S.N Cill Mhuire

Kilmurry, Sixmilebridge, Co. Clare

13942D

 

School Self-Evaluation Report

 

Evaluation period: 1/9/2012 – 27/6/2013

 

Report issue date: 18/6/2013

 

1. Introduction
   • The focus of the evaluation

A school self-evaluation of teaching and learning in S.N. Cill Mhuire was undertaken during the period 1/9/2012 to 27/6/2013. The evaluation focused on teaching and learning in Maths. The focus is on problem solving in the area of numeracy. This report and its actions run from September 2013 to 2016.

This is a report on the findings of the evaluation.

• School context
• This is a vertical co-educational primary school
• There are currently 136 pupils
• There are 7 teachers including a teaching principal and learning support teacher. There are also two shared resource teachers.
• The school administers Micra T and Sigma T standardized tests from 1^st to 6^th class in the 3^rd term
• The school administers Drumcondra Reading and Maths standardized tests from 2^nd to 6^th class in the 1^st term
• The school is involved in the Discover Primary Maths and Science initiative
• Maths related Professional Development: Mata sa Rang and Problem Solving Workshops PDST

 

2. The findings

• Teachers’ lessons cater for different learning styles and incorporate a variety of teaching methodologies. A broad range of assessment tools are used and these assessments inform the teaching and learning. (staff review/ SCOT analysis)
• Standardized test results in Maths shows that on average most pupils are performing at or slightly above the national average. Other key findings include pupil’s strength in the skill of understanding concepts and facts in numeracy as well as strong attainment in the strands of algebra and data. As with other data collected, the skill of solving word problems is highlighted as an area for improvement. (Sigma T May/June 2013)
• Having reviewed the Sigma T results for year ending 2012, it was noted that pupil’s performance in the Problem Solving area was consistently the lowest in all class groupings. ( Sigma T overview June 2012 1^st to 6^th )
• Responses from the parental questionnaire show that 69% of parents believe their child likes maths. 72% of parents indicated that they know their child’s strengths in maths. 75% of parents also indicated that their child can independently complete their maths homework. However, 50% of parents indicated that they would like more information on their child’s progress on maths.
• Responses from the pupil’s questionnaire showed that 65% of pupils believed that they are good at maths and 58% found maths problems easy. However, this was a smaller number than those who liked reading and who believed they were good at reading.
• Other strong findings from pupil questionnaire show pupils enjoyment of ICT and numeracy and a strong understanding of the importance of numeracy ( pupil questionnaire)
• A potential area for improvement highlighted in our pupil questionnaire included teacher feedback to pupils and parents

 

3. Progress made on previously identified improvement targets

See targets set on numeracy from 2013-2016 for Kilmurry NS in school improvement plan

4. Summary of school self-evaluation findings

4.1 Our school has strengths in the following areas:

• A variety of modes of assessment (of and for learning) are used consistently in all classes to monitor pupil progress in numeracy. ( see staff review/ SCOT)
• A strong emphasis is placed on oral and mental maths ( see staff review/ SCOT)
• Mainstream classes provide a differentiated programme including in class and withdrawal support to cater for children with identified learning needs. ( see staff review/ SCOT)
• A variety of teaching methods and approaches are implemented throughout the school in the teaching of numeracy ( see staff review/ SCOT)
• There are agreed strategies for teaching addition, subtraction, multiplication and division. A booklet outlining the language used for the teaching of maths was sent to all parents as an action in our school self evaluation of numeracy.
• Further strengths outlined include a strong involvement in professional development from all staff members in the area of numeracy.( ref section 1.2 of this report)
• Innovative ways of capturing teaching and learning in numeracy through ICT have been collated by staff and shared with the parent body through school website kilmurry.scoilnet.ie
• WSE as of September 2012 indicated strengths in teaching and learning across maths.

 

 

4.2 The following areas are prioritised for improvement:

• Problem Solving: (teaching approach) staff and pupils are involved in implementing a common approach to problem solving at all class levels. Each child is provided with the Kilmurry NS problem solving strategy bookmark.
• Problem solving: (learning experiences) the Brian Shack problem solving resource has been purchased and is in use from 3^rd to 6^th to extend, challenge and support pupil learning across a variety of areas of learning in maths.
• Problem solving: problem solving lesson to incorporate mental maths, oral maths and mathematical language as per teacher planning in the area of maths with a focus on word problems.
• Problem solving: distribute maths handouts to parents, make ICT for problem solving available on school website as well as adding videos on teaching and learning in parents tab.

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

 

• None

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 Croke Park 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 1998Sections 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 11/01Circular 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			_____       _____         _____       _____
Implementation of complaints procedure as appropriate	Complaints Procedures, Section 28 Education ActPrimary 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				_____  _____     _____
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
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