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The role of specialist schools in learning communities

This study explores how specialist schools contribute to learning communities by focusing on trust and practical strategies like data analysis, mentoring, community engagement, and student council involvement. It highlights benefits like professional development, results, and community integration while addressing challenges such as attitudes and resource allocation. Case studies from St. Mary's and Rainey's specialist programs showcase effective use of data, peer mentoring, and community links to remove barriers, with a particular emphasis on improving student outcomes and fostering a sense of belonging within the learning environment. The importance of ongoing evaluation, collaboration, and personalized support for student voice and future growth are also emphasized.

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The role of specialist schools in learning communities

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  1. The role of specialist schools in learning communities

  2. The role of specialist schools in learning communities • Context setting • Must be in context of TRUST • Must be focused • Must be practical: • Data analysis • Mentoring • Community • Student Council

  3. Benefits and Challenges • Key Benefits • Professional Development • Results • Community Integration • Mutual Benefit • Key Challenges • Attitudes • Resources

  4. Examples & meeting the 4 targets

  5. The Learning Partnership

  6. Key Features of the St Mary’s specialism

  7. Personalised Learning -Mentoring • Results • Jan 08 - 60% pupils gained 90% or better in January module • 90% of pupils • ‘My revision technique has improved’ • ‘I know how to maximize my examination score’ • Structure • 13 Staff with timetable allowance • Year 11/13 pupils 2 sessions per year • Year 12/14 - Underachievers identified and targeted • Peer Mentoring

  8. Use of Data in St Mary’s • Pupil Ranking compared between: • Yellis • Key Stage 3 results • Internal assessments.(English, Mathematics and Science-Assessment Manager) • Pupils involved in target-setting/action planning process. • Yellis predicted grades used with residuals to monitor progress

  9. Key Features of the Rainey’s specialism

  10. Using the Data • Results • Year 8 MidYIS • Tried Year 11 • Using NICCY • Positive Feedback • Structure • 3 Staff with timetable allowance • All staff reduced by 50mins/week • Year 8/11 pupils 3 sessions per year • Year 8 gifted & talented identified • Year 12/14 - Underachievers identified and targetted • Peer Mentoring

  11. Using the Data • On-going assessment recorded in SIMS • Use of Traffic Light system continually sets feedback and targets derived • On-going dialogue with primary schools • Year 8 Pupils assessed using MidYIS

  12. Community Links to remove barriers

  13. Removing Barriers • Forces and Energy/Biodiversity-370 primary pupils • Thematic units for The World around Us and Weather • Spanish classes for 120 primary pupils • ICT development for staff

  14. Post-Primary Links • Staff development: • Revised Specification (AS Biology) • Supporting the introduction of new subjects in partner schools • Sharing good practice • ICT –use of ‘Open Mind’ • PE seminars/Revision Courses

  15. Measuring the Impact • ‘It is clearly evident that we have benefited from our involvement with St Mary’s and the specialist school initiative. The experience, expertise and funding have been invaluable in developing our children’s knowledge and understanding, improving the ICT skills of staff and helping us to achieve the silver Eco-schools award’ New Row P.S

  16. Post-Primary Links • Additional Subjects • Chemistry • Further Mathematics • GCSE Additional Mathematics • Using Technology • GCSE Law & Irish • Video-conferencing • Maths 4

  17. Student Voice • Encouraged the use of school council • Give pupils a voice • Biggest issues • Toilets • Hairstyles • Recycling • School scarves

  18. The Future • Continued need for focus • Flexible • Open & Honest • Confidential • Challenge and support • Practice of close working relationships

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