SSE Report 2015 |
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Introduction
The focus of the evaluation
A school self evaluation of teaching and learning in Holy Family School was undertaken during the period of February 2012 to June 2012. After a period of analysis and consultation, one new initiative in numeracy (Maths Blitzing)and a further initiative in literacy (Oral Language Development) were selected as curricular areas of learning to be focused on for the year (2014-2015) in accordance with Literacy and Numeracy for Learning and Life (circular 56/2011).
School Context
Holy Family School is a Catholic ethos, urban, mixed school established in 1976 under the patronage of the Bishop of Kerry. The school currently has 10 mainstream classes from Junior Infants to 6th class. It has two learning support teachers and two resource teachers. The current enrolment is 254 pupils comprising 73 girls and 181 boys. The school administers Drumcondra/Micra-T standardised tests in English and Sigma-T standardised test in Mathematics from 1st to 6th class, NNRIT to 1st and 4th classes. Holy Family School has a broad spectrum, parent base which encompasses the full range of family situations encountered in a large urban town.
The Findings
Evaluation approaches and methods used to gather evidence
Data was gathered on the basis of both quantitative and qualitative enquiry. The following sources of evidence were used to compile the findings of this report Individual teacher views of practice in the respective numeracy and literacy areas · Pupils’ work and ability · Observations of the learning support/resource team · WSE observations and recommendations · Existing approaches in targeted areas · In-depth analysis of Sigma-T and Drumcondra/Micra-T standardised test results · Pupil+parent questionnaire responses (Oral Language area) · Comparison of the outcomes of standardized tests with national norms · Middle Management discussion on best practice in teaching approaches in the targeted areas · Informal discussion with pupils regarding approaches to the targeted areas The following is a summary of our findings:-
Preparation for teaching
Teachers prepare short term and long term plans and use these plans to guide teaching and learning. Monthly progress reports are completed and stored centrally. Curriculum objectives are adhered to and the Plean Scoile is used to guide policy.
Teaching Approaches
Teachers utilise a broad range of resources, including information and communications technology (ICT) to good effect to support pupils in their learning. Teachers successfully employ a wide variety of teaching methodologies and approaches appropriate to the development of the various strands of numeracy and literacy ; these include number, measure,shape and space, algebra and data in numeracy and in literacy - oral language, reading, writing and digital media literacy. A variety of organisational groupings and settings are used in classrooms to support Numeracy and Literacy . Teachers differentiate lessons effectively to cater for the needs and abilities of all pupils.
Management of Pupils
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 this to them. A positive code of behaviour, including an anti-bullying policy is implemented in a fair and consistent way. It is reviewed annually. Pupils with SEN receive in-class support or are withdrawn from class for learning support in numeracy and literacy. The needs of pupils with low incidence teaching hours (LITH) are met through collaboration between the class teacher and resource teacher in adherence to each pupil’s IEP.
Assessment
A large selection of assessment tools are used to assess learning in numeracy and literacy– observations, checklists, curriculum objectives, questioning, self-assessment, tests and standardised tests. The school administers Drumcondra standardised test in English and Sigma-T standardised test in Mathematics from 1st to 6th class, NNRIT to 1st and 4th classes. The Drumcondra Test of Early Literacy is used in Senior Infants to identify children at risk of reading failure. Jackson and Marino/Schonell tests are also used.
Learning Environment
A print rich environment is evident in classrooms, in resource rooms and around the school. The school is decorated with displays of pupils' work. Positive attitudes towards numeracy and literacy are fostered and there are many initiatives which challenge pupils’ interest such as Khan Academy, maths trails ,problem solving and tables tests in Numeracy and in literacy - Lift-Off Literacy,Literacy Boxes,SRA cards, silent and paired reading , library reading and visits to the local library . Enabling the pupils to acquire the necessary numeracy skills and concepts across the 5 curriculum strands is central to maths attainment levels.Formal writing is well taught and pupils are facilitated to write in a variety of genres.The importance of oral language development is emphasised.
Progress made on previously-identified improvement targets
Summary of school self-evaluation findingsThe following areas were identified as strengths with regard to numeracy and literacy: Numeracy
Literacy : Oral language
PARENTS (based on questionnaire)
PUPILS (based on questionnaire)
The following areas are prioritised for development with regard to numeracy and literacy:
Specific areas of focus (2014-2015)
Maths Blitzing This initiative was piloted in the 2013/14 school year. It yielded very positive results and has consequently been incorporated into the Learning Support schedule for 2014/15. It is evidence based support given to groups of pupils whose classroom performance and Sigma-T scores indicate problems in their understanding of number, measure,shape and space, algebra and data. This targeted intervention is timetabled into the Learning Support provision and through a process of consultation is aligned to the classroom teacher’s short term planning in the chosen strand. 6 different groupings were targeted from September to May. Maths blitzing with senior infants was in the form of Mata sa Rang. Oral Language development Discrete Oral language lessons in each class based on the 5 components:-
Legislative and regulatory requirements
Holy Family School is currently meeting these requirements School policy requirements The following policies need to be updated:-
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