School Self-Evaluation

Post-Primary

Winter 2013

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SCHOOL SELF-EVALUATION REPORTSchool Self-Evaluation Report for Literacy

September 2013 to May 20161. Introduction

1.1 The focus of the evaluation

A school self-evaluation of teaching & learning in this school was undertaken during the Autumn term of 2013. Literacy in L1 English and how the teaching and learning in all other subjects support the acquisition of literacy skills were reviewed in 1st Year.

This is a report on the findings of the evaluation

1.2 School contextWe are the only all girls post-primary school in an urban area, under the trusteeship of Loreto Education Trust. There are currently 719 students including 70 who have EAL. We have twenty feeder schools in our catchment area. 23 students avail of learning support in English and 10 students are in receipt of resource hours and have IEPs.

TY is well established and LCVP was recently introduced. There is a strong culture of CPD and a core team has been established with representatives from a variety of subjects & disciplines.

This core team was created by requesting a volunteer to represent each of the following subject groupings: (a) Science & Maths, (b) English, (c) Languages, (d) Business subjects (e) History & Geography, (f) Practical subjects – Art, Home Economics, Music, (g) RE, CSPE, SPHE, Careers (h) Learning support. This was to ensure all subject areas were represented without the core group becoming prohibitively large. Each volunteer agreed to act as the liaison person for the development of literacy (and subsequent areas for SSE focus) in their area.

It was also identified that sharing resources was essential to maximize the potential and outcome of the process. As a result members of this team trained the whole staff in the use of Google Drive. All staff members are encouraged to share resources through this medium and it is used as a communication tool with the core team, among departments and the wider school community. In addition, it is used to develop hyperlinked department plans.

2. The Findings

Learner outcomes The students’ standardised test results and report cards from the primary school were

analysed by the career guidance counsellor. It was noted that the STen scores for reading for the cohort are slightly above the national norms. (See table 1)

All subject departments used the PDST tool for analysing results in the Leaving Certificate and Junior Certificate exams. This was done in order to use it as an indicator of existing standards and trends. The majority of subjects compare favourably to national norms, taking due cognisance of school context. Findings and targets are recorded in the respective subject department plans.

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Following a staff reflection on the overview of good practice, there was general agreement that the area of student’s written work was in need of improvement. There are five mixed ability first year classes and samples of written work across the curriculum were gathered. An error analysis was conducted under the following headings: spelling, punctuation and grammar, use of subject specific vocabulary, sequencing and development of answers (See table 2).

TABLE 1 SUMMARY OF STen SCORES FOR READING

STen score 1 - 3 4 5-6 7 8-10Very low Low average Average High average Very high

School 12% 11% 35% 16% 25%National 17% 17% 33% 17% 17%144 out of 147 students sat their reading test in 6th class. The 3 who did not complete the standardised test are immigrant students.

TABLE 2 SUMMARY OF ERROR ANALYSIS OF A SAMPLE OF WRITTEN WORK

ACROSS THE CURRICULUMSpelling Punctuation

& GrammarVocabulary Sequencing Development

of answersSatisfactory 63% 40% 45% 30% 30%Not satisfactory

37% 60% 55% 70% 70%

Learning experienceAt a staff meeting, the whole staff used the overview of good practice on page 25 to reach a consensus on strengths, areas for improvement and priorities for action. All teachers scanned through the evaluation criteria in the SSE guidelines. Subsequently the SSE core group designed a student questionnaire on attitudes to literacy & engagement in learning and a rubric for self-assessment of working with others (see appendix 1). The on-line questionnaire was designed using Google forms and was administered to 150 students taking three class periods in total. By using an on-line tool results were instantly collated and analysis began immediately. Parents were also surveyed to establish literacy attitudes in the home.

Sample findings 79% of students read for more that one hour per week for enjoyment. There is a good attitude to reading for enjoyment amongst the First Year cohort. The most popular reading materials are magazines/comics & fiction. 41% of students believe that their writing is legible and 18% of students edit their own

work. 29% of students like making their own notes. For 27% it is their favourite way to learn. 91% of students stated that they could recall the main points of what someone says

always or sometimes. 89% of students feel most comfortable sharing their ideas in pairs/small groups but

only 52% state this was their favorite way to learn and 57% of students stated that they got a chance to learn this way.

