News Letter

For just some of the things we do within the school calendar, take a look at our New Letter. Click here to view the latest News Letter.

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Fourth Class Flowers

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Scoil Aodan Naofa School Improvement Plan


Baseline data/evidence

  •  Micra T Results in May 2013 were analysed using Aladdin schools analysis tool. The average percentile score was 52.8. Staff discussion of results followed. It was decided that pupils performed least well in the area of comprehension.
  • Drumcondra Reading Testing for 3rd class in February 2013, prior to the Peer Tutoring Programme, showed that 9 children were under the 14th percentile. Drumcondra Testing after the Peer Testing Programme showed that only 1 child was under the 14th percentile.
  • Drumcondra Reading Testing for 4th class in February 2013, prior to the Peer Tutoring Programme, showed that 5 children were under the 14th percentile. Drumcondra Testing after the Peer Tutoring Programme showed that only 2 children were under the 14th percentile. 
  • In Dumcondra Spelling Test, June 2013, results for 5th and 6th class showed an average percentile of 48.5 
  • Teacher observations and teacher designed tasks highlighted comprehension and spelling as areas for development.
  • Responses to Teacher Questionnaires highlighted the areas of spelling and the writing genres as areas for development.
  • Responses to Parent Questionnaires showed the importance of informing parents about the Jolly Phonics and the Paired Reading Programme.
  • Responses to pupil Questionnaires showed the need to increase / improve the books in the class libraries (only 41% thought that there were good books in their library).
  • In pupil questionnaires, only 47% of pupils from 2nd to 6th class enjoy reading a lot, highlighting the need to make reading more attractive / enjoyable for the children,





Our school has

  • A good strategy for the teaching of phonics in the junior classes i.e. The Jolly Phonics Programme.
  • A well devised and supported Paired Reading.
  • Strong links with the local library, including regular visits.
  • The teaching staff work hard and are open to new ideas (W.S.E Report May 2012)
  • The quality of provision in the Special Educational Needs setting is very good (W.S.E Report June 2012)
  • A high percentage of parental satisfaction (93%) with their child’s progress in reading (Parental Survey 2012).




The following areas have been identified for improvement by the teaching staff

  •     Reading Comprehension
  •  Writing competency



Ms Whelan

Anti-Bullying Policy

Carnew National School Anti-bullying Policy


1.    1.In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management of Carnew National school has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post Primary Schools which were published in September 2013


2.   2. The Board of Management recognises the very serious nature of the bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:


·         A positive school culture and climate which

-       Is welcoming of difference and diversity and is based on inclusivity

-       Encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment and

-       Promotes respectful relationships across the school community

·         Effective leadership

·         A school-wide approach

·         A shared understanding of what bullying is and its impact

·         Implementation of education and prevention strategies (including awareness raising measures) that

-       Build empathy, respect and resilience in pupils and

-       Explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.

·         Effective supervision and monitoring of pupils

·         Support for staff


·         Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies) and On-going evaluation of the effectiveness of the anti-bullying policy

Ms Doran


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