Scoil Naomh Colmcille,

Durrow,

Tullamore,

Co. Offaly

Roll Number: 17508H

School Self-Evaluation Report

School Improvement Plan (SIP)

First Review: Summer 2011

Contents1. Introduction

1.1 The Focus of the Evaluation

1.2 The School Context

2. The Findings of The Evaluation

3. Literacy Attainment

4. Numeracy Attainment

5. Progress/Initiatives to Improve Literacy and Numeracy Prior to Development of

School Improvement

6. Summary of School Self Evaluation Findings

6.1 Our school has strengths in the following areas with regard to Literacy

6.2 The following Areas are prioritized for improvement with regard to Literacy:

6.3 Our school has strengths in the following areas with regard to Numeracy

6.4 The following Areas are prioritized for improvement with regard to

Numeracy

6.5 The following Legislative and regulatory requirements need to be reviewed

6.6 The following Curriculum Plans and Policies need to be reviewed over the

next 3 years

School Self Evaluation Report

1. Introduction

A school self evaluation of teaching and learning in Scoil Naomh Colmcille, Durrow was undertaken during May and June 2011. During the evaluation teaching and learning in the following curricular areas were evaluated.

Literacy Numeracy

Parents were also asked their opinions on homework and were asked to identify areas where they felt the school were performing well and areas for improvement.

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 . Focus groups: Whole school staff led by Principal. Standardised test scores. (Drumcondra Reading & Mathematics Attainment Tests)(First – Sixth,

administered in May annually). Numeracy and Literacy Tracker Cards from (WHEN). Staff ratings of school plans. Pupils work – samples, copies, displays. The Learning Support team observations. Parental Questionnaires. Pupil Questionnaires – second to sixth class. Checklists. Pupils work as observed by teachers. School WSE Report. (2011) The Learning Support Teacher and Resource Teacher observations, records and work samples.

2. The School Context

Patron: Bishop Michael Smyth, Catholic Bishop of MeathChairperson: Mrs. Mary DalyPrincipal: Mr. Frank KellyStaff: 8 class teachers, 4 Learning support/GAM teachers and 3 SNA’s, Pupils: 206 pupils from Junior Infants to Sixth ClassSchool Logo: Our school logo depicts the monastic heritage of DurrowWebsite: www.durrowns.comSchool Growth: Our school community has grown enormously in recent years- from 130 pupils in 2004 to the

current level of 206.Initiatives: Green Schools, School Traditional Irish Group, National Children’s Choir, Gaelic Games and

Soccer School, School Gardening, Music Lessons with Composition as well as a strong tradition of Creativity Teaching and Learning.

3. The Findings of the Evaluation

Literacy NumeracyPreparation for Teaching:

Class teachers devise and prepare long-term & short-term plans to guide teaching and learning.

Learning outcomes, curriculum objectives, teaching approaches, activities and resources are identified in these plans.

Curriculum objectives and the school plan are used to devise long and short term plans by teachers.

Commercial products are only used with reference to curriculum objectives. Teachers plan for how they are going to assess the pupils learning.

Assessment tools and methodologies are detailed in school’s Assessment Policy and Teachers’ Planning Notes

Teachers’ planning is based on the Maths Curriculum and an over reliance on textbooks is avoided where possible.

Measures are in place to ensure that all teachers are familiar with the curriculum for their class through the school Maths plan.

Mental maths is encouraged across all the strands and is an integral component of each maths lesson. All classes use the New Wave Mental Maths textbook.

Teaching Approaches:

Teachers employ a wide variety of teaching methodologies appropriate to the development of oral language, reading, writing, and digital media literacy.

Teaching Approaches are outlined inCurricular Guide Notes and teachers’ planning notes.

Very good use is made of resources, physical and ICT based to support pupils in their learning. Teachers differentiate the lessons effectively to cater for the needs and abilities of all pupils.

Talk and Discussion is an integral part of Mathematics.

Opportunities are provided for pupils to explain how they got the answer to a problem. (Explain your decisions / Defend your actions)

There is an agreed maths language across the school and teachers model the language to be used.

There is an agreed and common approach to the teaching of tables and number facts.

