Sample School Self-Evaluation Report & Plan – Problem Solving
1. Introduction
1.1 The Focus of the Evaluation (*Focus on Literacy or Numeracy?)
A school self-evaluation of teaching and learning in numeracy was undertaken in during the period from 2012 – 2013. During the current
evaluation teaching and learning across the whole school was evaluated. The focus of this SSE report focuses on our teaching and learning
in the area of problem solving across all class levels in numeracy.
This is a report on the finding of the evaluation
1.2 School Context (*Facts / Figures / Initiatives in Literacy & Numeracy in our school)





This is a mixed enrolment primary school.
There are currently X pupils enrolled.
There are X teachers on staff including (administrative principal, mainstream teachers, learning support and shared resource teacher)
The school administers X standardised tests in Mathematics and English reading from 1st to 6th class.
Other current literacy & numeracy initiatives being implemented by the staff of include (Include current and past professional
development initiatives in Literacy & Numeracy Programmes implemented over the past 12 – 24 months)
2. The Findings (*General findings to include six to eight general statements across all areas of numeracy)

(Learner Outcomes) On shared analysis of whole school standardised tests in numeracy, we as a staff found that X % of pupils are
performing at X in the area of problem solving. (Option of including performance below, at or above national norms)


(Learning Experiences) Examination of questionnaires / feedback from pupils showed that they identified
(Teaching Practices) Staff dialogue by means of questionnaires / surveys / SCOT specified that teachers felt the need for a common
planned approach / strategy to modeling and explicitly teaching an agreed problem solving procedure across all class levels in
numeracy.
3. Progress made on previously identified targets identified in the current SIP
Findings from our DEIS Action Plan from 2011 / 2012 indicated progress on the following
N/A if school intends to implement first SIP in June 2013 (if not DEIS – option to begin A.S.A.P if evidence and actions are in place)
4. Summary of School Self-Evaluation Findings (*General strengths across numeracy through all strands / skills / classes etc.)
4.1 Our school has strengths in the following areas:




(Learner Outcomes) Our whole school standardised test results across numeracy indicated that X is an area of considerable strength.
(Learner Outcomes) Other sources of evidence including student copybooks / teacher designed tests / pupil profiles / pupil reports)
indicated that strong pupil performance and attainment in X.
(Learning Experiences) Parent / Pupil input through questionnaires / surveys indicated their satisfaction with the
(Teaching Practices) Staff indicated their satisfaction with pupil’s mathematical knowledge and skills in the area
4.2 The Following Areas are Prioritized for Improvement (sample actions you intend to put in place to ensure pupil progression)



A. (Learner Outcomes) An increase in the % of pupils performing at or above X in the area of problem solving across all class levels. We
intend to increase this cohort to X % in year 2 and furthermore to X % in year 3.
B. (Learning Experiences) All teachers intend to plan for and develop collaborative 2 x 15 minute weekly problem solving sessions at all
class levels beginning in Term 2 of Year 1. It is intended that this action will allow pupils opportunities to actively participate in, discuss
and reflect upon their learning in problem solving.
C. (Teaching Practices) Staff indicated the need to teach the following basic steps in problem solving through explicit teacher modeling
X. Therefore these steps will be explicitly taught across all class levels through the X strategy. This problem-solving strategy will be
applied to each strands & strand unit of the Maths Curriculum.


C. (Teaching Practices) All staff will contribute to the development of a whole-school plan to teaching problem solving to include the six
types of problems taught in consecutive terms.
C. (Teaching Practices) Staff to develop whole school plan for the explicit teaching of mathematical language across all strands and
strand units so as to contribute to pupil’s comprehension and vocabulary development in numeracy.
4.3 The following legislative and regulatory requirements need to be addressed (SSE Guidelines p.64 – 67)

See checklist included outlining audit of policies in place in

School Improvement Plan – Problem Solving
Baseline data
Copy and Paste evidence from Section 2 - Any statement in here needs to be supportive of the actions
you intend to put in place i.e. Which sources of evidence / facts and figures told you problem solving
was an area that needed attention and improvement
Summary of main areas
requiring improvements
Copy and Paste Section 4.2 from above to outline the areas you have prioritised for improvement
Improvement Targets
Beak down 4.2 statements
into individual targets
Monitor and Review
Required Actions
What do you need to put in place?
Resources/ Training/ Planning etc.

Success Criteria /
Measurable Outcomes
Have you a pre & post
measure available? i.e.
Results in 2012 v 2013
Internal Review etc.
Persons
Responsible
All Staff /
Numeracy CoOrdinator /
Principal
When and how you intend to review and discuss these your actions and results etc.
Timeframe for
Actions
January 2013 – June
2013? Term 1, Term
2 & Term 3?