Western Education and Library Representatives
Mr D Aiken
Department of Education Representatives
Mr M. Hyndman
Mr G Bingham
The Headmaster [Non-voting Member]
Mr J B McBain
Addresses for Correspondence
Mr W D Reilly 12 Main Street Omagh BT78 1BA
With the exception of the Headmaster, each Governor's term of office will expire on 31st October 2005
This report covers the school years 2002-03 and 2003-2004. However the Budget Reports relate to the corresponding financial years and the notes on staffing and enrolment relate to the position at September 2003 and September 2004.
2. BOARD OF GOVERNORS
Boards of Governors in controlled schools serve a four year term of office that parallels local government elections. The present Board of Governors [the fifth in the school's recent history] will come to the end of its term of office in October 2005. The Governors meet monthly throughout the academic year in full session and many more times in committee to deal with specific matters of business, such as the appointment of a teacher or inspection of the budget. Each committee has it own Chairperson and as far as possible the membership of each committee reflects the overall structure of the of the Board of Governors with members drawn proportionately from each sector – WELB, Department of Education, Parents and Teachers. The main committees are Appointments, Finance and General Purposes, Curriculum, Salary, Staff and Admissions. Minutes of the Board of Governors, recording the work of these committees, are kept in the office of the Headmaster's secretary where they are available for consultation by parents. The remainder of this report outlines the work of these committees during the past two years.
2.1 Appointments Committee
Staff Changes : September 2003
Four new members of staff took up their posts on 1st September 2003. Mrs Ruth Cousins joined us from Strabane Grammar as Head of Physics, taking over from Mrs Vida Given who retired in June 2003 after a distinguished career in the Academy spanning 33 years. In the Technology Department Mr Paddy Crozier joined us from Enniskillen Collegiate replacing Mr John Montgomery. At Christmas 2003 Mr Roy Wilkinson bowed out as Head of Art and Design having held the post for 36 years. He was succeeded as Head of Art and Design by his colleague of many years Mr Des Glover, who has been joined in the Art Department by Miss Jennifer Sproule in her first appointment as a graduate teacher of Art and Design. There were a number of changes on the non-teaching staff. Mrs Marion McKinley retired after 40 years in the school office as a member of the clerical team. Our growing dependence upon computers saw the creation of a new post in the Academy and the appointment in March 2003 of Mr Scott Roulston as our first ICT Technician. In the school library Miss Paula Kerr was followed by Mrs Gail Waterson who took up the post on 1st September 2003.
Staff Changes September 2004
June 2004 saw the departure of another loyal long-serving member of staff when Mrs Lorna Kincaid resigned her post as Head of Mathematics to begin a new life in Canada with her husband and daughters. A former pupil of the Academy who joined the staff in 1981 Mrs Kincaid was for all of those 23 years an energetic and gifted teacher of Mathematic. Her post as Head of Mathematics was filled by the promotion of her colleague Miss Joanne Faulkner and the Department further strengthened by the recruitment of Miss Sarah Jones a Maths graduate with a first class Hons. Degree in her first year of teaching. In the English Department Miss Sarah Rountree left us to take up a post in Methodist College having been appointed to the Staff in September 2000 as a teacher of English and French. In September 2004 her place was filled in a full-time temporary capacity by Miss Orla Gallagher appointed for one school year in the first instance. Mrs Lynda McKee, a member of our English Department was granted a third year secondment to the WELB as the Board's International Officer. Filling her place for one year we welcomed former pupil, now a graduate teacher of English, Miss Lynn Sproule.
2.2 Finance and General Purposes Committee
During the two years covered by this report the Finance Committee met regularly to monitor expenditure and keep the budget within limits set by the WELB. This was no easy task because the LMS formula used by the WELB failed in both years to generate sufficient funding for the Academy to meet its inescapable costs. This meant annual recourse to the Board's reserve fund which was itself being run down in anticipation of “Common Funding” a shorthand reference for impending legislation to replace seven LMS formulae with a single common formula that would be applied to all schools. Predictions that Common Funding would benefit controlled Grammar Schools were shown to be wide of the mark when the Department published comparative figures for the ‘new and old' formulae as part of a consultation exercise. This showed money moving out of the post-primary sector and into the primary sector with Grammar Schools hardest hit. At a meeting of the Secondary Heads Association in October 2004 the Minister stated his intention to introduce a common funding policy with effect from 1st April 2005. While Omagh Academy may not be as badly hit as some Grammar Schools, the proposed reductions threaten our present level of staffing and by extension the breadth of the curriculum available and subjects on offer to pupils. Despite such pressures the school has been able to maintain the buildings and its grounds to a standard that keeps it looking new even though fifteen years have passed since the building was refurbished in 1989/90. Each summer approximately 20% of the interior is redecorated in a rolling programme which also includes the purchase of new furniture as the old wears out.
