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TRANSCRIPT
GOVERNORS’ REPORT TO PARENTS 2014-2015
CONTENTS
Page
Foreword 1
Membership of the Board of Governors 2
Religious Life in the School 3
Curriculum 5
The Educational Achievements of Pupils 6
Destinations of Year 14 Leavers August 2015 9
Significant Successes 2014-2015 (Academic) 10
Staffing 2014-2015 11
Premises 11
Financial Statement for Year Ended 31st March 2015 11
Charging and Remissions Policy 12
Aim of CEIAG in St Columb’s College 13
Information Regarding Physical Education 15
Information Regarding Safeguarding Child Protection 16
Information Regarding Education for Love {Relationships and Sexuality Education} 17
Information Regarding Special Needs 17
Information Regarding Discipline/Positive Behaviour Management 18
St Columb’s College Code of Conduct 18
Bullying Prevention Policy 22
Drugs Policy 26
Exclusions Policy 33
Citizenship
External Relations
34
36
The Parents’ Association/Friends of St Columb’s
38
1
FOREWORD
Dear Parents and Guardians
It gives me great pleasure to write this Foreword to the Governors’ Report to Parents for 2014-2015. Most
importantly, it gives me the chance to let you – our parents – know just how much we appreciate everything that you
do to support your sons. Your support is crucial; it is fundamental to our success,
2014-2015 provided the community that makes up St Columb’s College with no shortage of opportunities that both
enriched and affirmed. I am delighted to be able to report that in the summer 2015 examinations our students once
again achieved excellent results at GCSE-level while at A-level our results indicated that our ongoing drive for
achievement continues to bear real fruit.
I am particularly pleased to report that one of our outgoing Year 14 students – Garry Mallett - who has recently
taken up a place in New College, Oxford, to read Medicine - was placed First in A-level Chemistry and Second in
A-level Biology, taking into account all students who entered for those CCEA examinations.
Garry is one of many of our leavers who – due to their outstanding A-level performance- have gone on to access
high quality undergraduate course in universities such as Queen’s Belfast, University College, Galway, St
Andrew’s, King’s College, London and as far afield as Maastricht and Yale in the United States.
And that’s not all; Garry’s colleague in last year’s Year 14, Oisin Herron, was placed Second in CCEA A-level
German. In addition, one of our Year 12 students, Jack Henry, was placed second in CCEA’s GCSE Engineering.
Such outcomes are – I believe - testament both to the calibre of student and the quality of teacher that our great
school attracts.
Nor were these our only achievements. 40 of our Year 12 pupils achieved at least 7 A*-A grades in their GCSEs
and 16 of our Year 12 boys achieved at least 10 A*-A grades. In addition, many of our Year 13 students achieved
top marks in their AS-level modules and have put in place the foundations that will enable them to challenge for the
highest grades in next year’s A-level examinations - the kind of grades that so many of our Year 14 leavers have
just achieved.
That said, St Columb’s College will continue to value so much more than just academic achievement, important
though such achievement is. We continue to celebrate our pupils’ ongoing successes in a whole range of disciplines
including sport, music, the arts, and the sciences. We are passionate about the development of the whole person –
academically, physically, spiritually, morally. It is the outworking of this passion which, I believe, continues to
make St Columb’s College the first choice school for boys for so many in this city and beyond.
FJM Madden
Principal and Correspondent to the Board of Governors
2
MEMBERSHIP OF THE BOARD OF GOVERNORS
The Board of Governors has overall responsibility for the effective management of the school. The Governors
have particular responsibilities in relation to the curriculum, the appointment and dismissal of staff, admissions to
the school, discipline, health and safety, school funds and resources and buildings. As well as nominees of the
Trustees and the Department of Education, the Board’s membership includes an elected Parent Governor and a
teacher elected by the teaching staff. The Principal is a non-voting member.
LIST OF MEMBERS SOURCE OF NOMINATION
Mr Patrick Kelly (Chairman) )
Rev Aidan Mullan ) Trustees
Mr Shaun McElhinney )
Sr Perpetua McNulty )
Ms Pádraigin Ni Mhaonaigh )
Mr Cathal Crumley ) Department of Education
Mrs Geraldine Canavan )
Dr Rory McLaughlin ) Parent Governor
Mrs Margaret Hannaway ) Teacher Governor
Mr FJM Madden (Principal) ) Correspondent
Under the present Scheme of Management, with the exception of the Chairman and the Principal, the term of office
of each of the members ends on 29th December 2017.
3
RELIGIOUS LIFE IN THE SCHOOL
Mass was celebrated every Tuesday and Friday morning at 8.40 a.m. in the College Oratory and there continues to
be a marked increase in the number of students and staff attending. The Rosary was recited on each of the other
mornings. All pupils and staff are encouraged to participate. New College Prayer Books were distributed to all
Form Teachers and Morning Prayers were said during Registration each day. Each form group was provided with
themes for assemblies and had the opportunity to prepare and lead the weekly year group assembly. These 15-
minute assemblies included spiritual readings, drama, reflection and prayer. Services of Commitment were held for
Years 8, 11 and 13. During the year a number of guest speakers were invited to speak at assemblies.
Representatives from Gideons International distributed Bibles to all Year 8 pupils.
Early in September the parents of Year 8 pupils were invited to the school for a Service of Commitment to ask for
God’s blessing on their sons’ time in St Columb’s. A Mass and tree-planting ceremony was held for all Year 8
pupils the following day and each pupil received a copy of the College Prayer Book. Mass was celebrated for each
of the year groups and their Form Tutors over the course of the year. Year 14 pupils began the year with a directed
residential retreat at Dromantine Retreat Centre in Newry.
The School Chaplin, Fr Micheál McGavigan visited Year 9 RE lessons where he blessed and distributed Rosary
Beads. This coincided with the Year 9 RE Curriculum and the initiative was well received by the students.
Mass was celebrated in the Catholic Chaplaincy at Queen’s University, Belfast for all past students and a
representation of College staff and students attended. The 40 Hours were held at the end of October and a Book of
Remembrance for deceased relatives, friends and those associated with the school was opened in the Oratory for the
month of November. Mass was offered during November for all our dead.
In October , Year 11 pupils attended at half-day retreat led by Thornhill Ministries and Fr McGavigan. This new
initiative afforded students the time to reflect on their new beginning in St Columb’s College as well as an
opportunity to bond with their new class mates and Form Tutors.
During November, Year 12 pupils attended a day of reflection in small groups in Termonbacca Retreat Centre led by
Sr Perpetua McNulty and Fr McGavigan. Students availed of the Sacrament of Confession and the day of reflection
ended with Mass. Students spoke positively of their experience and valued the opportunity to take ‘time-out’ at the
beginning of their important GCSE year.
All students in Year 8-14 were given the opportunity to avail of the Sacrament of Confession in the school Oratory
during Advent and Lent. Students were prepared for the Sacrament in RE lessons and it is pleasing to note that most
pupils availed of the opportunity.
Early in December, all of Year 8 and their parents, the school Prefects, Peer Mentors and members of the Board of
Governors attended the Carol Service that was held in St Patrick’s Church, Pennyburn. The school choir and
orchestra performed and students and staff led the congregation in scripture readings and festive reflections. Special
Assemblies were held to mark the feast of Christmas and many of the students helped prepare and present these
assemblies. Christmas hampers, made up by pupils in all Key Stages, and money collected from pupils in Key Stage
4 and Post-16, were presented to various local charities.
Exam prayer cards were distributed to all pupils prior to the Christmas and Summer Exams.
This year 26 Year 14 pupils received the Pope John Paul II gold award from Cardinal Edwin O’Brien at an award
ceremony held in the Millennium Forum. One pupil also received the Papal Cross Award. The award was re-
launched in the school shortly afterwards and 25 pupils enrolled for the gold award. 22 of these students travelled to
Lourdes with the Derry Diocesan Annual Pilgrimage on 1st July 2015. As well as taking part in the full pilgrimage
program, the students assisted less able pilgrims by pushing wheelchairs and caring for the sick and elderly. 17
pupils from this group also took part in a 6-week Youth Alpha course during Curriculum Enrichment; the feedback
was very favourable.
During Lent, six Year 8 classes were involved in meditation, scripture readings and personal prayer at the beginning
of their PE lessons. This initiative was led by the Derry Diocesan Catechetical Centre.
During Lent also, Year 8 classes also attended a morning of prayer and reflection at Columba House, hosted by the
Columba Community. The students found this to be an engaging and enlightening experience.
In the spring term, the retreat programme for Year 10 was delivered ‘in-house’ by the Derry Youth Community. The
pupils enjoyed the retreats and spoke very positively about them.
4
A number of senior pupils attended a Mass in St Eugene’s Cathedral to celebrate Catholic Schools’ Week. The
theme this year was, ‘Catholic Schools Week – Called to Serve’. Special Assemblies were held for each Year
Group throughout this week, promoting the importance of the Catholic Faith in the School environment.
Christian Unity Week was marked in the school with Special Assemblies for each Year Group. This year’s theme
was ‘The Well is Deep’. The assemblies highlighted the demands of Christian living and the opportunity to learn
from our fellow Christian traditions.
Mass was celebrated every morning during Lent and there was a marked increase in the number of students and staff
who attended Mass every morning.
The Valedictory Mass for Year 14 was held during the month of May in St Patrick’s Church, Pennyburn and parents
of pupils in Year 14 were invited to this Mass and to a reception in the College afterwards. Students were presented
with a candle depicting the College Crest and asked to keep the flame of faith, nurtured in their years in St Columb’s
College, alive in their hearts.
The Feast of St Columba was celebrated on 9th June with a Mass for all staff, celebrated by Fr McGavigan. A
number of Key Stage 4 pupils assisted with the Fan the Flame Mass held in Celtic Park in June.
To help promote awareness of issues of justice and social concern for the needs of others, several charity events
were held during Advent and Lent, and throughout the year. Cheques were presented to Trócaire, Macmillan
Cancer Care, Foyle Search and Rescue, Disability Action, the St Vincent de Paul Society, Nexus and Children in
Crossfire. The total amount raised this year was £12,725.
We pray for all those who have died in the past year, especially Caolán McCrossan, a Year 10 pupil, and anyone
who are in any way associated with St Columb’s College. May they all rest in peace.
Rev Micheál McGavigan
5
CURRICULUM
The academic curriculum offered to a pupil in 2014-2015 was a compilation from the following list of subjects
offered by the school.
