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St. Marnock’s National School,

Portmarnock,

Co. Dublin

 

Roll No.: 10296G

 

School Self-Evaluation

Summary of Report

Literacy

 June 2014

 

Introduction

This year, in keeping with best practice, we in St. Marnock’s N.S. undertook a school self-evaluation of teaching and learning in the school. This process involves identification of what is working well in the school as well as noting areas where extra focus can benefit the quality of student learning.

 

The focus of the evaluation

 

The main focus of our self-evaluation this year is literacy.  We chose this because we felt that our pupils could improve their learning outcomes in this area.  This report summarises the strengths that were identified and the areas that have been prioritised for improvement.

 

 

Summary of school self-evaluation findings

 

We collected information from parents, pupils and teachers in preparing this report.  An analysis of Standardised Test results in English supported a survey conducted amongst the teaching staff and parents that Literacy would be the focus.

A questionnaire was sent out to all parents from infants to sixth classes and we found that our school has strengths in the following areas:

 

Strengths
Learner outcomes Pupils enjoy and engage actively in literacy based activities in class (e.g. story time activities, phonics, oral language, nursery rhymes)
Pupils overall attainment and performance in literacy (i.e. phonological awareness, word recognition skills, oral language skills) is developing, improving and compares favourably with national norms.
Pupils enjoy learning and have developed appropriate attitudes as set out in the curriculum.
Pupils at risk of underachieving have made good progress.
Learning experiences Pupils receive appropriate support and guidance in class when needed
Interactive activities and a multi-sensory approach is intrinsic to the teaching of literacy as well as classrooms being well resourced, print rich and an environment conducive to learning and to developing skills in literacy
A stimulating and supportive learning environment.
Pupils are enabled to engage actively in a range of suitably challenging, relevant and interesting learning opportunities.
Pupils are given support  as needed.
Teachers’ practices Teachers planning, preparation and practice is focused, stimulating, differentiated, relevant and challenging to ensure children’s literacy skills are constantly being utilised and developed
All pupils contribution and participation is valued, promoted and encouraged in class as there are respected and seen as valid contributors in their own learning
Teachers prepare thoroughly for lessons.
. Teaching is focused, stimulating and relevant. All aspects of the curriculum are thoroughly taught.
All pupils are respected; high but realistic expectations are communicated and efforts and achievements are affirmed.

 

 We have decided to prioritise the following areas for development:

Priorities 
  That the children are exposed to a range of literacy activities that encourage phonological awareness and independent reading and writing
That teachers are creating and using a uniform method of assessment between class bands
Expected learning outcomes are clearly communicated.
Pupils progress / maintain current level of attainment.
Pupils can apply the literacy skills with a focus on reading comprehension in each curriculum area.
Pupils have access to relevant resources including ICT to support learning.

 

Going Forward

 

In our School Improvement Plan (copy available for viewing in office or on website) we have set out our goals as well as the plans and approaches that will help us to achieve these goals over the next three years. We will be keeping you informed of any policy and practice changes that may impact the students.