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School Self-Evaluation ReportEvaluation period: January 2013- June 2013 Report issue date: September 2013 1. Introduction1.1 The focus of the evaluation
The focus of the School Self-Improvement initiatives will be on an element of Literacy during the school year, 2013-14; Elements of Numeracy will be evaluated during 2013-14, and School Self-Improvement initiatives will be put in place during 2014-15 This is a report on the findings of the evaluation. 1.2 School contextSt Colmcille’s BNS is a vertical school with a pupil population of 408 boys. During the past number of years, there has been a continuing decline in the enrolment numbers, with the result that in the school year, 2013/14, there will be a composite class. The staffing during the period under evaluation was principal, 16 mainstream class teachers, 7 resource teachers, 1 language support teacher and 5.5 Special Needs Assistants. With regard to the pupil population, a significant number of pupils did not have English as their first language. In 2012-13, 37 pupils received language support. There were 29 pupils with low incidence special needs and 8 pupils with high incidence special needs. 15 pupils had access to the Special Needs Assistants. The major initiatives which have been undertaken in recent times are the provision of a multi-sensory room a play area, the installation of interactive white boards in all mainstream classrooms and the installation of data projectors in every room. This year, 2 portacabins have been removed, and a permanent 3 room building is being erected. The school has 3 Green Flags and it is working on obtaining a fourth Green Flag and an Active Schools Flag. The school community organised a Multi-cultural evening and it undertook 3 major historical projects during the period under review. It published a local history book, Images of Swords. 2. The findings2.1 Learning to learnPupils are encouraged to use a variety of tools to help their own learning, both in school and at home, as all pupils have their own individual learning style and supports for learning, depending on their individual circumstances. In school, learning through visual and auditory methods is enhanced through use of the interactive whiteboard in the classrooms, and pupils have access to computers to research any topic which they are studying. They are encouraged to use a dictionary, develop their own personal dictionary and use a range of strategies to aid development of their literacy skills in order to help them learn. 2.2 Preparation for teachingAll of our teachers have a wide range of experience at different class levels and update their pedagogical skills on an on-going basis through a range of continuous professional development courses relevant to school and classroom needs. Long-term schemes have been prepared for every cohort and short-term planning is focused on curriculum objectives and adapted as necessary to the needs of pupils in a class. Individual Education Plans are prepared by our resource teachers, in consultation with classroom teachers and parents. 2.3 Teaching approachesA variety of teaching approaches and styles are adopted, depending on the age and class level, or on learning needs of pupils. During the course of this school year, a team-teaching initiative was undertaken with pupils from 3rd to 6th Classes inclusive with specific reference to Mathematics. There is team teaching in First Class where the focus in on Literacy. In-class support and small group work are incorporated into the work of the resource teachers, while small group work is undertaken by the resource teachers. Group or pair work, circle time, peer tutoring and whole class teaching are used by classroom teachers during the course of the day, depending on the curriculum subject area and needs of the class or pupils. 2.4 Management of pupilsA 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. Behavioural management issues are low and any issues of concern are brought to the attention of parents as necessary and as soon as possible. 2.5 Attainment of Curriculum ObjectivesAssessment tools indicate that the majority of pupils attain curriculum objectives relative to their class grouping, as set out in the Primary School Curriculum for Literacy and Numeracy. Those pupils who are having difficulties, in particular children for whom English is a second or third language; children with specified special education needs or children who are struggling to achieve success in literacy and /or numeracy received differentiated support either in class from the class teacher or the resource teachers. Informal assessment of learning in English and Mathematics was carried out on an on-going basis by class teachers and resource teachers to monitor attainment of curriculum objectives relevant to the pupil’s class. Formal assessments (Drumcondra Reading Mathematics and Spellings) are carried out in May for classes from 1st to 6th and parents are notified of the outcome. The DES is notified of summary results for 2nd, 4th and 6th classes in accordance with requirements. 2.6 AssessmentThe school uses a range of other assessment tools to monitor pupil progress and to assist in diagnosis of difficulties which may arise in individual cases. Results are also used to assist in teacher planning and to co-ordinate learning supports for pupils. In addition to the standardised tests, the Drumcondra Screening Tests are used with regard to attainments in numeracy and literacy in the infant classes, and diagnostic tests such as the Neale Analysis of Reading and the Non-Reading Intelligence Test are used as necessary. The school also avails of the services of the National Educational Psychological Service (NEPS) for a small number of psycho-educational tests during the year. Assessments are also carried out in order to refer a pupil for assistance by outside specialists (e.g. Speech and Language therapy; Occupational therapy). This range of assessments is supplemented by teacher observation, classroom tests and teacher-designed tasks and tests. 3. Progress made on previously-identified improvement targetsDuring 2011-2012, concerns were expressed with regard to attainment in Mathematics. It was decided to undertake team-teaching in Mathematics for all pupils from 3rd to 6th Classes inclusive. The results of the Drumcondra tests in Mathematics illustrated very clearly the effectiveness of this initiative.