Subject Key Stage 3 Key Stage 4 AS/A-level Applied A-level
Applied Science * *
Art and Design * * *
Art and Design Historical & Critical Studies *
Moving Image Art * * *
Biology *
Business Studies * *
Applied Business Studies Single Award * * *
Applied Business Studies Double Award * *
Chemistry *
Construction * *
Curriculum Enrichment *
Drama * *
English * *
English Literature * *
Engineering * * *
Electronics *
Further Mathematics * *
Geography * * *
German * * *
Government and Politics *
Health and Social Care * *
History * * *
Hospitality * *
Information and Communications Technology * * *
ICT Applied * *
Journalism * * *
Literacy and Numeracy Enrichment *
Irish * * *
Learning for Life & Work
Home Economics
Citizenship
Employability
PSHE
*
*
*
*
*
*
*
*
*
*
*
*
Journalism * *
Mathematics * * *
Music * * *
Psychology *
Physical Education * * *
Physics *
Religious Studies * * *
Science (Double Award) * *
Science (Single Award) *
Software Systems Analysis *
Sports Leadership Level 2 *
Spanish * * *
Technology and Design * * * *
Understanding Business Enterprise Leisure and
Tourism
*
The School's Curriculum Policy can be examined at the office
6
THE EDUCATIONAL ACHIEVEMENTS OF PUPILS
PUBLIC EXAMINATION RESULTS 2014/2015
YEAR 12 PUPILS
Number of Pupils in Year 12 Number of these with a statement
on 10 October 2014 223 of special educational needs 4
GCSE
% Entered For 7 Or
More Subjects
% Entered For 5 Or
More Subjects
% Achieving
Grades A-C
7 or More 5 or More
100 100 89 95
Subject
Number
Entered
% of Pupils Entered Achieving Grades:
A* A B C D E F G U X
Applied Business 10 0 10 50 30 0 10 0 0 0 0
Art & Design 60 12 18 28 30 8 2 2 0 0 0
Business Studies 37 3 19 27 16 14 19 0 3 0 0
Engineering 16 13 19 38 25 6 0 0 0 0 0
English 224 6 39 48 7 0 0 0 0 0 0
English Literature 192 4 23 51 22 1 0 0 0 0 0
French 95 11 24 35 27 1 1 1 0 0 0
Further Mathematics 63 2 14 25 32 8 6 2 2 10 0
Geography 110 4 26 42 15 9 1 3 0 1 0
German 34 3 12 29 35 18 3 0 0 0 0
History 135 4 28 33 22 8 1 1 1 0 0
Information Technology 135 4 28 35 21 7 2 3 0 0 0
Irish 22 18 27 41 14 0 0 0 0 0 0
Mathematics 224 7 29 36 22 4 1 0 0 0 0
Moving Image Arts 17 0 18 29 18 12 18 6 0 0 0
Music 22 0 50 32 14 5 0 0 0 0 0
Physical Education (Double Award) 2 100 0 0 0 0 0 0 0 0 0
Physical Education (Single Award) 41 7 49 37 5 2 0 0 0 0 0
Polish 1 0 100 0 0 0 0 0 0 0 0
Religious Studies 224 4 24 25 26 14 4 1 1 0 0
Science (Double Award) 412 4 23 37 27 6 3 0 0 0 0
Science (Single Award) 18 0 33 33 33 0 0 0 0 0 0
Spanish 109 13 30 29 21 5 1 0 0 1 0
Technology and Design 35 3 9 66 20 3 0 0 0 0 0
OTHER QUALIFICATIONS
% of Year 12 Pupils Entered Achieving Passes in 1 or More Subjects
10 100
Name of
awarding body
Qualification
No. in Final
Year of course
% Achieving
qualification
Edexcel BTEC Level 2 Extended Certificate in
Engineering
6 100
NICCEA Level 2 Award in Understanding Business
Enterprise
18 100
% of Year 12 Pupils Achieving No Passes in
Either GCSE or Other Qualifications
0
7
YEAR 14 PUPILS
Number of Pupils in Years 13 Number of these with
and 14 on 10 October 2014 406 a statement of special educational needs 4
A-LEVEL OR EQUIVALENT
Number of Pupils in Final
Year of A-level Course
% of Those Pupils Achieving
3 or more passes at
Grades A-C
2 or more passes at
Grades A-E
1 or more passes at Grades
A-E
180 72 99 100
Subject No. Entered Achieving Grades:
A* A B C D E U
Ancient History 9 0 0 56 33 11 0 0
Applied Business (Double Award) 20 5 30 50 15 0 0 0
Applied Business (Single Award) 16 0 6 50 38 6 0 0
Applied I.C.T. 15 0 7 40 20 20 7 7
Applied Science 19 0 5 26 37 26 0 5
Art & Design 19 0 21 47 26 5 0 0
Biology 35 11 34 17 23 11 3 0
Business Studies 13 0 0 15 46 31 8 0
Chemistry 30 10 37 30 17 3 3 0
Construction (A Level equivalent) 8 50 50 0 0 0 0 0
Design and Technology 4 0 0 100 0 0 0 0
Engineering (A Level equivalent) 14 79 21 0 0 0 0 0
English Literature 29 0 14 41 41 3 0 0
French 8 0 0 50 25 13 13 0
Further Mathematics 6 67 17 0 17 0 0 0
Geography 25 0 16 32 32 16 4 0
German 5 60 20 0 0 0 0 20
Government and Politics 33 3 21 42 27 6 0 0
Health and Social Care 2 0 0 0 100 0 0 0
History 46 4 15 26 43 9 2 0
History of Art and Design 5 0 0 0 60 20 20 0
Hospitality 1 0 0 0 100 0 0 0
Information Technology 23 0 4 48 22 13 13 0
Irish 4 0 75 25 0 0 0 0
Mathematics 60 17 25 33 13 10 0 2
Media Communication and Production 2 0 0 0 100 0 0 0
Moving Image Arts 10 0 10 60 30 0 0 0
Music 7 14 29 43 14 0 0 0
Physics 35 3 14 29 37 11 6 0
Polish 1 0 0 100 0 0 0 0
Psychology 1 100 0 0 0 0 0 0
Religious Studies 36 3 19 42 17 17 0 3
Spanish 4 0 25 25 50 0 0 0
Sport and Physical Education 11 18 18 18 18 27 0 0
OTHER EXAMINATIONS
Number of pupils in Final Year of Course Achieving Passes in 1 or More Subjects
9 66
Name of
awarding body
Qualification
No. in Final
Year of course
% Achieving
qualification
NICCEA
G.C.S.E. Mathematics
7
57
OCR Entry level Certificate in Latin 2 100
8
PERFORMANCE IN PUBLIC EXAMINATIONS – 2011/12–2014/15 - GRAMMAR SCHOOLS
Performance Indicator
2011/12
N.I.
Average
2011/12
2012/13
N.I.
Average
2012/13
2013/14
N.I.
Average
2013/14
2014/15
achieving 5+ GCSEs at
Grades A*-C (or equivalent)
95
97
97
97
93
97
95
achieving 7+ GCSEs at
Grades A*-C (or equivalent)
including English and Maths
?
92
?
92
?
92
87
achieving 3+ A Levels at
Grades A-C (or equivalent) 1
55
77
61
77
66
76
71
achieving 2+ A Levels at
Grades A-E (or equivalent) 2
95
99
97
100
98
99
99
1 A-level figures include those pupils who achieved AS-level passes at Grades A-C and who did not sit the A2
modules of these subjects. In this respect 2 AS-levels are equivalent to 1 A-level. 2 A-level figures include those pupils who obtained AS-level passes at Grades A-E and who did not sit the A2
modules of these subjects. In this respect 2 AS-levels are equivalent to 1 A-level.
KEY STAGE 3 ASSESSMENT
Teacher-Assessed Outcomes (Free School Meals band: 10%+)
Subject % achieving Level 5 or above % achieving Level 6
or above
St Columb’s N.Ireland –
All pupils 2013-14
N.Ireland -
Grammar 2013-14
St Columb’s
Communication 99 74 96 71
Using Maths 100 78 98 66
SCHOOL LEAVERS' DESTINATIONS 2014/15
Number of Destinations - of Leavers to
Leavers
2014/15
Another
school
Jobskills/ Modern
Apprenticeship F.E.(1) H.E.(2) Employment Other/(3)
Unknown
274 11 6 20 57 3 3
NOTES:
(1) Further Education-Post GCSE Courses (e.g. B Tech at Levels 2 and 3)
(2) Higher Education-Universities, Training Colleges, HND Courses, Foundation Art courses etc.
(3) A number of those who fall into this category have emigrated.
.
ANNUAL ATTENDANCE RATE (2014-2015)
Total days attended by pupils on roll as of total possible days of attendance - 94%
9
DESTINATIONS OF YEAR 14 LEAVERS
AUGUST 2015
There were 184 students in Year 14 in the course of the 2014-2015 school year. The table below details the
destinations of these Leavers.
University
135
73.37%
Foundation Studies at Institutes of Further and Higher
Education
12
6.52%
Teacher Training College
4
2.17%
Institutes of Further and Higher Education
Higher Education
5
2.72%
Taking a year out – applying for university for October
2016
5
2.72%
Total on or qualifying for Higher Education
Courses (Degrees and H.N.D.s)
161
87.5%
Institutes of Further and Higher Education Further
Education
8
4.35%
Employment/seeking employment or Training
2
1.09%
Total on Further Education Courses, in
Employment or Seeking Employment, or Training
10
5.44%
Repeating A-Levels in St Columb’s 12 6.52%
Transferred to another Second Level school 0 0.00%
Emigrated 0 0.00%
Other/Unknown 1 0.54%
10
SIGNIFICANT SUCCESSES 2014-2015 - ACADEMIC
A/AS-LEVEL
No. of
boys
No. of A/A* Grades at
A-level
No. of B Grades at A-
level
No. of C Grades at
A-level
No. of E Grades
at A-level
No. of passes at
AS-level 1 4 2
3 4 1
3 4
1 3 1 1
1 3 1
10 3 1
2 3
3 2 2
3 2 1 1
3 2 1 1
5 2 1
G.C.S.E.
No. of boys No. of A* and A Grades No. of B Grades No. of C Grades 1 13
2 11 2
1 11 1
6 11
5 10 1
1 10
4 9 2
2 9 1 1
2 9 1
2 9 1
1 8 4
1 8 3
4 8 2 1
2 8 2
1 8 1 1
1 7 4 1
1 7 3 1
2 7 3
1 7 2 1
1 7 1 2
1 6 5
2 6 4 1
2 6 4
2 6 3 2
2 6 3 1
1 6 2 2
Garry Mallett was awarded the Past Pupils’ Union Prize for the best A-level results in the school. He achieved Grades A* in
Biology, Chemistry, Further Mathematics and Mathematics.
TOP MARKS IN GCE ADVANCED LEVEL IN NORTHERN IRELAND 2015
SUBJECT CANDIDATE POSITION
Biology Garry Mallett Second place
Chemistry Garry Mallett First place
German Oisin Herron Second place
TOP MARKS IN GCSE-LEVEL IN NORTHERN IRELAND 2015
SUBJECT CANDIDATE POSITION
Engineering Jack Henry Second place
11
STAFFING 2014-2015
Teaching Staff 86
Modern Language Assistants 3
HR & Finance Manager 1
Administrative Staff
Sports Development Officer
8
1
Librarians 2
Study Supervisors 2
Sixth Form Supervisor 1
Technicians 7
Network Management and ICT Support 3
Caretakers and Grounds Staff 4
Cleaning Staff 22
Canteen Staff 13
Classroom Assistants
Domestic Assistants
15
2
PREMISES
Improvement Works:
Extension to Room 40 £6955
Replacement Oratory Window £2800 (funded)
Heating System Upgrade £4000
General Maintenance Works £128,136
£141,891
FINANCIAL STATEMENT FOR YEAR ENDED - 31st MARCH 2015
SCHOOL REVENUE ACCOUNT
Gross Income £
Department of Education Grants: 7,079,629
Other Income: 31,146
7,110,775
Gross Expenditure Teaching Staff Costs: 4,834,585
Non-Teaching Staff Costs: 1,306,015
Other Operating Costs: 1,177,993
7,318,593
Operating Surplus/Deficit -207,818
CAPITAL FEES ACCOUNT
£
Gross Income:
Department of Education Grants: 651,634
Bank Interest
3G Grant/Income
5296
19711
Voluntary Contributions 18,838
695,479
Gross Expenditure:
Major and Minor Works: 639,985
We would appeal to parents to consider paying their £45 per family Contribution each year as this helps the school
to provide pupil resources and arrange activities which would not be possible under the normal school’s budget
share income.
12
CHARGING AND REMISSIONS POLICY STATEMENT
Articles 127 - 135 and 137 - 138 of the Education Reform (NI) Order 1989, Grammar School (Charges) Regulations
(NI) 1992 SR No. 171 and Grammar School (Charges) (Amendment) Regulations (NI) 2008 SR No. 376 set out the
statutory position in relation to charging in all grant-aided schools. The current Scheme came into operation on 1st
April 1992 and is regularly monitored and subject to review.
CHARGING POLICY
The policy of the Board of Governors is to charge for:
(i) Board and lodgings on residential visits.
(ii) Costs associated with the provision of individual tuition on a musical instrument whether inside or outside
school hours unless it is provided as a necessary part of the syllabus for an approved public examination or
to meet the requirements of Article 11 (1) (b) of the Order.
(iii) The costs of entering a pupil for a non-approved public examination and for preparing the pupil for that
examination outside school hours.
(iv) The cost of entering a pupil to re-sit an approved public examination where no further preparation has been
provided by the school.
(v) The cost of entering a pupil for a second approved examination in the same academic year when
preparation by the school enables the pupil to take more than one examination in that subject (often referred
to as double-entry).
(vi) The cost of any re-scrutiny of examination results if such a re-scrutiny is requested by the parents.
(vii) The cost, in cash or in kind, of ingredients or materials needed for practical subjects (such as Home
Economics, Art, CDT, Engineering etc.).
(viii) Optional extra activities which are additional to the education provided by the school for the purposes of
preparing pupils for an approved public examination or for the purposes of meeting the statutory
requirements imposed by Article 11 (1) (a) and (b) of the 1989 Order. Participation in any such activities is
to be on the basis of parental choice and a willingness to meet such charges. Examples of such charges may
include an appropriate element for pupil travel, entrance fees, additional insurance costs, special clothing,
additional resources etc.
(ix) Breakages and fines for any damage to school property - e.g. replacing a broken window or a defaced,
damaged or lost text book including items lost, damaged or destroyed as the result of a pupil’s behaviour or
where it is the result of a pupil’s lack of due care.
(x) At the discretion of the Board of Governors/Principal, the school may make its educational facilities or
services available to another school, institution, body or person and (subject to appropriate school’s
approval), may make charges for its facilities or services. Educational facilities include the equipment,
premises, resources and other property of the school; educational services include teaching and learning
services provided by teachers or other school staff. A hire and charging policy exists for the use of 3G
pitch and/or related sports facilities.
EXCEPTED PUPILS
The Board of Governors is permitted to make charges and to determine the amount of the charges to be made in
respect of the education provided for excepted pupils at the school. These charges will include a share of the
authorised teaching costs and overheads.
REMISSIONS POLICY
The charge for board and lodging costs of a residential visit will be remitted in the case of pupils whose parents are
in receipt of income support or working tax credit if the education provided on that visit must otherwise be
provided free, that is, the activity takes place mainly or wholly in school hours and/or is provided as a necessary
part of the syllabus for an approved public examination or is required in order to fulfil statutory duties in relation to
the Northern Ireland Curriculum or Religious Education.
Revised October 2014
13
AIM OF CEIAG IN ST COLUMB’S COLLEGE
‘All Pupils are encouraged to realise their full potential by exploring the wide range of local, national and global Career
opportunities available to them so that they become more self-confident; more accountable and responsible for their own
Personal Career Planning and are excited and ambitious about their future’
The careers team, headed by Mrs Stacey Beatty has undergone significant change in recent years and the recent innovative
work of our Careers Department has been recognised by the Educational and Training Inspectorate (October 2014). The
Inspectorate referred to the "well planned and co-ordinated work" that was being undertaken "as a result of the
appointment of a new team". They continued that "pupils have access to up-to-date information which assists them in
making appropriate careers decisions". They concluded that pupils "demonstrate a good understanding of the options open
to them, including opportunities provided through vocational pathways".
We have strengthened a number of our long term strategic partnerships this year and we have also introduced a number of
new career initiatives.
