Laragh 2 Muff N.S.

Our Self-Evaluation Report and Improvement Plan

1. Introduction

This document records the outcomes of our last improvement plan, the findings of this self-evaluation, and our current improvement plan, including targets and the actions we will implement to meet the targets.

 Outcomes of our last improvement plans from 2014 to 2018

  • We completed two full formal plans – they were in the areas of the writing genres and also maths, with a focus on mental maths.
  • We also began to look at and informally followed SSE in the areas of music and oral language.

1.2       The focus of this evaluation

We undertook self-evaluation of teaching and learning during the period February 2018 to June 2018. We evaluated the following aspect(s) of teaching and learning:

  • Spelling in English
  • Spelling in Irish

2. Findings

 2.1 This is effective / very effective practice in our school

 In assessing these areas we looked at:

  • Learner Outcomes
  • Learner Experiences
  • Teacher’s Individual Practice
  • Teacher’s Collective/Collaborative Practice

Here is what we found was done effectively/very effectively:

  • Good spelling in general in the school
  • Strong use of phonics in the junior classes in particular
  • Good early identification of spelling difficulties among pupils in Junior Classes
  • Differentiation between pupils in terms of their ability
  • Variety of strategies used in trying to bring on pupils – particularly those in difficulty and in the support rooms
  • Emphasis on the process in writing
  • Good scores in Drumcondra spelling tests – average of 70th percentile.
  • Consistent teaching approaches throughout the school
  • Spelling taught to some degree in each class every day
  • Use of dictionaries

We can say the following in terms of the statements of practice from the School Self Evaluation Guidelines

  • The overall attainment of the pupils is improving or is at a good standard in accordance with the objectives and skills of the Primary School Curriculum.
  • Pupils are engaging in meaningful learning activities in the area of spelling.
  • Teachers are selecting and using teaching approaches appropriate to the learning objectives and to pupils’ learning needs.

 2.2. This is how we know

List the evidence sources. Refer to pupils’ dispositions, attainment, knowledge and skills.

  • Teacher observation
  • Adding of parent/student surveys
  • Teacher assessment – correction and reading of student work, correction of tests/exercises in spelling and dictation.
  • Need to get student input and parent input (do so this month)
  • Portfolios of work over the year
  • Reflection of students over their work

 2.3 This is what we are going to focus on to improve our practice further

Specify the aspects of teaching and learning the school has identified and prioritised for further improvement.

  • The discrete teaching of phonics and spelling rules in senior classes
  • Increased collaboration between teachers in this particular area
  • Spelling of sight words emphasised
  • Consistency of approach in classes

3. Our improvement plan 

On the next page we have recorded:

  • The targets for improvement we have set
  • The actions we will implement to achieve these
  • Who is responsible for implementing, monitoring and reviewing our improvement plan
  • How we will measure progress and check outcomes (criteria for success)

As we implement our improvement plan we will record:

  • The progress made, and adjustments made, and when
  • Achievement of targets (original and modified), and when