The most significant development of the past two years has been the construction of a new Technology block at the rear of the school. This reflects the growing importance of Technology and Design in the curriculum and the need for greatly improved facilities over what was approved in 1987 when plans were passed for the 1989 extension and refurbishment. The new building houses two workshops with associated planning rooms, a state of the art IT systems room and generous display and storage space. Constructed in keeping with the rest of the school its brick finish and pitched tiled roof belies its functionality as a link with the world of manufacturing and product and design.
In an ongoing programme of development the former Technology Rooms in the main building are being refurbished as Computer Laboratories to provide a new centre within the school for the ICT Department. One of the two workshops was converted during the summer of 2004. Work on the other workshop and former systems room is scheduled for completion in the spring 2005. At that time one of the rooms presently occupied by ICT will become available for Business Studies; the other will become a ‘bookable room' for use by all other subjects in the curriculum when subject teachers want 25 pupils to go on-line in the pursuit of knowledge in their own subject areas or employ IT in the development of their own studies.
When the development programme outlined above is complete the school will have six fully equipped ICT suites with clusters of computers in the Library and Study Room in addition to fully functional intranet with terminals in every classroom for curriculum and administrative functions. On completion of the above programme the school will have facilities for all subjects capable of sustaining it for the foreseeable future.
2.3 The Curriculum Committee
The role of the Curriculum Committee is that of ensuring that the school delivers the curriculum which it is statutorily obliged to provide to all pupils in Key Stage 3 and Key Stage 4. This includes making recommendations to the Board of Governors about the overall balancing of staffing and the future needs of the school. Since such issues are to a large extent externally driven by the Department of Education and CCEA, much of the work of the Curriculum Committee is focused on the Sixth Form and the provision of courses post GCSE for pupils in the age range 16 – 18. This work is closely allied to finance and the Curriculum and Finance Committees routinely bring joint recommendations to full meetings of the Board of Governors for formal ratification.
If there was ever a time in the past when the curriculum was settled and teachers could prepare pupils for examinations using the past papers of the previous 10 years, those days have gone. The curriculum is no longer a static target: the goals which pupils are now expected to reach are a moving target, presenting teachers with an unprecedented challenges. In September 2000 AS levels were introduced: four years on they have barely settled into the system when a major government report [October 2004] recommends their removal and their replacement along with GCSEs and A-levels by a new diploma structure.
At the lower end of the school the plans for a revised curriculum at KS3 are being rolled out by CCEA for delivery in September 2006. Reforms to GCSE are an inevitable consequence as KS4 bridges the gap between GCSE and the new programmes being developed for post-16 studies. To some extent the Governors can only sit and watch as the school's Leadership Team and the Heads of Department wrestle with the flood of reform: however theirs is more than a watching brief in that their understanding and support is essential to the statutory delivery of the programmes laid down by the Department.
With effect from September 2004 schools were also required to have Development Plans formally presented to and approved by the Board of Governors. This is a requirement of which Omagh Academy has met since the late nineties but it is now being extended to all schools in the province. It has however given the Curriculum Committee an added role in school life. School Development Plans normally look ahead and cover a period of 2-3 years; the current School Development Plan for Omagh Academy is included later in this report.
As part of its School Development Plan the Academy secured funding for 2003-04 for the Development and Dissemination of Good Practice [DDGP]. This has allowed the school to deploy a teacher with learning support skills for the equivalent of one day per week. The learning support teacher works in a number of departments assisting targeted Year 9 pupils and producing differentiating tasks and resources. This initiative has enabled the school to build on good practice already evident in each department.
2.4 The Salary Committee
The Scheme of Management for Controlled Schools requires that each Board of Governors has a salary policy relating to the appointment and promotion of staff and that this policy is reviewed annually. This is the role of the Salary Committee whose work includes the annual determination of the placement of each teacher on the pay spine and, in consultation with staff, annual review of the posts for which Management Allowances are paid. The Salary Committee is also responsible for agreeing with the principal and vice-principal the criteria against which their performance is annually reviewed. Threshold Assessment for eligible teachers is carried out on behalf of the Board of Governors by the school principal.
Over the next two years [2004-2006] the Department of Education plans to introduce PRSD [Performance Review and Staff Development] for all teachers. This will also include criteria by which teachers are assessed for progression on the upper pay spine after they have passed through the threshold. The day to day management of this policy falls to the principal but the Salary Committee have a role to play in that the new structures have got considerable implications for staff costs.
2.5 The Staff Committee
The staff Committee consists of the Chairman, the Headmaster and four other Governors. Its task is to consider complaints from parents, grievances from staff and any other matters relating to the Western Education and Library Board's Model Disciplinary Procedure, as well as administration of the Procedures for dealing with teachers whose work is unsatisfactory. Minutes of meetings of the Staff Committee are confidential to the Board of Governors.