One of the long term strategic partnerships is with School Employer Connections (SEC) who help support our careers
team in the sourcing, preparing and evaluating work related learning placements for a significant number (65) of our 200
Year 13 pupils. Mr Sean McAteer, our in-house work experience co-ordinator then sources placements for the remaining
students ensuring that all Year 13 students gain at least one opportunity for work related learning throughout their Sixth
Form experience.
SEC also supports members of staff with industry specific opportunities. These include local business partnerships for
Applied Business students (to Foyle Food group and All State), site visits for ‘Science in the work place’ students
and STEM related visits for Science students. This long-term relationship helps students gain wide and varied
insights into the real world and helps deepen their knowledge of particular industries which can only strengthen their
career aspirations.
Our partnerships with ‘Young Enterprise’ who support the work of the employability and careers team to deliver a range
of workshops including ‘learn to earn’, ‘stock market challenge’ and ‘success skills’ to our Year 10 and Year 11 students.
These programmes help pupils identify their skills and qualities and examine the employability skills needed to succeed in
the world of work.
We welcome the support of advisers from the Northern Ireland Careers Service who deliver independent and impartial
careers advice and guidance to all Year 12 students. This ensures that pupils are aware of their options Post-16 which
include continuing in education with us, attending another local secondary school, attending the NWRC or taking on an
apprenticeship.
The Careers Service advisers also support the careers department in the delivery of subject choice information sessions to
Year 10 pupils and this helps reinforce the information given in careers lessons with regards to the identification of skills
and qualities and how these should help inform GCSE subject decision making.
In addition to individual careers interviews, all Year 12 pupils now have the opportunity to avail of weekly careers
lessons. These lessons are delivered using a range of teaching and learning strategies and are timetabled through a
‘floating timetable, by both Mrs Beatty and Ms Sisk. Pupils are tracked throughout their subject studies, and those
identified as potential leavers at the end of Year 12 are given focused and additional support and guidance delivered by Mr
Pat Jamieson a member of the Sentinus team. These identified pupils were also given the opportunity to avail of work
related learning opportunities through our new partnership with Business in the Community. This project involves pre-
placement workshops, placement tracking to ensure all pupils are well prepared; and post placement evaluations to ensure
that all pupils are getting the best personalised experience.
We continue to forge strong University links with many Higher Educational Institutions and are identified by Queen’s
University, Belfast as one of their top five feeder schools in Northern Ireland. We encourage all our Year 13 students to
attend as many University open days as possible as we believe in making informed decisions. We have accompanied
students to open days at Queen’s University, University of Ulster, Trinity College Dublin, Cambridge, Oxford, St Mary’s
University College Belfast, NUI Galway and Liverpool John Moores University.
We invite University representatives to speak to our students regularly throughout Year 13 and this year alone we have
hosted speakers from QUB, University of Ulster, Newcastle and Northumbria, Napier, Liverpool Hope, University of
Liverpool and Robert Gordon University. Many of our students have gained opportunities to attend University Summer
schools and this year alone we have students going to Liverpool John Moores, Oxford, Cambridge and Yale through the
highly regarded Sutton trust UNIQ programme. We also have a number of Year 13 students who have won summer
placements with the Sentinus Nuffield STEM research projects.
We have established sound working relationships with the volunteering and work experience team within the Western
Health and Social Care trust. All our eligible Medicine and Dentistry applicants had the opportunity to volunteer and
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gain work related learning experiences in a range of medical disciplines at Altnagelvin Area Hospital. They also had the
chance to attend a range of workshops and information sessions delivered by various local medical practitioners.
We encourage all our students to gain volunteering experience especially those interested in pursuing a career in the
Health or Education industry. ChildLine, Volunteer NI and ‘Something Special’ are only some of the organisations
where our pupils volunteer. As part of their curriculum enrichment, many students volunteer at the local Special Needs
School or in the residential home for the elderly with many achieving their John Paul II award or Millennium
Volunteer award for their contributions to their local society.
All Year Key Stage 4 and Post-16 pupils have the opportunity to attend our annual Careers Fair (organised by Ms Sisk)
held in school on 16th October. Last year the keynote speaker was Mr John Healy, Director of Citi and Head of Citi’s
Service Centre in Belfast, and a past pupil of St Columb’s College. He gave an insightful and inspiring talk about making
personal careers choices, exploring options and developing the skills that transcend any workplace. He also spoke very
favourably about both the foundations and the opportunities he gained from his time at St Columb’s. Over 60 exhibitors
from a variety of industries, universities and local businesses interacted and engaged with pupils, not only from St
Columb’s College but also from a range of schools in the Derry area as well as from the Republic of Ireland. Over 30 talks
and presentations were also available for students to attend which gave a more in depth view of courses and possible
career pathways.
All our Year 13 A-level students gained a real insight into the jobs and careers of 20 former St Columb’s College
pupils at our Past Pupil Careers Carousel event held in the City Hotel on Thursday 23rd April 2015.
The idea was to structure an experience for the student resembling a careers ‘speed dating’ setup – with past pupils from
varying disciplines each hosting a table and speaking to groups of pupils about their pathway into their chosen career. The
aim of the event was to help support our students in making an informed decision about their future by gaining an insight
into a number of different careers paths under the one roof, while at the same time, tapping into the vast array of talent and
experience our school has produced over the years. Students had the opportunity to ask questions in smaller groups and
strengthen their knowledge about future careers opportunities, receiving honest and real accounts of the routes taken by
others who were once in the same position as themselves. Past pupils had a chance to meet fellow class mates and alumni,
share experiences and offer advice to our future generation of innovators, thinkers, problem solvers, leaders, entrepreneurs
and philanthropists while celebrating their shared heritage of St Columb’s College.
The feedback from both from pupils and past pupils alike was an extremely positive one and the enthusiasm in the room
that day was palpable. With the support of the City Hotel we are hoping to make it an annual event. The Careers Carousel
was a great success due to the contribution of an appointed team of 18 Year 13 Careers monitors. These students are
charged with a range of roles including event organising, timetable management and department promotion. These
students give up a period per week of their free time to help and support the delivery of CEIAG within the school.
Another way we use our link with Past Pupils is through our Past Pupil mentor programme. In association with
our Past Pupils’ Union, we are building relationships with local employers who act as mentors to many of our Sixth form
students. They offer support and guidance during the UCAS process, provide opportunities for skills development and
assist with University interview preparation.
In addition to the wide range of career inspiration opportunities we provide, we also offer a lot of information to students
on the various scholarships both nationally and internationally that are available. We encourage students to seek these out
and feedback to their peers if they have unearthed any new opportunities. In addition to one of our students receiving
financial support from Yale, we have a student who has received a scholarship to a private college in America and two
students who have been recommended for the QUB scholar’s programme.
Mr Philip O’Doherty founder of E&I Engineering has offered three of our students substantial financial support during
their University career by paying their fees at QUB while they study for degrees in Electrical Engineering. He has also
guaranteed summer placement opportunities for these students and jobs with his company once they graduate.
As a department we have wholeheartedly embraced the role of Social media in delivering our message to our students and
indeed other stakeholder groups. We have a very active Twitter account and all students are encouraged to follow
us CEIAG@stcolumbs/@careersbeatty. This account is updated frequently and we post photos, inform students of
upcoming events and share articles from other organisations including UCAS, Universities and various Career specific
accounts.
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INFORMATION REGARDING PHYSICAL EDUCATION 2014-15
AIMS
To offer our pupils a range of sports as part of the Physical Education curriculum and as extra-curricular activities.
To enhance the development of their motor, cognitive and affective skills through a programme of experiences in
Physical Education.
To make the pupils aware of the benefits of a healthy lifestyle and how participation in sport can contribute to a
healthy mind in a healthy body.
In 2014/15 Year 8 pupils had three periods (105 minutes) and the rest of Key Stage 3 and Key Stage 4 pupils had
two periods (70 minutes) per week for Physical Education and followed the Physical Education programmes of
study. GCSE Physical Education was offered in Key Stage 4. AS and A2 Physical Education was offered to Year
13/14 pupils.
Year 13 AS-level Physical Education students were offered the opportunity to attain recognised coaching status in
soccer, GAA, and Sports Leadership Award.
Year 13 pupils were also given the opportunity to participate in games during the last three periods on Thursday as
part of the school’s Curriculum Enrichment Programme.
All pupils were given the opportunity to play the following sports during Physical Education lessons:
Athletics Golf Life Saving Skills
Badminton Gymnastics Table-tennis
Basketball Hurling Tennis
Cricket Rugby Volleyball
Cross-Country Soccer Weight training
Gaelic Swimming Orienteering
The school had representative teams in Cross-Country, Athletics, Soccer, Gaelic Football, Basketball, Golf,
Swimming, Rugby Union, Cricket, Hurling and Volleyball.
SPORTS FACILITIES
2 School Gymnasia
1 Sports Hall.
1 Multi-gymnasium (16 pieces of apparatus).
1 Multi-purpose 3G floodlit pitch with 3 mini soccer/Gaelic pitches across it.
1 All-weather area suitable for 4 pitches (1 Soccer and 1 Gaelic) and on which an athletics track is marked out
during the athletics season.
3 Soccer pitches and 2 training areas for small sided games
1 Rugby pitch and 1 training area.
1 Gaelic pitch (with two small pitches marked across it).
4 Tennis courts.
SHARED FACILITIES
Celtic Park Foyle Golf Club Prehen Golf Club
St Columb’s Park Leisure Centre Templemore Complex Swimming Pool
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SAFEGUARDING AND CHILD PROTECTION
St Columb’s College has a primary responsibility for the care, welfare and safety of the pupils in our charge. Pupils
learn about the risks of possible abuse, helping them to recognise unwelcome behaviour in others and acquire the
confidence and skills they need to keep themselves safe. All our staff and volunteers who will come into contact
with children are subject to appropriate background checks. Staff have a Code of Practice for behaviour towards
pupils. A full copy of the Child Protection Policy is available from the office.
Procedures for reporting suspected (or disclosed) child abuse
1 The designated teacher for Safeguarding and Child Protection is Mrs Marie-Louise O’Kane. Her
assistants are Mrs Ann-Louise Kirby, Mr Martin McIlveen and Mr Brian Keys. In their absence, Mr
FJM Madden will assume responsibility for Child Protection matters.
2 If a child makes a disclosure to a teacher or other member of staff which gives rise to concern about
possible abuse, or if a member of staff has concerns about a child, the member of staff will act promptly.
3 He/she will not investigate - this is a matter for the Social Services - but will report these concerns
immediately to the designated teacher, discuss the matter with him/her, and make full notes using Appendix
5b of the Child Protection Policy.
4 The designated teacher will discuss the matter with the Principal, as a matter of urgency, to plan a course of
action, and ensure that a written record is made.
5 The Principal, in consultation with the designated teacher, will decide whether, in the best interests of the
child, the matter needs to be referred to Social Services. If there are concerns that the child may be at
risk, the school is obliged to make a referral. Unless there are concerns that a parent may be the possible
abuser, the parents will be informed immediately.
6 The Principal may seek clarification or advice and consult with the Child Protection Support Service for
Schools (CPSSS) or the Senior Social Worker before a referral is made. No decision to refer a case to
Social Services will be made without the fullest consideration and or appropriate advice. The safety of the
child is our first priority.
7 Where there are concerns about possible abuse, the designated teachers will inform:
Social Services; the Education and Library Board’s Designated Officer for Child Protection (This will be
done in an envelope marked ‘CONFIDENTIAL - CHILD PROTECTION’).
8 If a complaint about possible child abuse is made against a member of staff, the Principal (or the designated
teacher, if the Principal is not available) will be informed immediately. The above procedures will apply
(unless the complaint is about the designated teacher). Where the matter is referred to Social Services, the
member of staff will be removed from duties involving direct contact with pupils, and may be suspended
from duty as a precautionary measure pending investigation by Social Services. The Chairman of the
Board of Governors will be informed immediately.
9 If a complaint is made against the Principal, the designated teacher (or his/her deputy, if he/she is not
available) will be informed immediately. He/she will inform the Chairman of the Board of Governors and
together they will ensure that the necessary action is taken.
10 If any member of staff feels unsure about what to do if he/she has concerns about a child, or is unsure about
being able to recognise the signs or symptoms of possible abuse, he/she should speak to the designated
teacher.
11 It should be noted that information given to members of staff about possible child abuse cannot be held ‘in
confidence’. In the interests of the child, staff may need to share this information with other professionals.
However, only those who need to know will be told.
Note:
During the school year there are occasions when the successes/achievements of pupils are recognised by the use of
images/photographs which are displayed either in the school building, in the school publications in the local
newspapers, in the school website.
The use of pupil images by the school is intended to enhance pupil achievement and contribute to a positive school
ethos. However, respectful of the right to privacy, and in accordance with our Child Protection Policy and the UN
Convention on the Rights of the Child, the school wishes to make parents aware that the consent of parents, and of
pupils who have reached the age of 16, is required for the use of such images. Consent is sought at the registration
stage for incoming pupils. Should a parent/pupil over the age of 16 wish to withdraw their consent for either the use
of digital images/website they should do so in writing to the Principal or the Child Protection Officer.
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ABOUT OUR POLICY ON EDUCATION FOR LOVE
RELATIONSHIPS AND SEXUALITY EDUCATION
Policy Statement
St Columb’s College approaches education for love in the context of faith in Jesus Christ, which is seen as the centre
point of the pupil’s development.
The Education for Love Policy recognises:
a that the school’s role is one of support, openness and collaboration with parents in their role as primary educators
for love;
b the uniqueness of each pupil’s personality, gifts and development.
