School self Evaluation Numeracy - Scoil Naomh Áine NS

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School self Evaluation Numeracy

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Scoil Naomh Áine, Rathgarogue, New Ross, Co. Wexford   Summary School Self-Evaluation Report
Numeracy

2013 -2014
Evaluation period: May to June 2014
Report issue date: July 2014


School Self-Evaluation Summary Report

1. Introduction

The focus of the evaluation
A school self-evaluation of teaching and learning in Scoil Naomh Áine was undertaken during the period May and June 2014. During the evaluation, teaching and learning in Numeracy was evaluated.

The following sources of evidence were used to compile the findings of this report:
Teacher reviews of practice in Numeracy
Staff discussion on current practice using the evaluation criteria as a basis for discussion
Standardised test results from June 2013 and 2014
Parental Questionnaires
Pupil focus group – first to sixth class.


This is a report on the findings of the evaluation.

School context
Scoil Naomh Áine is a large rural school in Co. Wexford under Catholic patronage. We currently have an administrative principal, 9 classroom teachers (this will be reduced to 8 from September 2014), 3 Learning Support/Resource teachers, 2 SNAs as well as 1 classroom assistant. We are a mixed school with 228 pupils on roll. Pupils generally come from middle class backgrounds and there is strong parental support for teaching and learning, a factor that is acknowledged as having a positive effect on pupil attainment levels and on pupils’ attitudes to learning.


2. The findings

Evidence was gathered on the basis of both a quantitative and qualitative nature.  Evidence of pupil performance in maths, and including teacher, pupil and parents perception of Maths, is based on both standardised test results, teacher review, pupil  focus group and parent questionnaire.


3. Summary of school self-evaluation findings

3.1
Our school has strengths in the following areas:

There is a positive attitude by pupils towards maths as perceived by the teachers, parents and stated by pupils. Overall children like maths - From the portion of pupils questioned 6 said they liked maths and 12 said they somewhat liked maths, no child said they disliked maths

Pupils enjoy a wide variety of areas showing we vary our maths strategies and methodologies - Pupils particularly enjoyed maths games, trails and environmental maths.

All Parents(who responded to the question on the survey) identified that one/all of the following three areas was the aspect of maths their child likes best: number operations, problem solving and tables

Mental maths is working very well since the allocation of 10minutes per day at all class levels this year

Teachers use a good variety of methodologies: ICT, active learning, talk and discussion. ICT is particularly well used through the IWB, websites and Ipods

Standardised tests show very strong results in comparison to national averages

Pupils at all levels of ability feel included and happy in maths lessons (pupil focus group)


3.2 The following areas are prioritised for improvement:
A number of parents didn't like maths and didn't enjoy doing it with their child. Both pupils and parents reported difficulties during homework - different methods being used at school and at home in relation to the number operations

  • More 'non-classroom'/environmental based maths

  • Collaborative learning - pupils prefer this to individual work

  • Problem solving - especially the teaching of word problems

  • Review of maths plan necessary to ensure consistency of approach

  • Differentiation - Higher ability pupils need to be challenged more

  • Involving children- Giving pupils time to reflect on learning, sharing learning outcomes, improving conclusions to lessons



4.3
The following legislative and regulatory requirements need to be addressed:
(Specify the aspects that need to be addressed)
Policy on exemption from Irish


 
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