There are agreed strategies outlined in the school plan and guide notes for the teaching of addition, subtraction, multiplication and division.

Mathematics games and concrete materials are regularly used in teaching maths. (ICT and we have a large bank of extra Maths equipment centrally located).

Problem solving lessons are varied and children are encouraged to find multiple approaches to solving problems.

Additional texts are available in classrooms.

Management of Pupils:

Collaboration between class teachers and learning Support teachers takes place on a regular basis; team teaching and 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 (buddy reading/peer

Each class uses a variety of organisational styles – pair work, group work, individual work and whole class work. There is order and structure in the way activities are organised.

tutoring). A positive code of behaviour including an

anti-bullying policy is implemented in a fair and consistent way. This is an inclusive school, which respects all pupils, regardless of background or gender.

Teachers have high but realistic expectations of pupils’ behaviour and learning and they communicate these to them.

Class teachers provide a copy of short term planning notes to Support teachers to assist in consistent provision of support in literacy. Display of pupils’ work on school website / Whole school displays are used effectively to highlight these expectations

Assessment: A wide range / selection of assessment tools are employed for assessment for learning (AFL) and assessment of learning (AOL). (Checklists / Curriculum Objectives / TO / TDT)

1. Standardised Tests are administered in the month of May. Drumcondra Reading Attainment Test.

2. Standardised test results are used as guide to ascertain overall performance of pupils and effectiveness of teaching and learning of Literacy.

3. Drumcondra Early Literacy Test is administrated to Senior Infants.

4. Bell Curve Analysis / 2 Year Spelling Comparison is generated and used to inform planning / Drumcondra Test Scoring key provides class / whole school / individual analysis.

5. D ia gn o st i c T es t i n g Jackson Profiles NRIT Dyslexia DST Sound Linkage DRA SAT

A variety of AFL and AOL modes are used in all classes to monitor progress.

Teacher Observation: Class teacher observes pupil’s interaction, performance and participation in mathematical activities.

Homework Correction: Teachers observes pupils from other classes as they complete and correct maths tasks.

Teacher designed tasks and tests. Oral Questioning and tests and tasks. Written class based tests and tasks. Concrete explanations / demonstrations

using of concrete materials, pupils perform tasks.

Problem Solving exercises: Oral / written concrete.

Mini mathematical projects Work Samples; Pupils’ Maths Copies Feedback from parents.

- Diagnostic Testing (LS Policy)

- Curriculum Profile / Pupil- Profiles Table Tests (Friday

Test). Standardised Tests: Drumcondra Test

May. Mathemagic Assessment Tests.

(Altered by class teachers appropriate to facilitate differentiation).

Mental Maths Tests on Fridays

Learning Environment:

The print rich environment is evident around the school.

The school provides opportunities for pupils to write for real purposes and audiences.

The school is a safe stimulating environment and classrooms and the building in general is organised, clean and well maintained.

Classrooms are appropriately laid out

The school is decorated with displays of pupils work.

There is an agreed approach to the teaching of handwriting.

The Reading culture in the school is well cultivated and maintained by a variety of reading activities/initiatives throughout the year.

School Initiatives / Programmes in place to support literacy (Oral / Reading /Writing)

1. Spelling Lists & agreed teaching Approaches

2. Peer Tutoring Programme (Third – Sixth)

3. Oxford Readers (Infants – Second)4. Reading Buddies5. Writing for an Audience6. Reading Initiatives – Book Fair7. Pupils’ work uploaded on school

blog.8. Library/School and School/Library

visits9. ICT Provision to support Literacy

and well resourced and orderly. Teachers are aware of and follow the

school’s Child Protection Guidelines. The school environment is used to

provide opportunities for mathematical problem solving and creating an awareness of number – numbers on doors, maths trails.

Pupils’ Engagement with Learning:

Pupils at all class level are actively engaged in their learning and the level of pupil interest and participation is high.

Pupils report that they enjoy a variety of activities in English lessons – reading, writing stories, readers theatre, poetry and comprehension.

Teachers report that some pupils have poor conversational skills, lacking vocabulary or correct language and giving only one-word answers.

Attendance rates are very high. Teachers report that the children enjoy

and actively participate in literacy activities. Pupils in senior Classes report that they don’t enjoy Peer Reading Activity.

