Hedgestown National School

SSE Report

School Self-Evaluation Report

Evaluation period: September 2014 – June 2015

Report issue date: June 2015

Introduction

The focus of the evaluation

A school self-evaluation of teaching and learning in Hedgestown N.S.was continued during the period September 2014 – June 2015. Teaching and learning in the following curriculum areas were evaluated:

Year 1 of Area 1 :Literacy – fostering a love of reading in the child

Planning for year 2 of Area 1 –Literacy – Oral Language

Year 1 of Area 2: Numeracy – Mental Maths

Choosing a Area 3 for our School Development plan – Physical Education

School context

Hedgestown N.S. is a Catholic Primary School suited in a rural community in North County Dublin. Our school has a current enrolment of 94 pupils which is expected to grow over the coming years.

 

The findings

Following Literacy - Year 1

Pupil Questionnaire 2014/2015 (Pupils from 3rd to 6th class completed questionnaires.)

86% of pupils say they like reading.

(This is coherent with teacher observation, deeming there to be an increase in reading interest. Teachers will continue to promote reading with all pupils, paying particular attention to those pupils with less interest.)

71% of pupils were not happy with the selection of books in the school library. This is not an urgent problem as the children visit the Mobile Library regularly. However it is something to bear in mind for an area for attention in the future.

Parent Questionnaire 2014/2015

96% of Parents said their child liked to read.

94% of parents listen to their child reading aloud.

Literacy – Year 2

The teachers discussed and reviewed the current practices in their own classrooms. This was discussed at staff meetings. Each teacher completed a questionnaire identifying strengths in their own teaching, areas which could be developed in their own teaching and areas which could be developed at school level to promote oral language development in Hedgestown N.S. The Staff identified oral language as being an area for review and development in our school as oral language is the foundation to all learning.

Teacher Questionnaire - showed a strong awareness of the importance of Oral Language. Many good ideas were shared and it is evident that teachers are working hard in this area.

Pupil Questionnaire – showed that most pupils liked class discussions and felt capable to participate. However there were some pupils who did not like discussions, did not think that were good at it and found it difficult to think of new vocabulary.

31% of pupils did not or were unsure whether they liked to discuss topics in class or not, 54% said they were unsure about, or did not like to discuss topics in the classroom.

43% of pupils said they were unsure or could not think of new words easily.

Parent Questionnaire –

The majority of parents are happy with their child’s ability and their oral language. It may be beneficial to give children some oral English homework and allow the pupils time to discuss topics with their parents. This in turn may help the pupils to develop confidence in their oral language ability, help them to improve their vocabulary and thus improve their enjoyment of it in class.

96% of parents said their child communicated clearly and confidently.

88% of parents said they knew how to improve their child’c vocabulary.

98% of parents said their child liked to discuss different topics.

85% of parents said their child could think of new words easily.

Numeracy -Year 1

Teachers discussed their approach to numeracy in their classroom at staff meeting. Each teacher completed a questionnaire providing them an opportunity to reflect on their thoughts and practices when teaching maths. The senior teachers identified games as being a positive manner to teach maths, the junior teachers identified the use of concrete materials as beneficial. Teachers suggested a mental maths slot on the time table as a way to help promote maths in the classroom. Some also highlighted the need for an investment in maths resources.

Pupils Questionnaire – Pupils from 3rd to 6th classes completed questionnaires. Some pupils reported liking maths and finding it easy to compute mentally. Others did not.

51% of pupils said they liked maths.

49% said they likes to complete maths mentally.

54% said they found maths easy.

66% believed they were good at maths.

Parents Questionaire – Parents of pupils from infants to 6th class completed questionnaires. Most parents said their child likes maths and likes mental maths. Most parents agree that mental maths is important. Most parents said their child spends time on mental maths fgor homesowrk, some said their child required help with homework.

76% said their child likes maths.

72% said their child likes mental maths.

92% agreed that mental maths is important.

88% said their children spend time on mental maths for homework.

40% said their child regularly requires help to complete mental maths.

 

Summary of school self-evaluation findings

 Our school has strengths in the following areas:

  • 96% of our pupils report being happy in school. (10% increase since 2013)
  • The Parent body in our school is supportive of the school and recognises that our pupils are achieving good standards and have positive attitudes.
  • Most pupils are confident in and are happy with their own abilities.
  • ___ of our pupils are attaining above their ability in the end of year standardised tests in English.(Drumcondra Primary Reading Tests - DPRT and Non Reading Intelligence Test – NRIT)

The following areas are prioritised for development:

Literacy – Oral Language – developing confidence and competence in using Oral Language See English Curriculum pg 5

Numeracy – Mental Maths

“Mental Calculations – the development arithmetical skills, ie those concerned with numerical calculations and their application, is an important part of the childs mathematical education. This mathematics curriculum places less emphasis than heretofore on long, complex pen and paper calculations and a greater emphasis on mental calculations, estimation and problem solving skills.” Curriculum

Area 3 – Physical Education

   The following legislative and regulatory requirements need to be addressed:

Continue to update policies throughout the coming year. (Particular policies highlighted by the staff – First Aid, Physical Education, Learning Support Resource, Music, History.

