St Patrick’s NS, Slane
School Self Evaluation Report
Introduction
A school self evaluation of teaching and learning in St Patrick’s NS, Slane was undertaken during
May and June 2012. During the evaluation teaching and learning in the following curricular
areas were evaluated.
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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:
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Individual teacher reviews of practice in Literacy and Numeracy.
Staff ratings of school plans
Pupils work – samples, copies, displays.
The Learning Support team observations.
Parental Questionnaires
Pupil Questionnaires – third to sixth class.
The School Strategic Planning framework.
This is a report on the findings of the evaluation.
The School Context.
Patron:
Chairperson:
Principal:
Staff:
Pupils:
School Logo:
Bishop Michael Smyth, Catholic Bishop of Meath
Rev. Joseph Deegan
Elizabeth Sheridan
10 class teachers, 3 Learning support teachers and an SNA,
266 pupils, 135 boys and 131 girls, from Junior Infants to Sixth Class
Our school logo depicts the fire on the Hill of Slane with the words
“Coinnigh an Solas ar Lasadh” –‘Keep The Light Burning’. We in St.
Patrick’s National School aim to pass on the light of faith to our pupils.
Website:
www.slanens.ie
School Growth:Our school community has grown enormously in recent years- from 139 pupils
in 2003 to the current level of 266.
Awards:
We have 5 Green Flag Awards, ESB Environmental award, Co. Meath Litter
League.
And Pride of Place awards, Science Excellence Award, Meath Co Council award
for our School Garden 2007,2008, 2012, Scoilnet Star award for our school
website – 2009, Active School Flag, Digital Schools Award.
Initiatives:
School Orchestra, Maths Assist Project in conjunction with Trinity College Dublin
Pride of Place, Credit Union Saving Scheme, Music Lessons, Speech & Drama.
The Findings of the Evaluation
Literacy
Preparation for Teaching:
Teachers prepare short and long term plans and use their plans to guide teaching and learning.
Learning outcomes and teaching approaches, activities and resources are identified in the 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.
Teaching Approaches:
Teachers employ a wide variety of teaching methodologies appropriate to the development of
oral language, reading, writing and digital media literacy. Very good use is made of resources
including ICT to support pupils in their learning. Teachers differentiate the lessons effectively to
cater for the needs and abilities of all pupils.
Management of Pupils:
Collaboration between class teachers and learning Support teachers takes place on a regular
basis and team teaching/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. 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.
Assessment:
Teachers employ a large selection of assessment tools to assess learning in Literacy –
observations, checklists, curriculum objectives, questioning, self-assessment, tests and
standardised tests. A screening test (MIST) is used in Senior Infants to identify children at risk
of reading failure. The Drumcondra English standardised test is administered to all classes from
first to sixth in May each year and results are reported to parents in the end of year report. NRIT
tests are undertaken with second and fifth class each year.
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 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. Each class visits the school library at least once a week.
Pupil’s 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.
Parental Involvement:
Parents are very supportive of school Literacy initiatives. The Literacy Plan is available to
parents. Parents are encouraged to support their child’s reading through listening to reading
for homework and paired reading. Parents are encouraged to become involved with book fairs,
visits to the library and paired reading initiatives.
Attainment in Literacy:
The Standardised Drumcondra English Test results for May 2012 are as follows:
% of pupils at or below 2nd percentile
0.5% (Normal distribution 2.0%)
rd
th
% of pupils between the 3 and 16 percentile
5.1% (Normal Distribution 14%)
% of pupils between the 17th and 50th percentile
22.7% (Normal distribution 34%)
% of pupils between the 51st and 84th percentile
34.8% (Normal Distribution 34%)
% of pupils between the 85th and 98th percentile
31.8% (Normal Distribution 14%)
% of pupils above the 98th percentile
5.1% (Normal Distribution 2%)
Whole School- Reading Test Results Compared with Normal Distribution 2012
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
At or below
2nd PR
3rd to 16th PR
17th to 50th
PR
School Distribution
51st to 84th
85th to 98th
PR
Normal
DistributionPR
Above 98th PR
Numeracy
Preparation for Teaching:
Teachers’ planning is based on the Maths Curriculum and an over reliance on text books is
avoided. Measures are in place to ensure that all teachers are familiar with the curriculum for
their class through the school Maths plan. Specific issues relating to multi class situations are
addressed when needed. Mental maths is encouraged across all the strands and is given a
specific time slot.
Teaching Approaches:
Talk and Discussion is an integral part of Mathematics. Opportunities are provided for pupils to
explain how they got the answer to a problem. 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
for the teaching of addition, subtraction, multiplication and division. Mathematics games and
concrete materials are regularly used in teaching maths. Problem solving lessons are varied and
children are encouraged to find multiple approaches to solving problems. We have a large bank
of extra Maths equipment available in the staff room.
Management of Pupils
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.
