Introduction

A school self-evaluation of teaching and learning in Saint Brigid’s National School took place in the period of April to June 2018.  During this time teaching and learning in all areas of the school was evaluated. The following report is a summary of the findings and a plan for our school improvements in the school year September 2018.

Identification of the focus:

The following sources of evidence were used to compile the findings of this report

• Analysis of data and information-both qualitative and quantitative (teacher questionnaire)
• Class level meetings with principal
• Curriculum leader meetings
• Senior management team meetings
• Staff observations and views at June 2018 staff meeting
• Examination of students’ work-copies and classroom displays
• Review of school documents and reports i.e. Curriculum Statements, individual long-term class level plans, teachers’ fortnightly plans and monthly progress reports.
• Analysis of the WSE Report (June 2012)
• Learning Support Team observations

Summary of the Findings

Our school has strengths in the following areas:

• Attainments in both reading and spelling, as exemplified in the DRT and DST (Spring 2012), considerably exceed national norms and reflect the quality of teaching and learning in Saint Brigid’s.
• A safe, stimulating learning environment is provided for students
• A range of assessment methods -both qualitative and quantitative- are used effectively to assess the students’ progress
• Teachers plan collaboratively and regularly at class level meetings and plans are informed by and link clearly to the whole-school curriculum plan-both long and short-term
• Teachers focus effectively on developing the students’ key skills in English an Maths
• Team teaching and in class support are regularly used to reinforce and assist the development of literacy and numeracy skills.
• There is a collaborative approach between class teachers and the learning support /resource teacher and the recording and analysis of literacy/numeracy assessment data is effectively used as a cornerstone in the planning process for both whole-class and individual programmes of instruction
• There is an agreed whole school approach to the teaching of handwriting in the school
• Reading in St. Brigid’s is promoted positively and is well cultivated through a variety of reading activities and initiatives /guided reading/ buddy reading/ paired reading) throughout the school year. Children have an opportunity to visit the school library weekly.

Our school wants to prioritise the following areas:

• The Continuum of support will be imbedded in classroom practice at all class levels
• The area of oral language skills needs to be addressed more formally and systematically in the context of the new Language Curriculum
• Literacy of music have been highlighted for attention over the course of the next three years in the context of reintroducing the Right Note scheme

 Summary of School Improvement Plan    Year 1     

1. In year 1 we wish to imbed a whole school approach to the way we implement the Continuum of Support.  All levels will identify children that require additional classroom support and place the children on classroom support plans with the assistance of the learning support link teacher.
2. In Junior Infants to 2nd specific lessons targeting the new Language Curriculum  (Auditory Memory, Vocabulary & Conceptual Knowledge, Variety of Spoken Texts, Speaking & Listening skills and Language Learning Environment) will be planned for and taught. Teachers will implement the Starlight Oral Language Programme from Junior Infants to 2^nd class.
3. All teachers will plan collaboratively at class level for Literacy of Music. Teachers will implement the Right Note Programme from Junior Infants to 6^th  class.

Actions:

 The Continuum of Support.

• Teachers will engage in CPD with learning support link teacher and will undertake planning meetings with support teachers on a monthly basis.
• Support teacher will model, share and advise teachers when they initiate classroom support plans.
• Whole school CPD will occur with NEPS psychologist on initiating a classroom support plan

The new Language Curriculum   

• Teachers will implement the Starlight Oral Language Programme from Junior Infants to 2^nd class
• Teachers will focus on frame works, structure and specific language features, when teaching oral language genres
• Teachers will foster atmosphere and culture where “good” oral language is celebrated and children are encouraged
• Literacy leader creates a pack focusing on the oral language genre for each level in March

 Literacy of music

• Teachers will plan their literacy of music lessons at monthly planning meetings
• There will be a whole school approach adopted to teach the literacy of music through The Right Note programme
• Curriculum leader with responsibility for music is available daily from 2.30- 3.00 to assist teachers in CPD and planning for the teaching of the literacy of music. advisor