

11. GCSE Mathematics 11. GCSE Physical Education

12. GCSE Geography 12. GCSE Home Economics

13. GCSE History 13. GCSE Music

14. GCSE Religious Studies 14. GCSE Drama

15. GCSE Irish 15. GCSE Moving Image Arts

16. GCSE Business Studies 16. Occupational Studies (Menu of 6)

17. GCSE Sociology 17 GCSE Computing

18 GCSE Art and Design

19 Preparation for Adult Life

20 BTEC Public Services

21 BTEC Travel & Tourism

22 BTEC Science

23 COPE/Princes Trust EAST BELFAST AREA LEARNING COMMUNITY (EBALC)

The College is actively involved in the East Belfast Area Learning Community and this involvement will continue in the academic year 2018/2019. Appropriate service level agreements are 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 through regular meetings and

sharing of good practice between the schools. 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, ICT Co-ordinators meetings.

The use of the E Learning group to enhance the use of e-learning to enhance teaching and learning in the classroom

Holding community wide staff development events – HOD/HOY CPD sessions Sharing Good Practice/iPads in the classroom, HOY and Classroom Assistant Training.

The objectives in the coming year will be: 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 in a structured and phased approach. In the academic year 2018/2019 our Year 13 and 14 Students have access to A Level PE at OLSPCK. We have also been offered an opportunity to meet the needs of individual pupils by linking with Grosvenor Grammar School and Strathern.

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.

Promoting Integrated and Inclusive Education – Student Opportunities

Shared Education 2017-18 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. 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, 10 and 11 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 commence in 2017 and continue until June 2019. The project aims to enhance parental and community links. Year one of the project was completed in 2016-17, with Year two being completed in June 2018. Entwined Histories Programme The College in now in its ninth year of involvement with the Cooperation Ireland Entwined Histories project. The College has worked with Assumption Grammar, Ashfield Girls HS, Blessed Trinity College, 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 Ireland and Northern Ireland. Prisoner to Peace Programme 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. Key Stage 2 Partnership Lagan College offers Christmas Chemistry and Summer Science to a range of our feeder primary schools annually to evidence the experience of primary students and share our knowledge and skills related to science. We have also been working in partnership with Loughview Integrated Primary School, Forge Integrated Primary School, and Millennium Integrated Primary School on a three-year programme to share good practice in literacy and numeracy teaching and learning at Key Stage 3. This has included Key Stage 2 staff development and classroom observation in all four schools. We have also been involved in a placement opportunity for staff with Glencraig Integrated Primary School and benefitted from sharing good practice with respect to leadership, literacy and numeracy and student progress.

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.

Educational Visits 2017-18

Senior Students visit to South Africa with the Chaplains Senior Students Politics Trip to London Year 9/10 students trip to Dublin Year 8/9/10 and 11 students trip to the Gaeltacht Junior School Students trip to Paris Senior and Junior Visit to Italy Skiing A range of local educational visits

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.

Attendance Academic Year 2017/18

3 Year Comparison

Academic Year

2014-15 2015-16 2016-17 2017/18

Lagan College 94.4% 94.4% 94.1% 93.4%

NI Average 93.4% 93.5% 93.3%

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.

SCHOOL LEAVERS 2017/18

Year 12 Students Destinations

No

Returning

Another

School

Skills

Training

Further

Education

Employment Unemployment Left

Country

Unknown Total

125 7 6 59 0 1 0 4 202

Year 14 Student Destinations University of

Aberdeen Law with English Law

CAFRE Agriculture and Technology

University of

Cambridge Theology, Religion, and Philosophy of Religion

De Montfort

University International Relations and Politics

University of Dundee Social Work

University of East

Anglia Chemistry

University of

Edinburgh Art

University of

Huddersfield Politics

University of Hull Drama and Theatre Practice

Liverpool Hope

University

Childhood and Youth and Christian Theology, Music and Special

Educational Needs, Sport and Physical Education

Liverpool John

Moores University

Business Management, Forensic Psychology and Criminal Justice,

Law, Primary Education with Qualified Teacher Status (QTS),

Software Engineering

University of

Manchester

Modern Language and Business and Management (Spanish) (4

years)

