PATRICIAN HIGH SCHOOL CARRICKMACROSSCO. MONAGHAN

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School Self-Evaluation Report

Evaluation period: October 2013-June 2014

Report issue date: June 2014

School Self-Evaluation Report1. Introduction

1.1 The focus of the evaluation

A school self-evaluation of teaching and learning in the Patrician High School was undertaken during the period October 2013 to June 2014. During the evaluation, teaching and learning in the following subjects and topics were evaluated:

Numeracy: Understanding and using Mathematics Fractions: Adding and Subtracting, Multiplying and Dividing, Bomdas and Fractions

and Problem solving involving Fractions.

This is a report on the findings of the evaluation.

1.2 School context

The Patrician High School is a Catholic voluntary school under the trusteeship of the Bishop and is run by a Board of Management that is made up of representatives of the trustees, the parents and the teaching staff.

The Patrician High School was established at the turn of the century to provide second level education for the sons of Catholic families in the area. We have moved twice since then to accommodate increasing numbers. From the beginning, we have aspired towards academic excellence, and that tradition is proudly upheld to this day. Since our official opening on our present sight in 1971 our numbers have increased from an initial enrolment of 175 pupils to a current enrolment of over 500 pupils. Our teaching staff numbers have also increased from 15 in 1971 to 33 teachers in the 2013/2014 school year.

While maintaining a proud sense of tradition of academic achievement, we have never been slow to adapt to the need of a rapidly changing world. We review our courses frequently and are continuously looking to improve our teaching methods and strategies. The school ethos promotes Christian principles, where authority is respected, study and achievement are promoted, spirituality is encouraged and environment is preserved.

Our new building has been open since 2007. It had been many years in the making and required the dedication and hard work of many people in our community to realise this essential upgrade for the school boys of Carrickmacross. It is a superb, state-of-the-art facility, and it has contributed enormously to the teaching and learning process for all involved in our school. Since 2007 we have added an additional three class rooms in 2013 and we currently in the process of adding a further two classrooms in 2014.

2. The Findings

The findings are a result of studying the evidence in the following areas: Individual teacher reviews of practice in Numeracy; Focus Group (teachers of second year maths); Subject department reflection; Assessment records and data; Checklists; Pupils work-samples, copies and exercises; pupil questionnaire; Teacher and Resource Teacher observations.

From initial meeting with the focus group we identified a number of areas in second year maths which they felt are challenging for all levels of ability; Geometry, Algebra, Fractions.

After discussion it was decided to concentrate on Fractions; Adding and Subtracting; Multiplying and Dividing; Bomdas and Fractions and problem solving involving fractions.

2.1 Fractions Exam (Appendix 1) A random selection of pupils, from across all abilities in second year were taken

to complete the Fractions exam. Students were given the option to use a calculator and there was no time limit put on the exam.

The Fractions exam contained questions which were both of a higher level and ordinary level standard.

All second year pupils were asked to complete the Numeracy Questionnaire. From the results of the fractions exam (Appendix 3) 48% of pupils scored above

40% and a further 39% of pupils scored between 30% and 40%. 17% of pupils scored above 70% while only 1 pupil (4%) scored below 20%. 61% chose to use their calculator. Of those who chose to use their calculator 22% scored over 40% while 17% of

those who did not use their calculator scored over 40%. Most common misconceptions for pupils in the exam; subtracting and adding

without finding a common denominator, forgetting to invert during division, using calculator incorrectly to add mixed fractions, multiplying mixed fractions, multiplying fractions by cross multiplication, multiplying fractions by adding numerators and denominators, not changing numerator according to denominator, comprehension of the written problems.

Other misconceptions; adding denominator when it should of been multiplied, inverting both fractions when dividing, not adding on numerator when working with mixed fractions.

Observations of Focus Group; 1. Some students used calculators throughout, showing no rough work.

They could only use the calculator for simple addition, subtraction and multiplication. They were unable to calculate mixed fractions, compound problems or word problems.

2. A number of students did not put the answer in context, showing a lack of understanding of the problem.

3. A number of students added a half and a third to get 1 as the answer.

2.2 Numeracy Questionnaire: (Appendix 3)

From the questionnaire we found that 84% of pupils in second year enjoy maths and 83% feel they are progressing very well with their work in this subject.