70% percent of pupils from third to sixth reported that they enjoyed Maths and 55% percent use ICT or the IWB to play Maths games.

72% of pupils reported that they enjoy a variety of maths lessons.

65% reported they were very good at maths, 29% they were fair at maths, while 6% reported that they found maths difficult.

62% replied that they found Problem Solving Activities challenging. 38% reported PS as not challenging or difficult.

Parental Involvement:

Parents are very supportive of school Literacy initiatives. The Literacy Plan is available to parents.

Parents report that they are kept up to date with school activities by text-a-parent, school newsletters.

Parents indicated that they are satisfied with feedback especially if any area of weakness was identified in their child’s learning.

Parents are encouraged to support their child’s reading through listening to reading for homework and paired reading.

Seventy five per cent of parent questionnaires were returned from parents of pupils in senior classes. Eighty six per cent of replies indicated high satisfaction with teaching in the school. Fourteen per cent indication need for greater emphasis on numeracy

Parents are encouraged to become involved with book fairs, visits to the library and paired reading initiatives.

4. Literacy Attainment

At or below 2nd PR

3rd to 16th PR 17th to 50th PR

51st to 84th PR 85th to 98th PR Above 98th PR0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

Test Results Compared with Normal Distribution

School Distribution

At or below 2nd PR

3rd to 16th PR

17th to 50th PR

51st to 84th PR

85th to 98th PR

Above 98th PR

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

Comparison with Normal Distribution

School Distribution Normal Distribution

Analysis of Literacy Data:

Shows a very small amount of Durrow children below the 16th percentile.

Shows a large cohort of Durrow pupils performing above the national norms from the 85 th to above the 98th percentile.

5. Numeracy Attainment

At or below 2nd PR

3rd to 16th PR 17th to 50th PR

51st to 84th PR 85th to 98th PR Above 98th PR0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%Test Results Compared with Normal Distribution

School Distribution

At or below 2nd PR

3rd to 16th PR

17th to 50th PR

51st to 84th PR

85th to 98th PR

Above 98th PR

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

Comparison with Normal Distribution

School Distribution Normal Distribution

Analysis of Numeracy Data:

Shows a very small amount of Durrow children below the 16th percentile.

Shows a large cohort of Durrow pupils performing above the national norms from the 85 th to above the 98th percentile.

6. Progress/Initiatives to Improve Literacy and Numeracy Prior to Development of School Improvement

Literacy NumeracyPeer Tutoring: Third to Sixth (Reading) Mental Maths: All classes using New Wave Mental

Maths booksClassroom Libraries: Library in every classroom. Concrete Materials: Provision of appropriate concrete

resources relating to curricular strand units (Maths press)

Class Novels: Provision of appropriate texts for wholeclass novel in First to Sixth Class (Reading)

ICT: Provision of appropriate software and programmes for each class grouping

Cursive Handwriting: Whole School approach.Provision of Appropriate Text and Work Books

Standardised Tests: Whole school Drumcondra testing in May.

School Book Fair: All Class groupings Maths Week: Every year Teachers and students are encouraged to take part in Maths Week.

Oxford Reading Tree: (Reading & Oral & Writing) Provision of appropriate parallel texts for all class groupingsSchool Developed Spelling Lists & Strategies:Middle & Senior Class grouping. Appropriate & Selected spelling listsSchool Blog:Display of Pupils Work (Writing & Oral) Uploaded policiesJolly Phonics: Infants to Second Class.

Spellings: 1st – 6th class using ‘Spellbound’ to help further improve spellingsStandardised Tests: Whole school Drumcondra testing in May.

7.0 Summary of School Self Evaluation Findings

7.1 Our s c h oo l has s t r eng t h s in t h e fo l l o wing areas with r e gard to Litera c y:

School Plan: New English Curriculum Plan in place and reviewed. Teachers’ planning is based on the English curriculum and the school English plan. Planning templates available to assist teachers with planning (long term and short term). Provision of varied Reading Texts / Fiction & Factual books / Oxford Readers

School Initiatives: The school has adopted a number of programmes to promote literacy. Peer tutoring reading Visits to the library and visits from the library Good Resources available Several sets of novels for students to read as a class Good variety of reading material available in Junior Classes

Assessment: Variety of assessment tools utilised Standardised and Diagnostic Tests administrated Assessment results used to inform teaching and learning

Spelling Spelling lists in place in classrooms. All classes using Spellbound.