Each cohort has improved on the previous year’s results, and there is also a higher number on each percentile ranking when the scores are analysed longitudinally. 4. Context and Summary of school self-evaluation findings4.1 StrengthsOur school has strengths in the following areas with regard to Literacy
4.2 Area identified for Improvement: Oral CommunicationThe standard of oral language amongst our pupils was given dedicated discussion at a number of staff meetings during the second term of the 2012-13 school year. It was agreed to use the Drumcondra Profile Oral Language Indicators to rate the level of attainment among our pupils. Each mainstream class teacher selected two pupils from their class and the assessments were carried out during the last month of the third term. The teachers began at the top of the list of indicators for oral language and worked their way through the list until they reached the highest indicator achieved independently by both pupils. The findings were as follows: Sixth Class: This cohort was excluded from the assessment due to difficulties with regard to follow-up Fifth Class: Point 3 which stated that “the pupils present an organised, interesting report about a project topic and use appropriate illustrations”. The pupils reported on a project on India. Fourth Class: Point 3 which stated that “the pupils present a point of view to the class offering some reasons or arguments.” The two class teachers presented the following topics for discussion:
Third Class: Point 2 which stated that “pupils talk clearly, audibly and with confidence to different audiences in the school environment, i.e., individuals, groups, own class”. Pupils were asked to give an account of a recent trip around historical sites in Swords. Second Class: Point 4 indicates that pupils “interpret the major themes in stories and informational texts, drawing on personal knowledge and experiences”. Pupils were asked to speak about the story, Trouble for Tuffy and the story, Once upon a time in China. First Class: Point 4 where pupils “describe an experience, event or situation to the class with confidence, focusing on the topic and including key information. The pupils were asked to describe their school tour, which was a trip to Newbridge Farm and playground. Senior Infants: Point 3 where pupils “can retell stories heard in class, recalling the main characters and events in appropriate sequence”. The stories selected were Listen to Fergus Upside Down Day and the Great Goat Chase. Junior Infants: Point 3 which indicates that pupils “can communicate easily with others during seatwork. The pupils were asked to relate their news to one another; to listen to a story and to engage in a discussion based on the story and to take part in an oral language game called the shopping list. Methodology: The pupils were filmed while making presentations, and this will give the facility to evaluate their progress in oral communication when they are being re-assessed. 4.3 Strengths in Oral Communication
4.4 The following areas are prioritised for improvement:
4.5 Objectives for Oral Communication during the school year, 2013-14To improve oral communication by use of the following strategies:
4.6 Other Teaching and Planning Initiatives
4.7 The following legislative and regulatory requirements need to be addressed:
Appendix to School Self-Evaluation Report:legislative and regulatory checklist
1Under
the provisions of the Education (Welfare) Act (2000) (section 23) the
school’s code of behaviour should conform to the specifications stated. 2Under
the provisions of the Education (Welfare) Act (2000) (section 22), the
school’s attendance strategy should conform with the provisions
stipulated. 3Section
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.” 4The EPSEN Act requires that schools be inclusive of and provide an
appropriate education for pupils with special educational needs. Home ¦ Class Photographs ¦ Dates for Diary ¦ General Interest |Information ¦ Local History ¦ Newsletters ¦ Our Work ¦ Sporting Activities ¦ Useful Links ¦ Web Safety |
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