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Teachers’ practiceAt a staff meeting in August 2013 the whole staff reflected on teaching and learning using the SSE guidelines under the three themes learner outcomes (pages 30 & 31), learning experiences (students’ engagement in learning – pages 34 & 35) and teachers’ practice (teaching approaches – pages 40 & 41). The whole staff then used the overview of good practice on page 25 to reach a consensus on strengths, areas for improvement and priorities for action and recorded this on the staff reflection sheet on page 84 of the SSE guidelines. Based on this feedback, the core team designed a survey on teaching approaches and this was administered on-line using Google Forms (see appendix 2). After analysis of both the teacher & student survey by the whole staff at a meeting in September 2013, an anomaly appeared in relation to pair/group work, so all staff agreed to use a rubric designed by the core team for self-assessment of their teacher practice in relation to group work. Staff also agreed that it made sense to look at the key skills of communicating and working with others as they tie in very well with the current focus on literacy. Consequently as part of subject department planning teachers agreed to audit their teaching approaches through the lens of these key skills using a template provided by PDST (see appendix 3).

Sample findings Students cannot meet the literacy or numeracy demands of their subjects – written

work is of a poor standard with many careless mistakes and subject specific language can be a challenge for many students, therefore the staff decided that literacy would be the focus for the first SIP.

In general the focus of teaching is on knowledge and skills more so than literacy/numeracy or ICT.

There is an awareness amongst staff of the eight key skills for junior cycle. 86% of teachers stated that they provided opportunities for pair/group work, however

only 52% of students said it was their favourite way to learn and 57% said that they got a chance to learn this way.

82% of teachers use comprehension strategies in their teaching. 36% of teachers use editing checklists or issue their own set of criteria for writing. 29% of teachers use ICT regularly, however 47% of students stated that it was their

favorite way to learn and 28% stated that they got a chance to learn using technology. Most of the learning outcomes for the key skills communicating and working with

others are being addressed by teachers through their teaching approaches with the exception of the ICT component.

Progress made on previously identified targets identified in the current SIPN/A for year one as SIP not in place yet.

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4. Summary of school self-evaluation findings

4.1 Our school has strengths in the following areas: STen scores of 1st Year students for reading are above the national norms. Attainment in the majority of subjects at both JC & LC is above the national

norms. 77% of students are reading fiction for enjoyment. There is a critical mass of teachers already using comprehension strategies. There is willingness to share good practice. Students are getting some opportunities to develop oral language and are

confident working in pairs and small groups.

4.2 The following areas are prioritised for improvement

Teachers to focus on the development of literacy as well as knowledge and skills. Increased expectations and standards in writing across the curriculum.

Implementation of an editing checklist to concentrate on spelling and punctuation and grammar in year one, vocabulary and sequencing in year two and development of answers in year three.

The development of comprehension and group-work strategies across all subject areas.

Teachers to reflect on their practice in relation to pair/group work using a rubric designed by the core team.

Students to self-assess how they work in pairs/groups using a rubric designed by the core team.

Increase the number of students taking higher level in certain subjects for both Junior Certificate and Leaving Certificate.

4.3 The following legislative and regulatory requirements need to be addressed.

The school anti-bullying policy will be reviewed in light of circular 0045/13 http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0045_2013.pdf

The school enrolment policy will be reviewed in light of proposed changes

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Appendix to School Self-Evaluation Report: Legislative and Regulatory Checklist

Issue Relevant legislation, rule or

circular

Is the school fully meeting the

requirements of the relevant legislation,

rule or circular?

If no, indicate to be developed

Valid enrolment of students M51/93 Yes Time in school - Length of school year (minimum of 167 days for all year groups) - Length of school week (minimum of 28 hours for all year groups)

Circular M29/95

Yes

Yes

Standardisation of school year

Circular 034/2011 Yes

Arrangements for parent/teacher and staff meetings

Circular M58/04 Yes

Implementation of national literacy strategy

Circular 25/12 Yes

Implementation of Croke Park agreement regarding additional time requirement

Circular 025/2011

Yes

Development of school plan Section 21 Education Act 1998 Yes

Guidance provision in secondary schools

Circular PPT12/05, Education Act 1998 (section 9(c))

Yes

Whole-school guidance plan Section 21 Education Act 1998 Yes

Delivery of CSPE to all junior cycle classes

Circular M12/01 Circular M13/05 Yes

Exemption from the study of Irish

Circular M1 0/94 Yes

Implementation of revised in-school management structures

Circular M29/02, Circular 21/98, Circular 30/97, Circular 29/97

Yes

Limited alleviation on filling posts of responsibility for school year 2011/12

Circular 53/11 Yes

Public service (Croke Park) agreement - special needs assistants

Circular 71/11 Yes

Parents as partners in education

Circular M27/91 Yes

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Issue Relevant legislation, rule or circular Is the school fully meeting the requirements of

the relevant legislation, rule

or circular?

