Sample template for a school self-evaluation report
Scoil Chríost Rí
Caherdavin,
Limerick,
19331E
School Self-Evaluation Report
Evaluation period: September 2011-September 2014
Final report issue date: November 2014
September 2011
Introduction
1. The Focus of the Evaluation
A school evaluation of teaching and learning in numeracy was undertaken in Scoil Chriost Ri during the period 2011 – 2012. During the
evaluation teaching and learning across the whole school was evaluated. The focus of this S.S.E report centres on learner outcomes,
learning experience and teacher practice in the area of numeracy.
2. School Context of Scoil Chriost Ri School
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This is a single enrolment primary school.
There are currently 255 pupils enrolled.
There are 16 teachers on staff (including administrative principal, 10 mainstream teachers, 3 Learning Support/Resource, 2 shared
Learning Support/Resource)
The school administers Sigma T and Micra T standardised tests in Mathematics and English from 1st to 6th class every May. The
M.I.S.T test is administered in February to all senior infants.
Other current numeracy and literacy initiatives being implemented by the staff include Literacy Lift Off, Mata sa Rang,
Mathletics, precision teaching/monitoring, weekly class tests.
2. The Findings
2.1 Learner Outcomes: On shared analysis of the Maths pupil questionnaire we as a staff found a diminishing attitude towards maths at
senior level, positive attitude at junior level. 99% felt they were good at Maths in 1st and 2nd class while 78% of 5th and 6th class pupils
felt they were good at Maths. 30% of 5th and 6th were worried about Maths while only 17% of the 1st and 2nd felt worried. 88% of 3rd and
4th class level liked Maths while 32% of 5th and 6th reported that they liked Maths. 90% of Junior/Senior infants liked Maths while 23%
found Maths difficult.
2.1.1 Learner Outcomes: Our Sigma T results indicated 8% of pupils were attaining higher than the National Norm (Sten 5-10). The
National Norms for STEN 1-4 is at 32%. We have 26% of students scoring in this range.
2.2 Learner Experiences: Following on from staff analysis of learner outcomes of the pupil Maths questionnaire the general finding was
that younger children displayed a more positive attitude towards Maths. It was suggested that older children are more self conscious
about asking for help.
2.2.2 Learning Experiences: Close examination of our Sigma T tests revealed that the majority of our pupils were scoring between Sten
5 and 6. Mental maths, tables, word problems and language of Maths were also identified by staff as areas prioritised for improvement.
2.3 Teacher Practices: Staff discussion and dialogue by means of meetings and cluster group meetings specified that children were
having difficulty with fluency and accuracy of their tables, the varied use of maths language and solving written and oral mathematical
word problems.
2.3.3 By way of observation, our staff felt that there was a lack of participation among the older children when it comes to answering
questions or maths tasks. This was linked to a lack of confidence and fear of getting the answer wrong in front of teachers and peers.
Children seemed to be reluctant to tell a teacher or a parent if they found a maths concept difficult.
3. Progress made on previously identified targets identified in the current SEP
4. Summary of School Evaluation Findings
4.1 Our School has strengths in the following areas:
Learner Outcome:
 There are 12% of children scorings above the national norm at STEN (8-10)
 There are 2% of children scorings above the national norm at STEN (5-6)
 There are 3% of children scoring below the national norm at STEN (3-4)
 There are 3% of children scoring below the national norm at STEN (1-2)
(to be completed in 2013)
Learner Experiences:
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There is a positive attitude toward maths in the junior end of the school.
High level of parental involvement in the junior end.
Teaching Practices:
1
2
3
4
Piloting of SALF folders in Senior Infants and 5th Class.
Integration of ICT into teaching and learning in all classes by means of interactive whiteboards, hardware and software.
All classrooms have been fully refurbished. (Painted, desks and shelves.)
A willingness among staff to partake in CPD outside of school hours.
4.2 Areas prioritised for improvement:
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Tables
Mental Maths
Oral Maths
Problem Solving
Language of maths.
Creating a central resource room for maths equipment.
Creating a separate area for centralising maths testing material.
Undertaking an audit of maths equipment with the view of purchasing more concrete materials.
Improving the attitude towards maths at the senior end of the school.
