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School Self Evaluation Report For Numeracy

Scoil Aodan Naofa Carnew


1. Introduction.

1.1 The focus of the Evaluation


A school self evaluation of teaching and learning in numeracy was undertaken in our school during the period September 2014 until April 2015. A sub committee was established for this purpose, comprising Marie O'Riordan mainstream teacher, Caroline Young SEN teacher and Kevin O'Donnell school principal. During this period, a consideration of teaching and learning, children's perspectives and parental input was reflected upon to inform our plan of development. This document is a summary of our findings.

1.2 School context.


This school is a co-ed, vertical primary school in a rural setting in South Co. Wicklow. In September 2014 we had 232 pupils attending our school. We have children from a variety of socio economic backgrounds with a degree of variance with regard to accessibility to resources and stimulation for numeracy outside of the school setting. We are an inclusive school and, as such, we have children attending our school who have special educational needs which impacts on the teaching and learning provision for all. There are currently eight mainstream teachers, three full time and one part time learning support/resource teachers as well as three full time and one part time special needs assistants on staff. We use the Sigma T standardised tests and a variety of assessment of/for learning techniques to monitor and assess the teaching and learning of mathematics on an ongoing basis.

2. Focus of the report.

Having undertaken an evaluation of Literacy in the school during the year 2013/2014, we then under the national guidelines for literacy and numeracy, focused on the area of numeracy in the current school year. In particular, we were interested in evaluating the effectiveness of previous initiatives undertaken in the area of Mathematics such as grouping, training in Mata sa Rang, increased resources in classrooms and a focus on improving problem solving techniques.

3. Summary of the Evalution.

We issued surveys to teachers, parents and children in the course of the evaluation. We studied the results of standardised tests and considered the testimony of teachers at staff meetings on the subject of numeracy. We took account of the WSE findings from the D.E.S. report from May 2012. The committee attended PDST training in Numeracy during the school year 2014/15.

3.1

We found that the school has strengths in the following areas of numeracy:

  • 85% of parents agreed or strongly agreed that their children enjoyed maths.
  • 81% of parents agreed or strongly agreed that their children were learning maths at just the right level for them. (Source: Parent survey 2014)
  • 76% of pupils have a positive outlook towards maths. (Pupil Survey 2014)
  • "The teaching staff work hard and are open to new ideas". (WSE Report 2012)
  • "Mathematical concepts were clearly explained and firm connections were made to pupils' own environment". (WSE report 2012)
  • All teachers (100%) reported that assessment of numeracy helps them to improve teaching and learning outcomes in maths.The overall average percentile score in Sigma T tests 2014 was 55.4 and the average STEN was 5.5. This is well within national norms.
  • 90% of teachers felt that we cater well for pupils with SEN in mathematics.

3.2 

The following areas were identified as areas that need to be prioritised for development.

  • Problem Solving. 100% of teachers surveyed reported that we need to improve on the learning outcomes in problem solving. The success in answering word problems in the Sigma T tests in 2014 was 41%
  • Communication with parents. 46% of parents disagreed or strongly disagreed that they got good information about how their child is doing at maths.
  • 38% of children reported that they did not like fractions and decimals. 

4. Conclusion

The findings of this report will now form the basis of our School Improvement Plan for Numeracy. The plan will target the areas in need of development as identified in this report. The School Improvement Plan will run for 3 years, 2015-2018, when a review will take place and the evaluation process will be repeated.

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