Evaluation period: June 2013 to June 2016
The Divine Word NS is a mixed National School in the Parish of Marley Grange under the patronage of the Archdiocese of Dublin. The Catholic ethos of the school is inclusive and all children are equally welcome. The school’s mission statement promotes the all – round development of the child, fosters a shared vision of excellence and espouses a partnership approach in its achievement. There is a high level of engagement with curricular, co – curricular and extra – curricular activities in the school, and this positivity is reflected in attendance ( over 90% each day) , behaviour, attitudes to learning and overall levels of attainment.
- This is a vertical, co – educational primary school.
- There are currently approximately 485 pupils.
- There are 25 teachers including an administrative principal. 9.5 SNAs are currently based in the school.
1.1 The focus of the evaluation
In line with DES requirements, and with the Literacy and Numeracy Strategy, ‘Literacy and Numeracy for Learning and Life’, a School self – evaluation of teaching and learning in The Divine Word NS was undertaken during the period April 2012 – June 2013. During the evaluation, teaching and learning in the following curriculum area s were evaluated: English, Mathemetics and Assessment.
This report summarises the strengths that were identified and the areas that have been selected for heightened focus on maintenance of high standards, further development and growth.
2. Summary of school self – evaluation findings
Information was gathered from a variety of sources. These include: teacher observation (including SWOT analysis, consultation via staff meetings and questionnaire, In – School Management (ISM) Meetings and incidental observations), standardised tests, teacher – designed tasks and tests, routine and incidental tests and associated analysis, pupil input (including questionnaire), and previous Whole – School Evaluation (WSE) report. The Divine Word NS has high standards in Numeracy and Literacy . This is reflected in standardised test results, in the level of satisfaction expressed by parents, teachers, and Inspectorate and also by the level of engagement of children as evidenced by their response to pupil questionnaire and as observed by teachers in their work with children.
2.1 We found that our school has particular strengths in the following areas:
High levels of attainment in standardised tests
Positive attitude to learning and to Literacy
Positive attitude to learning in Maths..
Significant majority of children like reading and perceive themselves to be good at reading.
Children are exposed to a supportive learning environment both in school and at home.
Children have high levels of ICT.
Teacher planning is comprehensive.
A wide variety of Teaching approaches are used in all curriculum areas.
There is a very positive learning environment and ethos in the Divine Word NS
We know these are our strengths because they are reflected in the findings of the various information-gathering mechanisms that we employed, as detailed early in point (2) above.
2.2 While the school community is justifiably proud of our significant strengths..
..in the areas of Literacy ,Numeracy and Assessment , in line with DES Literacy/Numeracy priorities at national level, we have decided to prioritise the following areas for maintenance of high standards, further development and enhancement: These priorities reflect the patterns that emerged in our multi-faceted data collection and observation, as referenced above and they are deemed to be appropriate bearing in mind the resources – human, physical, financial and otherwise – to which we have access and the circumstances within which we operate.
|Areas prioritised for maintenance of high standards, of which we are justifiably proud, and further growth and development|
Overall maintenance of high standards
Building on positive attitude to Literacy and Maths – specifically with regard to Problem Solving, Phonics ,Comprehension and Handwriting Skills
Maintaining high standards and enhancing further the children’s performance in the area of oral and mental Maths, with specific reference to automaticity at Number, at class-appropriate level.
Extending further the range of teaching methodologies and learning experiences around Maths and Literacy to which children are exposed
Examining areas of Assessment FOR Learning in line with current research and resources.
The above areas are not mutually exclusive – it is also acknowledged that they include both learning targets and adjusted emphasis in terms of teaching methodologies and approaches.