School Improvement Plan-Mathematics Year 1 2012/2013
Baseline Data:
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Summary of main areas
requiring improvements:
Improvement targets:
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Create better
home-school links
for maths.
Improve senior
attitude towards
maths.
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Sigma T results: indicated 8% of pupils were attaining higher than the National Norm (Sten 5-10). The
National Norms for STEN 1-4 is at 32%. We have 26% of students scoring in this range.
Pupil Questionnaire on attitudes to maths: 99% felt they were good at Maths in 1st and 2nd class while
78% of 5th and 6th class pupils felt they were good at Maths. 30% of 5th and 6th were worried about Maths
while only 17% of the 1st and 2nd felt worried. 88% of 3rd and 4th class level liked Maths while 32% of 5th
and 6th reported that they liked Maths. 90% of Junior/Senior infants liked Maths while 23% found Maths
difficult.
Tables
Mental Maths
Oral Maths
Problem Solving
Language of maths.
Creating a central resource room for maths equipment.
Creating a separate area for centralising maths testing material.
Undertaking an audit of maths equipment with the view of purchasing more concrete materials.
Improving the attitude towards maths at the senior end of the school.
Required actions:
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Mathletics
Traffic Light
System (Child Self
Evaluation)
Mata sa Rang
Precision Teaching
Success
Criteria/Measurable
outcomes:
 Sigma T results
 Re administration
of Pupil
Questionnaire.
 Friday Testing
 Precision
Persons responsible:
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All teaching staff
in school and
Principal Pat
Millane.
Time-frame for actions:
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June 2013
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Improve fluency in
tables.
 Increased
understanding and
regular practice of
maths problems.
 Consistency and
continuity of maths
language
throughout the
school.
 Complete an audit
of maths
equipment with a
view to purchasing
more mathematical
resources.
Monitor and Review:
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Precision
Monitoring
Language to be
displayed in
classrooms.
10 minutes mental
maths everyday.
Increase usage of
concrete materials
in all areas of
maths. From
pictorial to linear
to abstract.
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Monitoring
Teacher designed
tasks and tests
Homework
Feedback from teachers at monthly staff meetings to ascertain how required actions are progressing.
Teachers’ monitoring of pupils’ attitudes towards different mathematical concepts.
Feedback from teachers at monthly staff meetings about the resources they have used and the sharing of
materials and suggestions on how to use them.
Weekly and termly class tests to assess progress and understanding of mathematical concepts.
Reviewing mathletics and participation and results on line.
June 2013 Review of Maths targets and approaches:
Targets:
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Create better home-school links for maths. The staff feel this was achieved by home school links, traffic light signals of self
evaluation, mathletics, regular tests to be signed, parents information sheets and parent teacher meetings. We feel we would
benefit from further feedback from parents on the particular strands and topics their children are struggling with/coping well with.
Although mathletics was beneficial it wasn't being utilised consistently in the home, was not efficient and was expensive to run.
We decided we should give parents a list of free websites to use at home with their children.
Improve senior attitude towards maths. We have introduced many strategies to improve senior attitude to maths such as
Mathletics, precision teaching, interactive games and mental maths games. Self monitoring allowed the children to monitor their
progress and express their attitude to topics/strands. Staff feel that confidence is still lower at the senior end with poor confidence
and negative attitude towards testing.
Improve fluency in tables. Mental maths games, interactive tables time trials, precision teaching and hot seating were strategies
adopted this year. We feel they have worked well and agree that the accuracy and fluency of tables has improved. We feel this has
been invaluable and something we want to continue building on.
Consistency and continuity of maths language throughout the school: Uniform mathematical language displayed in every
class throughout the school are working well and teachers and children are using phrases consistently.We think teachers should
meet regularly in class groups to discuss progression and strategies used from year to year.
Increased understanding and regular practice of maths problems. Social maths is very important and highlighted throuighout
the school. Teachers use everyday situations in the teaching of maths. 10 minutes a day are spent on word problems which
increased childrens confidence and ability in the area. Teachers did find it difficult to come up with word problems every day and
to create new scenarios with limited time available. Mata sa Rang was introduced in LS with 1st class. Children are encouraged to
explain their approaches and methods. We feel that more teachers should try to avail of the mata sa rang training.