If no, indicate aspects to be

developed

Implementation of child protection procedures

Circular 65/11 Please provide the following information in relation to child protection

Yes

• Number of cases where a report involving a child in the school was submitted by the DLP to the HSE

0

• Number of cases where a report involving a child in the school was submitted by the DLP to the HSE and the school board of management informed

0

• Number of cases where the DLP sought advice from the HSE and as a result of this advice, no report was made

2

• Number of cases where the DLP sought advice from the HSE and as a result of this advice, no report was made and the school board of management informed

2

Implementation of complaints procedure as appropriate

Section 28 Education Act 1998 Yes Please provide the following information in relation to complaints made by parents during this school year • Number of formal parental complaints received • Number of formal complaints processed • Number of formal complaints not fully processed by the end of this school year

Refusal to enrol

Section 29 Education Act 1998 0Please provide the following information in relation to appeals taken in accordance with Section 29 against the school during this school year • Number of section 29 cases taken against the school 0

• Number of cases processed at informal stage • Number of cases heard • Number of appeals upheld• Number of appeals dismissed

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Issue Relevant legislation, rule or circular

Is the school fully meeting the

requirements of the relevant

legislation, rule or circular?

If no, indicate aspects to be developed

Suspension of students

Section 29 Education Act 1998

N/A

Please provide the following information in relation to appeals taken in accordance with Section 29 against the school during this school year N/A • Number of section 29 cases taken against the school • Number of cases processed at informal stage • Number of cases heard • Number of appeals upheld • Number of appeals dismissed

Expulsion of students

Section 29 Education Act 1998

N/A

Please provide the following information in relation to appeals taken in accordance with Section 29 against the school during this school year Number of section 29

cases taken against the school

Number of cases processed at informal stage

Number of cases heard

Number of appeals upheld

Number of appeals dismissed

END OF SCHOOL SELF-EVALUATION REPORT

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STEP 2 ANALYSE EVIDENCE

This template can be used to summarise the findings from the analysis of data using the relevant aspects of the evaluation criteria as a guide

Theme/subtheme FindingsLearner outcomesEvaluation criteria page 30Quality statements page 31

HeadingsKnowledge, understanding & skillsAttitudes & dispositionsLiteracy & numeracyAttainment trends

There was a staff consensus that written work is of a poor standard with many careless mistakes and poor use of subject specific language.

It emerged that even though grades compare favourably with national norms, levels do not always

Year Head reports and teacher observation suggest in general students enjoy learning and have developed appropriate attitudes and dispositions and that students at risk of underachieving have made good progress.

Learning experienceEngagement in learning Evaluation criteria page 34Quality statements page 35

HeadingsActive LearningCollaborative & independent learningProgress skill developmentOther learning experiencesChallenge & supportAttitudes

All teachers agreed that students are challenged to their level of ability through differentiated teaching and resources and that all students are given support as needed.

All teachers agreed that while they have ICT available as a teaching tool, most are not using it as a learning tool for students and may need CPD in the area.

Teachers’ practiceTeaching approaches Evaluation criteria page 40Quality statements page 41

HeadingsLearning outcomesFocus of learningApproachesDifferentiationResourcesAssessment

Expected learning outcomes are identified in subject plans and shared with students in most classes.

All teachers believe that their classes are stimulating and relevant and some but not all are using literacy strategies on a regular basis.

Please highlight strengths in green & areas for improvement in orange

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STEP 3 DRAW CONCLUSIONS (JUDGE QUALITY)

TEACHER SURVEY RESPONSES31 responses

1. Focus of learning: during my lessons, attention is given to the systematic development & application of:Knowledge/content 96%Subject specific skills 86%Literacy skills 79%Numeracy skills 29%ICT skills 14%Communication skills 64%Managing myself skills 43%Staying well skills 14%Managing information & thinking skills 61%Being creative skills 36%Working with other skills 61%Cross-curricular links 43%People may select more than one checkbox, so percentages may add up to more than 100%.

2. I provide opportunities REGULARLY for my students to learn:Independently 89%In pairs/small groups 86%By listening to me & taking down my notes 89%By making their own notes 71%By investigative/self-directed learning 57%By using technology e.g. i-pads, powerpoints, web 2.0 tools 29%Other 4%People may select more than one checkbox, so percentages may add up to more than 100%.

3. I use the following REGULARLY during my lessons:Comprehension strategies e.g. key words, KWL, anticipation guide, mindmaps.. 82%Student teaching/presenting to the class 39%Peer-teaching 21%

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Newspaper/magazine articles, on-line resources etc. 64%Editing checklists for students (based on my own set of criteria) 36%Problem solving strategies e.g. LUV2CU 43%Other 4%People may select more than one checkbox, so percentages may add up to more than 100%.