A Whole-School Responsibility
The taught components of ‘Education for Love’ are undertaken primarily in the Science, Physical Education and
Pastoral programmes and reinforced in all years via the educational theme, Health Education. Relationships and
Sexuality Education is, however, a whole-school responsibility. In Religious Education pupils will be given a moral
framework within which relationships, sexuality and self-respect are situated. Pupils learn above all from the
personal relationships and attitudes they experience in their whole life in the school, in every part of the curriculum
and in every activity. Outside agencies support the work of class teachers through the delivery of conferences on
relevant issues i.e. Life. Currently our Heads of School are undertaking training which is delivered by the WELB
and this knowledge will be disseminated to Year Heads who will promulgate it through the INSYNC pastoral
programme in the school.
Support for Parents
Parents of Year 9 pupils will be kept fully informed about aims, methods, timing and content of the school
programme. At any time parents may review the programme itself and materials used within it.
The school will endeavour to support parents in discussion of issues with their sons. Parents may obtain a full copy
of the policy at any time by making contact with the programme co-ordinators.
ABOUT OUR SPECIAL NEEDS POLICY
Mrs Sinéad McGonigle is the Special Needs Co-ordinator. Mrs Siobhan Tohill is the Deputy SENCo.
The SENCO team consists of the Special Needs Co-ordinator, the Deputy Special Needs Co-ordinator, Ms Róise
Harvey and fifteen other classroom assistants. The classroom assistants have responsibility for assigned pupils and
also assist the Learning Support team. The SENCO team is supported by the Literacy co-ordinator, who runs the
Reading Partnership Programme. There is a designated area for SEN/Learning Support within the school which is
very well resourced and where pupils can be tutored on a one-to-one basis. Short term programmes in areas such as
Self-esteem, Organisational Skills and Anger Management are also delivered by the SEN department. Pupils also
have access to IT facilities in the Learning Support Unit. Our External Support includes the Education Authority
(Western Region’s) Educational Psychologist, the Autistic Spectrum Advisory Support service and Knockavoe
Resource Centre.
Pupils with special needs fall into a variety of categories and it is our aim to cater for all of them, as defined in the
school’s SEN Policy, which was reviewed in April 2014.
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POLICY ON DISCIPLINE/POSITIVE BEHAVIOUR MANAGEMENT
Aim: To create a climate based on Christian principles that is suitable for teaching and learning and to promote in
the pupils a sense of responsibility and self-discipline.
GENERAL PRINCIPLES
The Board of Governors of St Columb’s College believes that in order to enable effective teaching and learning to
take place, good behaviour in all aspects of school life is necessary. Our school community is centred on Jesus
Christ, the model teacher, who is the Way, the Truth and the Life. Our school motto is ‘seek first the Kingdom of
God’. The values of God’s Kingdom are therefore the foundations upon which our behaviour management policy is
built - values of truth, justice, love, honesty, patience, understanding, forgiveness and the dignity of the human
person. The Board of Governors therefore seeks to create a caring and learning environment in the school by:
promoting at all times Christian values throughout the school community;
promoting good behaviour and discipline on the part of all pupils;
promoting self-esteem, self-discipline, proper regard for authority and positive relationships based on
mutual respect;
promoting early intervention;
identifying the underlying causes of poor behaviour and aiming to effect a change of attitude on the part
of an offending pupil;
providing a safe environment free from disruption, violence, bullying and any form of harassment so
that everyone in the school community feels secure and valued;
ensuring fairness of treatment for all;
encouraging consistency of response to both positive and negative behaviour;
encouraging a positive relationship with parents/guardians and with pupils themselves to develop a
shared approach to involve them in the implementation of the school’s policy and associated
procedures.
This statement of General Principles was re-adopted by the Board of Governors in November 2014 following
consultation with parents and teachers.
ST COLUMB’S COLLEGE CODE OF CONDUCT
RATIONALE AND EXPECTATIONS
The Primary Aim of St Columb’s College is to promote in each pupil, through Catholic education, the fullest
Christian human development of which he is capable.
We seek to create a climate based on Christ’s teaching where individuals will acquire a sense of
responsibility to themselves, to each other and to our College.
We believe that all members of the College community have a right to be valued and respected, so that
teaching and learning can take place in a secure, welcoming and caring environment where pupils’ abilities
and talents are nurtured and developed to their full potential.
We believe that good relationships between teachers, pupils and parents are essential if we are to attain our
Primary Aim.
We wish to encourage good behaviour amongst all our pupils believing that an atmosphere of mutual
respect is conducive to learning and essential for the social and personal development of all members of our
College community.
We believe that teachers, parents and pupils share a responsibility to ensure that incidents of disruption,
violence, bullying and any form of harassment are reported and followed up.
We expect everyone in St Columb’s College to:
prepare well for school;
work to the best of their ability at home and in school;
show respect for themselves and others, adhering to the accepted conventions of courtesy and good
manners;
care for the school and community environment;
show consideration for the health and safety of themselves and others.
Moral, disciplined and courteous behaviour is expected, not only in the classrooms and corridors of the College,
but also in the community, on school buses, and at all College activities or functions, whether on or off the
campus. In keeping with the philosophy of the College, that a school is as good as the reputation of its students,
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disciplinary action may be implemented in response to any off-campus behaviour that contravenes this Code of
Conduct.
Undesirable behaviour in pupils:
being unkind to their peers, including engaging in any form of bullying;
being unkind to their peers who have particular talents or who win awards;
calling out in class, interrupting others and being inattentive when others are contributing to the lesson;
displaying a lack of interest in learning and preventing others from learning;
being unable or unwilling to abide by the accepted conventions of courtesy and good manners;
defacing or destroying other pupils’ belongings or school property;
directing abusive language at other pupils or the teacher;
acting aggressively or with violence towards other pupils or the teacher.
St Columb's Core Values
(The Core Values are not an exhaustive list of rules, but can be applied to most scenarios that may occur within the
school.)
1. I will show respect for myself, for others and for my school.
2. I will work to the best of my ability at all times.
3. I will be properly prepared for all my lessons and activities.
4. I will co-operate fully and contribute positively in all of my classes.
5. I will take responsibility for my words and actions.
RULES
The pupils of St Columb’s College are required:
to act with common sense and responsibility, showing respect, courtesy and consideration for others;
to conduct themselves in a befitting manner on the way to and from school and whilst dressed in school
uniform;
to respect the authority of all the teaching and support staff as well as that of school transport workers and
prefects;
to observe the discipline that is proper to each part of the College or to particular activities within the
College;
to respect the health and safety of themselves and others at all times;
to attend school regularly and arrive punctually for school and all classes;
to remain on the College premises from 8.30 a.m. until 3.30 p.m. and attend all the requisite classes unless
excused from so doing by the relevant authority;
to provide a written explanation of any absence, immediately upon return, signed by a parent or guardian;
to refrain from making appointments during school time when possible and to provide a written note in the
daybook in advance explaining the details of any appointments.
to complete all class assignments, homework and coursework on time and to the best of their ability;
to maintain a neat and tidy appearance, wearing the correct College uniform and accepting the College
standards regarding appearance;
to respect the property of fellow pupils, the school and the community;
to use all school equipment in accordance with established guidelines;
to represent the College in any activity, if so requested, and to prepare properly to represent it worthily
(unless it is decided otherwise by the College after consultation with a parent/guardian);
to avoid the use of harmful substances including tobacco, e-cigarettes, alcohol, solvents and illicit drugs;
to refrain from any unauthorised selling or buying of merchandise;
to use only the designated areas and designated times for eating and drinking.
Students should be aware that progression from year to year is dependent on the following three criteria
being fulfilled:
1. A positive behaviour report;
2. A good record of attendance and punctuality;
3. Evidence of a sustained academic endeavour.
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IMPORTANT INFORMATION REGARDING PUPIL CONDUCT AND RESPONSIBILITIES
Security and the School Day
All visitors to the College should report immediately to Reception and ‘sign-in’. Staff and pupils are asked to be
alert for any intruders in the College grounds and buildings at any time, and to notify the General Office
immediately if they have any concerns.
The College officially opens for pupils at 8.30 a.m. At 9.00 a.m. pupils are asked to proceed to Registration rooms.
Teachers take AM Registration at 9.10 a.m. and PM Registration at 1.45 p.m. Class ends at 3.30 p.m. After-school
activities begin at 3.30 p.m. A late bus leaves the College grounds at 4.45 p.m. The school officially closes for
pupils at 5.00 p.m. After this time, any pupils found in the building are asked to move immediately to the main
foyer area. Evening/night/weekend activities or meetings are arranged formally with the HR and Finance Manager.
Attendance
Pupils may not leave the College grounds from 8.30 a.m. until 3.30 p.m. without showing an Authorised Absence
Pass (AAP) at Reception. Form Tutors should complete an AAP, during registration upon, receiving the permission
of a parent/guardian (normally in the form of a signed note in the pupil’s daybook). The College accepts no
responsibility for pupils who leave school, with or without permission. Pupils should report to their Form Tutor to
be sign in if they arrive after 9.10 a.m.
Parents and pupils are advised not to make dental, medical or other types of appointments for pupils during school
hours or to arrange family holidays during term time.
Health and Safety
Pupils should not run or become involved in horseplay on the corridors at any time and should walk on the
right hand side of corridors and stairwells to avoid congestion.
When faced with any possible congestion, pupils should seek the nearest alternative route. Pupils should
keep good order when arriving at and departing from Assemblies and all other large gatherings.
Pupils are to carry bags in a safe manner, and should not abandon bags or leave bags at their feet when
lining up on busy corridors. In the interests of health and safety, abandoned bags may be removed.
When inside classrooms or other class areas, pupils should not be standing around but should be seated on
classroom chairs. They may not sit on window sills, classroom tables or benches. Pupils are reminded that
they should not become involved in horseplay at any time. They must not interfere with blinds, school
equipment (e.g. computers, audios or classroom displays etc.). They must conduct themselves as they
would be expected to when a teacher is in the room.
Pupils are not to congregate in any prohibited area at any time (e.g. behind Home Economics Rooms or
around the huts).
Pupils should use the litter bins provided throughout the College buildings and grounds.
Bullying of any kind will be viewed most seriously in accordance with the school Bullying Prevention
Policy.
Physical or verbal assault will be viewed most seriously.
Pupils must not be in possession of a knife or any other offensive weapon.
Pupils must not bring cigarettes, e-cigarettes, lighters or matches to school. They must not smoke or be in
the company of a pupil who is smoking or drinking alcohol, either at school or on the way to and from
school.
Pupils must not bring alcohol, solvents or drugs into the school at any time. Possession of, use of or
trafficking in illegal drugs will be viewed most seriously in accordance with the school Policy on Drugs.
Tampering with security equipment, fire alarms, fire equipment or other safety equipment is strictly
forbidden.
A pupil who becomes concerned about the safety or well-being of a fellow pupil should let a member of
staff know immediately.
The school’s designated teacher for Child Protection Issues is Mrs Marie-Louise O’Kane. Her assistants are Mrs
Ann-Louise Kirby and Mr Martin McIlveen (or Mr Brian Keys in their absence).
School Uniform
The school uniform consists of:
Black blazer with College crest. The blazer must be worn at all times on the school corridors;
Black trousers of conventional cut (no cords or jeans). Trousers must be worn in a conventional manner at
the waist;
Grey or white shirt, fully tucked in, with the top button fastened and with the appropriate Key Stage tie
worn to the top;
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The appropriate Year badge which must be visible at all times. This badge remains the property of the
school and must be replaced immediately if lost or mislaid;
Grey v-necked pullover (if worn);
Any conventional style of shoe or boot which must be wholly black (trainers are not acceptable).
In addition:
Badges or emblems which are not school-related are not permitted on school clothing;
Belts (if worn) must be wholly black and with a conventional buckle;
Pupils are expected to be clean shaven. Any student not clean shaven will be given the opportunity to
shave in school. If this opportunity is not availed of the student will be placed in the Study;
Outlandish hairstyles or colours are not permitted - hair must be neat and presentable, and in keeping with
the standards expected by the Principal. For health and safety reasons long hair must be tied back at all
times;
Ear-rings, studs or other visible piercings etc. must not be worn (Sixth Form students are permitted to wear
a ring on one finger);
Only the approved school uniform should be worn inside the school building between 9.10 a.m. and 3.30
p.m. This means that hooded tops and outside coats must be removed on entering the school building.
P.E. Uniform
Key Stage 3 pupils are requested to equip themselves with the official school rig-out. The official College playing
colours for athletic and sporting activities are:
Football jersey (royal blue/gold band and gold collar and cuffs);
Socks (royal blue);
Shorts (royal blue with band).
Books and Equipment
School books/equipment must be returned in good condition at the end of the school year.
The school computer system or other specialist equipment must be used in accordance with school guidelines.
Each pupil is expected to be in possession of his own Smartcard, for purposes of identification. This Smartcard
remains the property of the school and must not be defaced or tampered with in any way. The Smartcard must be
replaced immediately if defaced, tampered with, lost or mislaid.
Valuables (Mobile Phones/Personal Music Players etc)
Pupils are advised not to bring valuables (personal music players, mobile phones, other electronic devices not
required for school work) to school.
St Columb’s College will not be responsible for the loss of cash or valuables belonging to pupils.
Pupils are not permitted to use mobile phones at any time on the school premises or grounds or during any school
activity. It is forbidden to bring mobile phones or any other unauthorised electronic device into examination centres.