2.6 The Admissions Committee
The Admissions Committee consists of the Chairman, the principal and four other Governors who together represent the interests of parents, teachers, the Western Board and the Department of Education. It is this committee's task to keep under review the criteria for admission to Year 8 as part of the Transfer Procedure and select pupils for admission strictly in accordance with the published criteria. Parents who feel that the criteria were not correctly applied in relation to their son or daughter during the Transfer Procedure have the right to appeal to an independent appeals tribunal. The school's Admissions Policy to Year 8 and Years 9 - 14 is published annually in the school Prospectus and is available for inspection on request at the school office. It is also available on the School website. The number of pupils admitted to Year 8 over the last four years is shown in the accompanying table along with the names of feeder primary schools.
TRANSFER TABLES 1999 – 2004 [Ap = Applied Ad=Admitted]
ENROLMENT SEPTEMBER 2004
The curriculum at Key Stage 3 [Years 8-10] and Key Stage 4 [Years 11 and 12] conforms with the requirements of the Northern Ireland Curriculum. These are set out in the school's Curriculum Policy, copies of which are available for inspection on request at the school office.
Candidates follow courses leading to external examinations at Key Stage 3 [English, Mathematics and Science], GCSE, AS level and A2. The majority of subjects follow the specifications of CCEA, but some subjects use EDEXEL, AQA and OCR.
The new AS and A2 examinations heave been successfully integrated into the school curriculum and the format for Year 13 and Year 14 study is explained to Year 13 parents at an open evening early in the academic year. For the first time in January 2004 pupils in Year 14 were given the opportunity to resit some AS modules.
Pupils taking 3 AS subjects in Year 13 also follow the Further Studies enrichment programme. This provides pupils with a choice between ‘Young Enterprise', ‘Welcome Europe' and ECDL [European Computer Driving Licence]. The latter two elements replace the Key Skills component, which the school no longer offers. The General Studies Programme for Year 13 was reviewed and replaced with a timetabled careers period for each Year 13 pupil. In Year 14 General Studies talks cover issues such as student loans, interview techniques and stress relief.
The school aims to give pupils opportunities to develop intellectually, socially, physically and emotionally and promotes the following activities:
Extra Curricular Activities:
1. Team Games and Sport: rugby football, hockey, cricket, soccer, tennis, badminton, netball, basketball, swimming, athletics and cross-country running.
2. Cultural Activities: choir, orchestra, senior and junior drama, theatre visits, Scripture Union, Human Rights and Young Enterprise.
3. Clubs and Societies: debating, public speaking, aero-modelling, angling, cookery, technology and computing.
4. Outdoor Activities: Duke of Edinburgh Award Scheme, hill walking and field work.
A detailed analysis of examination results at Key Stage 3, GCSE, AS and A-level is provided in the Results section at the end of this booklet along with other statistical information relating to the academic years 2002-2003 and 2003-2004. In both years record breaking results were achieved, facts celebrated by the Principal in his address at Speech Days in 2003 and 2004. The Principal's Report at Speech Day is printed in full in the School Magazine of each year and includes the names of those who excelled in the external examinations. The Magazine also records the destinations of school leavers which shows that almost all of those who completed AS and A-level courses in the Academy proceeded to higher education and a wide range of careers in the professions and other walks of life.
EDUCATION FOR MUTUAL UNDERSTANDING
Education for Mutual Understanding helps pupils to develop positive values and mutual respect: it also encourages them to appreciate and accept human differences of all kind, including culture, disability, gender, ethnicity, politics and religion. EMU also promotes an understanding of interdependence within the family, within the local community and within the wider world. During the past two years pupils in Omagh Academy had opportunities to explore all of these areas through the school curriculum, extra-curricular activities and work with the following external agencies:
Pupils from the school also contribute significantly to youth work in the community through membership of youth committees and participation in cross-community projects e.g. Ego Project which tackles issues of drugs and alcohol mis-use among the school age population. Some very constructive cross-community work is curriculum based and occurs when A-level students meet to explore complex topics on the examination syllabus at AS and A2 level. Social contacts between the schools in the town are also good. Our pupils routinely meet in the workplace where many have part-time jobs in the service sector and socially in the evenings and at weekends.
Article 15 of “The Education [ Northern Ireland] Order 1988” requires Boards of Governors to include within their reports to parents:
The present security arrangements include:
In the summer of 2000 14 CCTV cameras were installed covering the approaches to the school and movement within the school. The cameras are linked to a 16 track video recorder which records images form each camera and has a play-back function. In the summer of 2002 a 15th camera was added to the system to cover the entrance to the Music Department.
Article 8 of the “Education [Northern Ireland] Order 1996 requires that the Board of Governors of each mainstream school must report annually to parents on:
This order came into operation on 1st September 1998.
