The Irish Society's Primary School and Nursery Unit

Principal: Mr D G Wray
School Location:
Rugby Avenue
Coleraine
BT52 1JL
Tel: 02870343444

Mission Statement and Aims of the School

Mission Statement/Ethos

The Irish Society’s School seeks to establish and maintain a secure and caring environment where:

  • children are encouraged to use their full potential and develop skills, attitudes, values and knowledge which will be of use to them throughout their lives;
  • appropriate emphasis is placed on opportunities to develop the spiritual, moral and physical wellbeing of pupils;
  • all members of the school community are valued and respected and there is an awareness that the culture and tradition of others may differ from ourselves;
  • there is a commitment to Christian values;
  • all staff and parents have an important contribution to make to the life of the school; and
  • opportunities exist for staff to be kept informed of educational developments.

 

Aims

  1. To provide a broad and balanced programme which takes into account the demand of the Northern Ireland Curriculum.
  2. To establish a respect for oneself and others as well as the community at large and be aware and understand that the traditions and culture of others may differ from that of ourselves.
  3. To establish and maintain a secure and caring environment in which children and staff may have the opportunity of developing skills, values, attitudes and knowledge which will be of use to them throughout their lives.
  4. To promote the spiritual, moral and physical development of pupils and seek to prepare these pupils for the opportunities, responsibilities and experiences of life.
  5. To foster and develop a positive attitude to school, learning and education in general.
  6. To provide opportunities where children may achieve success in both academic and non-academic contexts relevant to their stage of development.
  7. To promote, maintain and strengthen links with home and school while encouraging the positive contribution that parents may make in relation to their child’s education.
  8. To provide, within the resources available, a relevant and caring learning environment for children who may benefit from special needs consideration and to harness the advice and support of outside agencies wherever this may be appropriate.
  9. To develop a system of assessment and record keeping which seeks to meet the demands of the Northern Ireland Curriculum and CCEA (NI).
  10. To provide opportunities for staff to be kept informed of educational developments by attendance and participation at relevant in-service programmes and to endeavour to make the best use of all resources that are available.

END OF KEY STAGE ASSESSMENT YEAR 2013/14

KEY STAGE ONE
The proportion of pupils in the school achieving Level 2 (or above) and Level 3 in Communication and Using Mathematics was:-
COMMUNICATION 93 % (Level 2) and 46 % (Level 3)
USING MATHEMATICS 96 % (Level 2) and 50 % (Level 3)

The percentage of pupils in Northern Ireland who achieved these levels in those subjects was:-
COMMUNICATION 89.94 % (Level 2) and 20.91 % (Level 3)
USING MATHEMATICS 90.89 % (Level 2) and 20.65 % (Level 3)

In Key Stage 1 any unquoted percentage of pupils represented those working below level 2.

KEY STAGE TWO
The proportion of pupils in the school achieving Level 4 (or above) and Level 5 in Communication and Using Mathematics was:-
COMMUNICATION 82 % (Level 4) and 53 % (Level 5)
USING MATHEMATICS 82 % (Level 4) and 58 % (Level 5)

The percentage of pupils in Northern Ireland who achieved these levels in those subjects was:-
COMMUNICATION 78.42% (Level 4) and 16.72 % (Level 5)
USING MATHEMATICS 78.91 % (Level 4) and 22.75 % (Level 5)

In Key Stage 2 any unquoted percentage of pupils represented those working below level 4.

Data from 2012/13 onwards are based on the new levels of progression; these results are not directly comparable with Key Stage Assessment outcomes from previous years. The Department of Education recognises that these new arrangements will need time to embed and has recommended caution in analysing data and benchmarking performance at this time.

2013/14 data have been produced based on submitted returns from a limited number of primary schools. The remaining schools did not submit returns due to industrial action.