Successful post-primary schools
The Assembly’s Education Committee has been meeting with successful secondary schools in disadvantaged areas to find out how their achievements can be replicated. Emma Blee went along to St Pius X College in Magherafelt to learn more.
“I think when we collate all of this and go through the evidence we have been gathering we will be able to see a structure that we could recommend that should be core elements of any school,” remarked Mervyn Storey.
The Education Committee Chair was speaking during a visit to St Pius X College in Magherafelt, as part of its inquiry into successful post-primary schools serving disadvantaged communities.
Storey said there has been a “very interesting exchange” with schools so far. He has already discovered some of the main components to success. Having the proper facilities and resources are “important” but he believes it is “leadership, vision and drive” that enthuse students and lead to success. “Proper, well-structured and managed relationships between the parents, the pupils and the school” are also a priority.
According to Storey, the way that society views success needs to change: “It’s not so much about measuring success but as to how we package success.” He believes that we rely too heavily on grades and examination results, and that there should be more emphasis placed on the “added value” children leave school with. While some pupils may not have excellent grades “they might have other qualities that a certificate may never be able to tell of their real ability”.
The inquiry started in November 2010. To identify relevant schools, it has taken the number of free meals in a particular school and has set this against their outcomes. The committee is hoping to report its findings to the Minister before dissolution on 24 March.
Staff and pupils from St Pius, Ballycastle High School and Oakgrove Integrated School in Derry, told MLAs what makes their schools work well.
The committee has also held evidence- based sessions with the education and library boards and senior officials from the Council for Catholic Maintained Schools and the Department of Education and other organisations working in disadvantaged communities.
MLA Mary Bradley, who sits on the committee, said the schools involved in the evidence session give “every person a chance” regardless of their grades.“From what I have seen and heard so far, I think they are doing everything they can to give pupils the opportunities and not making them put their heads into books all the time,” she stated.
St Pius X College, Magherafelt
Opened: 1964 Enrolment: 908
A varied curriculum and banding processes are “key” to tackling underachievement. Pupils are put into different bands when they begin school and the curriculum varies to match their ability.
The college is also part of the Magherafelt Learning Partnership, which comprises four other post-primary schools in the area, Northern Regional College and a local special school. During the evidence session, vice- principal John Mulholland remarked that this has put the college is in a “strong position” to provide a wide range of courses for students of all abilities.
A strategy has also been put in place to tackle the number of boys that are underachieving. Mentoring from community role models such as GAA players, specific careers advice and personalised learning programmes are just a few of the schemes the school says have worked well.
Strong links with primary schools, parents, businesses and the local community have also helped boost the school’s success.
Following a refurbishment in 2000, the school has impressive facilities. However, principal Mary White claimed that without effective school leadership these resources would be “useless”. Staff development is a priority as well as clear and realistic direction and targets. An “open door policy”, where parents regularly meet teachers about their child’s progress, is important.
White added that success is “different in each child”. She explained that for pupils with low self-esteem, success could be viewed as joining the football team or another group, while for another pupil it could be achieving good examination results.
Oakgrove Integrated College, Derry
Opened: 1992 Enrolment: 846
During the evidence session, principal Jill Markham stated that “if we do nothing else, we want to educate them to the point that they go out and make a difference”.
She and vice-principal John Harkin believe the school’s success is built on leadership and that students see models of this from staff and older students which “brings out their own qualities of leadership”. Projects that empower young people, such as the Spirit of Enniskillen project, are effective.
Classes for parents and home visits for those relatives who cannot easily come to school have helped to engage and encourage. The school is also a “keen supporter” of the Foyle Learning Community, which is made up of the 15 post-primary providers in the Derry City Council area and North West Regional College.
Markham believes that each student should be viewed as a “person with a range of needs which must be met”. Academic support is on offer, with mentoring by staff and senior students. There is also counselling support for students and strategies to encourage talking about problems.
Commenting on the school’s success, Markham advised the committee that “to raise standards, achievement and engagement in the widest sense, invest in those areas where improvement is needed”.
Ballycastle High School
Opened: 1911 Enrolment: 363
Principal Ian Williamson told committee members that principals and teachers need more “space” to promote non-academic opportunities for pupils. Referring to policy documents being sent to schools by the Department of Education, he claimed that they sometimes “get a sense there’s initiative after initiative” being passed onto their desks.
Frequent contact with parents in relation to the performance of pupils is a major factor for ensuring success, as well as “a culture of high expectation and achievement”. A pro-active pastoral care regime within the school has also been useful.
He praised an effective parents’ association and said a variety of social and cultural events have helped to engage parents as well as the local community. A broad, balanced and relevant curriculum is essential, as is supporting literacy and numeracy. Identifying and providing support for “pupils at risk of underachievement” is also an important part of the school’s success.
While there is a feeling that the school “can be a bit overlooked” in terms of funding and refurbishment, he remained positive, stating while “life would be easier” if they had modern facilities, the school is “making the best use” of what they’ve got.
