School Self Evaluation Report - Scoil Naomh Áine NS

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School Self Evaluation Report

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Scoil Naomh Áine, Rathgarogue, New Ross, Co. Wexford   School self-evaluation summary report for school community



Literacy

Evaluation period: 2012-2013


Summary School Self-Evaluation Report


1. Introduction
Our school has its own context.  There are 13 teachers and 228 pupils in the school.  We have a number of programmes operating in the school including Aistear in the Infants rooms, Art Project and Music Projects in the senior classes, team teaching and in-class support.  Our attendance levels are very good.  Our pupils’ behaviour for the majority of pupils is very good.  For more information on how we intend to improve our pupils’ learning, please see our School Improvement Plan which is available in the office.

1.1 The focus of the evaluation

We undertook a school self-evaluation of teaching and learning during the year. We evaluated Literacy.  We chose this because we felt that our pupils could improve their learning outcomes in this area.  

This report summarises the strengths that were identified and the areas that have been prioritised for improvement.

2. Summary of school self-evaluation findings

We collected information from parents, pupils and teachers in preparing this report.  We looked at how well our pupils were doing in Literacy. We also asked parents and pupils to fill in questionnaires and examined the results of our standardised tests.  

2.1 We found that our school has strengths in the following areas:

Strengths
Reading
Phonics
Parental support of pupils during homework time
The vast majority of children understand their homework
The majority of pupils enjoy reading for pleasure
Children and parents are comfortable approaching the teacher for support or with a concern
47% of our pupils are in the top 25%ile in national reading norms and 55% fall within the 15%ile – 74%ile.

We know these are our strengths because these were reported to us in the questionnaires from the pupils and parents. Our standardised testing provided us with the information regarding national reading norms. Teacher observations are also an important element on which we based our decisions.


2.2 We have decided to prioritise the following areas for development:
 
Areas for development
Year 1 (2013 -2014)
• Spelling
• Free Writing (Creative Writing)

Year 2 (2014-2015)
• Writing Genre
• Punctuation

Year 3 (2015-2014)
• Comprehension – provisionally - We will re-evaluate our progress before 2015 and perhaps re-focus our priority area for this year at a later stage.

We have decided to prioritise these areas because teaching staff have noticed from classroom observations that a large number of pupils are experiencing trouble with spelling, in particular misspelling commonly used words. While pupils indicated that they enjoyed creative writing, teachers felt that perhaps pupils were not given enough time to enjoy this process and timetabling free writing into the English timetable would offer a greater opportunity to develop writing skills and explore a variety of writing genre. This free writing would also provide a basis on which teachers could identify the spelling needs of individual pupils.








 
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