Northumbria

University Business with Economics, Marketing Management

University of

Nottingham Veterinary Medicine

Queen’s University

Belfast

2 x Archaeology, Archaeology and History, Architecture, Business

Management with Placement, Criminology, Finance (with a Year in

Industry), French and History, French and International Studies,

Geography, International Business with French, International Politics

and Conflict Studies, 2 x Law with Politics, Nursing (Adult) (February),

Psychology, 2 x Software Engineering

Ravensbourne Digital Film Production

University of Stirling Nursing (Adult), Psychology

Stranmillis University

College

Early Childhood Studies, Foundation degree in Early Childhood

Studies

University of Ulster

2 x Art and Design (Foundation Year for Specialist Degrees),

Criminology and Criminal Justice, Health and Social Care Policy,

Human Resource Management, International Hospitality

Management, Law, Law with Criminology, Law with Politics,

Marketing, Product and Furniture Design, Real Estate, Software

Engineering, Therapeutic Communication and Counselling Studies

University of South

Wales Rugby Coaching and Performance,

Performance in Public Examinations

Key Stage 3 Statutory Assessment – Teaching Levels 2018 - Levels of Progression

Communication Key Stage 3

W 1 2 3 4 5 6 7

Girls

Number 1 0 0 0 2 22 70 14

% 1 0 0 0 2 20 64 13

Boys

Number 1 0 0 0 9 40 47 3

% 1 0 0 0 9 40 47 3

Total Number 2 0 0 0 11 62 117 17

% 2 0 0 0 5 30 56 8

Using Mathematics Key Stage 3

W 1 2 3 4 5 6 7

Girls Number 1 0 6 14 30 24 21 13

% 1 0 6 13 28 22 19 12

Boys Number 1 0 9 13 12 31 20 14

% 1 0 9 13 12 31 20 14

Total Number 2 0 15 27 42 55 41 27

% 2 0 7 13 30 26 20 13

GCSE Level Qualifications: Lagan College Results Subject/Grade Analysis (Full course): June 2018

