Our school self-evaluation was a process involving an internal review of the school by the Principal, Deputy Principal, school management team, teachers and special needs assistants in consultation with the Board of Management, parents and pupils. In the school year 2012/2013 we began looking at what we do and how we do it, with a view to improving our practice, taking account of the views and opinions of the people involved in the life of the school. To this end we sought opinions from a cross-section of parents and pupils from 1st, 3rd and 5th classes to help us examine our current practice, as well as utilising the professional expertise of the internal practitioners- the staff of the school, all in consultation with the Board of Management.
Since then, on an annual basis, in 2013/2014 and 2014/2015, we have been monitoring and analysing our progress towards the achievements of the targets set during the self evaluation process.
During the evaluation teaching and learning in the following curriculum areas were evaluated:
- Literacy and English teaching
- Numeracy: Understanding and using Mathematics
The findings on the quality of practice in relation to the teaching and learning of Literacy were based on qualitative and quantitative enquiry. The following sources were used to inform the findings of this report:
- Teacher self-reflection and observation
- Standardised Attainment Tests (Drumcondra Reading Test)
- Pupils’ work- samples, copies and displays
- Parent questionnaires on cross-section of 1st/3rd and 5th classes
- Pupil questionnaires of 1st/3rd and 5th classes
- Teacher opinion and collaborative discussion
The findings on the quality of practice in relation to the teaching and learning of Numeracy were based on qualitative and quantitative enquiry. The following sources were used to inform the findings of this report:
- Teacher self-reflection and observation
- Standardised Attainment Tests (Sigma-T Test)
- Pupils’ work and class tests
- Parent questionnaires on cross-section of 1st/3rd and 5th classes
- Pupil questionnaires of 1st/3rd and 5th classes
- Teacher opinion and collaborative discussion
In May 2014 and in May 2015 an analysis of progress was conducted, using standardised test results, rubrics and checklists, teacher feed-back and SMART target achievement analysis. (See full progress report below).
*Please click to view a copy of our School Improvement Plan.
SSE Progress Report:
Literacy:
In 2012 we reported that overall results in SATs (Drumcondra Primary Reading Tests) were consistently good. For the previous four years generally 40% of our pupils were scoring above the 81st percentile- i.e. in the top 20% of the country. 75% of our pupils were scoring above the national average.
Following on our School Self-Evaluation programme and the implementation of our School Improvement Plan (2012-2015) the results last May showed that now 53.5% of our pupils are scoring above the 81st percentile and 83.5% are scoring above the national average. Considering that we have included all children with Special Educational Needs, unless they are non-verbal, these results reflect the excellent quality of effort, as well as teaching and learning in the school, for all ability levels.
GENERAL OVERALL IMPROVEMENTS by May 2015:
Drumcondra Primary Reading Tests: (Literacy Improvement Plan was started September 2012)
Improvement in overall average from 2012 to 2015 of 16.39 percentile points
Improvement in vocabulary average from 2012 to 2015 of 13.59 percentile points
Improvement in comprehension average from 2012 to 2015 of 14.05 percentile points
Literacy Strategy Report from 2012/2013 to 2015/2016
Target 1: 90% of Junior Infant children will achieve above SS of 100 in Word Reading in JP tests
Statistics/Info gained from: Jolly Phonics standardised tests (Word Reading)
Result: By June 2015 87% of children are achieving in excess of SS of 100 in Word Reading JP tests and combined results over 2014 and 2015 show an average of 92%
Target 2: 85% of Senior Infants will achieve above SS of 100 in JP standardized tests
Statistics/Info gained from: Jolly Phonics standardised tests (Word Reading)
Result: June 2015: 77% of children achieving in excess of SS of 100 in Word Reading JP tests
Comment: In-class support: Station Teaching model to be continued.
Target 3: MIST- increased performance in MIST
Statistics/Info gained from: MIST test
Result: MIST discontinued as no longer suitable. JP tests more relevant
Target 4: Drumcondra Primary Reading Test: First Class:
Aim is to decrease the 0-15percentile band to <1%
Aim is to increase 85-100percentile to 55%
Statistics/Info gained from: First Class DPRT standardised tests
Result: By June 2015: 1-15 percentile band reduced to 1.5%. 85-100 percentile band increased to 66%
Comment: In-class support in Literacy to continue in Senior Infants. Children being promoted through Jolly Readers and PM readers. There is a high degree of parental involvement.
Target 5: Drumcondra Primary Reading Tests: 3rd to 6th: To increase overall results in Comprehension by 5 percentile points.
Statistics/Info gained from: DPRT standardised tests 3rd to 6th
Result: By June 2015 overall results in comprehension have increased by 11 percentile points.
Comment: Evidence of increased engagement with comprehension strategies, Building Bridges of Understanding and higher order questioning.