The teachers provide interesting lessons and clearly explain lesson content. The pupils also feel they are regularly encouraged to work to the best of their ability. 85% of pupils feel that teachers both listen to and answer questions.

83% of pupils feel that their knowledge and understanding is checked regularly in class while 96% say that they are set regular homework, which is corrected.

The homework which is assigned assists when preparing for class and end of year exams. 40% of pupils never need help with their homework however 57% do sometimes require assistance.

Areas where pupils feel they can improve further were group work and access to computers, with 83% of pupils saying they never use a computer for homework.

90% of pupils feel that the teaching methodologies, homework assignments, regular testing, teacher interaction and positive reinforcement have led to them improving in maths

.

3. Summary of school self-evaluation findings:

3.1 Our school has strengths in the following areas: Pupils use their knowledge and skills in the curriculum area competently and

confidently and in a progressive way as they move class level to class level. Our teachers deliver well planned and organised lessons, which allow for

questioning throughout the class. Clear and achievable goals are set out throughout the year, with pupils receiving

positive encouragement and feedback. Our results in maths at both Junior Certificate and Leaving Certificate are in line

with the national average (Appendix 6). Talk and discussion is taken seriously and is an integral part of the learning

process. Pupils are regularly tested and clear instruction on where both the individual and

the class can improve, is given by the teacher. Homework is regularly assigned with positive feedback being given to the

classes. All classes are tested continuously throughout the year.

3.2 The following areas are prioritised for improvement: Pupils should be able to access computers as a learning resource for

mathematics. We intend to develop our use of concrete materials in order to extend hands on

learning experiences in numeracy. We will expose our pupils to more mental maths and problem solving activities

and encourage them to reflect more on numeracy in their everyday lives. We will encourage collaborative and cooperative learning during maths classes,

engaging in group work at regular intervals through the year.

Appendix 1Fractions Exam

School Self-Evaluation(Fractions Exam)

Adding and Subtracting fractions1. 1/2 + 1/3 = 6. 4/30 + 3/20 =

2. 3/4 + 1/3 = 7. 213 + 11

2 =

3. 5/6 – 1/3 = 8. 134 + 2. 3

8 =

4. 4/5 – 1/10 = 9. 212 – 11

5 =

5. 3/10 - 3/20 = 10. 145 - 2

5 =

Multiplying and dividing Fractions1. 2/3 * 1/3 = 5. 32

5 * 213 =

2. 3/4 * 1/2 = 6. 412 * 2

3 =

3. 2/3 ÷ 5/6 =4. 3/4 ÷ 9/14 =

BOMDAS and Fractions1. (2/3 ÷ 5/6) * 2 1

4 =

2. (3/4 * 2/9) ÷ 112 =

Fraction Problems1. Jim cycled 2 2

3km to a village and then 3 14 km further to a friend. Find the

total distance travelled.

2. There are 240 animals on a farm. 58 of them are sheep, 1

10 are pigs. There

are 2 horses, 4 dogs and the rest are cows. How many cows are on the farm?

3. A container holds 10 23 litres of petrol and a tin can holds 2

3 litre. How

many times can the can be filled from the container.