Ni Gr Ni Non Gr

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

Art and Design 66 0 8 16 26 13 3 0 0 0 0 75.8 94.3 77.4 100

Biology 28 0 4 8 11 3 1 1 0 0 0 82.1 97.9 86.4 100

Business Communications 5 0 1 0 1 2 1 0 0 0 0 40 82.3 61.4 100

Business Studies 34 1 5 10 5 8 4 1 0 0 0 61.8 88.6 64.4 100

Chemistry 23 0 2 6 8 5 2 0 0 0 0 69.6 96.2 77.1 100

Child Development 21 1 5 6 5 4 0 0 0 0 0 81 95.6 67.4 100

Computer Studies 14 0 5 3 5 1 0 0 0 0 0 92.9 62.1 100

COPE 18 0 0 18 0 0 0 0 0 0 0 100 100

Contemporary Craft 16 0 2 4 7 1 1 1 0 0 0 81.3 71.3 57.1 100

Drama 16 1 4 9 2 0 0 0 0 0 0 100 97.2 84.2 100

English Language 169 4 15 41 69 39 2 0 0 0 0 76.3 97 68 100

English Literature 61 4 11 24 13 8 1 0 0 0 0 85.2 96.2 84.9 100

Essential Skills 20 0 0 15 0 0 0 2 0 3 0 75 85

French 19 5 0 6 4 1 2 1 0 0 0 78.9 86.9 70.5 100

Geography 35 0 4 9 15 7 0 0 0 0 0 80 90.3 64.4 100

Health & Social Care 40 0 3 18 6 6 5 1 0 1 0 67.5 91.7 86.8 97.5

History 68 6 15 15 23 5 2 2 0 0 0 86.8 94.1 63.1 100

Home Economics 36 0 4 13 10 7 1 0 1 0 0 75 95.3 69.8 100

Information Technology 51 0 5 14 17 13 1 0 1 0 0 70.6 91.6 73.1 100

Irish 5 0 2 2 0 1 0 0 0 0 0 80 97.3 93.6 100

LLW 51 4 13 12 13 7 1 0 1 0 0 82 94 87.1 100

Mathematics 187 6 16 54 72 21 6 9 1 2 0 79.1 95.3 52.9 98.9

Mathematics Further 23 2 5 5 7 1 2 1 0 0 0 82.6 96.7 86.6 100

MIA 17 0 7 3 2 3 2 0 0 0 0 70.6 85.8 60.4 100

MVRUS 11 0 0 2 4 3 0 2 0 0 0 54.5 93.1 52 100

Music 3 0 0 3 0 0 0 0 0 0 0 100 97.2 79.4 100

OS Design 18 1 0 9 5 1 1 1 0 0 0 83.3 100

OS Business 23 0 8 9 5 1 0 0 0 0 0 95.7 100

OS Digital Media 9 0 0 2 6 0 1 0 0 0 0 88.9 100

OS Sport 9 0 1 4 4 0 0 0 0 0 0 100 100

PAL 45 0 0 44 0 0 0 0 0 1 0 97.8 97.8

PE 22 1 4 8 5 4 0 0 0 0 0 81.8 89.3 70.4 100

Physics 18 0 3 7 4 3 1 0 0 0 0 77.8 97 91.7 100

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

Religious Studies 136 16 30 38 33 16 3 0 0 0 0 86 92.1 68.1 100

Single Award Science 38 0 0 9 25 2 2 0 0 0 0 89.5 89 69.1 100

Spanish 50 3 5 8 20 12 2 0 0 0 0 72 92.4 85 100

Technology 68 2 1 23 24 8 6 1 2 1 0 73.5 91.3 71.4 98.5

OCN PD 22 0 0 22 0 0 0 0 0 0 0 100 100

Total 1497 57 190 499 456 206 53 23 6 8 0 81.4077 99.4282

Ni Gr Ni NonGr

Subject Entries A*A* A*A AA AB BB BC CC CD DD DE EE EF FF FG GG U A* - C A* - C A* - C A* - G

Double Award Science 51 1 2 0 4 10 12 17 3 1 1 0 0 0 0 0 0 93.1 94 81.2 100

Princes Trust 33 0 0 0 0 33 0 0 0 0 0 0 0 0 0 0 0 100 100

Total 84 1 2 0 4 43 12 17 3 1 1 0 0 0 0 0 0 96.55 100

Percentage of pupils

achieving 2012 2013 2014 2015 2016 2017 2018

5 or more A* to C 74 71 71 66 61 68 89

1 to 4 A* to C 25 24 27 24 34 31 11

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

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

no A* to G 0 0 0 0 0 0 0

Percentage of pupils 2013 2014 2015 2016 2017 2018

achieving

5 or more A* to C 46% 56% 57% 50.70% 56% 64%

inc. En & Ma

1 to 4 A* to C 0.50% 1.50% 2.70% 2.50% 3% 2%

inc. En & Ma

AS Level Qualifications: Year 13 Subject / AS Grade Analysis: June 2018

Lagan NI Gr NI Non Gr Lagan

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

Biology 16 0 2 3 2 5 4 0 44.0 75.4 55.9 100.0

Chemistry 7 0 0 1 1 2 2 1 28.6 76.6 61.9 85.7

Computer Studies 13 0 6 4 0 0 3 0 76.9 76.3 72.1 100.0

Drama 12 0 3 6 3 0 0 0 100.0 78.2 100.0

English Literature 18 0 1 7 7 3 0 0 83.3 85.0 62.6 100.0

Geography 14 0 1 2 8 2 1 0 78.6 82.9 65.8 100.0

German 1 0 1 0 0 0 0 0 100.0 79.7 100.0

Health and Social Care Single 25 0 4 12 9 1 0 0 96.2 93.2 76.7 100.0

History 16 0 1 5 8 1 1 0 87.5 82.7 53.6 100.0

Maths 10 0 4 4 1 1 0 0 90.0 85.4 70.0 100.0

MIA 16 0 3 11 1 1 0 0 93.8 82.7 64.9 100.0

Persian 2 1 1 0 0 0 0 0 100.0 100.0

Physics 8 0 0 1 2 2 0 3 37.5 75.2 57.3 62.5

Polish 3 0 2 1 0 0 0 0 100.0 92.1 100.0

Politics 35 0 2 8 14 9 1 1 68.6 84.2 63.3 97.1

RE 45 0 11 13 15 5 1 0 86.7 87.0 72.8 100.0

Sociology 47 0 22 13 8 3 1 0 91.5 61.5 100.0

Spanish 11 0 4 1 5 1 0 0 90.1 82.8 75.0 100.0

Sports Studies 8 0 1 2 3 2 0 0 75.0 78.5 61.5 100.0

Technology 11 0 0 8 2 0 1 0 90.1 87.8 63.3 100.0

Art (provisional) 13 0 5 6 2 0 0 0 100.0 93.5 80.1 100.0

CTEC Business (Single) equivalent 32 24 1 0 7 0 0 0 100.0 100.0

BTEC ICT equivalent 12 3 0 0 6 0 3 0 75.0 100.0

BTEC Public Services equivalent 26 0 11 0 10 0 5 0 80.8 100.0

BTEC Travel & Tourism equivalent 14 0 5 0 3 0 5 1 57.1 92.9

Total 415 28 91 108 117 38 28 6 81.3 97.5

Lagan NI Gr NI Non Gr Lagan

Subject Entries A*A* A*A AA AB BB BC CC CD DD DE EE UU %A - C % A - C % A - C % A-E