Target 6: Drumcondra Primary Reading Tests 3rd to 6th: to increase overall average results in Vocabulary by 5 percentile points
Statistics/Info gained from: DPRT tests standardised tests 3rd to 6th
Result: By June 2015 overall results in vocabulary has increased by 15 percentile points.
Comment: Evidence of increased engagement with word study, etymology and word-building.
Target 7: Handwriting 4th to 6th: 95% to achieve standard of excellence in handwriting when scored on Handwriting Rubric
Statistics/Info gained from: Handwriting Rubric
Result: In June 2015 it was shown that there was an overall average of 86% achieving a standard of excellence in handwriting when scored against the Handwriting Rubric.
Comment: Ongoing discussion re handwriting- greater competence noted in first/second classes. Greater mastery of cursive writing evident.
Target 8: 90% of classes will achieve outcomes in writing as outlined in Plean Scoile
Statistics/Info gained from: Creative Writing samples
Result: There was a whole-school average of 86% in overall writing competence assessed by performance in writing indicators.
Children achieving 100%: 53%
Children achieving >85%: 72%
Children achieving <50% 8.65%
Children with SEN/ LS and EAL: 19.3%
Comment: A Whole-School Writing Indicators Report was prepared in June 2015 to inform 2015/2016 planning.
Target 9: 85% of students will achieve score of 85+ when using Recount checklist with specific marking schemes based on WALT and WILF instruction
Statistics/Info gained from: teacher designed tests and marking scheme based on WILFs
Result: Decision was made to incorporate this target into Target 8.
Target 10: Improvement in Grammar and Punctuation in all classes to standard of class-designed rubric.
Statistics/Info gained from: class tests based on Plean Scoile content. Results from breakdown of class test scores in grammar 3rd to 6th.
Result: teachers reporting increased knowledge and usage of conventions of grammar and punctuation. Class testing reflecting increased competence.
Comment: Decision was made by classes to include text-books which encourage regular revision of grammar and punctuation.
Numeracy:
In 2013 we reported that overall results in SATs (Sigma-T Maths tests) were consistently good. For the previous four years generally 42% of our pupils were scoring above the 81st percentile in Maths SATs i.e. the top 20% in the country. 79% of our pupils were scoring above the national average.
Following on our School Self-Evaluation programme and the implementation of our School Improvement Plan (2013-2016) the results last May showed that now 60.4% of our pupils are scoring above the 81st percentile and 88.6% are scoring above the national average. Considering that we have included all Special Educational Needs children, unless they are non-verbal, these results reflect the excellent quality of effort and teaching and learning in the school, for all ability levels.
GENERAL OVERALL IMPROVEMENTS: 2013-2015
Sigma-T Maths SATs: (Numeracy Improvement Plan was started in September 2013)
Overall Average: overall average improvement in Sigma-T Maths test of 12 percentile points
Concepts: overall average improvement by 8%(Sigma-T test) 2013-2015
Computation: overall average improvement by 6%(Sigma-T test) 2013-2015
Problem-Solving: overall average improvement by 5% (Sigma-T test) 2013-2015
Measure: overall average improvement by 6% (Sigma-T test) 2013-2015
Number: overall average improvement by 6% (Sigma-T test) 2013-2015
Numeracy Strategy Report on SIP from 2013/2014 to 2016/2017 Updated June 2015
Target 1: increase overall average score in problem-solving by 6 percentile points by May 2016
Statistic/Info source: Sigma-T standardised testing
Result: June 2014: Average result increased by 2.9% in year 1
Result: June 2015: Average result has increased by 5% by year 2
Target 2: increase in overall average score in Maths SAT scores by 5 percentile points
Statistic/Info source: Sigma-T standardised testing
Result: June 2014: Average result increased by 9 percentile points in year 1
Result: June 2015: Average results increased by 12 percentile points overall by year 2
Target 3: That 80% of each class will achieve target norms in computation tests
Statistic/Info source: Friday class testing / computation scores in Sigma-T standardised testing
Result: June 2014: Class computation tests indicate improvement of 3%
Result: June 2015: Overall increase of 6% in Sigma-T tests from 2013-2015
Target 4: Increase to 80% the number of parents who say they get good information from the school regarding Maths
Statistic/Info source/ Actions: Survey to parents in May 2016
Methodology vimeos on school web-site.
Information on Maths curriculum for parents on web-site
Booklet on Maths methodologies to be distributed to parents in September
Result: Survey to all parents pending in May 2016
Target 5: Increase to 80% the number of children who say they enjoy Maths and apply Maths to areas outside of Maths lessons
Statistic/Info source/ Actions: Maths trails folders as resource for all classes to be implemented when weather allows
Evidence of ICT use/ i-pads for problem-solving
Result: full participation of all classes in Maths trails/ great feedback from i-pad time-tabling
Survey of all children to be conducted in May 2016.