The school had 23 pupils on its SEN register. Each of these pupils had an Individual Education Plan, and they received appropriate support. All rooms in the school are accessible by wheelchairs and one classroom assistant was employed to support pupils who had statements of special educational needs. One of our statemented pupils was educated off-site for two-thirds of his timetable. Pupils who are sight impaired were supported by specialist teachers employed by the Western Board. Some pupils who had been identified as requiring special help with Literacy and Numeracy also received assistance.
Cognitive Abilities Tests were taken by pupils in Years 8 and Year 10. The results of these tests helped the school to monitor progress at Key Stage 3 and to identify pupils who require assistance. Appropriate support strategies were developed for pupils highlighted during this exercise. As the school receives no funding for Special Education Needs, the cost of this exercise has had to be borne by our own budget.
The Governors Financial Plan based upon the school's Budget Allocation has been fully implemented and is presented in the Financial report detailed below.
ALLOCATION 1835104 2007605
MUSIC FEES 4579 11673
LETTINGS AND OTHER INCOME 500 500
1840183 % 2019778 %
Part-time, Permanent and Temporary Teachers 1454738 79.05 1526902 75.60
Clerical, Technical and Foreign Language Assistants 131515 7.15 154879 7.67
Caretaking and Supervisory Staff 32057 1.74 45750 2.26
Oil, Electricity and Gas 33091 1.80 40534 2.01
Rates and Water 3667 0.20 3670 0.18
Maintenance of Premises and Grounds 21494 1.17 25350 1.25
DSO Cleaning 53513 2.91 60233 2.98
Supplies and Services (incl. Music Fees) 47751 2.59 59934 2.96
Furniture and Fittings 29 0.01 2807 0.14
Transport and Travel 4380 0.24 5364 0.27
Equipment, Books and Practice Materials 45958 2.50 48269 2.40
Examination Fees 34314 1.86 37863 1.87
Capital Expenditure 0 0 0 0
Carry Forward - 22324 - 1.22 8223 0.41
1840183 100.00% 2019778 100.00%
The No 3 Account follows the school year and, as a result, the figures for the school year 2003-04, while completed by the school have not yet been added.
Income 2002 2003 Expenditure 2002 2003
£ £ £ £
School Fund 6333 16496 Travel Expenses 2094 2170
Photographs 1654 2492 Bus Hire 12048 18736
Bus Money 328 297 Sporting Expenses 3210 3485
School Trips 2761 338 General Expenses 6046 5625
Transfer from Computer Expenses 0 1645
Savings A/C 13500 11000 Music Expenses 0 190
Irish Rugby Football Photographs 1500 1114
Union 2475 2665 Trips 2810 475
Sundry Income 540 534 Books 600 490
Year Book 214 - Speech Day 0 342
Gum Shields 629 Bank Charges 8 0
Donations to Charity 0 305
Total Income 28434 33822 Total Expenditure 28762 27313
Net surplus for year ending 31st July 2002 £ 118
Net surplus for year ending 31st July 2003 £ -755
In October 2000 the SMT worked with Mr. John Young, RTU, on the development of a whole school policy for Teaching and Learning. This was the focus for staff training on a Baker Day in August 2001, followed up in 2002 – 03 by training for Heads of Department on how to develop the policy in their own subject areas. During the period 2004 – 06 the aim is to take forward what has been achieved, within the context of what lies ahead
In order to address issues relating to each of the above strands, senior members of staff participated in the following Management Development Courses
Since TTI and HPSI are fully compatible, the thinking was that an audit and evaluation of Health Promotion in the school would be a suitable point for entry into the TTI programme.
The aim is to develop methods of formative assessment that will work for these boys in terms of improving behaviour and raising achievement.
Research evidence shows that such strategies can be readily adapted for the benefit of others in the year group and throughout Key Stage 3 generally. This in turn fits in with CCEA proposals for a new approach to the KS 3 curriculum.
Note: The opportunity to relocate and refurbish the ICT suite, along with the facilities in the new Technology Building, will give the Academy 6 rooms each with 25 networked computers, in addition to computers in every classroom and in clusters around the school.
The background and context of the SDP 2004–2006 means that it has three inter-related and inter-dependent strands:
Together towards Improvement [TTI] focussed on the Health Promoting Schools Initiative [HPSI] and the processes of self-evaluation
The Key Stage 3 curriculum focussed on Year 9 and the use of Formative Assessment
Leadership for ICT focussed on Staff Development for C2K including ILT [Information Learning Technologies] and MIS [Management Information Systems]
TOGETHER TOWARDS IMPROVEMENT
This is a Province wide programme which has been going for some time. Schools which complete the programme successfully are permitted to use the HPSI logo on their stationery and other publicity material as a quality mark.