Complete an audit of maths equipment with a view to purchasing more mathematical resources. This was completed
throughout the year. A central maths assessment area was set up in the central resource room. The equipment and resources were
collected and catalogued with a view to storing them in a central area in the staff room. Once all resources are together we will
assess the equipment that we need to purchase.
School Improvement Plan-Mathematics Year 2
2013/2014
Baseline Data:
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Sigma T Results: from May 2013
Teacher Observation: Teacher observation from class test and tasks and homeworks.
Collaboration: between RT/CT and SNAs regarding pupils' struggles, progress and ability.
Summary of main areas
requiring improvements:
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Tables
Mental Maths
Oral Maths
Problem Solving
Language of maths.
Creating a central resource area for maths equipment in staff room.
Buy new maths materials.
More teacher train in Mata sa Rang and further CPD.
Improvement targets:
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Consolidate the
children's
understanding of
maths language by
continuing to use
maths problems
daily in the
Required actions:
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Traffic Light
System (Child Self
Evaluation)
Mata sa Rang
Precision Teaching
Precision
Monitoring
Success
Criteria/Measurable
outcomes:
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Persons responsible:
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Sigma T results
Friday Testing
Precision
Monitoring
Teacher designed
tasks and tests
Homework
All teaching staff
in school and
Principal Pat
Millane.
Time-frame for actions:
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June 2014
classroom.
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Continue to use a
consistent
approach to maths
language
throughout the
school.
Continue to
improve the
attitude towards
maths at the senior
end of the school.
Create better
home-school links
for maths in
particular the
starnds children
find easiest and
hardest.
Continue to build
on our fluency and
accuracy in tables.
Storage of maths
equipment in a
central area in the
staff room with a
view to purchasing
more mathematical
resources.
Further
development of
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Language to be
displayed in
classrooms.
10 minutes mental
maths everyday.
Increase usage of
concrete materials
in all areas of
maths. From
pictorial to linear
to abstract.
Precision
Teaching.
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Mental Maths
Book from 1st -6th.
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Daily word
problems covering
all strands of maths
curriculum done
orally with every
class everyday for
approx 10 mins.
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Parents
Information sheet
on maths in the
home given to all
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higher order
thinking skills
through explaining
actions and
defending
decisions.
Collective and
regular planning
between teachers
from similar class
groupings.
Monitor and Review:
parents.
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Give parents a list
of free beneficial
maths games
websites to use at
home.
Making maths
relevant, using real
life situations in
lessons.
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Giving children
more access to
hands on concrete
materials.
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Feedback from teachers at monthly staff meetings to ascertain how required actions are progressing.
Teachers’ monitoring of pupils’ attitudes towards different mathematical concepts.
Weekly and termly class tests to assess progress and understanding of mathematical concepts.
June 2014 Review of Maths targets and approaches:
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Consolidate the children's understanding of maths language by continuing to use maths problems daily in the classroom:
Teachers feel this approach is worthwhile and benficial to the children's understanding of mental maths and maths problems.
However, teachers feel it is very time consuming and can be difficult to come up with word problems every day. We have decided
as a staff to use some Croke park hours to meet collectively in our appropriate groups and plan together with teachers of same
class groupings. We also felt that station teaching in the junior classess would be an efficient way to consolidate children's
learning and use of concrete materials.
Continue to use a consistent approach to maths language throughout the school. This approach has proved to be most
effictive in the school. Maths language is displayed in a uniform manner appropriate to the children's ages. We feel as a staff that
children are grasping the terms well and progression is seen from year to year.
Continue to improve the attitude towards maths at the senior end of the school. Teachers' observations and feedback at
parent teacher meetings suggests that children from 4th up have a more negative attitude towards maths than in the lower end of
the school. This is something we have worked on over the last two years by using interactive games and building their fluency
and accuracy in tables to increase their confidence. We feel this needs to be worked on further with new resources and initiatives.
Weekly Tables Test: teachers agree this is an invaluable assessmen tool and will continue to use weekly table tests to monitor
pupil progress.
Create better home-school links for maths in particular the strands children find easiest and hardest: As a staff we feel that
we need to know more about how the children react to particular strand and strand units at home. We agree that we should send a
sample survey to parents in order to gain further insight into this.
