Scoil Naomh Fiachra, Clontubrid
Scoil Naomh Fiachra
Roll No. 16865D
School Self Evaluation Report Literacy and Numeracy
School Improvement Plan 2015
Report Issue: November 2015
Please download SIP here.
A school self evaluation of teaching and learning in Scoil Naomh Fiachra, Clontubrid was undertaken during the academic year 2013/2014 and 2014/2015. The primary focus our school self evaluation process was on Literacy and Numeracy.
The following sources of evidence were used to compile the findings of this report:
- Individual teacher reviews of practice in Literacy and Numeracy.
- Whole school staff reflection on teaching and learning
- Standardised test scores. (Micra-T and Sigma T )First – Sixth, administered in May annually) (Mist in Senior Infants)
- Pupils work .
- The Learning Support Teacher observations and records.
- Pupil Questionnaires – first to sixth class.
- Parental Questionnaires
- School Context
Scoil Naomh Fiachra is situated in Clontubrid in Lisdowney Parish in Co.Kilkenny. It is a four teacher school, serving the educational needs of the children of Clontubrid and environs. The school provides hurling and football to children after school. The school is well recognised as a digital school.
Patron: Seamus Freeman
Chairperson: Paddy Delaney
Principal: Mr. Pat Robinson
SSE Coordinator ` Ms. Sinead Brennan
Staff: 3 mainstream teachers
Shared Learning Support Teacher (15 hours) Shared with Muckalee National School.
Resource Teacher Hours: 3.4 hours.
Pupils 2015/2016: 65
School Motto: Tá onóir an Aois agus Uaisle an Óige
Website: www. clontubrid.ie
Green school: 2 flags and pursuing the third flag.
Active Flag: Pursuing our first active flag.
- Findings of School Self Evaluation
|Preparation For Teaching||
|Management of Pupils||Collaboration between class teachers and learning Support teachers takes place on a regular basis and team teaching/In class support is being used to support the development of Literacy.
· A variety of organisational groupings and settings are used in classrooms to support Literacy.
· A positive code of behaviour including an anti-bullying policy is implemented in a fair and consistent way.
· Teachers have high but realistic expectations of pupil’s behaviour and learning and they communicate these to them.
|Each class uses a variety of organisational styles –
· Pair work,
· Group work,
· Individual work
· Whole class work.
|Pupil’s Engagement with learning||
4.a) Our school has strengths in the following areas with regard to Literacy
- Overall, pupils have a positive attitude towards literacy. They enjoy writing stories and typing them up to display their work.
- Reading attainment is in line with national norms as evidenced by analysis of the standard results.
- A spiral approach is used throughout the school in reading, for example the use of reading eggs is used throughout the school. Wonderland English Scheme is used throughout the school.
- A variety of writing genres are taught throughout the school. In the Middle and Senior Room genres are split up between the 10 months of school year and there’s equal emphasis put on each strand.
- Scoring above the national norms in Literacy .
Whole School Micra -T Comparison with National Norms – Bar Chart 2014-2015
|Percentile Band||Normal Distribution|
Whole School Micra-T Comparison with National Norms – Bell Curve 2014-2015
4.b)Our school has strengths in the following areas with regard to Numeracy
- Changes brought about by The Literacy and Numeracy Strategy are being implemented.
- Teachers prepare short and long term plans to guide teaching and learning.
- Teachers employ a wide variety of teaching methodologies appropriate to the development of numeracy and covers all strands.
- Teachers differentiate the lessons effectively to cater for the needs and abilities of all pupils. Collaboration between Class Teachers and Support Teachers takes place and team teaching/In class support is being used to support the development of Numeracy.
- A wide selection of assessment tools are employed to assess learning in Numeracy, such as teacher designed tests and tasks, work samples, standardised tests, observations, work samples etc.
- Displays and interactive maths displays are used to support Maths learning
- Pupils at all classes are actively involved in their learning and the level of pupil interest and participation is high.
- Parents are very supportive of Numeracy activities. Parents are encouraged to support their child’s maths by using Maths eyes in the home and encourage use of Mathletics at home.
- Sigma T Assessments reveal we are scoring above the national norms in Numeracy.
Sigma -T Results 2015
The standardised Sigma-T Assessment results for June 2015 are as follows;
- 2% of pupils were scoring in the 3rd-16th percentile=(Normal Distribution 14%)
- 18 % of pupils were scoring in the 17th-50th percentile= (Normal distribution 34% )
- 40 of pupils were scoring in the 51st-84th percentile = (Normal distribution 34% )
- 28% of pupils were scoring in the 85th 98th percentile= (Normal distribution 14% )
- 12 % of pupils were scoring in the 99th-100th percentile= (Normal distribution 2% )
Whole School Sigma-T Comparison with National Norms – Bell Curve 2014-2015
Whole School Sigma-T Comparison with National Norms – Bar Chart 2014-2015
|Percentile Band||Normal Distribution|
Numeracy : Distribution by Skill
|Computations & Procedures||0||0||24||56||18||2||0|
|Concepts and Facts||0||2||8||64||24||2||0|
- School Improvement Plan: Initiatives to Improve Literacy & Numeracy
|Year 1||o Improvements in Oral Language and fluency and development of the expressive capacity of children.
|o Problem Solving Resource Cards will be used in middle and Senior Rooms and resources will be bought for Junior Room to aid problem solving.|
|o Specific oral language skills are to be taught and practiced and timetabled.||o Dedicated problem solving time allocated on timetable for problem solving each week.
|o Oral language will be given as homework in 6 week blocks.
o Oral comprehension for homework once a week.
|o Whole school strategy on how to teach problem solving implemented in middle and senior room. (RUCSAC)Read Underline, Choose, Solve, Answer , Check|
|o An outside drama teacher will come in to develop children’s oral language skills||o Agreed language used across all areas of Numeracy|
|o The development of vocabulary in all classes, with a focus on 3rd class to 6th class to use a wide range of tools such as a thesaurus, personal dictionary or online dictionary.
|o Open Night for Parents: Provision of information by class teacher outlining classroom activities and strategies to develop numeracy. This will be based on a questionnaire given to parents.|
|o Aistear will be implemented in the Junior Room
|o Learning Support Teacher taking 4th class for Maths 3 days a week.|
|o Use discretionary time once a month for oral language games.
|o ICT used to support Numeracy.
|o Debating in class once a month.
|o Participation in Maths week, Maths Eyes, Maths quiz, Maths trail etc.|
|o Present stories, poems etc to different audiences once a month,
|Year 2||o All the above is being continued in year 2 except we didn’t feel the drama teacher met our needs so in the last term we are getting a “Speech and Language teacher” to focus specifically on speech and language
|o In the Junior Room Charlie the travelling teddy will be introduced to the class, each child will get to bring him home and write what they did with him and then they bring him back into school and give an oral report on what they did with Charlie.|
|o Literacy Power Hour with in class support will be done termly from the Junior Infants to third class to support early intervention.|
|o Graded Readers purchased and used during Literacy Power Hour to boost reading levels and for early intervention.|