st. joseph’s secondary school - st. joseph's castlebar · literacy. the focus of some...
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St. Joseph’s Secondary School Castlebar Co. Mayo
School Roll No: 6459OK
School Self-Evaluation Report - Literacy
Evaluation period: September 2013 – May 2014
Report Issue: May 2015
1. Introduction 1.1 The focus of the evaluation A school self-evaluation of literacy was undertaken during the period September 2013 to June 2014 following the publication of the National Strategy to Improve Literacy and Numeracy, 2011. During the evaluation, teaching and learning in subjects and programmes were collaboratively evaluated, with particular emphasis on whole school and subject specific literacy. School self-evaluation in this area is essential for school improvement and future development in the area of literacy. The focus of some elements of the evaluation was on the 1st year cohort. 1.2 School context St. Joseph’s Secondary School is situated in the town of Castlebar, Co. Mayo. There are two other post-primary schools in the town: an all boys school and an ETB co-ed school. It is a Catholic voluntary secondary school for girls under the trusteeship of CEIST. There are currently 402 girls attending the school. The school provides a broad curriculum including Transition Year and LCVP. The Board of Management of St. Joseph’s is committed to providing the very best educational opportunities for each student in its care. The fostering of autonomous learning, independent thinking, an ability to research and a love of words is central to what we do. There is widespread acknowledgement that each of these skills can only flourish in a learning environment where literacy is developed and embraced as a lifelong asset.
2. The Findings Evidence relating to student learner outcomes, student learning experiences and attitidues and teachers’ practices were gathered from a range of sources.
2.1 Learner Outcomes
• The student’s standardized test results for First Year students in 2013/2014 were gathered by the Deputy Principal and analysed. It was noted that the CAT 3 scores for reading for this cohort were high.
• CAT3 Assessment data also indicated that verbal reasoning for this cohort was above the national average. (See chart below)
• Subject departments used the PDST tool for analyzing the Junior Certificate and Leaving Certificate results. Subjects compared very favourably to the national norms.
• The English Department’s attainment analysis at State Examinations for both Junior and Senior Cycle is above the national norms.
• Student uptake at higher level in the Junior and Leaving Certificate across all subjects is high.
• Timetable provision for English is in line with syllabus requirements for all year groups (English Subject Inspection, 2010).
• There is an increase in the number of students using the school library.
• The number of students participating in AILO in school is increasing yearly.
• Oral literacy is promoted throught TY interview which take place at the beginning and end of the TY year and through the Effective Communication exam which all TY students take.
• Debates, participation in public speaking
2.2 Learning Experience At a staff meeting, the whole staff used the overview of good practice and the evaluation criteria in the SSE guidelines (page 25) to reach a consensus on strengths, areas for improvement and priorities for action Junior Cycle students avail of a reading period during timetabled English class. A member of the English Department, who is also a member of the Literacy team, carried out a survey of the reading class with first years. The survey was an on-line survey designed to gauge the responses of students to the reading class, their enjoyment of books and types of books read. The survey was administered to 88 students on the same day.
Findings The results of the survey indicated the following:
• 86% of students surveyed enjoyed the reading class.
•
• As a result of the reading class 66% of students agreed or strongly agreed that they were more likely to read a book given their experience of the reading class
0
5
10
15
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Stronglydisagree
Disagree Neither agreenor disagree
Agree Stongly agree
%
I enjoyed the Reading Class
• 20% of students surveyed indicated that they neither agreed or disagreed that they were more likely to read a book given their experience of the reading class
• 85% of students indicated that they mainly read fiction
• The average number of books read by the students was 5 books per year. Teachers’ Practice
• There is a willing staff which is motivated to learn more about literacy and how they can improve it in the school.
• Lessons are well planned, resources are being used appropriately and a range of active learning methodologies are being used in classroom to promote student participation in classes.
• There is a very good staff student relationship in the school, aiding the implementation of literacy improving measures.
• There is ample opportunity to promote literacy through co-curricular activities in the school.
