1. School Self-Evaluation
Post-Primary
Winter 2013
1

2. H1
an
2

3. SCHOOL SELF-EVALUATION REPORT
School Self-Evaluation Report for Literacy
September 2013 to May 2016
1. Introduction
H3
an
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 context
We 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.
3

4. H3
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
8-10
Very low
Low average
Average
High average
Very high
School
12%
11%
35%
16%
25%
National
17%
17%
33%
17%
17%
th class. The 3 who did not complete the
144 out of 147 students sat their reading test in 6
standardised test are immigrant students.
TABLE 2
SUMMARY OF ERROR ANALYSIS OF A SAMPLE OF WRITTEN WORK
ACROSS THE CURRICULUM
Spelling
Punctuation Vocabulary Sequencing Development
& Grammar
of answers
Satisfactory
63%
40%
45%
30%
30%
Not
37%
60%
55%
70%
70%
satisfactory
Learning experience
At 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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5. H3
Teachers’ practice
At 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 SIP
N/A for year one as SIP not in place yet.
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6. 4. Summary of school self-evaluation findings
H3
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
6

7. Appendix to School Self-Evaluation Report:
Legislative and Regulatory Checklist
Issue
Valid enrolment of students
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)
Standardisation of school
year
Arrangements for
parent/teacher and staff
meetings
Implementation of national
literacy strategy
Implementation of Croke
Park agreement regarding
additional time
requirement
Development of school plan
Relevant
legislation, rule or
circular
M51/93
Circular M29/95
Is the school fully
meeting the
requirements of the
relevant legislation,
rule or circular?
H3
If no, indicate
to be developed
Yes
Yes
Yes
Circular 034/2011
Circular M58/04
Circular 25/12
Yes
Yes
Yes
Circular 025/2011
Section 21
Education Act 1998
Guidance provision in
Circular PPT12/05,
secondary schools
Education Act 1998
(section 9(c))
Whole-school guidance plan Section 21
Education Act 1998
Delivery of CSPE to all
Circular M12/01
junior cycle classes
Circular M13/05
Exemption from the study
Circular M1 0/94
of Irish
Implementation of revised
Circular M29/02,
in-school management
Circular 21/98,
structures
Circular 30/97,
Circular 29/97
Limited alleviation on filling Circular 53/11
posts of responsibility for
school year 2011/12
Public service (Croke Park) Circular 71/11
agreement - special needs
assistants
Parents as partners in
Circular M27/91
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
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8. education
Issue
Relevant legislation, rule or circular
Implementat
ion of child
protection
procedures
Circular 65/11
Please provide the following information
in relation to child protection
• Number of cases where a report
involving a child in the school was
submitted by the DLP to the HSE
• 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
• Number of cases where the DLP sought
advice from the HSE and as a result of this
advice, no report was made
• 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
Implementat Section 28 Education Act 1998
ion of
Please provide the following information
complaints
in relation to complaints made by parents
procedure as during this school year
appropriate • 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
Section 29 Education Act 1998
enrol
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
Is the school
fully meeting the
requirements of
the relevant
legislation, rule
or circular?
If no, indicate
aspects to be
developed
H3
Yes
0
0
2
2
Yes
0
0
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9. Issue
Suspension of
students
Expulsion of
students
Relevant legislation,
rule or circular
Section 29 Education Act
1998
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
Section 29 Education Act
1998
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
Is the school fully
meeting the
requirements of
the relevant
legislation, rule
or circular?
N/A
If no, indicate aspects to
be developed
H3
N/A
END OF SCHOOL SELF-EVALUATION REPORT
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10. H4
This template can be used to summarise the findings from the analysis of data using 2
the
relevant aspects of the evaluation criteria as a guide
STEP 2 ANALYSE EVIDENCE
Theme/subtheme
Findings
Learner outcomes
Evaluation criteria page 30
Quality statements page 31
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
Headings
Knowledge, understanding &
skills
Attitudes & dispositions
Literacy & numeracy
Attainment trends
Learning experience
Engagement in learning
Evaluation criteria page 34
Quality statements page 35
Headings
Active Learning
Collaborative & independent
learning
Progress skill development
Other learning experiences
Challenge & support
Attitudes
Teachers’ practice
Teaching approaches
Evaluation criteria page 40
Quality statements page 41
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.




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.
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.
Headings
Learning outcomes
Focus of learning
Approaches
Differentiation
Resources
Assessment
Please highlight strengths in green & areas for improvement in orange
STEP 3 DRAW CONCLUSIONS (JUDGE QUALITY)
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11. TEACHER SURVEY RESPONSES
H5
31 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%
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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12. H5
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
36%
Explain)
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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13. STUDENT SURVEY RESPONSES
H6
126 responses
1. On average, how many hours PER WEEK do you read for enjoyment?
Not at all
Less than one hour
More than one hour
Other
2%
19%
52%
27%
2. Please rate on a scale of 1 to 5 how you feel about reading for enjoyment
1 - Absolutely hate reading
2
3
4
5 - Absolutely love reading
4%
3%
22%
39%
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 enjoyment
Magazines/comics
Newspapers (any section)
Fiction e.g. "The Hunger Games" etc.
Non-fiction e.g. books on hobbies/sports/science etc.
Digital media e.g Wikipedia, blogs, Facebook, twitter etc.
Textbooks
None
Other
50%
9%
77%
15%
32%
3%
0%
9%
People may select more than one checkbox, so percentages may add up to more than 100%.
5. Please tick which of the following statements are true for you.
I like writing e.g. a diary, letter, short stories, speeches..
I like writing in a blog/facebook etc.
I like making my own notes from the text book
44%
39%
29%
13

14. I do not like writing at all
6%
Q. 5 continued…..
18%
I always check my writing for mistakes
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%.
H6
6. I am most comfortable speaking/sharing my ideas
In pairs/small groups
In whole class discussions
In a presentation to the class (in front of the class)
Never
Other
89%
24%
12%
4%
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 class
On my own
In pairs/small groups
Listening to the teacher and taking notes
Making my own notes
Using technology e.g. i-pads, power points, internet etc.
Other
55%
57%
61%
31%
28%
1%
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15. H7
STEP 1 - GATHER EVIDENCE
Evidence gathered and/or further evidence needed
Learner Outcomes
1. Who gathered/collated assessment data from primary
schools?
2. Was the information about the cohort
discussed/shared with staff?
Learning Experience
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?
Teachers’ Practice
5. Who sourced/designed attitudinal surveys/focus
group schedules?
6. Did the whole staff get a chance to give feedback
before they were administered?
What do we need to do before the next SSE session?
ACTION
PERSON RESPONSIBLE
DEADLINE
15

16. STEP 2 & 3 ANALYSE EVIDENCE & DRAW CONCLUSIONS
1.
2.
3.
4.
5.
H7
Was the evidence analysed by one person, a team or the whole staff?
Was the evidence analysed using the evaluation criteria?
Did the evidence show a trend or a gap in the data?
Is further evidence needed?
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
16