School Self-Evaluation Report

Evaluation Period - September 2012 to June 2013.

Introduction

Focus of the Evaluation:

A school self-evaluation (SSE) of teaching and learning was undertaken in Scoil Eimhín Naofa during the period September 2012 to June 2013. It was decided to prioritise Reading as the first component of Literacy to be addressed in Year 1 in line with Literacy and Numeracy for Learning and Life (Circular 56/2011). This was identified, in part, by tracking outcomes for Literacy as identified by Standardised Test Results. All pupils from first to sixth classes are assessed each May, including all pupils with special education needs.

School Context:

Scoil Eimhín Naofa is situated in the town of Monasterevin and serves a mainly urban area. It is a co-educational parish primary school for all infants, and girls to sixth class. At the beginning of first class the boys transfer to the neighbouring St. Peter’s Senior Boys’ National School. Scoil Eimhín Naofa is under the patronage of the Catholic Bishop of Kildare and Leighlin. Formerly administered by the Mercy order, the religious ethos is well preserved and an atmosphere of friendly co-operation and dedicated service permeates the school community.

Enrolment currently stands at 330 pupils (86 boys and 244 girls) and has been increasing in recent years. There are 3 classes of Junior Infants, 3 classes of Senior Infants and 1 stream of each class from First to Sixth. Further increase is anticipated in the coming years as a result of significant extra housing in the locality. The school community has been a homogeneous one until recent times when a number of pupils from other countries have been enrolled.

At present there are 12 mainstream class teachers, an administrative principal, 2 GAM/EAL teachers, one part-time GAM/EAL teacher and  2 part-time Resource teachers. Three pupils have low incidence special education needs and are allocated resource hours based on these needs. One SNA caters for the needs of one of these pupils also.

Each year Sigma-T Mathematics Tests and Micra-T Reading Tests are administered to all classes from First to Sixth. MIST is administered to Senior Infant Classes.

There is strong parental support for teaching and learning, a factor that is acknowledged as having a positive effect on pupil attainment levels and on pupils’ attitudes to learning.

Findings:

As part of the process of school self-evaluation, evidence has been gathered from a number of sources in order to plan for the Reading Strand of Literacy. This has included data of a quantitative and qualitative nature.

Staff has

In order to further enhance the process of school self-evaluation the following steps were taken:-

Parents/Guardians were

Our pupils were

Resulting Findings:

As a result of the above process of self-evaluation, Literacy/Reading was chosen as the main focus for Year 1 of our school improvement plan.

Furthermore, Teachers’ Practice was identified as the sub-theme most appropriate to develop Literacy within Scoil Eimhín Naofa.

Teacher Practices:

All teachers maintain appropriate schemes of work, lesson notes and cuntais mhíosúla.

Where long-term planning is concerned, teachers’ yearly schemes are in line with the Primary Curriculum documents and with the school plan. The schemes outline the strands and strand units of the curriculum to be taught, the teaching methodology and organisation to be used, and the assessment practices to establish children’s learning.

Regarding short-term plans, teachers provide weekly or fortnightly notes. Objectives are outlined and the notes identify the content to be covered in the course of the period. Teachers show the links to be made with other areas of the curriculum and outline the assessment methods to be used to determine how well pupils have mastered the objectives.

Progress is recorded in the cuntas míosúil for which a template has been drawn up to ensure consistency. Each teacher identifies the strands and strand units covered in the course of the month and outlines the content taught in every area of the curriculum. Individual Educational Plans (IEPs) are maintained on pupils in receipt of special tuition.

Teaching Approaches:

Pupils’ progress in the various strands of the curriculum is carefully monitored and recorded and the development of pupils’ oral skills is treated as central to teaching and learning, not only in the English programme but in the context of a wide curriculum. Every opportunity is availed of to develop the children’s oral skills as well as their confidence and competence in discussion. Language corners and word walls are designed to be stimulating. Each classroom is supplied with very good stocks of books and teachers ensure that every room is attractive and print rich.

Appropriate aims and objectives are outlined for the teaching of reading. The pupils generally read their books with ease and discuss their content. Dictionary skills are developed at the appropriate level in the middle and higher classes while younger pupils compile personal dictionaries. Pupils are afforded plenty of opportunities to read for a variety of audiences. The children put together attractive books of their own to mark various significant times of the year and these books are displayed in   classrooms. The pupils at every level read a wide selection with meaning, discuss the stories with enthusiasm and reading for leisure is given appropriate encouragement. In general, the pupils in the various classes read with accuracy and fluency and they have very good comprehension skills. Some classes do book reviews and pupils are capable of defending their choice of library reading materials.

Management of pupils:

Pupils are generally well-behaved and show respect for their school. They relate respectfully, but confidently, to visitors. The school’s welcoming atmosphere and its ethos reflect a firm commitment to the development and extension of pupils’ skills in this area. The school has a clearly-defined and fair Code of Behaviour based on well thought-out rules. The Code of Discipline is carefully calibrated and allows for measured sanctions for transgressions of discipline.

Assessment and Achievement:

At the most formal level, Micra-T standardised reading tests are administered annually to secure accurate measures of pupils reading. The MIST test is used in Senior Infants. Diagnostic tests are used to pinpoint special difficulties. Records are stored carefully and are available to teachers and parents concerned. The results of tests are considered and used to inform the selection of reading material and teaching methods. Teachers also keep portfolios of pupils’ writing and Visual Art work which enables them to consider progress over time.

Progress made on previously identified improvement targets:  N/A as this is the first year of the process for Literacy – reading.

Summary of school self-evaluation findings

Following consultation with all partners (staff, parents and children) these areas were identified as strengths with regard to literacy:

The following areas are prioritised for improvement following consultation with all parties:

The following legislative and regulatory requirements need to be addressed