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Stronglydisagree
Disagree Neither agreenor disagree
Agree Stongly agree
%
As a result of the reading Class I am going to read more books
• Students are affirmed in their work.
• Promotion of keywords across all subject areas.
• A focus group of teachers verbalised their sense that student engagement in class was lacking. It was felt that students would engage more with their learning if oral literacy and questioning were developed as a whole school strategy.
• A staff in-service, facilitated by PDST in 2013, focused on the promotion of oral literacy in class.
• A subject inspection in English (2011) stated that ‘the four keys skills of reading, writing, speaking and listening were well developed’.
3. Progress made on previously identified improvement targets After a presentation on literacy to the whole staff, a Literacy Committee led by a Literacy Link teacher was established and all subject departments adopted a common Literacy Improvement Strategy.
• Reading for Enjoyment – There has been an increase in the number of students using the library. This is particularly evident among Junior Cycle students.
• Keywords - Teachers recorded a greater understanding of students’ use of keywords in their subject areas. CHARTS
• Assessment for Learning continues to form an integral part of teaching and learning in the school and teachers have availed of CPD – September 2013.
• The library is being restocked with up to date titles and periodicals on an annual basis. •
4. Summary of school self-evaluation findings
4.1 Our school has strengths in the following areas:
• Principal, Deputy Principal, Teachers, Parents and the Board of Management collaborate to bring about school improvement through the implementation of the literacy plan.
• A dedicated Literacy Core team is in place and members avail of literacy CDP.
• The staff is committed to developing literacy across all subject areas.
• CAT3 scores are above the national norms for first years enrolled in 2013.
• Uptake of higher level English at Junior and Leaving Certificate level is high and results are above the national average.
• Our school has a print rich environment.
• Teachers provide stimulating learning opportunities for students.
• Students are affirmed for their efforts through intercom, TV, newsletter and school website.
• Awards for academic and non-academic achievements at Achievement’s Day.
4.2 The following areas are prioritised for improvement
• To introduce further Assessment for Learning techniques in the areas of oral literacy and questioning to improve levels of motivation and learning and to give students a greater sense of participation in their learning.
• To increase the use of the school library and the borrowing of books by students especially among our Junior Cycle students.
• To continue to purchase a wide variety of books and magazines for the library to encourage reading for enjoyment. • To improve students’ use of keywords in both written and oral work. • To make available a folder for literacy resources folder on the school’s server to share examples of good practice
and further increase awareness. • To promote digital literacy across all subjects area. • To promote oral language development in all subject areas.
4.3 The following legislative and regulatory requirements need to be addressed
• The school’s Admissions & Participation Policy will be reviewed.
• Review of the school’s Code of Behaviour needs to be finalized.
• Anti-Bullying Policy to be updated in the light of new legislation.
• Acceptable Use Policy to be updated.
St. Joseph’s Secondary School, Castlebar
School Roll No. 64590K
School Improvement Plan
September 2014
St. Joseph’s Secondary School, Castlebar, Co. Mayo.
Improvement Plan September 2014
Summary of main strengths as identified in last SSE in June 2014
• Principal, Deputy Principal, Teachers, Parents and the Board of Management collaborate to bring about school improvement through the implementation of the literacy plan.
• There is increased awareness of the need for a whole school literacy approach to improve standards.
• The combined effect of the literacy and reading engagement strategies have brought about an improvement in teaching and learning.
• 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. • 86% of students enjoy their reading class. • There is a critical mass of teachers already using keywords. • There is willingness to share good practice. • Students are getting opportunities to develop oral language and are confident working in pairs
and small groups. • Access to digital literacy is being supported across all subject areas.
Summary of main areas requiring improvement as identified in last SSE
• Improve students’ use of the Keywords strategy across all subject areas.
• Build levels of digital literacy within the school to enhance teaching and learning.
• Build competency in Oral language development among our students.
• Provide inservice for staff in the areas of Digital literacy, oracy, AfL in support of our literacy
strategy.
• Constant restocking of library with a range of books, newspapers and periodicals.
Actions to support implementation of school improvement plan
• To adopt cross-curricular Literacy strategies e.g. Keywords, oral language development, oral presentation.
