School Improvement Plan 18.19

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 2nd 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 6th  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 2nd 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

Debating in 4th classes

The children from Ms Mc Gann’s and Mr O’Loughlin’s 4th classes who took part in the debating club this term presented their debates at lunchtime in the library. They had a large audience of their classmates, Ms Ní Fhearghail, Ms Kane and special guests Mr Courtney, Ms Mc Gann and Mr O’Loughlin. The quality of presentation, and research carried out by the children was very impressive. Well done to all. Debating will continue after midterm for Ms Murray and Ms O’Brien’s classes. 

Learning about bridges in Junior Infants

The children in Ms. Ní Fhearghail’s class have been learning all about bridges.

Today we went for a walk to look at some bridges in our locality. We also read the story of The Three Billy Goat’s Gruff, looked at pictures of different bridges around the world, discussed what bridges are used for and built our own bridges back in the classroom after our walk. We tested
 whether our car could pass under and over them!

Digital Storytelling in 1st, 2nd and 3rd class

Children in 1st, 2nd and 3rd class are working on digital stories using a variety of online tools and software. They are researching, planning with storyboards and creating multimedia projects using PhotoStory and StoryBird. The children are using a mixture of technology – using PCs, tablet laptops and ipads to complete their work. Keep an eye out for their finished stories when we publish them!
See some photos of the children at work this week.

@storybird @MS_eduIRL

Coolmine Rugby Blitz Friday

5th and 6th Classes

This Friday,  all pupils in 5th and 6th class have been invited to play in a Tag-Rugby blitz in Coolmine Rugby Club. The blitz will take place from 10am to 12pm and is always great fun. Children should wear their school tracksuits and bring football boots, a light rain jacket and a warm hat as well as a small snack and water.  If any child does not have boots they should bring a change of shoes. 

As we need to hire buses to transport the children, we are asking parents to send in a  €3 contribution towards this cost. 

We will return to school at lunchtime and finish the school day as normal. 

It is important that parents/guardians either print, sign and return the email they were sent or write a note in their child’s homework journal in order to give consent . 

Thank you,

Kevin Doyle

Sports Co Ordinator 

Cake Sale in 3rd Class

Ms. O’ Halloran’s class held a cake sale today to raise money for Coolmine Rehab Centre. Ms O’Halloran tells us that the children contribute a portion of their pocket money each week to charity. She has a jar on her desk and they pop any spare change they have into it. They have already raised over €90 but today they had a huge cake sale to add even more cash to the jar. They all brought cakes and buns in and turned the classroom into a cake shop. Other third class pupils came to buy their produce and also to take part in a raffle. Well done to everyone involved.