St.Patrick’s National SchoolEdmonton, Killucan, Co.Westmeath

08100U

School Self-Evaluation Report

Evaluation period: April 2014 to June 2014

Report issue date:June 2014

School Self-Evaluation Report

1. Introduction

1.1 The focus of the evaluationA school self-evaluation of teaching and learning in St. Patrick’s National School was undertaken during the period April 2014 to June 2014. During the evaluation, teaching and learning in the following curriculum areas were evaluated:

Numeracy: Tables knowledge and their acquisition Literacy: Handwriting Policy and usage A another subject: Physical Education

This is a report on the findings of the evaluation.

1.2 School context

Small, rural school in a multi grade setting. St. Patrick's is a mixed, vertical school of Catholic Patronage. There are currently 65 pupils enrolled. This is projected to be 72-75 in 2014-15. 6 pupils have low incidence special educational needs and are allocated a total of approx. 23.5 hours. There are three class teachers, shared LS teacher, Resource teacher, 1 full time SNA and 1 infant hours SNA. There is active participation and enthusiasm by all stakeholders.

2. The findings

Phonics scheme has been successfully rolled-out from Junior-2nd class. Teachers report increased usage of and success in reading Dandeloin readers in class and at home. (see teacher records).

Spelling attainment has improved since introduction of an individualised spelling programme (result year on year below). Teachers report that pupils are engaging more with placing spelling in their long term memory.

Teachers report that there is a need to develop a school wide approach to assessment folders and the introduction of S.A.L.F. (Self Assessment and Learning Folders) on a phased basis.

Teachers report that childrens' knowledge of tables and using tables during maths activities has improved but there is a need to continue with the 2012/13 SSE Strategies to gain automaticity.

Teachers report that there is an increase in the number of pupils completing writing tasks solely in the new script however the transition for older pupils is slower than in younger age groups.

Results of parental questionnaires on physical activity report that parents are unaware of daily recommended activity levels, that their children enjoy PE, that parents feel that the school could improve PE experiences during the allocated curricular time and that lunch time activities could be improved upon.

3. Progress made on previously-identified improvement targets

• 2012-13 Targets ◦ Successful introduction of phonics scheme from Junior-2nd class.◦ SWST successfully introduced, weekly assessments undertaken and end of year scores have improved year on year (see Assessments folder in office).◦ Fortnightly plans being used exclusively and on an agreed template.◦ Policies highlighted for development completed (Code of Behaviour, Enrolment, RSE and Data Protection).• 2013-14 Targets

◦ Penmanship policy developed and in use from infants to 6th.◦ Daily tables teaching/practice. Ballard Westwood results from 2014 highlighted the following: The average number of correct answers in the assessment increase by .6 in subtraction, by 2.2 in multiplication and by 3.5 in division. Addition decreased by .8 out of a possible 33 questions.◦ Policies highlighted for development completed (Special Ed. Needs Policy, Class Allocation Policy and Attendance Policy).

4. Summary of school self-evaluation findings

4.1 Our school has strengths in the following areas:

Teaching instruction, preparation, resources and an enthusiastic staff. Positive home-school relationships. Increase in pupil population and projected pupil in-take. Improvement in visual appearance of school externally and internally

(classroom displays and hallway displays). New heating system installed for added comfort levels (Summer Works 2014).

Attainment levels in tables (Ballard Westwood), SWST (Single Word Spelling Test) and the SWRT (Single Word Reading Test) have all showed improvement,significant improvement and in some cases results remained the same.

% attendance in 2013/14 academic year.

4.2 The following areas are prioritised for improvement:

Further develop/roll out handwriting policy in infants class Following an analysis of the Drumcondra Maths assessment teachers noticed

that Problem Solving was a process area causing difficulty school wide. Improve the array of lunchtime activities available to children on yard. Develop a whole school PE Plan and to gain the Active School Flag by June

2015.

4.3 The following legislative and regulatory requirements need to be addressed along with the following administrative and curricular policies:

Health and Safety Statement English, Gaeilge and 1 SESE whole school plan. Complaints Procedure Development of School Plan (Section 21, Education Act 1998). Adult Anti-Bullying Policy. EPV Policy. Emergency Closures Policy. First Aid Policy. Homework Policy.

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OUR SCHOOL IMPROVEMENT PLAN

Summary of main strengths as identified in last SSE:

• Teaching instruction and Preparation• Multi-grade benefits• Increase in pupil population (security)

Learning settings are safe, well maintained

Individualised spelling programme displaying success

Pupils have access to relevant resources, including IT, learning support etc.

All pupils are respected; high but realistic expectations are communicated; efforts and achievements are affirmed

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Summary of main areas requiring improvement as identified in SSE:

Develop a whole school plan in line with Section 21 Education Act.

Develop a range of administrative and curricular policies

Develop the roll out of the handwriting policy further in all classrooms

Develop a greater range of lunchtime activities for children during playtime

Prioritise problem solving strategies in maths

EVALUATION THEME

IMPROVEMENT TARGET(RELATED TO PUPILS’ ACHIEVEMENT)

REQUIRED ACTIONS(RELATED TO TEACHING AND LEARNING THAT WILL HELP TO ACHIEVE THE TARGETS)

PERSONS RESPONSIBLE

TIMEFRAME FOR ACTION

SUCCESS CRITERIA/MEASURABLE OUTCOMES

REVIEW DATE

Learner Outcomes

Increase Problem Solving achievement rates in Drumcondra Maths assessments

Use of problem solving activity boxes and a focus on problem solving strategies.

Class teachers, LS and RS.

Sept '14-June '15

1st-6th class increase of 3%-5% in class averages compared to 2014 results.

JUNE '15

Learning Outcomes

Ensure that the vast majority of children are developing their handwriting

All teachers to ensure familiarity with stages in policy and to plan for these stages in scéimeanna.

Class teachers, LS.

Sept '14—June '15

Each child should be on the correct stage (or ahead) for their specific class level

June '15

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skills in line with stages outlined in school's policy

Teacher's Practice

Development of SALF folders and assessment folders to inform learning.

Class teachers to establish SALF folders and to ensure a separate assessment folder exists

Class teacher (LS and RS where appropriate)

Oct '14-June '15

Each child to have a SALF folder completed. Teachers to have established a separate assessment folder.

June '15

Teacher's Practice

Development of whole school PE plan

Class teachers to refer to whole school plan for long and short term planning

Class teachers

Nov '14-June '15

Whole school PE plan to be in place and being utilised by staff

June '15

Ratified by Board of Management

Chairperson’s Signature:

Date:

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