• To improve students’ access to the library by increasing its opening times and improving the range of titles available.
• To regularly assess literacy levels in target groups and retain data for analysis and evaluation
• To further develop Assessment for Learning with an emphasis on oral language skills and teachers use of questioning.
• Investment in digital technology.
Improvement Target 1
Required Actions
Person/s Responsible
Measureable Outcomes Success Criteria
Timeframe for Action
Review date
Improve students’
use of the
Keywords strategy
across all subject
areas in both
written and oral
work from 4- 5 key
words from 48%
(May 2014) to
55% (May 2015)
to 65% (May
2016)
Key words to be posted in classrooms. Lists of keywords to be highlighted in textbooks. Promotion of use of keywords through oral literacy
Subject teachers Literacy Team
Survey of a set number of Keywords used by students in end of year exam in a question or part of a question
June 2014 June 2015 June 2016
September 2014 September 2015 September 2016
Improvement Target 2
Required Actions Person/s responsible
Measureable outcomes Success criteria
Timeframe for Action
Review date
To promote digital literacy across all subject areas
Digital monitor in reception to inform students of school events Subject specific digital support in English Timetabled computer classes for 1st, TY & 5th students Computers and overhead projectors in all classrooms In house CPD opportunities for teachers
P.R. Principal English teachers IT Consultant Principal Principal IT Consultant IT consultant Deputy Principal
Feedback from staff and students Provision of inservice and i-pads for English teachers Ongoing Feedback from teachers Evaluation of in-service provision
Ongoing May 2015 Ongoing May 2015 Spring 2105
Ongoing End of year subject meeting 2014/2015/2016 September 2014 Ongoing May 2015
Provision of a bank of i-pads for student use in classrooms in any subject
IT Consultant Principal Subject teachers
Feedback from relevant teachers
Autumn 2014 May 2015
Improvement Target 3
Required Actions Person/s responsible
Measureable outcomes Success criteria
Timeframe for Action
Review date
To increase usage of library among Junior & Senior Cycle students from 34% in 2104 to 39% in 2015 to 45% in 2016
Promotion of library on TV monitor, in school posters and by teachers Purchase of periodicals for display in library ‘Donate a book to school’ day Extend the opening hours of the library Promote the use of the library for reading class in
PR Staff Librarian Principal Staff, students, parents Librarian TY students English teachers All teaching staff
A review of numbers of students who complete library membership forms annually Greater range of periodicals on display Numbers of books donated Library open and accessible to students for longer periods of time Greater use of the library elicited through feedback
September 2014 Onwards Ongoing October 2014 October 2015 October 2016 September 2015 Ongoing
May 2015 May 2106 Ongoing October 2016 Ongoing Ongoing
English and in other subjects The purchase of a wide genre of books for library
All teachers Principal
from teachers Increase in the number of titles stocked in the library More students accessing and borrowing from library
Ongoing
May 2016
Improvement Target 4
Required actions Person/s responsible
Measureable outcomes Success criteria
Timeframe for Action
Review date
Promote oral language development in the classroom Increase the number of teachers using oracy as an assessment tool in end of year exams from 2 in 2015 to 5 in 2016 to 9 in 2017
Ask students to read from textbooks where appropriate Ask students to read homework aloud where appropriate Use a variety of active learning methodologies to promote oracy – show & tell, pair and share etc… Promote greater awareness of oracy as an assessment tool
Teachers Literacy core team Modern language teachers Teachers
A survey among a focus group of teachers End of year feedback
May 2015 May 2016 May 2015 May 2016 May 2017
May 2016 Ongoing
Make students aware of opportunities to develop oral language skills beyond the classroom Effective communication module for all TY students
Noticeboard where debates, public speaking competitions are displayed Teaching of syllabus as per Leinster School of Music and Drama: Effective Communication for TY students
Literacy team English & modern language teachers English teachers
Greater number of students participating in competitions Examination results
Ongoing May 2014 May 2015 May 2016
May 2016 May 2016