In December 2003 the school set up a HPSI team comprised of five members. In January 2004, Mrs.Sheila Gamble, HPSI co-ordinator for the WELB conducted an audit of existing provision on Omagh Academy. This audit forms the basis of the action plan for this strand of the School Development Plan.
THE KEY STAGE THREE CURRICULUM
1. In October 2003 the principal attended a residential conference organised by the RTU for Heads of schools which were participating in the Senior Management Development Programme 2003 – 04. During the conference time was set aside for Heads to work with a support officer on their own School Development Plans.
2. In January 2004 Mrs. Marion Boyle, the RTU support officer assigned to work with Omagh Academy, visited the school and spent half a day with the Leadership Team. During her visit it was agreed that the programme for the residential conference on 22 – 23 January 2004 would focus on teaching and learning in Year 9.
3. In advance of the residential conference all teachers were asked to identify, by name, pupils in Year 9 whom they felt were underachieving, including able pupils who were cruising. Over 40 pupils were named.
4. Data in respect of each pupil was collated and studied during the residential conference. Following discussion agreement was reached to:
• Develop formative assessment for use with these pupils
LEADERSHIP FOR I.C.T.
During the RTU course “Leadership for ICT” it was claimed that the effective use of ICT by teachers could improve learning and raise achievement by as much as one grade at GCSE. Management Information Systems are capable of generating attainable targets for each pupil, the pursuit of which can be greatly facilitated by Information Learning Technologies.
ILT is, in part, a play on words to emphasise the learning potential of ICT. It also has a technological dimension by providing an overarching term for ICT and VLEs [Virtual Learning Environments] - something like an Internet Classroom.
In terms of Staff Development it is hoped that each teacher will:
According to the Inspectorate, subject leaders are also expected to include in their departmental handbooks, development plans for the use of ICT in their own subject.
In the course of a review exercise it became clear that each strand was, in fact, focussed on self-evaluation and self-improvement; this means that all three come within the framework of the Department's T.T.I. Document, “Together Towards Improvement” which seeks to develop in schools a culture of self-evaluation and self-improvement.
This has been adopted as the over-arching theme for Omagh Academy's School Development Plan 2004 – 2006 the aim being the development of a culture of self-evaluation and self-improvement, with each strand represented by a target, as follows.
(1) Learning and Teaching
During the period 2004 – 06 the side which relates to “Learning and Teaching” is being taken forward within the framework of the Department of Education's policy “Together Towards Improvement”. The side which relates to “Environment and Ethos” aims to improve the physical environment of the school and enrich the experience of pupils and staff by addressing the following targets: -
(a) The School Estate
(b) Pupil Development
(c) Staff Development
(d) School Policies
(e) The School and the Community
1. The pupil's welfare must always be paramount.
2. There are 4 types of abuse i.e.
a. If a teacher or a member of the non-teacher staff has any concerns regarding above, speak to the designated teacher [Mrs Shiels] or the deputy designated teacher [Mrs Smith]. In the event that the designated teacher/deputy designated teacher/Headmaster is not available, and the member of staff feels that the pupil is at risk the following procedures should be followed. During school hours telephone the WELB Child Protection 028 8241 1456
Out of school hours telephone Social Services at Omagh Health Centre 028 8224 3521
b. If a pupil approaches a teacher, the teacher must:
4. Procedure for reporting an incident of child abuse:
PROCEDURE FOR REPORTING AN INCIDENT OF CHILD ABUSE
Child makes a disclosure to teacher or teacher hasobservation or many observations over a period of time. Teacher should make notes of what was saidor observed and must ACT PROMPTLY.
If there is any doubt about whether to take further action, advice is available from:
WELB Designated Officer;
Advisory Teacher for Child Protection:
NSPCC. When seeking advice you do not have to give any names.
You are making an enquiry.
Teacher refers matter to designated teacher, discusses with designated teacher, makes full notes.
Designated teacher meets with principal (in case of principal's absence vice-principal) to plan course of action and ensures that a written record is made.
WELB designated officer
Chairman of the Board of Governors
indicates that it is a Child Protection issue, completes referral forms.
Western Education and Library Board
Designated Officer - Mrs Margaret Harte, WELB Headquarters, 1 Hospital Road, Omagh
Tel: 028 8241 1411
Advisory Teacher - Mrs Anne Hart-Henderson, Omagh Teachers Centre, Omagh.
Tel: 028 8224 4821
CCMS Diocesan Administrators
Peter Duffy, Clogher Diocesan Education Office, St Michael's College, Chanterhill Road, Enniskillen, BT74 6DE. Tel: 028 6632 2709
Neil McLaughlin, Londonderry Diocesan Education Office, Colmcille House, 1a Millar Street,
Londonderry, BT48 6SU. Tel: 028 7126 1931
Peter Hoey, Armagh Diocesan Education Office, 1 Killyman Road, Dungannon, BT71 6DE
Tel: 028 8775 2116
Sperrin Lakeland Health and Social Care Trust
Duty Social Worker: Health Centre, Omagh, Tel: 028 8224 3521
Social Services: Tel: 028 8283 5020
29a Strand Road, Londonderry, Tel: 028 7126 6789
Senior Medical Officers
Dr S Hutton, Rossdowney House. Tel: 028 7186 0056
Dr Sharma, Omagh Health Centre. Tel: 028 8225 3521
CARE Unit, Maydown RUC Station, Londonderry. Tel: 028 7136 7337
CARE Unit, Enniskillen, RUC Station, Enniskillen. Tel: 028 6632 2823
Education Welfare Officers
Londonderry Office. Tel: 028 7126 6888
Strabane Office, Tel: 028 7188 4027
Omagh Office, Tel: 028 8241 1411
Enniskillen Office. Tel: 028 6632 3725
Limavady Office. Tel: 028 7176 6375
How a parent can make a complaint :-
I have a concern about my/a child's safety
I can talk to the class/form teacher
If I am still concerned, I can talk to [the designated teacher for child protection]/Year Head/VP for Pastoral Care
If I am still concerned, I can talk to the Principal.
If I am still concerned, I can talk/write to the Chairman of the Board of Governors
At any time, I can talk to the social worker [tel::028 8224 3521 ]
or the Police [tel: local CARE Unit 028 6632 2823]
1.1 The principal aim of this policy on bullying is to prevent bullying taking place, and how to deal with it if it does take place.
1.2 Each member of staff should consider the whole school environment with special
attention paid to locations [cloakrooms, toilets, etc] where bullying might occur.
1.3 Pupils should be supported by the creation of a school climate which enables pupils to
know that the school cares about bullying and will take action if bullying is reported.
1.4 Those pupils who are [a] victims must be supported and [b] bullies must be taught to
control their aggression.
1.5 The problem of bullying and how the school regards this should be incorporated in the
Curriculum where it most naturally occurs, i.e. PSE or English classes, and where a
positive approach may be adopted.
1.6 The school should communicate its policy on bullying to all pupils, staff and parents.
“Bullying is the wilful, conscious desire to hurt or threaten or frighten someone else”. All bullying is aggression, either physical, verbal or psychological, although not all aggression is necessarily bullying. Bullying in the form of emotional or psychological aggression is less visible to teachers but very painful to the victims. Any behaviour which is the legitimate use of power in order to hurt others is bullying behaviour. Being bullied can have a devastating effect on victims ranging from absenteeism and under- achievement in school to depression and suicide. Victims of bullying may often see themselves as inadequate and friendless; they may become withdrawn and depressed. Even worse, victims may come to believe they deserve the treatment they receive from the bully.
03. Anti-bullying Code
• Every pupil in Omagh Academy has the right to enjoy his/her learning and leisure free from bullying both in school and in the surrounding community.
• The School will not tolerate any unkind actions or remarks; even if these are not intended to hurt.
• Pupils should support each other by reporting all instances of bullying; bullying is too important not to report
• Bullying will be dealt with seriously
1.1 The school is strongly opposed to the misuse of drugs and their illegal supply.
1.2 The school is committed to the health and safety of its pupils and will take action to safeguard their well being.
1.3 The school acknowledges the importance of its pastoral role in the welfare of its pupils and through the general ethos of the school, will encourage pupils in need of support to come forward.
1.4 The school believes that it has a duty to inform and educate young people on the consequences of drug use and misuse. Hence its drug education programme is planned within the overall context of health education which emphasises the benefits of a healthy lifestyle and enables young people to make informed and responsible choices.
1.5 Fundamental to the school's values and practices is the principle of sharing the responsibility for the education of young people with parents by keeping them informed and involved. Communication and co-operation are essential to the successful implementation of this policy.
2 Aims : The school aims:
2.1 To enable pupils to choose a healthy lifestyle by increasing knowledge, challenging attitudes and developing decision-making skills.
2.2 To increase understanding about the implications and possible consequences of the use and misuse of drugs.
2.3 To deal sensitively with those using or experimenting with harmful substances.
2.4 To widen understanding about related health and social issues eg crime, HIV and AIDS.
2.5 To enable young people to identify sources of appropriate personal support.
3 The school endeavours to fulfil these aims through the taught curriculum, Personal and Social Education programme, the informal curriculum and through opportunities for extra- curricular activities.
4 The school will actively co-operate with other agencies such as the PSNI Drugs Squad, WELB and Social Services when incidents occur.
5 Role of the Headmaster, Board of Governors and a designated member of staff
5.1 The Headmaster has overall responsibility for the implementation of the policy, including liaison with the Board of Governors, parents, WELB, and appropriate outside agencies.