A pupil found to be using his mobile phone will have it confiscated for the duration of the school day. If it is being
confiscated for the first time, the phone can be retrieved at 3.30 p.m. from the Year Heads’ Office on production of a
Smartcard. If a pupil has his mobile phone confiscated on more than one occasion, his parents will have to come to
the school to collect the phone.
Pupils are not permitted to use personal music players during any class or other organised activity in the school.
Personal music players may not at any time be used on the school corridors or be plugged into school
computers/equipment except on the explicit instruction of a teacher to complete an activity relating to the lesson.
Car and Bicycle Parking
If bringing a bicycle to school, pupils must park and secure it at the bicycle port. If bringing a car or a motor bike,
pupils must park same in the designated area for students, after completing the necessary forms. Pupils are not to
park cars in the staff car park or loiter in that area. Cars, motor bikes and bicycles are parked in the school grounds
at the owner’s risk.
Eating/Drinking
Designated Areas:
Canteen and Sixth Form Dining Area;
Link Area;
Science window benches during break time only;
Seating areas in the Senior Building;
Classrooms during break time only;
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Outside the College buildings (apart from the steps area along the main front/visitors’ entrance to the
College).
Designated Times: Break time and lunch time; before 9.10 a.m. or after 3.30 p.m.
Eating and drinking is forbidden on the College corridors at any time. All rubbish should be disposed of in a litter
bin. Pupils should not take food or drink out of the canteen to consume elsewhere.
Locker Areas
Locker areas are out of bounds except at the following permitted times. A pupil may go to his own locker:
Before Registration Period;
During morning breaktime;
At the start and end of the lunch period;
Before and after P.E.;
After last period.
It is a condition of enrolment to St Columb’s College that parents and pupils agree to our Code of Conduct
and to the interpretation placed upon it by the Principal of St Columb’s. Pupils who contravene the Code of
Conduct will be subject to the school's disciplinary procedures.
BULLYING PREVENTION POLICY
Rationale
Many research studies show that young people spend more time being affected by bullying than many other
significant life events. All children whatever their race, gender, beliefs, physical and intellectual abilities have the
right to develop in an environment free from harm. They should be respected for what they are, and have the right to
personal dignity.
The purpose of our anti-bullying policy is to provide an environment which protects young people, ensures they feel
cared for and valued and to ensure everyone is vigilant to the possibilities of bullying.
All staff, pupils and parents will be aware of the negative effects that bullying can have on individuals and the
school in general and will work towards ensuring that pupils can work in an environment without fear.
St Columb’s College recognises that it must take note of bullying perpetuated outside school which spills over into
school. The school will do what is ‘reasonably practical’ to eliminate such bullying.
Bullying is detrimental to creating the ‘secure, happy and caring environment in which pupils can learn successfully,
develop their talents and feel valued’ as is emphasised in St Columb’s College Pastoral Care Policy. Bullying is
unacceptable and will not be tolerated.
Aims
• To ensure that pupils learn in a supportive, caring and safe environment, without fear of being bullied.
• To demonstrate that the school takes incidents of bullying seriously and that it will not be tolerated.
• To take measures to prevent all forms of bullying behaviour in school and during off-site activities.
• To demonstrate to all that the health and happiness of all pupils is paramount.
• To promote an environment where pupils feel they can trust and tell adults if they are being bullied or they
know about bullying behaviour.
• To ensure that all staff are aware of their duty of care over those in their care and the need to be alert to the
signs of bullying.
• To ensure that all staff are aware of procedures for dealing with bullying.
• To ensure all pupils have an awareness of bullying issues and know how to access help within and outside
school.
• To create a culture within which each member of the school community will develop a high degree of self-
esteem, self-confidence and tolerance.
• To create a ‘talking’ and caring culture within the school.
• To provide support for ‘the child who has been bullied’ and for those considered in any way ‘at risk’.
Definition
The ‘Northern Ireland Anti-bullying Forum’ defines bullying as the repeated use of power by one or more persons
intentionally to hurt, harm or adversely affect the rights and needs of another or others.’
Bullying is deliberately hurtful behaviour, repeated over a period of time, where it is difficult for the victim to
defend him/herself. Bullying refers to acts of aggression intentionally causing embarrassment, pain or discomfort to
23
someone. It can take a number of forms: physical, verbal, emotional and cyber. It is an abuse of power. It may be
perpetrated by individuals or by groups of pupils. Single isolated incidents often arising as a result of a fall-out of
friends, even though these incidents may be serious, do not normally constitute bullying - which is defined as
ongoing or repeated incidents, knowingly causing harm or hurt to another individual.
Bullying behaviour can be; Physical - hitting, pushing, kicking, taking or hiding belongings
Verbal - name calling, teasing, insulting, writing or sending unkind notes or messages
Emotional - being intentionally unfriendly, excluding, tormenting looks, spreading rumours
Cyber - email and internet chat room misuse, inappropriate use of mobile phones for example threats or taunting
behaviour by text, calls, social networking websites *see appendix
Signs and Symptoms
A young person may present with some of the following signs and/or symptoms:
• Unwilling to attend school
• Becomes withdrawn, anxious or lacking in confidence
• Starts stammering
• Attempts or threatens self harm
• Regularly feels ill in the morning
• Standard of school work deteriorates
• Comes home with clothes damaged or books torn
• Has possessions that regularly go missing
• Stops eating
• Is frightened to walk to or from school
• Changes in usual routine
Pro-active Preventative Strategies
• All staff will have a shared understanding of the School’s overall aim to create a safe learning
environment for all of our students.
• All staff will share the responsibility of promoting high standards of behaviour and will play an active role
in fostering good relationships at all levels throughout the school. It is the responsibility of each teacher to
proactively ensure bullying behaviour is not happening in his/her classroom or within his/her form group.
• Teachers will be vigilant in their efforts to help maintain an environment within the school which
discourages bullying (not limited to during general supervision).
• The Curriculum and Pastoral Care structures and programmes will be used to promote an environment of
zero tolerance to bullying behaviour and of fostering self-esteem and confidence.
• Year eight pupils in the school will have year 14 mentors; these mentors will be trained using ‘Childline’
materials and will be involved with the Year 8 induction process.
• Form Tutors and Year Heads of all Year groups will address this issue regularly and encourage students to
speak to them about any bullying-associated problems.
• Through weekly assemblies the ethos of the school and the importance of treating all others with respect,
regardless of religion, race, colour or culture will be strongly endorsed.
• School notice boards will be used to display information to encourage pupils to share their worries or
concerns they may have about their well-being.
• During anti-bullying week there will be a special focus on this issue with anti-bullying being addressed at
all Year group assemblies. This issue will be revisited repeatedly throughout the academic year.
• Students will be encouraged to enter competitions that promote the anti-bullying message.
• It is the responsibility of all members of the school community including the senior prefects, ancillary staff
and the teachers on supervision duty to be vigilant regarding corridors, locker areas, toilets, etc. to ensure
that, in the interests of Child Protection, no bullying is occurring in St Columb’s College.
• Pupils will be educated on the appropriate use of social media through the delivery of the Pastoral
programme e.g. through use of privacy settings etc. on Facebook.
• All pupils, staff and parents will receive a relevant up to date copy of the St Columb’s ‘Bullying prevention
policy’.
• It is the responsibility of teachers to familiarise themselves with the details included in this policy.
• Time will be provided to read through this policy document with pupils.
• All teachers will be given training in effective responses to bullying behaviour.
Managing Incidents or Allegations of Bullying – Reactive Strategies
Role of teaching staff
24
1. Staff should be prepared with options for how to respond to incidents of bullying in a planned, deliberate
and positive manner. Confronting pupils who have bullied requires a high amount of self-control as well as
preparation to know what to say and do.
2. In the event of a complaint or observation of unacceptable behaviour being made to a teacher, the member
of staff involved should record details of the incident/concern on the ‘Bullying Concern Assessment
Form’*. The teacher should make every effort to clarify the facts. The teacher should check to see if the
behaviour constitutes bullying behaviour as defined in our current school anti-bullying policy.
3. The situation must be assessed carefully to determine the severity level of the behaviour. The nature,
frequency, duration and impact of the bullying behaviour will all be considered. This in turn will determine
the appropriate level of response required to manage the situation effectively.
4. All incidents should be reported as a matter of URGENCY to the relevant Form Tutor outlining any
actions already taken. It is the duty of the Form Tutor to keep the Year Head informed of any further
incidents of bullying. The Year Head will decide how best to proceed and ensure that the following steps
will be taken:
Check school records for details of any previous incidents.
Following guidelines in the school ‘Bullying concern assessment form’.
Interview both/all parties.
Collect witness accounts (if necessary).
Both/all sets of parents informed (may be invited to attend school).
With pupils’/parents’ consent supervised mediation may take place.
Keep Senior Teacher/VP/Principal informed as necessary.
Regular monitoring of situation should be conducted by Year Head.
Counselling may be offered to affected pupils.
All reports/records relating to the incident should be kept and pupils’ names should be included on the relevant
year group bullying register.
See NIABF resource for guidance on how to determine the severity level of bullying behaviour and the
appropriate levels of intervention.
Role of Pupil
It is the responsibility of all pupils to refrain from becoming involved in any kind of bullying behaviour,
however, if a pupil is affected by or witnesses an incidence of bullying they should always report this to a
member of staff.
Report to a member of staff what you have seen or experienced. Even if you only suspect that bullying is
taking place you should report this.
It is acceptable to step in and stop an incidence of bullying to protect another pupil. Only do this if you can
be sure that you are not putting your own safety at risk.
Anyone who becomes the target of bullying behaviour should not suffer in silence, but have the courage to
speak out, to put an end to their suffering and to that of other potential targets.
Promote the notion of a ‘telling school’ where all pupils share the responsibility for addressing this
unacceptable behaviour.
Role of the Parent(s)/Guardian(s) All parents have a duty to:
• Watch out for signs of distress or unusual behaviour which might be evidence of bullying.
• Advise their children to report any bullying that they have experienced or witnessed to a member of staff.
• Advise their children not to retaliate violently to any form of bullying.
• Inform the school of any suspected bullying, even if their child is not involved.
• Co-operate fully with the school in any investigation of alleged bullying.
Responses to Bullying Behaviour
Responses to bullying incidents will be made in accordance with the guidance provided in the NIABF ‘Effective
responses to bullying behaviour’ and the schools’ discipline policy.
• Both (all) sets of parents/guardians will be informed.
• The substance of the incident will be formally recorded.
One or more of the following procedures may be used to deal with the individual demonstrating the bullying
behaviour:
• Placed on formal school detention.
• Placed on report.
• Set targets for improvement which should be monitored.
• Withdrawn from class and parents required to attend school.
25
• Engaged in any abuse of school IT facilities may have their school IT account suspended.
• May be suspended from school by the Principal (see exclusion policy).
Links with other policies St Columb’s Anti-bullying policy is closely linked with the School’s policies on Child Protection, Discipline,
Positive Behaviour and its Code of Conduct.
Prevention Policy Monitoring and Review
This Policy has been revised in 2014 following consultation with pupils, parents and staff. It will be monitored on
an ongoing basis and comments on the content or outworking of the policy are always welcome. Please contact Mr
FJM Madden, Principal.
This policy takes due regard of the following documents:
www.deni.gov.uk/ppbehaviour-4
Pastoral Care in Schools: Promoting Positive Behaviour’ (2001).
Every School a Good School, Preventing and Tackling Bullying, Dfe 2011.
Respect Me ‘Cyber bullying are you switched on?’ (Scotland’s Anti-bullying Service).
NIABF – Effective responses to bullying behaviour.
Appendix
Cyber bullying
In response to concerns raised by pupils, parents and teachers regarding the issue of cyber bullying the following
information has been included as a guide to identifying and dealing with cyber bullying.
What is cyber bullying?
Cyber bullying is the term used to define bullying behaviour that takes place via mobile phones or over the internet
through emails, instant messaging and social networking sites. Texts, messages or images are sent or posted on sites,
which hurt, intimidate or embarrass another person. Cyber bullying is not carried out face to face and people often
are not aware of the identity of the person targeting them. Cyber bullying is no different from any other forms of
bullying; the behaviour is the same and the impact is no less devastating.
What to do if a pupil reports an incidence of cyber bullying
Do not panic!
Our pupils frequently report that they are reluctant to tell an adult that they are being cyber-bullied as they believe
that the adult will over-react. In their experience they state that this usually results in their electronic device (phone,
notebook etc.) being taken away.
Teachers and parents are advised to assure pupils that they have done the right thing by reporting the incident.
It can be difficult for young people to recognise that they are being cyber bullied, inappropriate and or nasty
comments via text, in a chat room or on ‘Facebook’, ‘Instagram’, ‘snapchat’ and ‘twitter’ are accepted as ‘coming
with the territory’.
Disconnecting mobile phones or the internet will not make the bullying behaviour stop.
Teachers and parents need to take an active interest in the way that technology is being used by our pupils at home,
at school and in their communities.
Important points to discuss to encourage responsible use of mobile technologies
1. Online relationships are no different from offline relationships, therefore the same level of respect should
be used when communicating with someone online.
2. Be mindful of the fact that you are communicating differently. It is very easy to misinterpret an onscreen
message, codes of ‘netiquette’ exist for example if you type in capitals it could be seen as shouting.
3. Be respectful of other people’s privacy. Do not send gossip, facts or photos of other people without asking
them first. You may think that it is funny and post it for the world to see but they may not feel the same
way.
4. Never give away personal information about yourself or another person, their family or friends. Never
share your private passwords with anyone, as the school internet policy states ‘treat you password like your
toothbrush – it’s not for sharing’. For younger pupils there should be a rule agreed at home that they should
ask for parents’ permission before engaging in online activities.
26
DRUGS POLICY
RATIONALE
St Columb’s College recognises that drug misuse is a major threat to the health and well-being of pupils, their
families and the wider community
Since the Board of Governors and the school authorities have a duty of care to all pupils, they are determined to
ensure that our pupils avoid contact with drugs. They also intend that our school premises be kept free from drugs
and that our pupils are afforded protection from same whilst in our care.
St Columb's is committed to assisting all pupils develop the confidence, attitudes and social skills necessary to
enable them resist the pressures and influences which could lead to drug misuse.
St Columb’s supports and accepts the DENI’s guide-lines on the misuse of drugs as outlined in its circular of
2004/09. Consequently, where there is reasonable belief that a pupil is in possession of a controlled drug, either on
his person or in his belongings, or where drugs are found on the school premises, or if there is any doubt about the
nature of the substance, the parent(s)/guardian(s) of the pupil(s) involved will be notified and the Local Juvenile
Liaison Officer of the PSNI will be informed. In the interests of safeguarding the health and safety of young people,
when, in school, a member of staff becomes aware of, or is told about, possible criminal activity outside school
premises, the PSNI will be informed through the Principal.
Where appropriate, the implementation of this Policy will operate in tandem with other relevant school policies
including:
Pastoral Care;
Child Protection;
Health Education.
DEFINITIONS
For the purpose of this Policy, the term ‘drugs’ will include any substance which, when taken, alters the way the
body works or the way a person behaves, feels, sees or thinks.
As well as everyday substances such as tea and coffee, drugs include:
Alcohol;
Tobacco;
‘Over-the-counter’ medicines, such as Paracetamol;
Prescribed drugs, such as antibiotics, tranquillisers, inhalers and Ritalin;
Volatile substances, such as correcting fluids/thinners, gas lighter fuel, aerosols, glues and petrol;
Controlled drugs, such as cannabis, LSD, Ecstasy, amphetamine sulphate (speed), magic mushrooms,
heroin and cocaine;
Other substances such as amyl/butyl nitrite (‘poppers’) and legal highs as well as performance enhancing
drugs;
All other substances construed as ‘legal highs’ under current and future legislation.
AIMS AND OBJECTIVES
Aim
Our ultimate aim is to:
o Protect pupils from the harm associated with the use and misuse of drugs so that they will know
how to make healthy, informed choices through increased knowledge, developing a positive self
image, challenging their attitudes and developing and practising the skills needed to resist
temptation;
o Promote a collaborative approach to drug education, policy and procedure amongst local post
primary schools.
Objectives
To have a clear and agreed understanding amongst everyone in the school community about the
implications and possible consequences of drug use/misuse;
To provide all staff (teaching and non-teaching) with training and support to enable them to deal effectively
and confidently with incidents of suspected drug misuse, and to ensure that the agreed procedures are
consistently and sensitively applied in all situations;
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To empower teaching staff through appropriate training and support to develop and deliver an effective
drug education programme (where appropriate, further advice and support will be sought from the
appropriate statutory/external agencies [see Appendix II]);
To provide a drug education programme which:
o Develops pupils’ self esteem and promotes positive attitudes in their relationships with others;
o Gives pupils opportunities to develop the values, skills, knowledge and understanding necessary to
make informed and responsible decisions about the use/misuse of drugs including tobacco, alcohol
and volatile substances, within the context of a healthy lifestyle;
o Helps pupils develop the skills necessary to assert themselves confidently and resist negative
pressures and influences.
To provide appropriate support and assistance for those pupils affected by drug-related issues by referring
them to the appropriate external agencies (see Appendix II) whilst ensuring that the support being offered
within school is appropriate and not conflicting with support offered by other bodies;
To inform parent(s)/guardian(s) of the content of this Policy and the procedures to be implemented in the
management of incidents of suspected drug misuse;
To establish a drug-free environment within the school site.
ROLES AND RESPONSIBILITIES
St Columb’s College is committed to tackling drugs misuse among young people and any instances of possession,
use or supply of illegal drugs on school premises will be viewed with the utmost seriousness.
The Vice-Principal (Pastoral) is designated as having overarching responsibility for drugs issues in the
school. His/her duties include the oversight and co-ordination of the planning of curricular provision in
compliance with the statutory requirements, liaison with other staff responsible for pastoral care and the
Drugs and Alcohol Education Officer, and responsibility for co-ordination of the school’s procedures for
handling instances of suspected drug misuse;
The Drugs and Alcohol Education Officer will also act as a contact point, as necessary, for outside agencies
who may have to work with the school or with the young person or young people concerned. The Drugs
and Alcohol Education Officer will ensure that visits of any outside speakers to the school shall be properly
planned within the overall drugs education programme;
Any incident involving the misuse of drugs will be documented and records kept in confidential files by the
Principal/Designated Teacher;
Where it is deemed necessary to make public comment on drug-related incidents, such comment will be
made by the Principal or his delegate(s);
If it becomes known or reasonably believed that school premises are used outside school hours for drug or
solvent misuse, the Principal shall ensure that arrangements are in place to check the premises and grounds,
and make any necessary arrangements for the safe disposal of dangerous matter.
Implementation of the Policy will be the responsibility of every member of staff and, in particular, of the
Management Team, the Pastoral Committee, the Drugs and Alcohol Education Officer, the Health Promotion
Officer, and the Subject Leaders of those Departments charged with delivering aspects of the school’s Policy on
Drugs.
TRAINING AND INFORMATION
All staff (teaching and non-teaching) and Governors will be provided with training to support the full
implementation of this Policy including the delivery of the drugs education programme. Each member of staff will
be made aware of the problems, signs and symptoms of drug and solvent abuse and will have a responsibility to
adhere to and promote this Policy. The school will take every opportunity to inform and involve pupils and
parent(s)/guardian(s) and where pupils are considered at particular risk from drug misuse, additional support from
outside agencies will be considered.
DRUG EDUCATION PROGRAMME
For information on the school’s Drug Education Programme, see Appendix I.
PROCEDURES FOR DEALING WITH SUSPECTED DRUG-RELATED INCIDENTS
If a pupil is found to have taken or be in possession of a legally or illegally held substance on the school premises,
during school activities, on school trips or while representing the school then the following procedures should be
followed.
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1. These procedures are based on the fundamental principle that the school acts in loco parentis and the
school will always take steps that would reasonably be expected of any parent/carer to safeguard the well
being and safety of the pupils and staff in its charge;
2. The school will at all times give careful consideration as to how any information relating to an incident of
suspected drug misuse is communicated to staff, pupils and parent(s)/guardian(s).
Responding to illness/inappropriate behaviour that is reasonably believed to be the result of drug misuse:
In cases needing immediate response, the pupil(s) shall be removed to hospital by ambulance (emergency
First Aid having being administered as appropriate) and the parent(s)/guardian(s) shall be informed by the
Principal or his delegate;
If the school ascertains that the problem was caused by drug misuse, it shall fulfil its duty under the law by
reporting this to the PSNI irrespective of action taken by the hospital;
The Designated Teacher shall investigate and write a report on the incident. In the light of the report, the
Principal shall take further action in line with the school’s Policy on Positive Behaviour Management. He
may also make referral to outside agencies that can support the pupil and his family.
Responding to cases of reasonably believed Drug Misuse where there is no immediate danger:
If a member of staff receives what he/she considers to be reasonable information or allegations relating to a
pupil misusing drugs, or notices signs and symptoms of drug misuse, he/she shall inform the Principal who
will, in the presence of the Designated Teacher, contact the parent(s)/guardians(s) of the pupil and the PSNI
Juvenile Liaison Officer;
If parent(s)/guardian(s) reasonably believe or know that their son, who is a pupil of the school, is taking
drugs, the Principal and Governors expect them to inform the school authorities, so that counselling and
support can be offered;
Where a pupil discloses to a teacher or other member of staff that he is taking drugs, the staff member shall
make it clear to the pupil that he/she can offer no guarantee of confidentiality given the seriousness of drug
misuse.
In all cases the Designated Teacher should carefully gather up any drugs/paraphernalia/evidence lying around being
careful to take any appropriate safety precautions (e.g. making use of latex gloves) and ensure suitable secure
storage.
Responding to cases where it is reasonably believed that there is use of, possession of, or dealing with drugs on the
school premises:
(i) Legally Held Substances
Where a member of staff discovers an incident involving the misuse of ‘legally held substances’ he/she will
summon medical assistance and also the Designated Teacher who will:
o Assess the situation;
o Do everything reasonable to ensure the safety of the pupil(s);
o Give emergency aid and summon further medical assistance if necessary;
o Inform parent(s)/guardian(s) of the situation.
(ii) Illegally Held Substances
Where a member of staff discovers an incident involving the use of what is reasonably believed to be
‘illegally held substances’ the aforementioned steps will be taken and the relevant authorities will be
informed;
A member of staff may search a pupil’s bag or locker if he/she has reasonable cause to believe that it
contains unlawful items, including controlled drugs. Such a search will be made in the presence of the pupil
and another, adult, witness. Where pupils are suspected of concealing controlled drugs on their persons or
in their personal belongings, every effort will be made to secure the voluntary production of any unlawful
substances by, for example, asking them to turn out their pockets or schoolbags. If the pupil refuses, the
PSNI will be called to deal with the situation. A search of the pupil’s belongings, including schoolbag, coat,
or other items will be made only with the pupil’s consent and in his presence and that of another adult
witness. The school staff will attempt to detain a pupil using reasonable means, until the police arrive
where there are reasonable grounds to suspect that an arrestable offence is being committed;
29
School staff will take temporary possession of a substance reasonably believed to be a controlled drug for
the purposes of protecting the pupil from harm and from committing the offence of possession. The said
substance and any associated equipment will be taken as soon as possible to the Designated Teacher, who
will arrange for its safe storage until it can be handed over to the PSNI to identify whether or not it is a
controlled drug. Where it is believed a pupil may have swallowed a substance reasonably believed to be a
controlled drug, for example, to avoid detection, medical assistance will be immediately sought and the
PSNI will be informed;
Suspected possession of, use of, or trafficking in, illegal drugs in school will be investigated and the
investigation will be co-ordinated by the Designated Teacher. The Designated Teacher will record the
time, place, date and circumstances of removal or confiscation of the substance that is reasonably believed
to be a controlled drug;
The Principal will notify the Chairman of the Board of Governors (or his nominee) as soon as possible of
any incident of suspected misuse of drugs. Where it seems to the Principal that an offence has been
committed the person(s) involved will be suspended pending completion of the investigation and
subsequent consideration of the matter by the Disciplinary Committee and/or the Board of Governors.
Trafficking in illegally held drugs in school by sale or supply will result in exclusion. Possession of or use
of illegally held drugs in school will normally result in exclusion. In accordance with the school’s
disciplinary procedures, any repetition of offences or similar offending behaviour will result in exclusion.
It is the school policy that in all cases guidance will be given to pupils and parent(s)/guardian(s) on the
availability of specialist advice from relevant support agencies.
PROCEDURES FOR THE ADMINISTRATION OF PRESCRIBED MEDICINE
It is the school’s policy not to administer prescribed medicines.
MONITORING AND EVALUATION
This Policy will be formally reviewed every two years while the school’s Programme of Drugs Education will be
reviewed on an annual basis by the Designated Teacher and the Drugs and Alcohol Education Officer. Following a
drug-related incident the Principal, Designated Teacher and relevant personnel will meet to ensure that the school’s
Policy on Drugs still meets the individual and collective needs of the school.
The school will ensure that procedures are put in place to monitor and evaluate the effectiveness of all aspects of this
Policy. Information will be regularly collected from pupils, staff and parent(s)/guardian(s) via standardised
questionnaires as part of this monitoring process. The Designated Teacher and the Drugs and Alcohol Education
Officer will have the responsibility to collate the questionnaires and to report the findings. The insights gained from
such reviews will then be evaluated against the aims and objectives of this Policy at appropriate intervals. The
school will endeavour to keep up to date and informed by developments and publications from relevant bodies and
will amend the Policy on Drugs as appropriate.
POLICY COMMUNICATION AND DISSEMINATION
Dissemination
Through comprehensive drugs education, the school aims to help pupils understand the personal and social risks and
the implications of drug-taking.
The school will therefore ensure that drugs education will be provided for all pupils via the Pastoral Programme, SE
Programme, Religious Education Programme, Health Education Programme and, where practicable, through all
areas of the curriculum (including instances of collapsed timetable). Appropriate information (relevant to each Key
Stage) will also be included within Homework Diaries. Through comprehensive drugs education, the school aims to
help pupils understand the personal and social risks and the implications of drug-taking.
Communication
All staff (including substitute staff) will be issued with this Policy and informed of school procedures in relation to
the Misuse/Use of Drugs. At the same time the school will take every opportunity to inform and involve
parent(s)/guardian(s). The school’s Policy on Drugs will be communicated to parent(s)/guardian(s) annually
through relevant publications and will also be available on the school website. The Policy on Drugs will also be
made available to parent(s)/guardian(s) on written request. Parent(s)/guardian(s) will also be kept informed on drugs
related issues. Parent(s)/guardian(s) are also encouraged to contact the school if they have any concerns relating to
this area.
