Thursday, November 5, 2015

School Self Evaluation report on Literacy

Summary School Self-Evaluation Report



1. Introduction

Our school has its own context.  There are 15 teachers and 271 pupils in the school.  We have a number of programmes operating in the school including Shared Reading, Peer Tutoring, Buddy Reading and also Early Intervention for Infants. Our attendance levels are excellent. Our pupils' behaviour is excellent. For more information on how we intend to improve our pupils' learning, please see our website / newsletter. 


1.1   The focus of the evaluation


We undertook a school self-evaluation of teaching and learning during the year. We evaluated Literacy.  We chose this because we felt that our pupils could improve their learning outcomes in this  area.   

This report summarises the strengths that were identified and the areas that have been prioritised for improvement.

2. Summary of school self-evaluation findings


We collected information from parents, pupils and teachers in preparing this report.  We looked at how well our pupils were doing in Literacy. We also looked at our Standardised \test results.


2.1 We found that our school has strengths in the following areas:





·        49.8% of pupils are performing above the national  average compared with 25% nationally.

·        The school's average score in the Drumcondra Primary Reading Test is 110.4 which is well ahead  of the national average of 100.

·        76% of Infants liked reading.72% of pupils surveyed in the middle classes liked reading  while 74% of the senior pupils did so.

·        89% of parents surveyed reported that their children enjoyed reading and 94% thought their children were succeeding at reading. 62% said their children enjoyed writing stories and 77% enjoyed learning spellings.

·        Teachers report that they use a variety of teaching approaches in the teaching of Literacy.

·        Early Intervention to support children with difficulties is in place.

·        There is a library of reading books in each classroom.

·        Shared Reading is used from Junior Infants to 2nd class.

·        A Peer Tutoring reading project takes place in 3rd class.

·        Buddy reading takes place in 1st and 6th classes.




We know these are our strengths because of the information yielded from surveys of parents teachers, children and also from test results


.2.2 We have decided to prioritise the following areas for development:

·        Comprehension

·        Oral Language Development

       ·       Writing