St. Brigid’s N.S.

Address: Annacurra,

Tinahely, Co. Wicklow.

Roll No. 17304o

SchoolSelf-EvaluationReport

Evaluationperiod15/09/16to12/06/17

Reportdate:14/6/17

  • Introduction
  • The focus of the evaluation
  • A school self-evaluation of teaching and learning in Literacy was undertaken during the period 15/10/16 to 12/06/2017. During the evaluation teaching and learning of Literacyacross the whole school was evaluated.

This is a report on the finding of the evaluation.

.3School context

  • This is a vertical mainstream co-educational rural primary school.
  • There are currently 144 pupils.
  • There are 10 teachers (6 classroom teacher, 1 full time Learning Support teacher and one shared resource teacher plus 5 hours of learning support, a special class teacher (ASD) and an administrative principal.). We have a Job–Sharing position in Learning Support for which a temporary teacher has been appointed. We had one permanent teacher on Maternity Leave until Easter
  • There is 1post holder (Deputy Principal).
  • There are 4 SNAs (1 full time and one part time in the mainstream and 2 infant hour positions in our ASD Class).
  • We have 1 split class (5th Class) and three classes which are single stream
  • The school administers Standardised Tests in English from 1st class to 6th in May annually.
  • The Findings

We collected information from parents, pupils and teachers through questionnaires in preparing this report. We looked at how well our pupils were doing in Literacy. We also used internal discussion at Staff Meetings during Croke Park hours in the school. We examined overall student scores in the Micra-T Standardised Test and we analysed Comprehension scores in Level One and Two of the Micra-T tests.

  • Pupils are performing well above the national norm with 39.5% at the 85th percentile rank or above in 2017. This was adis-improvement of 6.5% on the 2016 results. National norms are at 16% at this rank or above. This is an overall improvement of 14.5% since baseline date of 2012
  • 47% of students performed above 80%
  • 4.3% of students performed below 16th percentile.This is an increase of 1.7% on last year’s scores but it is the same as 2012 score.

Analysis of Comprehension in Micra –T tests showed that: class averagesare all above

65th percentile – 33.3% of classes have an average score of 75% for comprehension

67% of classes have an average score of 70% for comprehension in standardised tests

  • Numeracy comparison: The 2017 scores for Maths showed a further improvement to 69% scoring at or above the 85th percentile (an increase of 4%) and 2.6 % scoring at or below the 16th percentile – this is an increase of 0.9% on last year’s results but an overall improvement of 6.6% since2011.
  • A sample of tracker students(24) from upper, middle and lower levels from 1st to 6th were given questionnaires.
  • 96% of students said that they like reading-this compares favourably with previous survey undertaken with similar findings
  • 96% of students said that there were good books in their library- this is an increase of 17% in this area in recent survey
  • 42% of students said that they use newspapers to read in school- this is an increase of 21% in this area
  • 83% of students felt that they knew what skills were necessary to become a good reader
  • 71% of students said that they like writing stories in school
  • 71% of student felt that spellings are easy and 75% of students felt that they knew what skills are important to be good at spellings
  • 50% of students said that they use the computer to write stories in school- this is an increase of 8% on previous findings

The questionnaire also included a survey of Oral Language in preparation for the introduction of the Primary Language Curriculum.The findings are listed below:

  • 79% of students said they like speaking and listening activities in class
  • 88% of students said that they enjoy learning new words and phrases
  • 66% of students said that they found it easy to give their opinions in class
  • 66% of students said that they knew what skills were important to become a good speaker

In the comment section where children were invited to give their opinions they listed that they enjoyed debating and giving their opinions in class discussions

  • Questionnaires were given to the parents of the tracker students also.
  • 80% of parents stated that they often listen to their children reading aloud.
  • 95% felt that their children were doing well at Reading and 95% stated that their child enjoyed learning spellings.
  • 85% of parents surveyed stated that their child likes to write stories.
  • Parents suggested a better range of fiction, allow own book as library reading resource, access to other class libraries and a more advanced programme for able children, a wider variety of written homework for younger children and more frequent reports on progress.
  • 70% of parents surveyed stated that they felt they got good information from the school about how their child was doing in English.
  • Concerns over the effect of the volume of home work on quality and some concerns on the impact of ICT on written work.
  • On a summary of the Self-evaluation Checklist and Quality Statements
  • 100% teachers agreed that students communicate clearly and confidently both orally and in writing in accordance with their level of ability. Development of an expansive vocabularycould be achieved by the development and improvement of discrete and explicit oral language lessons and through reading of a variety of media types and texts.
  • 80% of teachers feel that pupils listen attentively and with understanding.
  • 100% of teachers feel that students read a variety of texts, including print and digital media with fluency and understanding using a range of word identification skills.
  • 100% of teachers felt that pupils write fluently and legibly in a variety of genres and forms for a variety of audiences and that writing throughout the school has an appropriate standard of spelling, grammar and syntax and punctuation.
  • 100% of teachers felt that the overall attainment of Oral language, Reading and Writing was of a high standard in accordance with the learning outcomes of the Primary School curriculum. Teachers also agreed that there is a need to further develop discrete oral language lessons to improve attainments in Reading and Writing.
  • 100% of teachers felt that while significant improvement has been made in the area of the understanding and critical appreciation of broadcast and digital media they identify pupil attainments in this area as needing further development by the school community.
  • Teachers felt that assessment in Literacy was wide ranging and difficult to quantify especially in Oral Language.
  • All teachers report that resources are available for lessons but with increasing numbers in the Infant and Junior classes further financial input in Mathematics resources is required.
  • The learning environment is deemed to be safe with display areas and available Maths resources on display.
  • Progress made on previously identified targets identified in the current SIP