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APPENDIX I
St Columb’s College Drugs Education Programme
Year Time Details
8 4 lessons
(Form Periods
and Extended
Registration)
The law and drugs;
School rules relating to drugs;
Types of drugs and peer pressure.
9 6 lessons
(Form Periods) To know about the immediate and long term effects of drugs on the body.
To be aware of some of the myths about drugs.
To identify their health concerns and priorities.
To examine options and weigh up pros and cons.
In Key Stage 3 RE the pupils discuss the issues surrounding respect for self and this leads to
discussions on drug abuse but factual information is not included.
10 2-3 weeks in
Year 10 Science
By the end of the topic pupils should be able to:
Know the general effects of drugs, in particular stimulants and depressants, on the
body;
Give examples of drugs that are stimulants and depressants;
Understand the short term and long term effects of alcohol and cigarette smoke on
health;
Appreciate how information is transferred to the nervous system;
Know what a reflex is and the sequence of events that happen in a reflex pathway.
11 Currently under development.
INSYNC resource used during extended registration;
Pupils studying LLW for GCSE will do a unit on drugs education. In January all
Year 11 pupils will have a double period where they will do some work on drugs
and alcohol;
In addition, Part of the GCSE Biology course is about drugs: ‘Discuss the effects of
alcohol, drug and solvent abuse including antibiotics, painkillers, stimulants,
depressants and hallucinogens on individuals and the cost to society.’
12 Currently under development.
INSYNC resource used during extended registration;
Pupils studying LLW for GCSE will do a unit on drugs education;
In January all Year 12 pupils will have a double period where they will do some
work on drugs and alcohol;
In addition, Part of the GCSE Biology course is about drugs: ‘Discuss the effects of
alcohol, drug and solvent abuse including antibiotics, painkillers, stimulants,
depressants and hallucinogens on individuals and the cost to society.’
At GCSE, RE pupils reflect on the sanctity of human life so they discuss the threats
to this, drugs, alcohol etc.
13 10-12 lessons as
part of SE
addiction
education
course
The SE course covers a wide range of topics including what an addiction is, binge
drinking and its far reaching effects, legal highs, ecstasy and cannabis. We also try
to address some common misconceptions held by the boys regarding drugs and
alcohol.
A-level Spanish pupils discuss drugs and alcohol as part of a healthy lifestyle unit.
A-level Chemistry pupils study the Chemistry of alcohol. Included in this is
alcohol as a recreational drug and the idea of ‘safe’ units.
14 10-12 lessons as
part of SE
addiction
education
course
This builds on material covered in Year 13. Some content from Year 13 is revised
and then the boys are encouraged to explore some of the moral responsibilities
associated with alcohol and drugs.
A-level Irish pupils look at the effects of alcohol and drugs on health with
particular reference to young people. They also look at social problems and at peer
pressure and so drugs and alcohol would be included in these.
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APPENDIX II
External Support
The following organisations may be used for more specialised assistance:
ALCOHOL AND DRUGS SERVICE – FOYLE TRUST
Phone number: 028 71865239
Email:
Website:
C.H.I.L.L. DRUGS AND ALCOHOL PROJECT
Phone number: 028 71862540
Email:
Website:
DAISY
Phone number: 028 71371162
Email: [email protected] or www.ascert.biz
Website: www.daisy.uk.net
DIVERT Project
Phone number: 028 71269327
Email: [email protected]
Website: www.freederry.org/dovehouse/divert
FAMILY ADVICE CENTRE
Phone number: 028 71372006
Email: [email protected]
Website: www.pachelp.org
FRANK
Phone number: 0800 77 66 00
Email: www.talktofrank.com/form.aspx?id=3217
Website: www.talktofrank.com
HIDDEN HARM
Phone number: 028 71273972
Email: [email protected]
Website: http://www.hiddenharm-divert.com
HURT
Phone number: 028 7136 9696
Email: [email protected]
Website: www.hurt.org.uk
KNOW YOUR LIMITS
Phone number:
Email:
Website: www.knowyourlimits.info
LIFELINE HELPLINE
Phone number: 0808 808 8000
Email:
Website: www.lifelinehelpline.info
MIND YOUR HEAD
Phone number: 028 90311611
Email:
Website: www.mindingyourhead.info
NORTH WEST COUNSELLING
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Phone number: 028 71813587
Email: [email protected]
Website: www.northwestcounselling.co.uk
NORTHLANDS TREATMENT CENTRE
Phone number: 028 71313232
Email: [email protected]
Website: www.northlands.org.uk
OFF THE STREETS COMMUNITY YOUTH INITIATIVE Phone number: 028 71358048
Email: [email protected]
Website: www.offthestreets.org
PIETA (CENTRE FOR THE PREVENTION OF SELF HARM OR SUICIDE) Pieta House, Lucan Road, Lucan, Co Dublin
Phone number: 00353 1 6010000
Email: [email protected]
Website: www.pieta.ie
PUBLIC HEALTH AGENCY
Phone number: 028 90311611
Email:
Website: http://www.publichealth.hscni.net
SAMARITANS
Phone number: 0845 90 90 90
Email: [email protected]
Website: http://www.samaritans.org
THE PARENTS’ ADVICE CENTRE (SUPPORT AND ADVICE FOR PARENTS RE ALCOHOL) Phone number: 0808 8010 722
Email: [email protected]
Website: www.parentsadvicecentre.org
YARD PROJECT Phone number: 028 71269113
Email:
Website: [email protected]
ZEST SELF HARM COUNSELLING
15A Queen Street, Derry
Phone number: 028 71266999
Email:
Website: www.zestni.tk.org
Appendix III
We will endeavour to keep up to date with any relevant documentation that is published by relevant
statutory/external agencies. These include current documentation such as:
New Strategic Direction for Alcohol and Drugs (http://www.dhsspsni.gov.uk/nsdad-finalversion-may06.pdf).
Drugs and Alcohol Service Directory.
Get Help for the Person.
33
EXCLUSIONS POLICY
BOARD OF GOVERNORS SCHEME FOR THE SUSPENSION AND EXPULSION OF PUPILS
In exercise of the powers conferred on it by the Education and Libraries (NI) Order 1986, the Board of Governors
lays down the following Scheme in relation to the exclusion of pupils which may be either temporary (suspension)
or permanent (expulsion). This Scheme is in accordance with the Education Reform (NI) Order 1989, the Schools
(Suspension and Expulsion of Pupils) Regulations (NI) 1995 (as amended by the Schools Suspension and Expulsion
of Pupils [Amendment] Regulations [NI] 1998), and the Schools (Expulsion of Pupils) (Appeals Tribunal)
Regulations (NI) 1994 (as amended by the Schools (Expulsion of Pupils) (Appeals Tribunal) Regulations (NI)
1998).
In these procedures any reference to the ‘parent(s)/guardian(s)’ of a pupil shall include, in the case of a pupil who
has attained the age of eighteen, the pupil himself. Any reference to the ‘Principal’ includes, where the Principal is
absent or otherwise unavailable, the Vice-Principal or other person for the time being performing the duties of
Principal. Any reference to the ‘Chairman of the Board of Governors’ includes, where the Chairman is absent or
otherwise unavailable, the member of the Board of Governors for the time being performing the duties of Chairman.
SUSPENSIONS
Normal Circumstances
1. Suspension of a pupil from College is a severe sanction, which can only be imposed with the specific
authority of the Principal in situations where reasonable alternative strategies have been tried. In such
cases, where there are indications that a pupil may have to be suspended, the following steps will be taken:
a) discuss and review with the appropriate teachers any difficult situations presented by the particular
pupil; and
b) invite the parent(s)/guardian(s) to the College for an immediate discussion of the problem and
attempt to enlist their support for the College’s effort to resolve the difficulty presented by the
pupil.
In the event of the failure of reasonable alternative strategies and sanctions to produce acceptable behaviour
on the part of the pupil, the pupil may be suspended with the specific authority of the Principal.
Exceptional Circumstances
2. Where a situation arises in the College which causes grave concern to the Principal because of the
unacceptable behaviour of a pupil or pupils the Principal may suspend the pupil(s) immediately.
Procedures governing all suspensions
3. A pupil will be suspended from the College only with the specific authority of the Principal.
4. An initial period of suspension will not exceed five school days in any one school term.
5. A pupil will be suspended from school for not more than 45 school days in any one school year.
6. Where a pupil is suspended from the College, the Principal shall within the same school day give written
notification of the reasons for the suspension and the period of the suspension to the parent(s)/guardian(s)
of the pupil, to the Education Authority, and to the Chairman of the Board of Governors. The letter to the
parent(s)/guardian(s) will be posted by recorded delivery (first-class mail) and will also:
a) inform the parent(s)/guardian(s) that the pupil, if under the age of 18, will be regarded as being in
the care of the parent(s)/guardian(s) from the time at which the suspension occurs until such time
as the period of suspension expires;
b) contain an invitation to the parent(s)/guardian(s) of the pupil to visit the College in order to
discuss the suspension.
7. The Principal shall not extend a period of suspension except with the prior approval of the Chairman of the
Board of Governors and will in every such case give written notification of the reasons for the extension
and the period of extension to the parent(s)/guardian(s) of the pupil and to the Education Authority.
EXPULSIONS
8. A pupil will be expelled from the College only after serving a period of suspension.
9. A pupil will be expelled from the College only by the Board of Governors.
10. A pupil will be expelled from the College only after consultation about his expulsion has taken place
between the Principal, the parent(s)/guardian(s) of the pupil, the Chief Executive of the Education
Authorityor another officer of the Authority duly authorised by him and the Chairman of the Board of
Governors provided that any neglect or refusal on the part of the parent(s)/guardian(s) to take part in such
consultations shall not prevent a pupil being expelled from the College.
11. The consultations referred to in paragraph 10 shall include consultations about the future provision of
suitable education for the pupil concerned.
12. Where the Board of Governors has decided to expel the pupil, the Principal, on its behalf, shall forthwith
notify in writing particulars of the said expulsion to the parent(s)/guardian(s) of the pupil and to the
Education Authority.
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13. Where a pupil has been expelled from the College the Principal shall immediately give written notification
to the parent(s)/guardian(s) of that pupil of his right to appeal the decision to expel that pupil, of the time
limit set by the Education Authority for lodging the appeal and of where the appeal may be lodged. Where
the pupil has attained the age of 18 he, too, shall be advised of his right of appeal against a decision to
expel him from the College, of the time within which such an appeal must be lodged and where the appeal
may be lodged.
CITIZENSHIP
Citizenship is delivered to all Year 8, Year 9 and Year 10 classes in six or 12 week blocks alternating with Home
Economics, Employability and Drama in Years 8 and Years 9 and Employability in Year 10. A team of teachers follow a
programme that meets the statutory requirements at Key Stage 3, which is managed as an e-resource in the Shared
Documents area of the school network for Year 10 and through interactive iBooks in Years 8 and 9. The Shared
Documents space also contains a wide range of resources for delivering the statutory requirements and which can act as
a resource bank for other subjects.
Teachers are drawn from a number of subject areas which widens the areas of expertise available to the subject. St
Columb’s College Citizenship Programme follows a pattern of development to enhance knowledge, skills and values.
Year 8 looks at Diversity and Interdependence, Year 9 deals with Equality and Justice and Year 10 concentrates on
Human Rights, Social Responsibility and Active Participation.
All teachers are supplied with interactive iBooks, workbooks, a pack of materials appropriate to their Year group and the
Programme. Year 8 and Year 9 students collate their work in iBooks, a scrapbook and/or exercise book as well as
having a Citizenship folder in their area. Year 10 pupils also have a Citizenship folder in their area as well as using their
workbook and an exercise book. All materials are available on the school’s computer network. Reports are generated at
the end of each Key Stage 3year based on the work recorded and on teacher experience of discussion and teamwork
activities.
St Columb’s is also meeting the statutory requirements for Citizenship in Key Stage 4 in a number of ways, including a
collapsed timetable day for all Year 11 where NGOs develop citizenship issues through workshops, the work of
fundraising and charity awareness and finally by mapping across the curriculum, for example contributing to the
Connected Learning project in Year 8 on Identity.
A number of teachers have been involved with Action Projects with their class or career development in 2014-2015.
ACTION PROJECTS: CITIZENSHIP 2014-2015
GLOBAL LEARNING PROGRAMME:
St Columb’s started its journey on the Global Learning Programme, further promoting ‘Education for a Fair and
Sustainable World’ amongst pupils. Young people today are growing up in a rapidly changing and increasingly
globalised world. They have a great interest in learning more about the world around them. The Global Learning
Programme ensures this interest is nurtured and developed in the classroom. Over the next three years, hundreds of
schools in Northern Ireland will be able to take part in the GLP to the benefit of thousands of pupils and we are proud to
say that we were one of the first schools to become involved.
EQUALITY DAY:
CONCERN, TROCAIRE, REACH ACROSS and YOUTH INITIATIVES ran Citizenship workshops on a collapsed
timetable day for all Year 11 students. This innovative Project provides a blueprint for further collapsed timetable days
in line with the Northern Ireland Curriculum.
IRISH CHURCHES PEACE PROJECT/EU PEACE III PROGRAMME:
As part of the Irish Churches Peace Project, Year 13 pupils were invited by the four Church leaders in Derry to take part
in a ‘Faithful Peace building: Reconciliation Seminar’, coming together with other local schools in Clooney Hall.
