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

School Self-Evaluation Report

Evaluation Period: April 2013-April 2014
Report issue date: 25th June 2013

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 April 2013 to June 2013. During the evaluation, teaching and learning in the following curriculum area was evaluated:

Numeracy

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 is a shared learning support teacher who is present for part of each day. At present the school has 76 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
Attainment of curriculum objectives

Children achieving sten 6-10 are above National norms.
Children scoring sten 1-6 are below National norms.
Children at risk of underachieving i.e. those on the 20th percentile, have advanced. Maths group from third class in the 2012-2013 school year is evidence of this.
Children on low percentiles have made little progress.

Theme: Pupils’ Learning Experiences
Learning environment

A safe, stimulating learning environment is provided for the pupils in this school.
Classrooms are organised clean and well maintained.
Ordering resources is a focus in all classrooms and pooling these in a central area for the benefit of all.
The school is decorated with displays that celebrate children’s work however due attention will be given to the celebration of achievements in numeracy.
During lessons the pupils have access to high quality resources. There is an interactive whiteboard in two 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 for the senior room 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 and the level of pupil interest and participation is high.
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 be given.
Children are enabled to learn skills within the curriculum area.
They are suitably challenged in the activities organised for them.
They are given additional support as needed.

Learning to learn

The school is equipping the pupils effectively with the skills and tools they need for learning now and in the future.
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 work with others, analyse and problem-solve 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.

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.
All teachers prepare short and long-term plans and use these 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.
There is systematic development and application of knowledge and skills.
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 and a focus on higher-order thinking and problem solving will be adopted.
Very good use is made of relevant and necessary resources to support pupils in their learning. More use will be made of ICT 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.
The teachers have high but realistic expectations of the pupils.
More opportunities for active, independent and collaborative learning will be provided.
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.
Pupils contributions and questions are welcomed in the classroom.
The school is inclusive and treats all pupils equitably and fairly. There is respect for all pupils regardless of their background.
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.
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:

Children achieving sten 6-10 are above national norms.
Children at risk of underachieving i.e. those on the 20th percentile, have advanced.
A safe, stimulating learning environment is provided for the pupils in this school.
During lessons the pupils have access to high quality resources.
Pupils at all class levels are enabled to engage actively in their learning and the level of pupil interest and participation is high.
The school is equipping the pupils effectively with the skills and tools they need for learning now and in the future.
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.
The management of pupils during learning and routine activities is effective.
The school is inclusive and treats all pupils equitably and fairly.
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:

Problem Solving Incorporating Mental Maths