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4. Questions during my lessons:Are varied according to e.g. Blooms Taxonomy 68%Are supported by a problem solving approach (eg. PQE Point Quote Explain)

36%

Are equitably distributed among the students 64%Are ANSWERED clearly with subject specific language 68%Includes adequate wait time 57%Other 4%People may select more than one checkbox, so percentages may add up to more than 100%.

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STUDENT SURVEY RESPONSES

126 responses

1. On average, how many hours PER WEEK do you read for enjoyment?

Not at all 2%Less than one hour 19%More than one hour 52%Other 27%

2. Please rate on a scale of 1 to 5 how you feel about reading for enjoyment

1 - Absolutely hate reading 4%2 3%3 22%4 39%5 - Absolutely love reading 29%

3. Please list what you have read over the summer. Nothing sleep over club, Boy in the striped pyjamas, The diamond girls, Dare to Dream, Cherry crush, Coco caramel, Marshmallow skyes.

4. Please select which of the following you prefer to read for enjoymentMagazines/comics 50%Newspapers (any section) 9%Fiction e.g. "The Hunger Games" etc. 77%Non-fiction e.g. books on hobbies/sports/science etc. 15%Digital media e.g Wikipedia, blogs, Facebook, twitter etc. 32%Textbooks 3%None 0%Other 9%

People may select more than one checkbox, so percentages may add up to more than 100%.

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5. Please tick which of the following statements are true for you.

I like writing e.g. a diary, letter, short stories, speeches.. 44%I like writing in a blog/facebook etc. 39%I like making my own notes from the text book 29%I do not like writing at all 6%Q. 5 continued…..I always check my writing for mistakes

18%

My writing is neat and easy to read and understand 41%I would like to have a checklist to help me improve my writing 23%People may select more than one checkbox, so percentages may add up to more than 100%.

6. I am most comfortable speaking/sharing my ideas In pairs/small groups 89%In whole class discussions 24%In a presentation to the class (in front of the class) 12%Never 4%Other 4%

People may select more than one checkbox, so percentages may add up to more than 100%.

7. I can recall the main points of what someone says

Always 22%Sometimes 69%Never 0%

8. Please tick your favorite way to learn On my own 40%In pairs/small groups 52%Listening to the teacher and taking notes 52%Making my own notes 27%Using technology e.g. i-pads, power points , internet etc. 47%Other 3%People may select more than one checkbox, so percentages may add up to more than 100%.

9. I get a chance to learn in classOn my own 55%

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In pairs/small groups 57%Listening to the teacher and taking notes 61%Making my own notes 31%Using technology e.g. i-pads, power points, internet etc. 28%Other 1%

STEP 1 - GATHER EVIDENCE

Evidence gathered and/or further evidence neededLearner Outcomes 1. Who gathered/collated assessment data from primary

schools?

2. Was the information about the cohort discussed/shared with staff?

3. Were the SEC results for both JC and LC over the past 3 to 5 years gathered and collated?

4. Were attitudinal surveys/focus group schedules sourced/designed for at least the current focus for at least two of the following - students/teachers/parents?

5. Who sourced/designed attitudinal surveys/focus group schedules?

6. Did the whole staff get a chance to give feedback before they were administered?

Learning Experience

Teachers’ Practice

What do we need to do before the next SSE session?

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ACTION PERSON RESPONSIBLE DEADLINE

STEP 2 & 3 ANALYSE EVIDENCE & DRAW CONCLUSIONS

1. Was the evidence analysed by one person, a team or the whole staff?2. Was the evidence analysed using the evaluation criteria?3. Did the evidence show a trend or a gap in the data?4. Is further evidence needed?5. Have the findings been benchmarked against the quality statements in

order to draw conclusions?

What do we need to do before the next SSE session?

ACTION PERSON RESPONSIBLE DEADLINE

STEP 4 School Self-Evaluation Report

1. Does the SSE Report outline the school context?2. Are the findings related to the three themes of the teaching and learning

framework?3. Are the findings linked to the analysed evidence?4. Are the strengths and areas for improvement linked to findings?5. Are the strengths and areas for improvement supported by the evaluation

criteria?6. Are the areas prioritised for improvement listed?7. Is there an appendix of legislative and regulatory requirements?8. Has a summary been approved by the BOM & provided to whole school

community?

What do we need to do before the next SSE session?

ACTION PERSON RESPONSIBLE DEADLINE

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