Continue to build on our fluency and accuracy in tables: Following lengthy discussions as a whole staff we agreed that tables
are integral to children's success at maths. Having fluent tables allows children to complete computation tasks quicker and with
less stress. It also increases children's confidence in their ability to tackle sums. We feel precision teaching is working well and
we want to prioritise this again next year.
Consistency and continuity of maths approaches throughout the school. Teachers met together in their class groupings on
regualr occasions to discuss the progression and stategies used from year to year. Following discussion we feel we could develop
resources together.
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Storage of maths equipment in a central area in the staff room with a view to purchasing more mathematical resources.
This target has been achieved and is proving to be an efficient way to share and use maths equipment and ideas. Teachers add to
it on a regular basis.
Further development of higher order thinking skills through explaining actions and defending decisions. Some teachers did
the Mata sa Rang training and informed rest of staff of the importance of children explaining actions and defending their
approaches. It is working well and teachers find it beneficial. It can be a little time consuming but we continue to use the traffic
light system as a visual reminder of self evaluation.
School Improvement Plan-Mathematics Year- 3
2014/2015
Baseline Data:
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Summary of main areas
requiring improvements:
Improvement targets:
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Tables
Time
Mental Maths
Oral Maths
Problem Solving
Language of maths.
Collaboration between teachers to create maths resources together appropriate to class levels.
Required actions:
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70% of teachers
wil report an
Sigma T After reviewing our Sigma T results from May 2014, teacher observation, tasks and tests and
parents' questionnaires (see attached results) we have decided on the following:
Teacher Observation: Teacher observation from class test and tasks and homeworks.
Collaboration: between RT/CT and SNAs regarding pupils' struggles, progress and ability.
Parent Questionnaire Results: Sample survey of 3rd class parents. (78 % children like maths, 72% need
help with homework, word problems were the most problematic area – 33%, Only 5% of children find time
easy. 83% of families integrate maths into real life. 67% said children do not play maths games online.61%
parents reported they had a positive attitude towards maths.)
Purchase Tablets
and more concrete
materials.
Success
Criteria/Measurable
outcomes:
 Sigma T results
 Re administration
of Pupil
Persons responsible:
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All staff involved
in discussions and
Time-frame for actions:
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June 2015
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increased use of
maths software
with their
classess/pupils.
Increase 5th/6th
class attitude to
maths from 32% to
42%.
All teachers will
feel there is
consistency and
continuity of maths
approaches
throughout the
school. A clear
progression from
year to year.
Introduce station
teaching in junior
classes. All infant
teachers will report
using station
teaching in maths
at least 7 times in
the year.
50% of children
from 1st -6th will
score at least 70%
in weekly tables
tests.
Increased
understanding and
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Traffic Light
System (Child Self
Evaluation)
Mata sa Rang
training
Station teaching to
be introduced from
Junior Infants to
2nd Class.
Precision Teaching
Precision
Monitoring
Language to be
displayed in
classrooms.
10 minutes mental
maths and problem
solving everyday.
Collective planning
among teachers.
Increase usage of
concrete materials
in all areas of
maths. From
pictorial to linear
to abstract.
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
Questionnaire.
Friday Testing
Precision
Monitoring
Teacher designed
tasks and tests
Homework
Sigma T results
Re administration
of Pupil
Questionnaire.
Friday Testing
Precision
Monitoring
Teacher designed
tasks and tests
Homework
reviews at regular
staff
meetings/Croke
Park hours.
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Literacy and
Numeracy team
were involved in
drafting up the plan
and presenting it at
whole school level.
(At least one
teacher from each
curricular
grouping.
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Principal.
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Parents
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Teachers
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regular practice of
maths problems.
All teachers will be
aware of central
area for storage of
teacher devised
resource folders
according to class
grouping.
Increase the
parents'
participation in our
maths survey from
58% to 68%.
Monitor and Review:
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Feedback from teachers at monthly staff meetings to ascertain how required actions are progressing.
Teachers’ monitoring of pupils’ attitudes towards different mathematical concepts.
Feedback from teachers at monthly staff meetings about the resources they have used and the sharing of
materials and suggestions on how to use them.
Weekly and termly class tests to assess progress and understanding of mathematical concepts.
Reviewing mathletics and participation and results on line.