SCHOOL DEVELOPMENT PLAN – LITERACY

SUMMARY OF MAIN STRENGTHS AS IDENTIFIED BY SSE

96% of our pupils report being happy in school. (10% increase since 2013)

The Parent body in our school is supportive of the school and recognises that our pupils are achieving good standards and have positive attitudes.

Most pupils are confident in and are happy with their own abilities.

 

SUMMARY OF MAIN AREAS REQUIRING DEVELOPMENT AS IDENTIFIED IN SSE

Literacy -  Oral Language

Numeracy – Mental Maths

 

TARGETS

1. To improve pupils standardised score in their standardised oral language tests and by their teachers observation.

2.  To improve pupils confidence and competence in completing teacher designed mental maths tests..

 

Review date –Sept 2015 Staff meeting

Development of Literacy in Our School

1.     

Continue to make classrooms more “print rich”. (Focus on common areas and a variety of subjects)

2.     

Continue with daily DEAR time, the use of different genres and the promotion of the mobile library.

3.     

Introduce standardised Oral Language testing.

4.     

Allow opportunities for the children to respond to reading material orally.

5.     

Have whole school oral language time. (Promote Oral language in the classrooms in a variety of ways, oral language lessons, lessons in other subjects taught entirely by oral language, enrich the pupils vocabulary)

6.     

Create opportunities for Oral Language homework.

7.     

Have whole school mental maths time daily.

8.     

Develop a shared library of maths games.

9.     

Invest in concrete maths equipment for the infant room.

 

10.

Have a weekly mental maths problem in the senior rooms.

School Self-Evaluation Report

Evaluation period: September 2012 – June 2014

Report issue date: June 2014

Introduction

The focus of the evaluation

A school self-evaluation of teaching and learning in Hedgestown N.S. was undertaken during the period September 2012 to June 2014. During the evaluation, teaching and learning in the following curriculum areas were evaluated: LITERACY – fostering a love of reading in the child.

We aim “to promote positive attitudes and to develop an appreciation of the value of language … - read”…….That the child will be enabled to: Chose his/her reading material and engage in and enjoy sustained silent reading”. (Curriculum)

 

School context 

Hedgestown N.S. is a Catholic School suited in a rural community in North County Dublin. Our school has a current enrolment of 96 pupils which is expected to grow over the coming years. We will be applying for Planning Permission for a new eight classroom building on a near-by site in the coming weeks.

 

The findings

The teachers discussed and reviewed the current practices in their own classrooms. This was discussed at staff meetings. Each teacher completed a questionnaire identifying strengths in their own teaching, areas which could be developed in their own teaching and areas which could be developed at school level to promote reading in Hedgestown N.S.

•Literacy – The Staff identified literacy as being an area for review and development in our school.

•Attainment of curriculum objectives – The majority of our pupils are attaining at their ability level as shown in standardised tests..

•Learning environment – While classrooms are inviting places for our pupils we aim to make greater use of print in the learning environment and ensure our classroom and school building is “print rich”.

•Pupils’ engagement in learning – some pupils in our school seem to have a negative attitude to reading, particularly as they get older. 

•Teaching approaches – Classroom space is limited in some our rooms which can make library book display difficult. 

 

Summary of school self-evaluation findings

 Our school has strengths in the following areas:

•86% of our pupils report being happy in school. (End of year reports)

•65% of our pupils are attaining above their ability in the end of year standardised tests in English.(Drumcondra Primary Reading Tests - DPRT and Non Reading Intelligence Test – NRIT)

•Many of our younger pupils love to read.

 The following areas are prioritised for development: 

•Attainment of curriculum objectives –This year in Hedgestown N.S. we will focus on making the pupil’s experience of reading as enjoyable as possible and promote it in school as a “fun” hobby.

 

•Learning environment – While classrooms are inviting places for our pupils we aim to make greater use of print in the learning environment and ensure our classroom and school building is “print rich”.

 

•Pupils’ engagement in learning – some pupils in our school seem to have a negative attitude to reading, particularly as they get older. Teachers will model enjoyment of reading for the children and facilitate discussion about books.

 

•Teaching approaches – Classroom space is limited in some our rooms which can make library book display difficult. As our school is fortunate enough to have Fingal Mobile Library visiting once a month we plan to make greater use of this resource.

 

 

 

   The following legislative and regulatory requirements need to be addressed:

Continue to update policies throughout the coming year.