MEADOWBROOK
DUNDRUM
DUBLIN 16
Phone: 01-2984352
Fax: 01-2982632
Roll No: 19537B www.stattractasjns.ie
stattractasjns@gmail.com

1. Introduction
1.1
The Focus of the Evaluation
A school self evaluation of teaching and learning in Numeracy was undertaken in St.
Attracta’s JNS from January 2013 to June 2013.
This is a report on the findings of the evaluation.
1.2
School Context
 St. Attracta’s Junior National School is a co-educational, Catholic school
 We have 339 pupils - 50.1% boys and 49.9% girls
 We have 12 mainstream class teachers and an administrative principal
 Additionally we have 4/5 teachers who work supporting pupils with literacy, numeracy and our pupils with special needs.
2. The Findings
In order to evaluate teaching and learning in numeracy in our school the data gathered was on the basis of both quantitative and qualitative inquiry. We used teacher questionnaires/discussion, parent questionnaires, pupil focus groups and reviewed our standardised test results in the Sigma T Maths Test in Second Class.
Ms. Noelle Burke took on the role of Numeracy Link Teacher. In collating and reviewing the information she was assisted by a number of staff members; in particular Ms. Niamh
Slack.
Summary of the findings from the Teachers Review of Maths:
 A School Maths Plan, plus Long Term and Short Term Plans and Monthly Reports undertaken by all teachers, ensure that all teachers are familiar with the curriculum for their class level and that this familiarity is maintained if teachers change classes or if new teachers join the staff
 Teachers’ planning is based on the Maths Curriculum and over reliance on text books is absolutely avoided
 Talk and discussion in mathematics is taken seriously and seen as an integral part of the learning process
 Opportunities are provided for pupils to explain how they got the answer to a problem, discuss alternative ways of approaching a problem or give oral descriptions of group solutions
 The teacher actively models the language to be used, particularly when talking through the problem-solving process
 There is a very strong emphasis on active and guided discovery learning
 Concrete materials and mathematical games are used at all levels
 Collaborative and co-operative learning is a strong feature of all classes
 The school is providing opportunities for all children, from Junior Infants to Second class, including those with special needs, to experience problem solving activities
Pupils are encouraged to find multiple approaches to solving one problem
Equal emphasis is placed on the process of problem-solving as well as finding the

 answer
 Pupils are encouraged to listen to the views of others when solving problems and to accept the reasoning of others
Problem solving lessons are varied 
 In line with our ongoing work since 2011 on “Assessment for Learning” a variety of assessment for learning strategies are being employed by teachers from Junior
Infants to Second Class
Pupils with special needs / learning needs are provided with access to all strands of  the mathematics curriculum; mainstream classes provide a differentiated programme to cater for children with learning difficulties
 Supplementary teaching is available for pupils with learning difficulties in mathematics
 A collaborative approach between the class teacher and the learningsupport/resource teacher is ensured
 All classrooms are well resourced with maths equipment / resources; resources for certain strand units are stored centrally and accessible to all staff
 Each academic year from 2012 – 2016 we are extending our “Assessment for
Learning” strategies

 We need to review our “Language of Maths” to ensure that our vocabulary encompasses the terms used in “Planet Maths” and to further extend and consolidate pupil’s maths vocabulary.
 We will further consolidate pupil’s maths language through problem solving
Summary of the findings from the Parents Questionnaires:
183 of our 269 families responded to our questionnaire; this represents an excellent response rate of 70% of the parent body to the questionnaire
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89% replied that their child likes maths
72% knew what their child’s strengths are in numeracy
 The majority found it more difficult to identify their child’s difficulty
 Responses showed that the children enjoy the very varied elements of the maths lessons in school; addition being the most popular aspect
20% of parents wanted more maths homework
Less than 10% of parents wanted further help on homework and maths in general
Summary of the findings from the Pupil Focus Groups – Senior Infants to
Second Class:
 The vast majority of children like maths and have a very positive attitude towards it
 By Second Class the number finding maths easier seems to increase
 In response to the question “what part of Maths do you like best?” we could conclude from the variety of responses, that in all classes, the extensive use of concrete materials, setting challenges (problems), and the use of the IWB is making the teaching of maths more interesting/enjoyable, the learning more accessible and this in turn is leading to a greater understanding of concepts and increased scores for the children
 Children listed a great variety of materials and strategies which helped them when “maths was hard”. It appeared that by Second Class, children can and still do use concrete materials, but they rely more on the strategies which have been taught
 From the extensive varieties of responses received to the question “Do you think you use your numeracy/maths skills outside of school?” we can conclude that the children are very aware that they use maths extensively outside of school
Standardised Test Results in Maths:
 By the end of Second Class 86% of pupils score above the average standard score of 100 in the Sigma T Standardised Maths Test
3. Progress Made on Previously Identified Improvement Targets
Assessment for Learning
 Work is ongoing in each stream on engaging strategies across four areas;
Feedback; Peer & Self assessment; Sharing Learning Intentions & Success
Criteria; Questioning & Classroom Discussion.
 The following approaches are being developed:
WALT (“we are learning to”); WILF (“what I’m looking for”); Thumbs Up/Thumbs
Down; Think/Pair/Share; Traffic Lights; Two Stars and a Wish; Lollipop
Questioning; Open ended Questioning.
 WALT is now imbedded, established practice.

4. Summary of School Self Evaluation Findings
4.1 Our School Strengths
The quantitative and qualitative evidence from the evaluation process indicates the following:
 The responses from the parents’ questionnaires indicate that parents are very happy with their children’s learning in numeracy
 Ninety percent of parents require no further help on homework and maths in general
 Parents were able to identify through feedback from their child the wide variety of elements of a maths lesson in St. Attracta’s JNS
 Our pupils have a very positive attitude to maths
 It is evident from the responses of pupils at all levels that pupils engage with a
 wide variety of materials/ manipulatives/strategies during maths lessons
From the teachers’ review of numeracy it is evident that overall there are huge strengths in all aspects of teaching and learning in numeracy in St. Attracta’s JNS
 Pupils who struggle with numeracy are well supported through differentiation in the classroom and through Support Teaching some of which is in-class and some of which is done through withdrawal
The model of support teaching offered is regularly reviewed in light of changing  pupil needs
 The results of the Sigma T Standardised Test confirm the above findings
4.2 The following areas are prioritised for improvement:
1.
To extend the Assessment for Learning strategies in numeracy in all four streams
2.
To review the agreed “Language of Maths” vocabulary/terminology used in our school in order to extend and consolidate children’s “language of maths”
3.
To further extend the children’s language of maths through problem solving
4.
To support parents in understanding the language of maths and maths in the environment
Appendix 1 – Copy of the review used by Teachers
Appendix 2 – Copy of the questionnaire sent to parents
Appendix 3 – Copy of Parents’ responses to questionnaires at each class level and conclusions drawn from same
Appendix 4 – Copy of the “Pupil Focus Group Attitudes to Maths”
Appendix 5 – Pupil Responses to Focus Groups and conclusions drawn from contributions / discussions