Other Strengths Identified Print rich environment – lots of sight vocabulary Children engage in Listening comprehension activities The process of writing is fostered and children write for real purposes Draft, edit redrafting are at the heart of the writing process A variety of writing genres are taught Children are given opportunities to write and display poetry There is an agreed source of varied content for spellings and a variety of methods used

7.2 The following Areas are prioritized for improvement with regard to Literacy:

Oral Language Skills 1. Specific Oral Language skills are to be taught and practiced as/in discrete lessons.2. Offer opportunities for pupils to develop oral language skills at each class level.3. Develop whole school approach to poetry. Build up bank of resources and activities appropriate for

each class level.

Reading 1. Develop the pupil’s appreciation, reading fluency and pleasure through the use of a wider diversity of

reading material.2. Develop a range of reading comprehension strategies.

a. Teachers will explicitly teach and model comprehension strategies as part of Literacy.3. Support exceptionally able students through differentiation, accelerated reading, quizzes, ICT and

independent research projects

Writing 1. Develop an increased grammatical and spelling accuracy in writing.

o Agree an editing approach at whole school levelo Agree the main features of grammar/punctuation to be taught at each class levelo Agree the source of content for spellings.

Examine ways we can support Parents in terms of phonics, handwriting, oral language development, reading and the development of comprehension. Include a list of recommended books for pupils to read.

7.3 Our school has strengths in the following areas with regard to Numeracy:

School Plan: New English Curriculum Plan in place and reviewed. Teachers’ planning is based on the Maths curriculum and the school Maths plan. Planning templates available to assist teachers with planning (long term and short term). There is an agreed whole school policy on Maths Language and agreed strategies for teaching various

Maths topics.

Assessment: Variety of assessment tools utilised Standardised and Diagnostic Tests administrated Assessment results used to inform teaching and learning

School initiatives The school has a good supply of Maths resources centrally located. Teachers are encouraged to take part in Maths week every year (2nd week in October) Students have taken part in Mathletics and Manga High.

Other Strengths Identified Mental Maths books are used in all classrooms from 2nd to 6th There is equal emphasis on all strands although some require more time than others. Talk & Discussion and opportunities for pupils to explain answers for part of Maths lessons. There is an agreed approach to numeral formation and presentation of written work.

7.4 The following Areas are prioritized for improvement with regard to Numeracy:

1. Strategies to support pupils problem solving need to be agreed at whole school level.2. Increasing opportunities for pupils to engage with Maths

o Increase the use of Maths in the school environment.o Creation of Maths trails within and outside the school building.o Increased use of Maths games

3. Examine how we can support parents with regard to the content, methodologies and language of Maths – especially topics of subtraction, long division and fractions.

4. Examine strategies to provide challenge for more able students in Maths.5. That estimation / oral mathematics / problem solving will be integral to mathematics lessons. 6. That concrete materials are available and used for teaching and leaning in each strand of the

Mathematics curriculum.7. Further development of Higher Order Thinking Skills through ‘explaining your actions’ and ‘defending

your decisions’8. To ensure that the curriculum Strand Measures is emphasised at all class levels.9. To increase the use of Mental Maths, particularly on a day to day basis

7.5 The following Legislative and regulatory requirements need to be reviewed:

1. Review of Code of Behaviour and Anti Bulling policy2. Review of Health & Safety Statement3. Review of Data Protection Policy

7.6 The following Curriculum Plans and Policies need to be reviewed over the next 3 years:

1. Gaeilge 2012 1. Fire Drill 20122. Visual Arts 2013 2. Critical Incident Policy 20133. Maths 2013 3. In School Management Policy 20134. Science 2013 4. Attendance Policy/Strategies 20145. History 2014 5. Swimming Policy 20146. Create Policy on Gifted and Talented Pupils

School Focus Autumn Review 2012 (School Self Evaluation Process) LITERACY

To sustain and further develop the whole school approach to Comprehension strategies through further development.