Assessment
A variety of AfL and AoL modes are used in all classes to monitor progress. Assessment results
are analysed and used for screening, diagnosis of learning difficulties or identifying aspects of
maths needing re-teaching. Teachers differentiate their lessons to cater for children with
different needs. Class teachers and Learning support teachers collaborate to ensure that
supplementary teaching is available for children with learning difficulties and exceptional
abilities. Team teaching and early intervention strategies are provided.
Learning Environment
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 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.
Pupil’s engagement with learning
Sixty eight percent of pupils from third to sixth reported that they like Maths and ninety six
percent use ICT or the IWB to play Maths games. Pupils reported that they enjoy a variety of
maths lessons such as fractions, multiplication, problem solving and Maths trails.
Parental Involvement
Seventy percent of parents returned the Parental Survey. Of those who returned the survey
Eighty one percent reported that their children liked Maths and that they regularly hear and
practice Maths tabled with their children.
Attainment in Numeracy
The Standardised Sigma-T Maths Test results for May 2012 are as follows:
% of pupils at or below 2nd percentile
0.5% (Normal distribution 2.0%)
% of pupils between the 3rd and 16th percentile
4.5% (Normal Distribution 14%)
% of pupils between the 17th and 50th percentile
12.5% (Normal distribution 34%)
st
th
% of pupils between the 51 and 84 percentile
43% (Normal Distribution 34%)
% of pupils between the 85th and 98th percentile
29.5% (Normal Distribution 14%)
% of pupils above the 98th percentile
10% (Normal Distribution 2%)
Whole School Maths - Test Results Compared with Normal Distribution
2012
50.0%
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
At or below
2nd PR
3rd to 16th PR
17th to 50th
PR
School Distribution
51st to 84th
85th to 98th
PR
Normal
DistributionPR
Above 98th PR
Summary of School Self Evaluation Findings
Our school has strengths in the following areas with regard to Literacy:
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Reading Initiatives to encourage reading – Paired reading, DEAR, Readathon, shared
reading and visits to Library.
New English Curriculum Plan in place
Commercial products used with reference to Curriculum Objectives
Good Resources available
Variety of Assessment tools used
Print rich environment – lots of sight vocabulary
Good spiral phonics in junior classes
Good variety of reading texts used
Children engage in Listening comprehension activities
Good variety of reading material available in Junior Classes
Diagnostic and standardised tests administered
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
Good cursive handwriting is fostered from Junior Infants
There is an agreed source of varied content for spellings and a variety of methods used
Results of assessments are used to inform teacher planning
The following Areas are prioritized for improvement with regard to Literacy:
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Oral Language Skills
Improvement in Oral Language confidence and fluency and a development in the
expressive capacity of pupils.
i) Specific Oral Language skills are to be taught and practiced and oral language given
as part of homework.
ii) Offer opportunities for pupils to develop oral language skills at each class level.
iii) A variety of Poetry at each class level to be learned by heart.
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Reading
1. Develop the pupils appreciation, reading fluency and pleasure through the use of a
wider diversity of reading material.
a. Continue and expand shared reading and DEAR
b. Increased variety and genres of reading materials for middle & senior classes
c. Structured Phonics programme for middle and senior classes
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
Develop an increased grammatical and spelling accuracy in writing.
o Agree an editing approach at whole school level
o Agree the main features of grammar/punctuation to be taught at each class level
o 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.
Our school has strengths in the following areas with regard to Numeracy:
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Mental Maths is encouraged and given a specific time slot.
There is equal emphasis on all strands though some require more time than others.
Teachers’ planning is based on the Maths curriculum and the school Maths plan.
Talk & Discussion and opportunities for pupils to explain answers for part of Maths
lessons.
There is an agreed whole school policy on Maths Language and agreed strategies for
teaching various Maths topics.
There is an agreed approach to numeral formation and presentation of written work.
The school has a good supply of Maths resources centrally located.
Results of assessments are used to inform teacher planning
The following Areas are prioritized for improvement with regard to Numeracy:
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Strategies to support pupils problem solving need to be agreed at whole school level.
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
Examine how we can support parents with regard to the content, methodologies and
language of Maths – especially topics of subtraction, long division and fractions.
Examine strategies to provide challenge for more able students in Maths.
The following Legislative and regulatory requirements need to be reviewed:
1. Review of Code of Behaviour and Anti Bulling policy
2. Review of Health & Safety Statement
3. Review of Data Protection Policy
The following Curriculum Plans and Policies need to be reviewed over the next 3
years:
1.
2.
3.
4.
5.
6.
Gaeilge 2012
1. Fire Drill 2012
Visual Arts 2013
2. Critical Incident Policy 2013
Maths 2013
3. In School Management Policy 2013
Science 2013
4. Attendance Policy/Strategies 2014
History 2014
5. Swimming Policy 2014
Create Policy on Gifted and Talented Pupils