Appendix 2Results of Fractions Exam

Numeracy Testing 2nd year

0

10

20

30

40

50

60

70

80

90

100

Overall Percentages in Fraction Test 1

Percentages

0

10

20

30

40

50

60

70

80

90

100

Calculator Use

No Calcuator

CalculatorPercentage

Appendix 3Individual Student Performance

Appendix 4Numeracy Questionnaire

0

10

20

30

40

50

60

70

80

90

100

Individual Student Preformance

First year test

Second year fraction test 1

Perc

enta

ges

Patrician Highschool Numeracy Survey Results

1. Do you like Maths?

Yes

8485%

No 1515%

2. I am getting on well with my school work in this subject.

Strongly agree 30

30%

Agree 52

53%

Don't Know 14

14%

Disagree 2 2%

Strongly disagree 1 1%

3. Do you have difficulty solving Maths problems?

Never 1616%

Sometimes

8384%

Always 0 0%

4. Lessons in this subject are interesting.

Strongly agree 24

24%

Agree 61

62%

Don't Know 5 5%

Disagree 8 8%

Strongly disagree 1 1%

5. The teacher explains the subject clearly for me in my class

Strongly agree 48

49%

Agree 32

33%

Don't Know 8 8%

Disagree 7 7%

Strongly disagree 2 2%

6. The teacher encourages me to work to the best of my ability.

Strongly agree 46

48%

Agree 39

41%

Don't Know 5 5%

Disagree 1 1%

Strongly disagree 5 5%

7. My knowledge and understanding is checked regularly in this class.

Strongly agree 31

32%

Agree 49

50%

Don't Know 7 7%

Disagree 6 6%

Strongly disagree 5 5%

8. The teacher sets regular homework and corrects this homework.

Strongly agree 64

66%

Agree 29

30%

Don't Know 1 1%

Disagree 2 2%

Strongly disagree 1 1%

9. Homework in this subject takes me how long each night?

30 minutes 1111%

20 minutes 3535%

15 minutes 2222%

10 minutes 7 7%

less than 10 minutes 8 8%

more than 30 minutes 1616%

10. Are you regularly tested in this subject?

Yes

9699%

No 1 1%

11. Do you think homework assists you in preparing for these tests?

Yes

8788%

No 1212%

12. Do you have to get help with Maths homework?

Never 4040%

Sometimes 5657%

Most nights 3 3%

13. The teacher tells the class how they can improve.

Strongly agree 35

36%

Agree 47

48%

Don't know 8 8%

Disagree 8 8%

Strongly disagree 0 0%

14. The teacher listens to questions and answers them.

Strongly agree 41

42%

Agree 52

53%

Don't know 1 1%

Disagree 4 4%

Strongly disagree 0 0%

15. I get the opportunity to work in groups or pairs in this subject.

Often 4 4%

Sometimes

4950%

Never 4546%

16. I get the opportunity to work on computers in this subject.

Often 1 1%

Sometimes

7 7%

Never 9192%

17. I use my computer at home to help me with this subject.

Often 3 3%

Sometimes

1313%

Never 8384%

18. Do you think you are improving at Maths?

Yes

8890%

No 1010%

19. What do you think would help you improve at Maths?

Use of computers 1213%

Group work 2223%

Games/mental Maths activities 3941%

More class time for Maths 2021%

More Maths homework 1 1%

Maths competitions/clubs in school 2 2%

20. What topics do you find hard to learn in this subject?Geometry/ geometry/ algebra/ geometry/ none/ Fractions/ some equations/ algebra pie/ agebra/ algebra/ fractions/ none/ algebra /Geometry /pie /algebra/ Algebra /algebra/nothing/ Science/, geography/ angles/ none/ sets/ algebra/ geometry/ go over the questions more/ Factors/ shapes/ homework/ only algebra/ statistics/ area /algebra/ pie/ geometry/ algebra.

Appendix 5Legislative and regulatory checklist

Appendix 6National Average Comparison

National Comparison 2014Higher LevelYear 2011 2012 2013 2011 2012 2013Total Numbers 51,990 50,443 50,856 55 59 65Total Numbers H Level

8,235 11,131 13,014 13 22 23

Percentage 15.8% 22% 26% 24% 38% 36%

Numbers H/LPercentage A Grades

13.4% 9.8% 10.9% 15.3% 22.7% 13.4%

Percentage ABC Grades

80.9% 83.3% 72.9% 69.2% 90.9% 78.26%

Percentage D Grades

16% 14.3% 23.7% 30.7% 9.09% 21.7%

Percentage EFNG Grades

3% 2.3% 3.4% 0% 0% 0%

Ordinary LevelYear 2011 2012 2013 2011 2012 2013Total Numbers 51,990 50,443 50,856 55 59 65Total Numbers H Level

6,249 5,395 5,677 40 33 50

Percentage Numbers O/L

12% 10.6% 11% 72% 56% 77%

Percentage A Grades

9.7% 6.1% 4.5% 17.5% 15.1% 0%

Percentage ABC Grades

77.8% 72.4% 74.2% 55% 70% 42%

Percentage D Grades

17.1% 20.3% 20.6% 30% 18% 24%

Percentage EFNG Grades

5.2% 7.4% 5.2% 15% 15.1% 14%