5.2 The designated member of staff will liaise with other staff who have responsibilities for pastoral care and, where appropriate, will oversee the planning of any curricular provision.
5.3 The school will not knowingly allow its premises to be used for the production of, or supply of, any illegal substance. In the event of substance misuse being suspected or identified, the Headmaster will notify the local PSNI Drugs Squad personnel.
5.4 The school will consider each incident individually, recognising that a variety of responses will be necessary. The school will consider very carefully the implications of any action it may take, bearing in mind the best interests of the pupil(s) involved, other school members and the local community. Permanent exclusion is seen as a last resort.
(a) When a pupil is suspected of using or supplying drugs in or out of school the Headmaster will evaluate the evidence and if it appears substantive he will share his concerns with the parents.
(b) When a pupil is detected using or supplying drugs in or out of school, the Headmaster will take whatever action is appropriate. (The Board of Governors will be involved in such incidents in the same manner as in any other matter concerning the direction of the school.)
(c) When a pupil seeks help because he/she has acquired a drug habit, the school will respond sensitively and sympathetically, involving parents and support agencies as appropriate
5.5 All personnel within the school who contravene the legislation on the possession or distribution of drugs will be reported to the PSNI Drugs Squad and are subject to the normal disciplinary procedures.
5.6 The Headmaster will take responsibility for liaison with the media. As the issues are emotive, and likely to generate interest from the media, the school will take appropriate advice from the WELB Press Officer and Legal Department to ensure that any reporting of the incident remains in the best interests of the young people, the families and the school. The WELB will be informed immediately, via the WELB Adviser for Drugs Education or the School Support Officer.
1.1 The school is strongly opposed to the misuse of alcohol.
1.2 The school is committed to the health and safety of its pupils and will take action to safeguard their well being.
1.3 The school believes that it has a duty to inform and educate young people on the dangers of alcohol use and abuse: hence its alcohol education programme is planned within the overall context of health education which emphasises the benefits of a healthy life style and seeks to enable young people to make informed and responsible choices.
1.4 The school believes that parental attitudes and values have a greater influence in shaping a young person's attitude to alcohol than any programme the school may provide.
2. Attitudes and Values
The school expects pupils:
2.1 To observe the law in relation to the sale, consumption and use of alcohol.
2.2 To respect the personal decisions of those who choose to drink or to abstain.
2.3 To support the school alcohol policy.
The school aims:
3.1 To provide information about alcohol and its effects,
eg. Health, family life, social problems, legal issues.
3.2 To promote awareness and encourage responsibility,
eg. Driving, accidents, rowdyism, fighting, sexual activity.
3.3 To assist young people to cope with social pressures,
eg. Peer pressure, adult pressure, advertising.
4.1 The general rule is that pupils are temporarily excluded from school (suspended) for alcohol related offences. These include :
4.2 Pupils (including those over the age of 18) may not while in school uniform
4.3 School rules relating to alcohol also apply to school trips and educational visits.
5. The school alcohol policy and its associated disciplinary procedures have the approval and support of the school governors.
SEX EDUCATION POLICY
The school believes that sex education is an important part of the curriculum for all pupils and it is essential if we are to prepare young people for life both now and in the future as adults and parents. In a society where sexual conduct is presented openly in the media, young people need the guidance of well-informed adults and the opportunity to learn about, discuss and reflect upon sexual development in a secure and understanding environment such as that provided by the family and the school.
Sex Education in Omagh Academy is presented within the context of the School's Mission Statement which expresses the aim that pupils will develop into “responsible citizens with high standards of moral and social behaviour”. School Curriculum Policy further states that “the attitudes and beliefs which underpin school aims are those of a caring community in which traditional family values hold sway”. Within this framework sex education is seen as a component of the school's health education programme which seeks:-
1. To provide information on health related issues.
2. To develop social skills and increase pupils' self-esteem so that they can communicate
effectively on relationships, handle social pressure and ultimately make positive informed
decisions about their health and lifestyle.
To achieve these aims the school's sex education programme is designed to meet the following objectives:
Delivery of Sex Education
Sex education is delivered within the context of health education which is one of the cross-curricular themes laid down in the N.I. curriculum. The contributions of individual subjects have been identified and have been incorporated into present work schemes; in addition special units have been prepared and are delivered by form teachers during PSE.
As with other aspects of health education the most effective teaching strategies are those which encourage active discussion by pupils, often in small groups. A small number of carefully selected videos are also used.
Each year a qualified nurse visits the school to talk to Year 8 girls about personal hygiene, puberty, menstruation and sanitary protection.
In addition to topics which have a planned place within the curriculum issues related to personal relationships and sexual matters inevitably arise incidentally in many subjects. In these circumstances teachers should respond positively and provide accurate information in the context of family life, loving relationships and respect for others.