Indeed, this was a powerful peace building workshop led by Bishop Donal McKeown and Rev John Hanna of the
Catholic and Presbyterian Churches locally as well as international guest to the city, Reverend Emmanuel Murangira,
the Country Representative for Tearfund in Rwanda and Burundi who spoke of his own experiences of the Rwandan
genocide, in which many of his family were killed, describing the path to reconciliation that he, his family and his
country are now following. After his emotive address students participated in conversations on a number of difficult
themes including Forgiveness, Citizenship, Healing and Reconciliation as well as exploring the theme of a shared future
and the role they can play in creating this and resigning our recent conflict to the past. The event allowed pupils to
engage in conversation with people and themes from various religious backgrounds, creating invaluable links with
schools and Churches from other traditions.
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S.T.A.R.T. (Schools Together and Reconciliation Training) Project:
Reach Across facilitated a selection of Year 13 pupils every Wednesday after school, completing a recognised Open
College Network Level 2 accreditation. Students from other local schools and of different cultures and traditions also
completed this together with our boys, establishing many cross-community friendships. Following this, these young
adults became very active in their schools and local communities, promoting Citizenship. They also went on visits
throughout Northern Ireland together, experiencing new cultures and taking part in activities such as sailing and
mountain trekking. A spin off from this was that Year 13 pupil, Aidan Dunne, took part in the Erasmus International
Exchange Project, travelling to Italy with Italian students in a once in a lifetime opportunity. His experience included
participating in European Parliament scenarios, representing different political viewpoints such as the Liberals,
Socialists, Conservatives and Eurosceptics. He debated the current Refugee Crisis in Europe, coming up with a draft
legislation to solve the issue.
PREJUDICE FACE ON INITIATIVE: Mr R Horner’s Year 10 Citizenship class completed Derry City Council's Prejudice ‘Face On’ project. This initiative
was made up of six sessions, focusing on good relations issues, defining the terms of prejudice, stereotype, racism and
homophobia, employing interactive exercises and ICT. Pupils met with people from a variety of backgrounds, including
ex-prisoner groups, Tar Abhaile and EPIC with this face on encounter being of enormous benefit to students. Finally, the
project culminated in a cluster day, whereby all participating schools came together, presenting their views on the
project through an interactive presentation and at the event St Columb’s were highly commended for its participation.
TEMPLE PROJECT:
Miss O McLaughlin’s and Mr Horner’s classes contributed to the Temple Street Project which took place in Derry.
Creative producers Artichoke brought Burning Man artist David Best to the city and together with people from across
the community, they built a beautiful shared structure. With a lengthy build process, when completed it measured 72ft
high. Its timber frame was clad with intricate panels, some of which had been designed and cut by young people in the
Nerve Centre's Fablab. Everyone was invited to leave a memory behind, let go of the past and look to the future before it
was ceremonially burnt. Year 11 and Year 13 pupils had work selected to contribute to the Temple. Artist, Siobhan
O’Connor came to St Columb’s to facilitate the pupils in their proposed designs. The Temple belonged to everyone:
from the Kick Starter donors around the world who supported the project to the many people across Derry who helped
build the structure and every single visitor who experienced it. It was the result of over two years of hard work and
dedication from many people across the city and beyond and St Columb’s was proud to make a contribution to it.
DO YOU GET THE GUILDHALL INITIATIVE?
The Mayor of Derry hosted visits from Mr Horner’s and Miss L Mackey’s Year 8 and Year 10 Citizenship classes. The
boys found this most innovative, touring the Guildhall, visiting the Mayor’s Parlour as well as the Council Chamber
before the Mayor facilitated a question and answer session. The Mayor was most impressed with the sharp young minds
of the boys, commenting that he felt he had met many of our future Politicians on the day. A spin off from this work was
that Derry City Council sent representatives to St Columb’s, facilitating workshops for Year 8 pupils.
TEENAGE KICKS AND THE RED CARD TO SECTARIANISM PROJECT: Mr E Burns’ Year 8 class took part in this cross community project, involving Lisneal and Oakgrove in conjunction with
Derry City Council. The boys were involved in practical and theory workshops, learning about other cultures, building
relationships with students from different traditions, respecting their values.
YOUTH INITIATIVE WORKSHOPS:
Youth Initiative worked closely with Year 13 pupils throughout the year, holding workshops in St Columb’s, helping our
pupils deepen their respect and understanding for other cultures and traditions.
PEACE PROJECT:
Mr M McIlveen worked closely with Year 12 pupils in conjunction with WELB and the Reverend David Latimer with
this innovative project. Pupils took part in a Peace Seminar, making a Peace Pledge and creating a Peace Park. This was
followed by a Peace Conference led by our pupils in the First Derry Presbyterian Church.
In 2014-15, interactive iBooks were piloted and assessed with Year 8 classes, proving very popular amongst staff and
pupils. As a result, these have now been rolled out to Year 9 students as well. A new workbook was piloted and assessed
with Year 10 students, again proving most popular amongst staff and pupils and is now built into the Year 10 scheme.
In conclusion, I would like to commend the efforts of all teachers of Citizenship in 2014-2015 and the present team; they
have proved to be open, enthusiastic and committed to delivering the best programme possible, using methodologies
which, in some cases, are new to them.
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EXTERNAL RELATIONS
KEY STAGE 3
Pupils had opportunities to experience a range of contacts during the 2014-2015 academic year. These ranged from
trips abroad to talks, workshops and other activities facilitated by a wide range of external agencies and organisations.
Representatives of the Gideons Society made their annual visit to St Columb’s in October 2014 and addressed pupils
during Year 8 Assembly. Each pupil was then presented with a copy of the New Testament.
In October 2014 all Year 8 pupils had the opportunity to participate in the Your School, Your Business workshops
delivered by Young Enterprise NI facilitators. The programme enabled the pupils to acquire and enhance Personal
Development skills such as working together and problem solving and also provided them with an enjoyable and
practical introduction to business and enterprise skills.
All Year 9 pupils took part in Young Enterprise activities in May 2015. The theme was entrepreneurship with a
particular focus on enhancing Personal Development skills such as thinking skills, being creative and working
together. Pupils engaged well with the activities and found them beneficial and enjoyable.
Year 10 pupils attended Project Business talks and activities facilitated by Young Enterprise NI in February 2015.
These sessions allowed pupils to focus on their GCSE subject choices and were well received.
Reading week took place for all Key Stage 3 pupils in June 2015 and pupils had the opportunity to meet with authors
and participate in workshops and competitions. These events proved very popular with all pupils. A number of other
activities took place throughout the year in conjunction with the Verbal Arts Centre which afforded Key Stage 3 pupils
the opportunity to learn debating skills and develop creative writing skills.
Key Stage 3 pupils also attended a range of Culture Tech events in September 2015 at a number of venues. These
included talks, workshops and interactive activities. Each Year 10 class attended a one day retreat facilitated by Sister
Perpetua McNulty.
KEY STAGE 4
Key Stage 4 students continue to be exposed to a broad range of external contacts during the 2014-2015 academic
year. These ranged from trips to other countries to in-house talks delivered by a range of external individuals and
agencies.
The Year 11 pupils received induction/motivational training from Amazing Brains.
As in previous years Year 12 students attended class retreats in Termonbacca and, as always, the feedback from the
facilitators was uniformly positive. Students responded positively to the experience and appear to have benefited from
it. Year 12 students were also afforded the opportunity to attend a presentation on the sanctity of life delivered by Life
Works.
A significant number of Key Stage 4 students availed of the opportunity to become involved in one or more of the
school’s many foreign trips whilst our GCSE Irish students also availed of the opportunity to visit the Gaeltacht.
Coursework/Controlled Assessment requirements allowed students of several subjects to benefit from the
opportunities for external contact afforded locally.
Strong links were maintained with the local careers advisory service. Representatives visited the school on a regular
basis and spoke to Year 12 students about employment, Post-16 opportunities and the range of courses available to
students beyond GCSE. Our pupils in Year 11 and 12 also received information talks about university courses and
motivation from representatives from Oxford University. This year a number of Year 12’s received additional
support from the University of Ulster at Magee’s post graduate students preparing for their Certificate in Careers
Education. A new initiative was the introduction of work placement for Year 12 pupils who did not intend returning to
St Columb’s in Year 13.
During the 2014-15 academic year the Year 11 timetable was collapsed to accommodate the delivery (by external
agencies/individuals) of Citizenship and Personal Development (ESIS) Days.
All Year 12 pupils received interview skills training at a half-day seminar provided by Young Enterprise/SEC in
February 2015 and Year 11s received ‘Entrepreneur’ training during May 2015.
37
In June 2015 all Year 11 students were also able to avail of the opportunity to visit a range of local companies –
including Invista, Maydown Precision Engineering, Prefecseal and Radio Foyle – organised through SEC as part of
our focus on Employability, and we would like to take this opportunity to thank all our external partners for making all
these events so successful.
A number of Year 12 pupils continued their involved with the Peace Pledge initiative organized through WELB and
the Rev David Latimer.
As in past years all Year 11 and Year 12 pupils received drugs/alcohol talks and seminars delivered by Divert/PSNI
whose services to the school are highly valued. A new initiative was the introduction of a retreat for Year 11 pupils
held in St Joseph’s Parish Hall in Galliagh.
POST-16 As in previous years, our links with the business community were wide and varied. In particular we received valuable
assistance with Work Experience, Interview Skills and the Careers Fair. The latter remains a highlight of the autumn
term, attracting as it does a large number of students from other schools and colleges. The Sixth Form Enrichment
Programme organised within the school gave our pupils a wide range of experiences and contacts, e.g. Young
Enterprise; Science in the Work Place; Law; Community Service Group. Within the school, students had talks from
Divert and Aware – Defeat Depression. We have also developed our contacts with the cross-community group
R.E.A.C.H. Across, with a number of pupils achieving qualifications in cross-community studies and participating in a
variety of cross community initiatives.
Business and Community Links were also enhanced through the following programmes/initiatives:
Joint PSNI/Garda Síochána Road Safety Road show in Letterkenny;
Derry Youth Community Workshop interview skills training;
Mock interview programme delivered by specialist interviewers from a wide variety of local businesses;
Visiting businessmen/industrialists;
Rotary Youth Leadership Competition;
Visiting University speakers – UU/QUB/Scottish Universities/LJMU;
Wide range of work experience placements – particularly within the Western Health Trust;
Young Enterprise Economic awareness seminars;
Bereavement counselling Awareness Training for Year 13 pupils;
Increased links with Feeder Primary Schools including Maths mentoring programmes;
Participation in the John Paul II Award;
Participation in the Duke of Edinburgh Award Scheme;
Community links through Ardnashee College;
Participation in a number of charitable flag days at the request of local charities;
Training for Year 13 and 14 Peer Mentors;
Enterprise Week;
A variety of subject themed inter-school conferences.
38
THE PARENTS’ ASSOCIATION/FRIENDS OF ST COLUMB’S
The Parents’ Association/Friends of St Columb’s primarily exists as a means of communication between parents,
children and the school. It also provides a useful forum where issues of concern to teenagers and parents can be
addressed including an opportunity for input into some of our school’s policies (for example the updating of our
Positive Behaviour Management Policy) and surveys. The Parents’ Association also organises social occasions for
pupils and parents. These include quizzes, information evenings and fund raising events.
The committee met monthly (and sometimes more often) to deal with a variety of issues as they arose and planned
for activities to raise funds and increase the profile of the Association. Among a range of highly successful events
that took place over the last year was the Christmas Fayre, and being involved in the school’s Day of Sport - adding
an element of fun to the day. This year the Association helped organised a 5km run in memory of Caolán
McCrossan - who died of cancer aged just 13 - to raise money for CLIC Sargent - the charity that supported him and
his family during his treatment. In November the Association organised an Information Evening for parents of all
pupils on the dangers of drugs and alcohol. This included presentations from the PSNI and DIVERT followed by a
Question and Answer session. The Association also helped to organised and/or facilitate candles for the Valedictory
Mass and a Grandparents’ Day, as well as, helping to fund over 20 pupils from St Columb’s going on the Diocesan
Pilgrimage to Lourdes as helpers.
In their continued efforts to increase membership the Association held recruitment drives at the Year 8 Parents’
Evening, Year 8 Grandparents’ Day and Year 8 Service of Commitment. These activities resulted in a slight increase
in the attendance at meetings, and a number of additional parents indicated that they would like to be kept informed
about the Association’s activities and would like to get involved.
Funds raised have gone towards individual pupils, and in some instances, groups of pupils who attended events
where they represented the school. Examples include STEM club, educational visits and running a debating
competition. Pupils must be engaged in a school related activity to be eligible for consideration for funding.
The Association takes this opportunity to welcome our new Year 8 parents and again thank those who contributed to
our Association in any way in the past. If you would like to become involved in the Association, please contact the
school by email, phone or letter.
The Association and the Principal would also like to thank all those parents and pupils who contributed in any way
in the past year to make the Parents’ Association a success.
.
39
Please note: A full copy of our Significant Successes and Opportunities 2014-2015 – Extra-Curricular is
available on our web site.
A copy of this Report is available on request from the Office.
A copy of any School Policy is available on request from the office including:
Admissions Policy
Assessment Policy
Attendance and Punctuality Policy
Careers Policy
Child Protection Policy
Complaints Procedure
Critical (Traumatic) Incident Management Policy
Curriculum Policy
School Development Plan
Discipline/Positive Behaviour Management
Education for Love - A Relationships and Sexuality Education Policy
Education for Mutual Understanding Policy
Examinations Policy
Health Education Policy
Homework Policy
ICT Policy
Internet Policy
Library Policy
Literacy Policy
Numeracy Policy
Educational Visits Policy
Special Educational Needs Policy
Work Experience