School Self Evaluation
Numeracy and Literacy Report
Introduction
Focus of the Evaluation:
School Self-Evaluation (SSE) of teaching and learning is an integral part of the ongoing work of C.B.S. Primary. The focus of school self-evaluation for 2013/2014 was on gathering evidence in attitudes towards Maths and Oral Language and analysing Numeracy and Literacy attainment. This was identified from questionnaires (parent, pupil, teacher), teacher reflection and standardised tests (Sigma T - Numeracy /Micra-T- Literacy).
School Context:
C.B.S. is an urban DEIS Band 2 school, under Catholic Patronage. There are currently 220 pupils, eighteen teachers, including an Administrative Principal, Deputy Principal and Assistant Principal. The school has two integrated Special Education classes and a support team for pupils with Special Education Needs.
Our original intention was to gather evidence on numeracy in year one (2013/2014) and implement the resultant School Improvement Plan (SIP) from Sept. 2014. However, in consultation with our SSE advisor, it was decided to implement our three year SIP, in conjunction with our three year DEIS Plan, beginning in 2014/2015.
Numeracy Findings:
Learner Outcomes in numeracy attainment:
Pupil standardised test scores for Numeracy and Literacy, over the last 3 years, indicate that our attainment levels are above the national norm.
Problem solving, will be a targeted area of improvement from Year 1, based on results from Standardised Tests (Sigma - Ts). As the PDST (Professional Development Service per Teachers) provided a two day seminar, on Shape and Space in 2013, this strand will also be a priority.
Pupil Feedback Re: Numeracy:
All pupils from 2nd to 6th classes inclusive, completed the pupil questionnaire
Parental Feedback Re. Numeracy:
Parents from 2nd, 4th and 6th took part in our Parental Questionnaire. This was to give an overview of our entire school population. The results of the questionnaire highlighted the following aspects;
● Almost 90% of parents felt their children liked maths.
● 87% felt they knew their child’s strengths in maths.
• 71% felt they knew their weaknesses.
● 80% agreed that the school communicates their child’s maths progress well.
Teacher Feedback Re. Numeracy:
Teacher questionnaires highlighted the following:-
● All teachers felt that each aspect of Numeracy was successfully taught to a high level. This is reflected in our standardised test results.
Strengths Re Numeracy:
Areas for Improvement Re Numeracy:
Learner Outcomes in Literacy attainment - Oral Language:
The overall results of all our evidence gathered, indicated that pupils scored highest in the strand of competence and confidence in using language.
The area targeted for improvement was Emotional & Imaginative Development through Language. This strand is concerned with expressing feelings, instincts and reactions.
Pupil feedback re: Literacy - Oral Language:
From our findings from pupils feedback areas for attention would be:-
Parental Feedback Re Literacy - Oral Language:
The Parental questionnaires highlighted the following areas parents would like their children to develop:-
Teacher Feedback Re. Literacy - Oral Language:
Strengths Re Literacy - Oral Language:
When all the evidence and feedback was compiled the following was our findings:
Areas for Improvement Re Literacy:
Introduction
Focus of the Evaluation:
School Self-Evaluation (SSE) of teaching and learning is an integral part of the ongoing work of C.B.S. Primary. The focus of school self-evaluation for 2013/2014 was on gathering evidence in attitudes towards Maths and Oral Language and analysing Numeracy and Literacy attainment. This was identified from questionnaires (parent, pupil, teacher), teacher reflection and standardised tests (Sigma T - Numeracy /Micra-T- Literacy).
School Context:
C.B.S. is an urban DEIS Band 2 school, under Catholic Patronage. There are currently 220 pupils, eighteen teachers, including an Administrative Principal, Deputy Principal and Assistant Principal. The school has two integrated Special Education classes and a support team for pupils with Special Education Needs.
Our original intention was to gather evidence on numeracy in year one (2013/2014) and implement the resultant School Improvement Plan (SIP) from Sept. 2014. However, in consultation with our SSE advisor, it was decided to implement our three year SIP, in conjunction with our three year DEIS Plan, beginning in 2014/2015.
Numeracy Findings:
Learner Outcomes in numeracy attainment:
Pupil standardised test scores for Numeracy and Literacy, over the last 3 years, indicate that our attainment levels are above the national norm.
Problem solving, will be a targeted area of improvement from Year 1, based on results from Standardised Tests (Sigma - Ts). As the PDST (Professional Development Service per Teachers) provided a two day seminar, on Shape and Space in 2013, this strand will also be a priority.
Pupil Feedback Re: Numeracy:
All pupils from 2nd to 6th classes inclusive, completed the pupil questionnaire
- Pupil questionnaire results show the vast majority of pupils think they do well in maths and are good at it.
- Pupils report liking mental/oral maths and maths lessons involving the use of equipment. Factors reported by pupils as contributing towards a good maths lesson almost always included hands on experience and a fun/game element.
- Over 40% of pupils really enjoy the challenges posed in Problem Solving.
- The percentage of pupils who think maths is useful outside of school steadily rises to over 90% in 6th class, as the pupils become more aware of the importance and relevance of maths in everyday life.
Parental Feedback Re. Numeracy:
Parents from 2nd, 4th and 6th took part in our Parental Questionnaire. This was to give an overview of our entire school population. The results of the questionnaire highlighted the following aspects;
● Almost 90% of parents felt their children liked maths.
● 87% felt they knew their child’s strengths in maths.
• 71% felt they knew their weaknesses.
● 80% agreed that the school communicates their child’s maths progress well.
Teacher Feedback Re. Numeracy:
Teacher questionnaires highlighted the following:-
● All teachers felt that each aspect of Numeracy was successfully taught to a high level. This is reflected in our standardised test results.
- Teachers reported that small class size, in class support, team teaching and differentiation/ grouping made for effective teaching.
- All teachers use the Prim – Ed problem solving books weekly for a discrete lesson, so that problem solving approaches and skills, are explicitly taught.
- It was felt that our assessment of Numeracy improves both teaching and learning.
- We cater very well for our pupils with Special Education Needs.
Strengths Re Numeracy:
- Attainment levels at C.B.S. Primary in Numeracy are far above national norms.
- Pupils display very positive attitudes towards all aspects of Numeracy.
- Understanding concepts and facts, computation and problem solving are explicitly taught at all class levels. This is confirmed by result on all strands of Standardised Testing.
- Pupils are exposed to a wide variety of problem solving techniques and there is a consistent approach used throughout the school.
- The vast majority of parents are very happy with the quality of maths teaching and the positivity their boys display towards this subject.
- Parents feel communication between themselves and the teacher regarding Numeracy progress was good.
- Maths Recovery Training availed of by two members of staff.
- PDST problem solving Course completed by Numeracy link person.
- All Teaching Staff are proactive regarding Professional Development around Numeracy.
Areas for Improvement Re Numeracy:
- The difference in standardised scores between understanding concepts and facts and solving word problems, is an area which will be the primary focus of our numeracy strategy.
- The teaching of the problem solving process, will be further developed throughout the school. Additional resources for pupils will be provided.
- In light of the PDST providing a two day seminar on Shape and Space in 2013, the teaching of the Shape and Space strand will be further developed throughout the school.
Learner Outcomes in Literacy attainment - Oral Language:
The overall results of all our evidence gathered, indicated that pupils scored highest in the strand of competence and confidence in using language.
The area targeted for improvement was Emotional & Imaginative Development through Language. This strand is concerned with expressing feelings, instincts and reactions.
Pupil feedback re: Literacy - Oral Language:
- As a whole staff undertaking, we compiled a pupil questionnaire for 2nd and 5th classes. The following is a summary of the finding-
- We are good at listening
- We respect and listen to other people’s opinions
- We enjoy Oral Language lessons
- We enjoy talking about our interests
From our findings from pupils feedback areas for attention would be:-
- Speaking aloud in front of my class
- Describing things
- Forming an opinion for a debate
- Talking when ”in role”
Parental Feedback Re Literacy - Oral Language:
- As a whole staff undertaking we compiled a parent questionnaire for parents of children in 1st and 4th classes. The following is a summary of the findings;
- It is vital that their child has good listening and speaking skills
- Their child can tell them about his day and explain his homework
- Their child can ask many questions and give an opinion on a topic
- Their child can engage in a two way conversation with an adult.
The Parental questionnaires highlighted the following areas parents would like their children to develop:-
- Confidence in speaking
- The ability to express himself
- Extend his vocabulary
Teacher Feedback Re. Literacy - Oral Language:
- We completed teacher questionnaires for 1st to 3rd (junior class teachers) and for 4th to 6th (senior class teachers).
- Resources –a good supply will be utilised for Oral Language lessons
- Support Teachers – Team Teaching / In class support is of great benefit in supporting the development of Oral Language skills
- Discrete Oral language – it is important that lessons be timetabled daily/weekly and agreed on a whole school basis
- Contexts for Oral Language – checklists will be devised and utilised for each class grouping as a means of assessing Oral Language attainment.
Strengths Re Literacy - Oral Language:
When all the evidence and feedback was compiled the following was our findings:
- Parents are very aware of the importance of Oral language
- Parents are willing to help in developing their children's Oral Language Skills at home
- Our Literacy Co-ordinator has attended the “Literacy Link” seminar and has addressed the staff on the “Five Components of Effective Oral Language Instruction” during Croke Park Hours (CPA hours).
- The “First Steps Writing” initiative is already established in our school and is of great benefit to the implementation of the “First Steps Speaking and Listening” programme.
- Teachers are working collaboratively to improve learning outcomes in Oral Language
- A good supply of resources is available for Oral Language lessons
- Pupils like Oral Language lessons and enjoy working in pairs and groups
- Discrete Oral language lessons are timetabled weekly
- SEN Team member has completed Professional Development on First Steps Speaking & Listening and has addressed all staff at C.P.A.
- ISM member has attended Professional Development In-service on First Steps Reading which links into Oral Language.
- ISM Member has attended Professional Development at Mary Immaculate College re. analysis of Standardised Tests.
- All staff are proactive regarding Professional Development around Literacy & Numeracy.
Areas for Improvement Re Literacy:
- Special Attention will be given to the strand unit Emotional & Imaginative Development through language.
- Increase opportunities for team teaching / in class support for the development of Oral Language skills
- Devise and implement the use of use of Oral Language checklists for each class grouping
- Continue to develop the implementation of the “Five Components of Effective Oral Language Instruction”.
- Teach the “First Steps Speaking and Listening” programme in conjunction with the “First Steps Writing” initiative.
- Encourage parental involvement through Oral Language homework
- As per parental feedback, ensure Oral Language lessons incorporate show and tell, debates, discussion topics, oral presentations, book reports, current affairs, drama and story reading.