To sustain and further develop the whole school approach to Peer and Paired Reading activities.

(In Class support from LS/R teacher)(Parental Support & Assistance for Paired Reading Activities) Infants – Second

That pupils will be able to apply comprehension strategies and peer reading approaches and methodologies to their own independent reading activities and further apply these skills and strategies to other curricular areas (SESE & SPHE)

That each class grouping 1/2, 3/4, 5/6 will have teacher designed spelling lists. These will be uploaded onto school Blogsite. That pupils will learn different spelling strategies.

(Scan / Questions / Patterns / Shape / Copy / De-clunk the Word / Finger Writing / Pre Test Yourself Highlight the Tricky Part / Timing 2x2>4 1+1+1+1>4)

That each class teacher 1st 6th will provide learning activities for pupils to discover, learn, experiment with the six different writing genre – Narrative / Persuasive / Procedural / Explanatory / Recount / Report / Poetry / Writing to Socialise

That pupils will use appropriate ICT Resources to aid in the learning in Literacy. (Individual class teacher will evaluate their IT Computer Programme and timetable)

That pupils’ average standardized test score will be maintained over the next three years.

School Library; (Each class will visit and use school library weekly) (Each Class will use class library)

DEAR: Whole School Approach 30 Mins (Thursdays 12.30)

S.A.L.F Folders Pupil Self Assessment of / for learning (Use of Expressive Language in 3&4 and 5&6 Class)

Jolly Phonics; School will introduce Jolly Phonics Programme in Infants to Second. Jolly Grammar in 3&4 Class (integrated with Hands On Programme and ‘Exercise your English’) (Retaining Finger Writing & Dictation strategies) 5&6 classes will be introduced to ‘Grammar Stations’ with aid of In Class Support (Grammar for Senior Classes & Junior English 4)

Cursive Handwriting: Whole Staff to review School Cursive Handwriting Polcy

Expressive Language: Use of Expressive Language to be promoted at assembly

Infant Stations: Sustain

HOT Skills: Use of Open & Closed Questioning

Grammar Stations: To introduce Word Study / Grammar Stations in Senior classes in school year 2012/13 with the inclusion of InClass Support to sustain this programm

School Focus Autumn Review 2012 (School Self Evaluation Process) LITERACY

To develop a whole school approach to problem solving To develop RUCSAC (amending to suit class level) as the problem solving procedure at each

class level

Read the Q carefully Underline Key Words Create & Use Strategy Solve the Problem Answer the Question Check your Answer

Str a teg i e s Make a Model Draw a Picture Find a Pattern Guess & Check Work Backwards Thoughtful Lists Logical Reasoning

Number Sentences

To introduce a “Problem Solving Time” 40 minutes weekly (Use of Non Routine Problems) (Use of Conextualised Problems) (Reflect in Classroom timetable) (Source and purchase Problem Solving Kits for Middle and Senior Classes EDCO & Prim Ed)

Through teacher modelling, pupils will learn problem solving strategies – (picture Models / Lists / Check and Guess / Working Backwards / Thoughtful Lists)

Through “explain your actions” and “defend your position” pupils will develop Higher Order Mathematical Thinking Skills

To maintain the pupils’ average score in standardised testing over the next three years

To allow the senior pupils to learn the Bridging Language of Mathematics as outlined by NCCA That a whole school approach to the language of number operations be introduced (colour

coded)

That concrete materials are available for and used for teaching and learning in each area of Mathematics

That problem solving will be an integral part of each mathematical lesson

That each class grouping will focus on oral mathematics as integral part of lesson

Mini Whiteboards will be purchased to allow promotion of estimation and computation operations

Brain Box / Starter of the Day / Mathsicandoit websites will be used in senior classes

Open Night for parents to promote and outline numeracy strategies / Booklet (Numeracy Learning

Activities) distributed to respective class grouping parents Dedicated problem solving resources organised and arranged by class teacher for their

respective classes Mathematics Trail; each class grouping will follow appropriate mathematics trail in school

environs

School 3Year Numeracy Plan placed on display and uploaded onto school blogsite Administration of MALT Mathematics Assessment Test First to Sixth Class on a trial basis in

autumn 2012/ Administration of Maths Tracker Senior & Junior during school year 2012/13