In setting out out targets for Improvement in our School Improvement Plan 2014/17 we listed the following:

  • An increase in the number of children performing above the 85th percentile by 2%- we have increased the number of children performing above the 85th percentile by 14.5% in the School Improvement period 2014-17
  • An improvement of whole school Micra- T comprehension attainments to 75% by 2017-Analysis of Comprehension in Micra –T tests showed that :all class averages are above 65thpercentile

For 4 out of 6 classes the class average score for comprehension is 70 percentile

For 2 out of 6 classes the class average for comprehension is 75percentile

  • Maintain the level of students scoring below the 16th percentile at its present level of 4.2%-current level of students performing below 16th percentile is 4.3%
  • Development of all strategies for comprehension in a planned programme through the classes-whole school plan developed for comprehension strategies
  • Development of Whole School Phonological Awareness Programme- Whole School Plan developed for Phonological Awareness
  • Summary of School Self Evaluation Findings

.1Our School has strengths in the following areas:

  • Attainment levels in Literacy are above national norms.
  • Pupils display very positive attitudes towards all aspects of literacy.
  • Our whole school standardised test results across Literacy indicated that Word Recognition and phonics are areas of strength.
  • Student copies, tracker children assessment in writing tests and indicate strong pupil performance in syntax.
  • Parent and pupil input through questionnaires displayed satisfaction with attitude to Reading.
  • Teachersindicated a need for a development in discrete oral language lessons and increased emphasis on recreational reading for all but especially keeping in mind more able children.
  • Teachers state that while DEAR time has improved interest in reading that it is important to link comprehension skills to DEAR time reading
  • Development of ICT skills among students for writing was highlighted by teaching staff.
  • Concern among teachers was raised as to the increase in computer games in the home to the detriment of recreational reading.

4.2 The Following areas are prioritised for improvement.

  • An increase in the percentage of students over 85th percentile by 2% per annum to 2020.
  • Increase the class average for comprehension in the Standardised Tests by 2% in 2020
  • All teachers to develop planning for the introduction of the Primary language Curriculum
  • Further training for all staff on Oral language
  • Whole school plan to be developed for Oral Language
  • Whole school approach to linking Writing Genre and Comprehension Strategies to Oral Language
  • All teachers intend tofurther develop written plans for the delivery of the Curriculum through the lessons they teach. Written plans will clearly indicate the expected learning outcomes of differentiated lessons and the approaches, resources and activities that will facilitate the achievement of the learning outcomes.
  • Further emphasis on phonics and phonological awareness in all classes
  • Introduction of Guided Reading in First Class with Support Teachers
  • Ongoing assessment of and for learning will direct the teacher planning.
  • Increased emphasis on Self-Assessment and engagement in the practice and consolidation of skills being taught will be at the forefront of planning.
  • Strategies to involve Parents/Guardians in the development of Oral Language and Recreational Reading for the development of an expansive vocabulary.

4.3The following legislative and regulatory requirements need to be addressed:

  • The health and safety statement needs regular reviews in light of the on- going building projects in the school. See appended checklist.

Appendix to School Self-Evaluation Report:

legislative and regulatory checklist

Issue / Relevant legislation, rule or circular / Is the school fully meeting the requirements of the relevant legislation, rule or circular? / If no, indicate aspects to be developed
Time in school
- Length of school year - minimum of 183 days
- Length of school day
4 hours 40 minutes (infants);
5 hour 40 minutes (1st-6th classes) / Circular 11/95 / School year
Yes No
School day
Yes No
Arrangements for parent/ teacher and staff meetings / Circular 14/04 / Yes No
Implementation of national agreement regarding additional time requirement / Circular 0008/2011 / Yes No
Standardisation of school year / Circular 0034/2011 / Yes No
Valid enrolment of pupils / Section 9(1), 15(2) and 23 Education Act 1998
Sections 20 and 21, Education (Welfare) Act 2000
Rules 55, 64, 108 and 123, Rules for National Schools
Circular P24/02
Staffing arrangements for the 2013/14 school year Circular 13/2013 / Yes No
Pupils repeating a school year / Rule 64 Rules for National Schools, Circular 11/01
Circular 32/03 / Yes No
Annual returns to the National Educational Welfare Board (NEWB) / Education and Welfare Act 2000
Development of school plan / Section 21, Education Act 1998 / Yes No
Engagement with SSE process / Circular 39/2012
Appointments to posts of responsibility / Circular 16/73, Circular 07/03, Circular 053/2011 / Yes No
Time for literacy and numeracy - assessing and reporting literacy and numeracy achievement / Circular 0056/11, Circular 0066/2011, Circular 0018/2012 / Yes No
Exemption from Irish / Circular 12/96 / Yes No
Implementation of child protection procedures / Circular 0065/2011
Please record the following in relation to child protection / Yes No
▪ Number of cases where a report involving a child in the school was submitted by the DLP to the HSE
▪ Number of cases where a report involving a child in the school was submitted by the DLP to the HSE and the school board of management informed
▪ Number of cases where the DLP sought advice from the HSE and as a result of this advice, no report was made
▪ Number of cases where the DLP sought advice from the HSE and as a result of this advice, no report was made and the school board of management informed / __0___
__0___
___0__
____0_
Implementation of complaints procedure as appropriate / Complaints Procedures, Section 28 Education Act
Primary Boards of Management Information Manual November 2007
Please record the following in relation to complaints / Yes No
▪ Number of formal parental complaints received
▪ Number of formal complaints processed
▪ Number of formal complaints not fully processed by the end of this school year / ___0__
___0_
___0
Refusal to enrol / Section 29 Education Act 1998
Please record information in relation to appeals taken in accordance with Section 29 against the school during this school year
Number of section 29 cases taken against the school
Number of cases processed at informal stage
Number of cases heard
Number of appeals upheld
Number of appeals dismissed
Suspension of students / Section 29 Education Act 1998
Please record the following information in relation to appeals taken in accordance with Section 29 against the school during this school year
Number of section 29 cases taken against the school
Number of cases processed at informal stage
Number of cases heard
Number of appeals upheld
Number of appeals dismissed / 0
0
0
0
0
Expulsion of students / Section 29 Education Act 1998
Please record the following information in relation to appeals taken in accordance with Section 29 against the school during this school year
Number of section 29 cases taken against the school
Number of cases processed at informal stage
Number of cases heard
Number of appeals upheld
Number of appeals dismissed / 0
0
0
0
0

Appendix to School Self-Evaluation Report:

Policy checklist

Policy / Source / Has policy been approved by the board of management? / If no, indicate aspects to be
developed.
Enrolment policy / Section (15)(2)(d) Education Act 1998 / Yes No
Code of behaviour[1] including anti-bullying policy / Circular 20/90
NEWB Guidelines
Section 23, Education Welfare Act 2000
Anti-bullying Procedures for Primary and Post-primary schools 2013, and Circular 45/13 / Yes No
Attendance and participation strategy[2] / Section 22 Education Welfare Act 2000
Equal Status Acts 2000-2011 / Yes No
Health and safety statement / Section 20 Health and Safety Act 2005 / Yes No / Needs further updating in line with on- going building project
Data protection / Data Protection Act 1988
Data Protection (Amendment Act) 2003 / Yes No
Internet acceptable use policy / National Council for Technology in Education (NCTE) Guidelines, 2012 at / Yes No
Special educational needs policy[3] / Education Act 1998
Equal Status Acts 2000- 2011
Education (Welfare) Act 2000
Education for Persons with Special Educational Needs Act (EPSEN)[4] 2004
Disability Act 2005 / Yes No
Relationships and sexuality education (RSE) policy / Relationships and Sexuality Education: Policy Guidelines (1997) / Yes No
Substance use policy / National Drugs Strategy and Department of Education and Skills Guidelines / Yes No
Child protection policy / Circular 0065/2011 / Yes No
Parents as partners / Circular 24/91 / Yes No
Public service agreement – special needs assistants / Circular 71/11 / Yes No
Other

[1]Under the provisions of the Education (Welfare) Act (2000) (section 23) the school’s code of behaviour should conform to the specifications stated.

[2]Under the provisions of the Education (Welfare) Act (2000) (section 22), the school’s attendance strategy should conform to the provisions stipulated.

[3]Section 9 of the Education Act (1998) requires a school to “use its available resources” to identify and provide for the educational needs of those “with a disability or other special educational needs.”

[4] The EPSEN Act requires that schools be inclusive of and provide an appropriate education for pupils with special educational needs.