Self Evaluation Report in Literacy – St Michael's National School

School Self-Evaluation Report
Evaluation Period: September 2014-September 2015
Report issue date: 19th March 2015

1. Introduction
1.1 The focus of the evaluation
A school self-evaluation of teaching and learning in St.Michael’s N.S. was undertaken during the period September 2014 to September 2015. During the evaluation, teaching and learning in the following curriculum area was evaluated:

Literacy

1.2 School Context
St. Michael’s N.S. is a small, three-teacher school located in the heart of Donaghmoyne village in South Monaghan. It is a multi-class setting with junior and senior infants, first to third classes and fourth to sixth classes grouped together. There are two shared learning support teachers, one of which is present for part of each day and the other is present for part of three days. There is also a part-time resource teacher. At present the school has 80 pupils drawn from the local catchment area with second and third generation children from parents who came to this school. Enrolment has been gradually rising over the last number of years. The school provides Religious Education for the pupils in accordance with the doctrines, practices and traditions of the Roman Catholic Church and promotes the formation of the pupils in the Catholic faith.

2. The Findings
Theme: Learner Outcomes
We collected information from parents, pupils and teachers in preparing this report. We looked at how well our pupils were doing in Literacy. We used the following sources of evidence. Parental questionnaires , individual teacher reviews of current practice in Literacy , pupils’ work – Standardised test results/ teacher observation/samples/copies/displays and the Learning Support Teachers observations.

Attainment of curriculum objectives

English Standardised Test Scores (Drumcondra, Micra):

The following are the findings of the English standardised test results for First-Sixth Class from 2012-2015:
– Pupils on 17th- 50th percentile band are above National norms. Approximately half of our pupils fall into this category
– Pupils on 3rd -16th percentile are below National norms.
– Pupils on 51st-98th percentile are below National norms
– 43% of pupil scores from 2nd to 5th class were decreasing over a period of three years.
– There was a 90% increase in sixth class scores in the 2014-2015 school year.
– The biggest drop in scores appears to be in the middle classes with approximately one third of students’ scores on average decreasing by one sten.
– Children at risk of underachieving i.e. those on the 20th percentile, have advanced.
– Children on low percentiles have made little progress.

MIST:

The following were the findings of the MIST test in Infants from 2012-2015:
One third of the pupils attained 100% in this test and nobody fell below.
– Listening Skills
99% of pupils achieved 99% and above.
– Written Vocabulary
More than 50% of children achieved above the maximum score.
– Sentence Dictation
Main problems occurred in the sentence dictation part of the test

Theme: Pupils’ Learning Experiences
Learning environment

A safe, stimulating learning environment is provided for the pupils in this school. Due attention is given to pupil safety during lessons and breaktimes.
Classrooms and other sections of the building are organised, clean and well maintained.
Improving resources in literacy is a focus in all classrooms. An inventory of current resources needs to be conducted and pooled into a central area for easy access to all.
The school is decorated with displays that celebrate children’s work however due attention will be given to the celebration of achievements in literacy. The school could also consider repainting the walls of the corridors in a more inviting manner to support literacy(e.g. nursery rhyme images, story walls)
During lessons the pupils have access to some resources. Additional resources to enhance and support literacy is an area of some weakness in the school and would need to be addressed. In the area of ICT, there is an interactive whiteboard in three of our classrooms and attention is to be focused on the installation of an interactive whiteboard in the learning support room to cater for the needs of these pupils. Investigation of suitable portable IT devices will also be sought to enhance and support the learning of all pupils.
Teachers are aware of and follow the National Child Protection Guidelines.

Pupils’ engagement in learning

Pupils at all class levels are enabled to engage actively in their learning. The level of pupil interest and participation could sometimes be improved e.g. implementing Aistear, engaging in topics of interest to the children’s own lives.
They are given some opportunities to engage in independent and collaborative learning however due attention to incorporating these into their learning on a more frequent basis will need to be given.
Children are enabled to learn skills within the curriculum area but perhaps a focus on a skills hierarchy could be beneficial e.g. Bloom’s Taxonomy
They are challenged for the most part in the activities organised for them but perhaps attention could be drawn to challenging pupils at a much higher level.
The pupils are properly supported in their learning and are given additional support as needed.

Learning to learn

The school needs to look critically at how they equip the pupils effectively with the skills and tools they need for learning now and in the future. More opportunities for the pupils to engage in research, plan, investigate, enquire and experiment need to be sought.
Pupils reflect on some of their work however improvement is to be sought in this area in purposefully involving the children in monitoring their own progress in learning.
A greater focus on developing the children’s abilities to communicate, to work with others, analyse and problem-solve and express ideas will be sought.
Access to ICT is to be improved as above and children will be encouraged to use it to support and extend their learning in particular in the areas of research , extending learning and presenting their findings to the group.

Theme: Teachers’ Practice
Preparation for teaching

Teachers are thoroughly prepared in terms of practical and written planning for the delivery of the curriculum through the lessons they teach.
Expected learning outcomes are clear, curriculum-based and differentiated as necessary to cater for the learning needs and abilities of all children in the classroom. A more conscious effort to communicate these to the pupils will be made.
Short and long-term plans are prepared and available and these are subsequently used to guide teaching and learning.
Necessary and relevant resources, materials and equipment are identified in advance of lessons and are available for pupils and teachers during lessons.
Teachers plan effectively for how they are going to assess pupils’ learning, taking due account of curriculum guidelines, the NCCA guidelines and Literacy and Numeracy for Learning and Life, The National Strategy to Improve Literacy and Numeracy.