CTEC Business (Double) 7 7 0 0 0 0 0 0 0 0 0 0 0 100.00 100.00

Health and Social Care (Double) 11 0 0 1 0 2 5 2 1 0 0 0 0 95.50 98.90 69.30 100.00

Total 18 7 0 1 0 2 5 2 1 0 0 0 0 97.75 100.00

Percentage of students COMPARISON

achieving 3+ A*-C grades 62% 2013 2014 2015 2016 2017 2018

achieving 3+ A*-E grades 94%

3+ A*-C grades 44.00% 51.0 54.0 58.26% 50.5 61.7

achieving 2+ A*-C grades 89%

achieving 2+ A*-E grades 100% 3+ A* -E grades 88.00% 89.0 88.0 86.08% 80.1 92.6

achieving 1+ A*-C grades 100%

achieving 1+ A*-E grades 100%

A2 Level Qualifications: Year 14 Subject / A2 Grade Analysis: June 2018

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 31 2 10 7 9 3 0 0 90.3 95.6 82.0 100.0

Applied ICT 13 1 4 3 4 1 0 0 92.3 96.3 86.5 100.0

Art and Design 20 0 1 9 5 4 1 0 75.0 96.9 92.3 100.0

Biology 4 0 1 1 1 0 1 0 75.0 87.6 64.6 100.0

Chemistry 2 0 0 2 0 0 0 0 100.0 93.0 87.5 100.0

Computer Studies 5 1 1 2 0 1 0 0 80.0 92.0 76.3 100.0

Drama 5 3 1 1 0 0 0 0 100.0 79.8 100.0

English Literature 7 0 2 3 2 0 0 0 100.0 93.8 72.4 100.0

French 6 2 2 1 1 0 0 0 100.0 93.6 83.3 100.0

Geography 7 0 3 2 0 2 0 0 71.4 92.7 75.3 100.0

German 1 1 0 0 0 0 0 0 100.0 88.9 100.0 100.0

Health & Social Care 14 0 3 6 3 2 0 0 85.7 98.1 86.1 100.0

History 19 0 3 7 3 5 1 0 68.4 92.3 69.0 100.0

Mathematics 5 0 2 2 0 1 0 0 80.0 92.7 82.4 100.0

MIA 1 0 1 0 0 0 0 0 100.0 95.6 76.4 100.0

Media Studies 13 0 2 4 3 2 2 0 69.2 77.9 100.0

Music 2 0 0 0 2 0 0 0 100.0 90.1 60.0 100.0

Physics 1 0 0 0 0 1 0 0 0.0 94.0 50.0 100.0

Polish 4 0 1 3 0 0 0 0 100.0 91.3 100.0

Politics 22 0 3 10 6 3 0 0 86.4 93.3 70.9 100.0

Psychology 1 0 0 0 0 0 0 1 0.0 0.0

Religious Studies 21 1 5 6 5 3 1 0 81.0 94.4 81.4 100.0

Sociology 18 0 1 6 8 3 0 0 83.3 77.6 100.0

Spanish 9 0 2 4 3 0 0 0 100.0 97.8 84.6 100.0

Sport Studies 4 0 0 2 2 0 0 0 100.0 88.7 85.0 100.0

Technology 7 0 2 0 3 2 0 0 71.4 89.6 67.0 100.0

Total 242 11 50 81 60 33 6 1 81.1 96.2

Percentage of students COMPARISON

achieving 3+ A*-C grades 66% 2013 2014 2015 2016 2017 2018

achieving 3+ A*-E grades 96%

3+ A*-C grades 61.10% 57.80% 60.0 68.4 61.8 65.8

achieving 2+ A*-C grades 87%

achieving 2+ A*-E grades 100% 3+ A* -E grades 90.50% 91.10% 93.0 90.8 93.8 96.2

achieving 1+ A*-C grades 96%

achieving 1+ A*-E grades 100%

Lagan College’s Financial Statement 2017/18

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 sixth form to 300 students Growth of school numbers to maximum of 1300 (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.

2018 2017 2016 Income 7,113 6,744 6,657

Operating charges 7,112 6,744 6,651

Surplus/ (Deficit) 1 0 6 The projected financial position of Lagan College

It is projected that the school will continue to operate at a small deficit 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. Main concern is the lack of Government decisions on staff pay increases and the effect of this on our staff. Teaching Staff have not had a pay increase since September 2016 and Support Staff from March 2017. There is also the issue of where the cash to fund any increases will be found.

2019 2020 2021

Income £7,005 £7,076 £7,147 Operating charges £7,008 £7,086 £7,165 Surplus for financial year (3) (10) (18)