School Self-Evaluation Report
Period - September
to June 2013.
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.
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.
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.
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
for the needs of one of these
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.
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.
a result of the above process of self-evaluation, Literacy/Reading
chosen as the main focus for Year 1 of our school improvement plan.
Teachers’ Practice was identified as the sub-theme most appropriate to develop
Literacy within Scoil
schemes of work,
notes and cuntais mhíosúla.
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,
teaching methodology and organisation to be used, and the assessment practices
to establish children’s learning.
plans, teachers provide weekly or fortnightly notes. Objectives
are outlined and the notes identify the content to be covered in the course of
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
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
are maintained on pupils in receipt of special tuition.
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.
corners and word walls are
designed to be stimulating.
classroom is supplied with very good stocks of books and teachers
ensure that every
room is attractive and print rich.
aims and objectives are outlined for the teaching of reading. The pupils
generally read their books with ease and
content. Dictionary skills are developed at the appropriate level in the middle
and higher classes while younger pupils compile personal dictionaries.
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
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
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
based on well thought-out rules. The Code
is carefully calibrated and allows for measured sanctions for transgressions of
the most formal level, Micra-T
annually to secure accurate measures of pupils reading. The MIST test is used in
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:
as this is the first year of the process for Literacy – reading.
of school self-evaluation findings
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: