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School Self-Evaluation Report 2014-2015

 

 

 

 

 

Callystown National School

 

Clogherhead Co. Louth

 

14252G

School Self-Evaluation Report

 

 

 2014-2015

 

Report issue date:

 

 

School Self-Evaluation Report

 

 

School self evaluation of learning and teaching is part of the on-going work of Callystown National School. The focus of the school self evaluation for 2014/15 is year 2 of numeracy and the introduction of a plan for literacy to improve standards in writing.

The school will continue building on the improvements achieved in the field of mathematical word problems. This is the second year under the school’s three year cycle of review of core subjects.

The school has decided to focus on writing genres for school self evaluation in literacy. A number of initiatives and strategies are being used to improve the learning and teaching of writing.

This year’s review will employ the evaluation process and report structure as outline by the Department of Education and Skills.

 

School Context

Callystown National School is situated in Clogherhead, a fishing village in Co. Louth. The village has seen a rapid growth in population over the last 10 years.

 

The school is under the patronage of the Archbishop of Armagh. The school has 301 pupils (167 boys and 134 girls), 11 classroom teachers, 3 full time LS/RT teachers, 1 shared LS/RT teacher and 1 part time resource teacher (6 hours per week) and an administrative principal. The school also has 1 full time SNA. There is also a part time secretary and caretaker.

 

The school has doubled its enrolment in the last 10 years, however numbers have stabilised in the last three years. The school has seen two large extensions to accommodate the growth in numbers. A sports hall has been built onto the school, substantially funded by the generosity of the school families and the local community.  The increase in numbers has brought to the school children from many different nationalities and also many families who have had no previous connection to the village.

 

The school has eight pupils with low incidence special education needs and two pupils who have access to the support of an SNA.

 

 

 

 

 

The findings:

This is year 2 of the school self evaluation process. The staff decided to focus on literacy as the core subject for consideration.

In order to gather evidence for a programme of improvement, the school employed a number of strategies of investigation:

  • Analysis of Micra T scores from 2011-14
  • Staff discussion during Croke Park planning time
  • A literacy questionnaire given to all parents in March 2013.
  • A questionnaire given to pupils by teachers on word problem solving in October 2014

 

The findings were as follows:

 

Micra T Scores:

  • Overall numeracy scores show percentile scores above the national average (average percentile 2011/12 ~ 50, 2012/13 ~ 58, 2013/14 ~ 53)
  • On average 76% of pupils have STen scores of 5 or greater
  • 5% of pupils have STen scores of 3 or less

 

 

Staff Discussions

  • Teachers report that attainment trends are good.
  • Teachers report that there is a wide range of pupil home experience with regard to reading and literacy.
  • Teachers report that it is a significant challenge to differentiate for the vast range of literacy abilities found in each class.
  • The introduction of Reading Recovery for younger pupils has been of great benefit.
  • The introduction of Lift Off to Literacy for pupils from Senior Infants to Second class is significantly improving reading standards.
  • The introduction of outside support readers for second class should continue the good foundations of reading already established in junior classes.
  • Teachers of 3rd and 4th class will pilot a literacy hour station, involving ability novels, literacy box and vocabulary work.
  • Teachers report that the teaching of comprehension is a challenge and that there is a need to get more suitable content.
  • Teachers think that there should be a different strategy of attack each month on comprehension.
  • There is a need to practise of more Cloze Procedure.
  • Short term ability groups have been effective in the opinion of teachers.

 

 

 

 

Parents’ Questionnaires

  • 93% of parents report that their children likes reading.
  • 82% of parents report that there child likes learning to spell.
  • 77% of parents report that their children like writing stories .

 

 

Pupils’ (4th class to 6th) Questionnaires on Writing

  •  Liked writing activities
    • 33%      of pupils  a lot
    • 60%      of pupils a little.
    • 7%         not at all.
  • When I write the most important thing for me is
    • 47%      The story/ idea
    • 30%       Presentation/handwriting
    • 23%       Spelling/ Grammar/ Punctuation
  • What different kinds of writing are there
    • 50%        Handwriting
    • 35%        A little understanding of the different genre
    • 15%          A good understanding of genre
  • See Questionnaire results report for other information.

 

Previous Targets:

As this is a new format for evaluation in literacy, there are no previous targets.

See school self evaluation for numeracy with regard to targets in word problem solving.

 

Summary of school self-evaluation findings

 

Strengths:

  • Callystown National School has a conscientious, dedicated, innovative staff, open to new ideas and initiatives and focussed on providing the best possible educational opportunities for its pupils.
  • Attainment levels in numeracy and literacy are above the national norms.
  • Pupils display positive attitudes towards numeracy and literacy.
  • Learning support initiatives in numeracy (Station teaching, Maths Recovery, and short term ability groups etc) are having positive outcomes.
  • Recent literacy initiatives in class (Lift off to Literacy, Outside support readers, supplementary reading programmes, senior literacy hours, library expansion) are having positive outcomes.
  • Learning support (Reading recovery, group and individual support, in class support among others) is helping pupils who face challenges with literacy.

 

 

Areas for Improvement for year 1 Literacy:

  • Pupils need to learn better strategies in learning to write for the different genre.
  • Pupils understanding of the different elements of each genre are to be taught.
  • Pupils awareness of the need to focus on the structure, content and syntax will have to be heightened.
  • Developing strategies to support teachers in the presentation of lessons on the different genre will be developed and introduced.

 

The following legislative and regulatory requirements need to be addressed:

 

  • Following last year’s annual report the school has
    • Introduced a new policy on Anti Bullying and has brought in the programme Anti Bullying Campaign.
    • The school has developed and ratified a new Data Protection Policy.
    • The school is currently reviewing and revising its RSE programme and will receive PDST support in September and the new policy will be ready for ratification to BOM for October meeting. Following ratification the policy will be made available to parents and the programme taught forthwith.

 

 

 

Appendix to School Self-Evaluation Report:

legislative and regulatory checklist

 

 

Issue

 

Relevant legislation, rule or circular

 

Is the school fully meeting the requirements of the relevant legislation, rule or circular?

 

 

If no, indicate aspects to be developed

Time in school

– Length of school year – minimum of 183 days

– Length of school day

4 hours 40 minutes (infants);

5 hour 40 minutes (1st-6th classes)

 

Circular 11/95  

Yes

 

 

 

Yes

Arrangements for parent/ teacher and staff meetings

 

Circular 14/04          Yes
Implementation of Croke Park agreement regarding additional time requirement

 

Circular 0008/2011          Yes
Standardisation of school year

 

Circular 034/2011 Yes  

 

 

Valid enrolment of pupils Section 9(1), 15(2) and 23 Education Act 1998

Sections 20 and 21, Education (Welfare) Act 2000

Rules 55, 64, 108 and 123, Rules for National Schools

Circular P24/02

Staffing Schedule for current school year

 

 

 

Yes

 

 

 

Retention of pupils

 

Rule 64 Rules for National Schools

Circular 11/01

Circular 32/03

 

 

Yes

Development of school plan

 

Section 21, Education Act 1998 Yes  

 

Appointments to posts of responsibility

 

Circular 07/03

Circular 053/2011

Yes  

 

Time for literacy and numeracy – assessing and reporting literacy and numeracy achievement Circular 0056/11 Initial Steps in the Implementation of the National Literacy and Numeracy Strategy Yes  

 

 

Exemption from Irish Circular 12/96         Yes

 

 

 

 

 

Implementation of child protection procedures Circular 0065/2011

 

Please ensure the following in relation to child protection

 

 

Yes

▪ Number of cases where a report involving a child in the school was submitted by the DLP to the HSE

 