8.0 School Literacy and Numeracy Plan

TARGETS 3 YearsLiteracy

Actions Year 1 Actions Year2 Actions Year 3

A To sustain and furtherdevelop the whole school approach to Comprehension strategies

A Purchase newresource books for Bridges of Understanding Term 2/3 2012

A Consolidate andreview teacher feedback Use of Croke Park Hours Link Strategies to Independent Reading

A Link Strategies toIndependent reading & Writing Genres

B To sustain andfurther develop the whole school approach to Peer / Guided and Paired Reading activities

B Create workcards forComprehension (Building Bridges) Strategies for each class levelTerm 2/3 2012

B QuestionnairePeer Evaluation(teachers) Extend strategies to Creative Writing

B Extension of strategiesto Writing Genre

C That pupils will be able to apply comprehension strategies and peer reading approaches and methodologies to their own independent reading activities

C Create workcards for Comprehension Strategies for each class levelTerm 2/3 2012

C Review Class & SchoolLibrary Books Review Class Novels Questionnaire & Pupil Feedback

D That each classgrouping 1/2, 3/4, 5/6 will have teacher designed spelling lists

That pupils will learn different spelling strategies

D Spelling ListsReview and create school based spelling listsTerm 2/3 2012Put spelling lists on blogsite for parental & home accessTerm 2/3 2012Children will learn different spelling strategies appropriate to class levelsTerm 2/3 2012

D ParentalQuestionnaireschool review of FridaySpelling Spelling Bee Competitions School Spelling CompetitionsReview of spelling lists Teacher to Teacher InterviewVernon and Schonell spelling tests

D Pupils Questionnaire

Review strategiesReview spelling lists

E That each class grouping 1st 6th will provide learning activities for pupils to discover, learn, experiment with the eight different writing genre – Narrative / Persuasive / Procedural/ Explanatory / Recount/ Report / Poety / Social

E Review ICT provision Computer timetable Class based literacy software(Studyladder Prim Ed) Review and introduce whole school approval to Writing Genres(6 Genres) Term 2/3 2012

E Purchase ICT Resource c/o Parents Assoc. Establish school based resource of teaching and learning resources for Genre Writing

School Creative WritingCompetition

E Review ResourcesReviewWhole School FocusGroup

TARGETS 3 YearsLiteracy

Actions Year 1 Actions Year2 Actions Year 3

F that pupils will useappropriate ICT Resources to aid in the learning in Literacy. that pupils average standardized test scorewill be maintained over three years.

F Pupils from each classgrouping will have opportunity to have their work uploaded onto school blogsiteTerm 2/3 2012

F ConsolidateContinue

F Questionnaire

G School LibraryThat pupils use library to improve indepent reading

G Review Use and pupilusage rates of SchoolLibrarySchool Library

G Croke Park HoursReview selection of age/class appropriate texts in school library Review and evaluate of age/class appropriate texts for class library2012/13Review school policy onPaired reading in Infant –1st/2nd class2012/13

G Purchase new textsc/o Parents Assoc.

Purchase and source new textsc/o Parents Association

Create & develop recommended reading list for each class grouping.

H Word Study / GrammarThat pupils are able to punctuate co

Introduce Pilot ‘GrammarStations’ in Middle & SeniorClasses

Agree the main featuresof grammar/punctuation to be taught at eachclass level

Develop & Consolidate

Develop an increased grammatical and spelling accuracy in writing & writing genres

I Editing / Correction Agree an editingapproach at whole school level

Establish and sustain theseagreed approaches at each class grouping

Review (Whole SchoolStaff)

J Oral LanguageThat pupils become fluent and expressive in oral language

Oral Language formsintegral part of literacy lesson

Develop linkage &startegies though DEAR / Peer / Bridges of Understanding / Writing Genres to promote oral language

Sustain

SAW: Free Writing Introduce Free Writing Evaluate themes for FreeWriting

Continue

Linkage Link ComprehensionStrategies & Grammar / Punctuation / Speaking and listening with Writing GenresAgreed Whole schoolAppoach.

Further Develop andImplement.