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ST ITA’S N.S.,
LOUGHREA,
16762Q
School Improvement Plan
(Summary Report for the School Community)
Evaluation period: May 2012 to May 2015
Plan issue date:
December 2013
Summary School Improvement Plan
1. Introduction
1.1 The focus of the evaluation
As part of our ongoing work in the school, we conducted a school self-evaluation of teaching
and learning this year. We evaluated Mathematics. For more information on how the
evaluation took place, please see our School Self-Evaluation Report which is available on
request from the Principal’s Office and is available on the school website
www.stitasloughrea.com.
This school improvement plan sets out the actions that we will undertake in the school over
the next three years in Mathematics. The main purpose of these actions is to improve our
pupils’ learning.
2. Summary of school self-evaluation findings
2.1 Our school has strengths in the following areas:
Strengths
 (Learner Outcomes) Our standardized tests indicated that our test
results are in line with national norms and that the STEN scores
1-3 category are better than the national norms by 3.6 %.The
middle range of attainment is in line with national norms.
 (Learner Outcomes)The Ballard and Westwood Tables Test is a
worthwhile tool. The feedback from teachers indicates a steady
and gradual improvement in the Timed Tables Test results. The
test also gives the option of individualized achievable targets.
Pupils’ responses to the Focus Group Questionnaire on Tables
suggest that pupils view tables as a necessary skill in order to get
the correct answers in computation and problem solving as well
as being a life skill.
 (Statements of Fact) The results of the Parent Questionnaire
administered to parents / guardians of 5th and 6th class pupils
suggest that parents are aware of their child’s mathematical
capabilities and are supportive of school numeracy initiatives.
 Of those surveyed, 64% stated that their child likes Maths
and 48% stated that their child likes problem solving.
 A large majority of the respondents (74%), are aware of
their child’s strengths in Maths.
In response to a question as to how your child can improve their
problem solving skills, the suggestions received included:
 Using ICT and Maths websites
 More Maths games and practical Maths
 Reading, breaking down and analysis of the problem
 Analysis of Maths language and Maths vocabulary
 By practicing problem solving
 (Learning Experiences)The inventory of Maths
resources/equipment and the practical Maths workshops are very
beneficial. Maths equipment is stored in classrooms and
available to all classes by means of the Maths Inventory. Each
teacher has a copy and it is updated on a yearly basis.
Participating in Maths workshops has a positive effect on the
pupils’ attitude towards Maths and allows them to actively
engage with Maths in the environment.
 (Teaching Practices)There is a common Maths language policy
in the school. For each class level there is a list of agreed
terminology and language. There is also a common approach to
the teaching of number operations and these are outlined in the
school plan. (SCOT)
 (Teaching Practices)Teachers agreed that the increased
availability of ICT on line resources is beneficial (SCOT
Analysis) There is a laptop/PC and data projector/whiteboard for
teaching purposes in every classroom. Pupils have access to ICT
during lessons to support their learning and to enable them to
become active learners. ICT is being used to create a print rich
environment in the school, to create numeracy resources and to
record pupils’ experiences (e.g. photographs).
 A variety of modes of assessment (of and for) learning is used in
all classes to monitor pupil progress. Assessment tools being
used include:
o Teacher Observation
o Teacher-designed tests and tasks
o Work samples, portfolios and projects
o Diagnostic tests (mainly resource/learning support)
o Standardized tests
o Mastery records
We know this because we consulted with teachers, parents and pupils. We
have also used teacher observation, class test results and we have carried
out a detailed analysis of the standardised test results for Maths in the school.
2.2 Our school has decided to prioritise the following areas of development:
Areas for development
 A. Tables/ Oral and Mental Maths
 B. Maths language
 C. Concrete materials/Maths Environment
We have decided to prioritise these areas because these are aspects of teaching and
learning that the school has identified as areas for development.
2.3 Our school has set the following targets for improvement which are related to pupils’
achievement and has identified the following actions which will help in achieving those
targets over the next three years.
Targets for Improvement
Action
 To improve the overall
average score of the 2012
Sigma T results (with a
particular focus on Problem
(A) Tables / Oral Maths)
1.Weekly Tables Test (FRIDAYS)
2.10 minutes of mental maths each
day (Numeracy Proposals 2012)
Enacting the proposals of Circular
56/11.
3.Ballard and Westwood
Table Test to help improve speed
three year period May 2012 when recalling number facts.
4.Update of computer
to May 2015. This target of room to make on line resources
accessible to all pupils (e.g.
Mathletics,Table Masters,
6% will be achieved as
Sumdog etc)
www.nrichmaths.org
follows: a 2% increase by
5.Mental Maths books for all
st
th.
May 2013, a 2% increase by Classes 1 to 6
6.In-service for teachers in oral
and mental Maths
May 2014 and a 2%
(David McMahon PDST0
December 2013
increase by May 2015
Solving) by 6% during the
 To create a culture and
practice of mathematical
problem solving thereby
(B)
Maths Language
1. Isolate and identify difficult
maths language.
2. Display and teach maths
language appropriate to each class
developing the pupils’
logical and higher order
thinking skills

To focus on and further
develop mathematical
language in our school

To enhance a positive
attitude towards Maths by
prioritizing the use of
level.
Flashcards – addition/subtraction
/multiplication/division
3. RUDE/ROSE approach to be
used for problem solving in line
with school policy.
www.nzproblemsolving.com
4. Mathematical language to be
kept in a Maths Journal/Dictionary
for each child.
www.mathsdictionaryforkids.com
5. Estimation strategies to be used
in line with school policy:
o Clustering
o Rounding
o Special Numbers
o Front – ended Strategy
concrete materials and by
creating a Maths rich
environment for our pupils

To enable the pupils to
develop a positive attitude
towards Maths and to apply
Maths to everyday life.
(C) Concrete Materials + Maths
Environment
1. Develop the use of concrete
materials for Infant Classes and
during the Practical Maths
Workshops.
2. Professional Development for
teachers on the use of concrete
materials (PDST) (December
2013)
3. Develop the use of concrete
materials in all classes to support
teaching and learning activities in
problem solving.
# Number Fans
# Counting Sticks
# Target Boards
4. Maths workshops for 6th class.
5. Problem/Puzzle a week with
parent at home.
6.Maths Trails/Maths Games for
all classes.
www.haveyougotmathseyes.com
7. Fraction + Place Value /
Decimal activities for 1st to 6th
classes based on the PDST Inservice 2012-2013.
As a parent you can help us by checking your child’s maths homework on a
nightly basis, by attending parent / teacher meetings, by encouraging your
child to develop a positive attitude towards Maths and by applying Maths to
everyday life situations.
2.4 We know we will have achieved our targets when there is an increase in
attainment levels in standardised test results and in each of the target areas
outlined in the SIP.