▪ Number of cases where a report involving a child in the school was submitted by the DLP to the HSE and the school board of management informed

 

▪ Number of cases where the DLP sought advice from the HSE and as a result of this advice, no report was made

 

▪ Number of cases where the DLP sought advice from the HSE and as a result of this advice, no report was made and the school board of management informed

 

_0____

 

 

 

___0__

 

 

 

___0__

 

 

 

 

____0_

 

Implementation of complaints procedure as appropriate Complaints Procedures, Section 28 Education Act

Primary Boards of Management Information Manual November 2007

 

Please consider the following in relation to complaints

 

Yes
▪ Number of formal parental complaints received

 

▪ Number of formal complaints processed

 

▪ Number of formal complaints not fully processed by the end of this school year

 

 

___0__

 

____0_

 

_____0

 

Refusal to enrol Section 29 Education Act 1998

 

Please provide the following information in relation to appeals taken in accordance with Section 29 against the school during this school year

 

N/A

 

 

Number of section 29 cases taken against the school

 

Number of cases processed at informal stage

 

Number of cases heard

 

Number of appeals upheld

 

Number of appeals dismissed

0

 

 

0

 

 

0

 

0

 

0

Suspension of students Section 29 Education Act 1998

 

Please provide the following information in relation to appeals taken in accordance with Section 29 against the school during this school year

 

Number of section 29 cases taken against the school

 

Number of cases processed at informal stage

 

Number of cases heard

 

Number of appeals upheld

 

Number of appeals dismissed

 

 

0

 

 

 

0

 

 

0

 

 

0

 

 

 

 

Expulsion of students Section 29 Education Act 1998

 

Please provide the following information in relation to appeals taken in accordance with Section 29 against the school during this school year

Number of section 29 cases taken against the school

 

Number of cases processed at informal stage

 

Number of cases heard

 

 

Number of appeals upheld

 

Number of appeals dismissed

 

 

0

 

 

0

 

0

 

0

 

0

 

 

 

 

 

 

 

 

 

Policy

 

Source

 

Has policy been approved by the board of management?

 

 

If no, indicate aspects to be

developed.

Enrolment policy Section (15)(2)(d) Education Act 1998

 

          Yes
Code of behaviour[1] including anti-bullying policy Circular 20/90

DES Guidelines on Countering Bullying Behaviour 1993

NEWB Guidelines

Section 23, Education Welfare Act 2000

 

          Yes
Attendance and participation strategy[2]

 

Section 22 Education Welfare Act 2000

Equal Status Acts 2000-2011

          Yes
Health and safety statement

 

Section 20 Health and Safety Act 2005            Yes
Data protection Data Protection Act 1988

Data Protection (Amendment Act) 2003

 

           Yes
Special education needs policy[3] Education Act 1998

Equal Status Acts 2000- 2011

Education (Welfare) Act 2000

Education for Persons with Special Education Needs Act (EPSEN)[4] 2004

Disability Act 2005

 

           Yes
Relationships and sexuality education (RSE) policy

 

Relationships and Sexuality Education: Policy Guidelines (1997)

 

           Pending A formal policy will be ratified by the staff and BOM by Oct 15
Child protection policy Circular 0065/2011

 

         Yes
Parents as partners Circular 24/91          Yes

 

 

 

 

Public service (Croke Park) agreement – special needs assistants Circular 71/11           Yes

 

 

 

 

Other

 

 

 

 

 

[1] Under the provisions of the Education (Welfare) Act (2000) (section 23) the school’s code of behaviour should conform to the specifications stated.

[2] Under the provisions of the Education (Welfare) Act (2000) (section 22), the school’s attendance strategy should conform with the provisions stipulated.

[3] Section 9 of the Education Act (1998) requires a school to “use its available resources” to identify and provide for the educational needs of those “with a disability or other special educational needs.”

[4] The EPSEN Act requires that schools be inclusive of and provide an appropriate education for pupils with special educational needs.