Teaching approaches

Teaching is focused, stimulating and relevant to the pupils’ learning.
Lessons in the curriculum area are guided by expected learning outcomes which will be shared with the children more. Expected learning outcomes are achieved during the lessons.
There is systematic development and application of knowledge and skills in the curriculum area. Due attention to a more purposeful development of a hierarchy of skills that the pupils will need for learning now and in the future will be embraced.
Systematic development and application of knowledge and skills in ICT requires attention.
Attention is also given to the development of positive dispositions and attitudes towards learning.
Approaches recommended by the curriculum are skilfully applied to teaching and learning in the curriculum area. More emphasis on co-operative/collaborative learning, guided activity and discovery, talk and discussion and a focus on higher-order thinking and problem solving will be adopted.
Attention to more higher-order questioning during lessons will be used to stimulate responses from pupils.
Investigation of more relevant and necessary resources will be required to support pupils in their learning. Enhancing ICT provision and use will be a priority in the future.
The needs and abilities of all pupils are catered for in the course of lessons through effective differentiation of provision.
Pupils’ learning in the curriculum area is consolidated.

Management of pupils

The management of pupils during learning and routine activities is effective.
A positive code of behaviour including an anti-bullying policy, which complies with the requirements of the Equal Status Acts (2000-2011), is implemented in a fair and consistent way and reviewed each year. Parents are made aware of, and fully support the implementation of the code of behaviour.
All interactions between pupils and teachers are respectful. Pupils’ efforts and achievements are affirmed however the school will look into better ways of affirming these more with e.g. whole school rewards system as in the ‘Incredible Years Program’.
The teachers have high but realistic expectations of the pupils.
There is order and structure to the way activities are organised.
More opportunities for active, independent and collaborative learning will be provided together with reflection and discussion of the same.
Pupils have a voice in the school however more effort will be made to give frequent and purposeful opportunities to the pupils to let their voice be heard e.g. set up a pupil council.
Pupils’ contributions and questions are welcomed in the classroom. Their views and opinions are listened to and taken into account.
The school is inclusive and treats all pupils equitably and fairly. There is respect for all pupils regardless of their background. Differences are understood, acknowledged and valued.
Equal learning opportunities are provided for boys and girls.
Pupils with special education needs are treated in an equitable and inclusive manner.

Assessment

The quality of assessment is effective in terms of planning, the implementation of assessment approaches and the use and reporting of assessment information.
The school will devise a written policy on assessment and reporting on pupils’ progress that takes due account of Department and NCCA publications.
The whole school plan will be reviewed to ensure relevant assessment practices and procedures are identified for each curriculum area.
A range of assessment approaches including assessment for learning and assessment of learning is used to evaluate pupils’ understanding, progress and achievement of expected learning outcomes in each curriculum area.
Pupils need to become more involved in assessing their own learning. Appropriate opportunities for self-assessment will be provided.
Pupils’ work including non-written work and homework, is regularly monitored and corrected.
Pupils are provided with constructive oral and written feedback on their learning and amend their learning in the light of feedback provided.
Standardised tests are administered and their results are communicated to parents in accordance with Department guidelines.

3. Progress made on previously-identified improvement targets
N/A

4. Summary of school self-evaluation findings
4.1 Our school has strengths in the following areas:

English Standardised Test Scores (Drumcondra, Micra):

Findings of the English standardised test results for First-Sixth Class from 2012-2015:
– Pupils on 17th- 50th percentile band are above National norms. Approximately half of our pupils fall into this category
– Pupils on 3rd -16th percentile are below National norms.
– There was a 90% increase in sixth class scores in the 2014-2015 school year.
– Children at risk of underachieving i.e. those on the 20th percentile, have advanced.

MIST:

Findings of the MIST test in Infants from 2012-2015:
One third of the pupils attained 100% in this test and nobody fell below.
– Listening Skills
99% of pupils achieved 99% and above.
– Written Vocabulary
More than 50% of children achieved above the maximum score.
– Phonemes
One third of pupils achieved the maximum score of writing phonemes correctly.

A safe, stimulating print rich environment is provided for the pupils in this school.
Pupils at all class levels are enabled to engage actively in their learning
The pupils are properly supported in their learning and are given additional support as needed.
Teachers are thoroughly prepared in terms of practical and written planning for the delivery of the curriculum through the lessons they teach.
Teaching is focused, stimulating and relevant to the pupils’ learning. Differentiation for pupils with particular needs is always at the forefront of teacher planning and lesson delivery and learning is consolidated.
The management of pupils during learning and routine activities is effective.
The school is inclusive and treats all pupils equitably and fairly. Pupils with special education needs are treated in an equitable and inclusive manner.
The quality of assessment is effective in terms of planning, the implementation of assessment approaches and the use and reporting of assessment information.

4.2 The following areas are prioritised for improvement:

Literacy – prioritising the development of oral language confidence and fluency throughout the whole school body and to develop the expressive capacity of pupils.