The school ethos also makes an important contribution to the sex education programme by providing a secure caring environment which foster young people's confidence, self-esteem and respect for both themselves and others, therefore promoting the attitudes and social skills needed to deal effectively with personal relationships.
The school believes that sex education should be a shared responsibility in which school and family both play important roles. It will therefore seek to inform and involve parents as much as possible. This is particularly important in the early years of secondary education when pupils vary greatly in their maturity and parents will be in a better position to judge when it is appropriate to discuss certain issues.
A teacher approached by a pupil for advice on sexual matters should encourage the pupils to discuss the matter with his or her parents. If the teacher believes the pupil is involved in, or contemplating conduct which is likely to place him/her in moral or physical danger, or in breach of the law, the teacher has a duty to inform the pupil of the risks involved. Whether the teacher should take the matter further will depend on the particular circumstances involved and the professional judgement of the staff concerned.
If at any time a teacher becomes aware that a child may have been the victim of sexual abuse, the teacher should inform the designated teacher.
We are a first-class grammar school delivering a first-class education. Pupils and staff should show their pride in themselves and their school by appropriate appearance, attitudes and behaviour.
The following Code of Conduct is designed to ensure, as far as possible, that:
1. the work of Omagh Academy proceeds in an orderly and effective manner;
2. the school environment is safe and pleasant for all who work in it;
3. pupils feel secure, and confident of what is expected of them
Courtesy and Respect
Courtesy and respect are to be shown to all members of the school community.
Behaviour in Classroom
Behaviour in Corridors
Behaviour during Break and Lunch Time
Behaviour in All Rooms
Pupils should not:
RANGE OF SANCTIONS
1. The Authority of the Teacher
The authority of the teacher in the classroom must be recognised by all pupils. Pupils who fail to comply with classroom [behaviour] rules will be reported to their Year Head or Head of Department [academic]. A verbal warning may suffice to prevent further occurrence.
2. Community Service
This sanction is reserved for use by the lunchtime supervisors.
3. Lunchtime Detention
This sanction is for work not done or not done to an acceptable standard and for any other matter relating to the work and progress of the pupil. Subject teachers will report pupil to the Head of Year who will organise lunchtime detention.
Pupils will be issued with receipts for uniform violation, chewing gum and arriving late to class [including form class].
5. Yellow Report Card
Report cards will be used by the Head of Year to monitor a pupil over a set period of time. They may be used to monitor academic progress or behaviour. Cards are also to be seen as a means of communication with parents.
6. Withdrawal From Class
Pupils who significantly disrupt a class will be taken to the Head of Department who may ask the pupil to sit at the back of his/her class. If the HoD is not available the pupil will be taken to the Head of Year or a member of the SMT. Pupils must not be allowed to disrupt the education of others in the class.
7. Year Heads' Detention
The Head of Year will put a pupil into Years Heads' Detention if:
[A Year Head may decide to use Year Heads' Detention for unacceptable behaviour within the classroom].
8. Headmaster's Detention
Parents and Teachers view this as a serious sanction to be used by the Headmaster or the Vice Principal.
9. Internal Suspension
If a pupil persistently disrupts a class thus preventing other pupils to learn in an ordered environment, or if a pupil persistently omits to bring the proper materials to class, the Head of Year/Head of Department may withdraw the pupil from class for one or more days. The pupil will be taken to the Conference Room and complete work set for him/her by the teachers he/she would otherwise have had that day. Only 1 pupil at a time will be in the room to emphasise how seriously the pupil's behaviour/attitude is being taken. Parents will be informed about the withdrawal.
This is a formal process requiring the approval of the Chairman of the Board of Governors, the recorded delivery of letters to parents and the formal notification of the Board's Education Welfare Department using official returns. Parents can appeal suspension. The school has an obligation to send work home, take it back in again, mark it and report the outcome to the pupil.
11. Formal Contracts
These are legal procedures that are the precursors of expulsion.
A pupil can only be expelled by the expulsion committee of the WELB acting on behalf of the school's Board of Governors. It is invariably the subject of an appeal and tribunals as often as not reinstate pupils.
Signing in Late
1. Pupils who miss registration must sign in late at the school office and then report to their form Teacher.
2. Those whose explanation for being late is unacceptable will be issued with a receipt. [This is consistent with the policy of issuing receipts for being late to class].
Signing Out and In
1. All pupils need a letter from home or a recognised appointment card to show to their Head of Year when requesting an exeat.
2. The school office will only accept exeats bearing the school stamp and signed by a Head of Year.
3. Pupils are required to sign out when leaving school and – if they have an exeat for only part of the school day – sign in again on their return.
4. Exeats should be handed in to the school office on the return to school to prevent their illicit re-use.
Pupils must not:
This code of conduct will be implemented by all members of the school community and, where necessary, sanctions will be imposed by staff and/or prefects in accordance with the school's Discipline Policy.