School Self Evaluation
Scoil Eimhín Naofa,
Drogheda Street, Monasterevin, Co. Kildare.
School Self-Evaluation Report.
Evaluation Period - September 2014 to June 2015.
of teaching and learning
was undertaken in Scoil
Eimhín Naofa during the period September 2014 to June 2015. It was decided to
teaching and learning in the area of problem-solving
across all class levels in numeracy as the first component of Numeracy
to be addressed in Year 1 in line with Literacy and Numeracy for Learning and
Life (Circular 56/2011).
This was identified, in part, by tracking outcomes for Numeracy
as identified by Standardised
All pupils from first to sixth classes are assessed
including all pupils with special education needs.
Scoil Eimhín Naofa is situated
in the town of Monasterevin and serves a mainly urban area. It is a
co-educational parish primary school for all infants, and girls to sixth class.
At the beginning of first class the boys transfer to the neighbouring St. Peter’s
Senior Boys’ National School. We are scheduled
to amalgamate with St. Peter’s Senior Boys’ National
School, following the construction of a new 24
classroom school which is due to go to construction in 2017. Scoil Eimhín Naofa
is under the patronage of the Catholic Bishop of
Kildare and Leighlin. Formerly administered by the Mercy order,
the religious ethos is well preserved and an atmosphere of friendly co-operation
and dedicated service permeates the school community.
Enrolment currently stands at 354 pupils (67 boys and 287
girls) and has been increasing in recent years. There are 3 classes of Junior Infants, 3 classes
of Senior Infants, 1½ streams of
First and Second classes and 1 stream of each class from Third to Sixth. Further increase is anticipated in the coming years as a result of significant
extra housing in the locality. The school community has been a homogeneous one
until recent times when a number of pupils from other countries have been
At present there are 13 mainstream class
principal, 3 GAM/EAL teachers, and 1 part-time Resource teacher. One pupil
low incidence special education needs and is
allocated resource hours based on these needs.
Each year Sigma-T Mathematics Tests and Micra-T Reading
Tests are administered to all classes from First to Sixth. MIST is administered
to Senior Infant Classes.
is strong parental support for teaching and learning, a factor that is
acknowledged as having a positive effect on pupil attainment levels and on
pupils’ attitudes to learning.
a result of the above process of self-evaluation, Numeracy/Problem-Solving
chosen as the main focus for Year 1 of our school improvement plan.
Teachers’ Practice was identified as the sub-theme most appropriate to develop
All teachers maintain appropriate
schemes of work, lesson
notes and cuntais mhíosúla.
Where long-term planning is concerned,
teachers’ yearly schemes are in line with the Primary Curriculum documents and
with the school plan. The schemes outline the strands and strand units of the curriculum to be taught, the teaching
methodology and organisation to be used, and the assessment practices to
establish children’s learning.
Regarding short-term plans, teachers provide weekly or fortnightly notes. Objectives
are outlined and the notes identify the content to be covered in the course of
the period. Teachers
show the links to be made with other areas of the curriculum and outline the
assessment methods to be used to determine how well pupils have mastered the
Progress is recorded in the cuntas míosúil
for which a template has been drawn up to ensure consistency. Each teacher
identifies the strands and strand units covered in the course of the month and
outlines the content taught in every area of the curriculum. Individual
Educational Plans (IEPs) are maintained on pupils in receipt of special tuition.
A comprehensive school plan for
Mathematics ensures appropriate attention to all strands of the Mathematics
programme throughout the school. Detailed individual teachers’ planning, both
long-term and short-term, along with the use of a wealth of concrete and
illustrative materials ensure that a wide and appropriate programme is taught in
every classroom. Practical work is accompanied by wide discussion in the
mathematics lessons and the importance of oral development at every stage of the
work is understood. Tasks are well chosen, the resources are used effectively in
the teaching and the children enjoy the wide programme.
At the infant level children’s
curiosity and interest are stimulated by hands-on discovery learning; practical
activities such as counting, matching, ordering, sequencing and partitioning are
well developed at an appropriate pace. Children’s understanding of number work
and awareness of shape and measure are incrementally developed through the
remaining classes. Tables and algorithms are revised regularly and skills of
oral computation and problem solving are well developed amongst the middle and
senior pupils. Children’s written Mathematics is presented neatly and the work
is monitored carefully at every level of the school. The value of mental
questions to cultivate speed and accuracy in calculation is clearly understood.
are generally well-behaved
and show respect for their school. They relate respectfully, but confidently, to
visitors. The school’s welcoming atmosphere and its ethos reflect a firm
commitment to the development and extension of pupils’ skills in this area.
The school has a clearly-defined and fair Code of Behaviour
based on well thought-out rules. The Code of Discipline
is carefully calibrated and allows for measured sanctions for transgressions of
the most formal level, Sigma-T standardised reading tests
are administered annually to secure accurate measures of pupils reading.
Diagnostic tests are used to pinpoint special difficulties. Records are stored
carefully and are available to teachers and parents concerned. The results of
tests are considered and used to inform the selection of textbooks,
methodologies and resources.
Progress made on previously identified improvement targets:
as this is the first year of the process for Numeracy – Problem Solving.
of school self-evaluation findings
Following consultation with all partners
(staff, parents and children) these areas were identified as strengths
with regard to Numeracy:
The following areas are prioritised for improvement following consultation with all parties:
Improve by 5%, from 42 to 47, the overall percentage of pupils solving word
problems correctly. Quantitative data
based on results of Sigma-T.
emphasis on Applying
& Problem-Solving and Communicating & Expressing. Use of Tracker
· Attitude: Increase by 5%, from 75% to 80%, the number of pupils indicating that they like maths.