School Improvement Plan – Numeracy
Cadamstown National School 2013/2014
Rationale:
This action plan for maths describes the response by the personnel of Cadamstown N.S. to
the challenges and opportunities posed by the National Strategy to Improve Literacy and
Numeracy among Children and Young People, 2011/2020. It was created by the members of
the teaching staff following consultation with members of the Parents’ Association and Board
of Management.
Aims:

To improve the teaching and learning of maths in the school.

To improve learning outcomes in maths for each individual pupil of the school.

To ensure that children will be competent and confident in all strands and skill areas
of the maths curriculum.
Background and History of this plan
The staff of Cadamstown N.S. became aware of the National Numeracy and Literacy
Strategy in November 2011. The principal and deputy principal attended further workshops
in March 2012, November 2012 and November 2013. The District Inspector, Karina Holton,
gave a presentation on School Self-Evaluation and Improving Literacy and Numeracy to the
staff in February 2013. All information was shared and discussed at “Croke Park Hour”
sessions by the three members of staff.
We decided as a staff to focus on Numeracy for the 2014/2015 school year and literacy the
following year.
Gathering the Evidence
In creating an action plan for raising standards in maths, our first task was to gather
information about how our school in currently performing in the teaching and learning of
maths and which areas we should focus on for improvement.
We analysed the results of the Sigma-T Maths Tests administered in June 2013 and June
2014. We identified the strands where children scored well and also the strands where they
scored poorly. We also used the break-down of the Sigma-T results which show how the
children scored in three skill areas: Understanding Concepts and Facts, Performing
Computation and Procedures and Applying and Problem Solving.
We also gathered evidence from teacher reflection, professional dialogue, examining pupils’
work and a pupil focus group.
Summary of main areas requiring improvements
On the basis of all the gathered evidence, the following areas are highlighted for
development:

Children are experiencing difficulties in solving maths problems.

Children find it difficult to relate maths to real life situations.

Parents will be kept informed of the methodologies used in the teaching of maths
problems through the children’s copies, notes home, at parent/teacher meetings etc.

Teachers need more practical and real life concrete materials to help with the teaching
of maths such as timetables, menus, bills, supermarket receipts, special offer signs etc.

Positive pupil attitudes to maths.
Improvement Targets
1. To increase by 2% per year over the next three years the number of problem solving
questions answered correctly in the Sigma-T end-of-year maths test.
2. To increase the overall percentage of pupils scoring in the above average range in the
Performing Computations and Procedures skill by 3% every year for the next three
years.
3. To maintain the children’s positive attitude towards maths in the school.
Required Actions
1. Teachers use a rubric to help the children tackle and solve word problems in maths,
e.g.
1) Read the problem
2) Visualise the problem
3) Underline important words that may indicate which operation to use
4) Write in the sign
5) Write the sum
6) Estimate
7) Calculate
8) Check
2. Each new topic will be introduced using a word problem.
3. One day every fortnight will be devoted to problem solving, trying to have a mixture
of operations used to solve the problems.
4. Real life application of problem solving will be focused upon in teaching.
5. More reinforcement of computational skills.
6. Teachers will give short maths tests at the end of every month including problem
solving questions.
7. Teachers will do their utmost to inspire in the children a love of maths.
Success Criteria/Measurable Outcomes



Children’s scores on the Sigma-T will improve on the previous year.
Re-administer the attitudinal survey to see if the percentage of children with a
positive attitude to mathematics will remain high or increase.
Self Assessment and Learning folders will be monitored to see which pieces of
work the children include.
Persons responsible


Curriculum leader, Mary Malone.
All teachers.
Timeframe for implementation

This plan was discussed and ratified by the Board of Management at its meeting on
the 17th June, 2014.

Implement from 1st September 2014.
Monitor and Review
 Monitor at “Croke Park Hour” every two months (half term)
 Review June 2015.