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SSE Report

Holywell ETNS
Holywell
20348F

School Self-Evaluation Report
Numeracy

Evaluation period: September/2013 to March/2014

Report issue date: 24/03/14

1. Introduction

1.1 The focus of the evaluation

A school self-evaluation of teaching and learning in numeracy in Holywell ETNS was undertaken during the period September 2013 to March 2014.

This is a report on the finding of the evaluation

1.2 School context

  • Holywell ETNS is a developing school. The school is a co-educational vertical school. Our school is child-centred and encourages the children to be active learners.
  • For the current school year (2013/14), there are 3 junior infants classes, 3 senior infants classes, 2 first classes, 1 second class, 1 third class, a mixed 4th/5th year group and a mixed 5th/6th class year group. The school has a special needs unit for children with autism. The unit is made up of 2 classes – a junior and a senior class.
  • Currently 15 pupils from the mainstream setting have low incidence special education needs and are allocated resource hours based on these needs. Five SNAs cater for the needs of these pupils also.
  • In total there are 21 full time teachers on staff. There are 12 mainstream class teachers, 2 teachers working in the ASD unit, 3 EAL teachers, 2 Learning Support teachers and 1 resource teacher. At present there is a total of 318 enrolled in the school.
  • The school administers the SIGMA-T and MICRA-T standardised tests in Mathematics and English reading from 1st to 6th class.
  • Our current pupil profile is 68% EAL.

2. The Findings

Learner outcomes:

  • 64 out of 79 children who completed the SIGMA-T test in May 2013 scored in the average range or above.
  • 15 children scored in the low or low-average range.
  • Standardised test scores indicate that the standard of numeracy in the school is above the national norm.
  • In relation to numeracy skills, the school scored above the national-norm in both Understanding Concepts/Recalling Facts and Performing Computations & Procedures. In relation to Word Problems the overall average score was below the national average (34.2 percentile).
  • In relation to the 5 Strand Units, the overall scores for Number(58.6), Measure(55.6), Shape/Space(63.9) and Algebra (65.4) were above the national average. The overall score for Data was below the national average (38.0).

Learner experiences:

  • 80% of parents reported that their children enjoyed Maths. Likewise 80% of students reported that they enjoyed Maths, with 81% believing that they are good at Maths. 60% said that they would like to spend more time learning Maths in school.
  • 15% of students reported that they did not like Maths.
  • 68% of students surveyed said they found Maths Problems to be easy, with 17% saying they did not find them easy.

Teacher practices:

  • 75% of teachers report that steps are taken to ensure that there is an environment where talk and discussion in mathematics takes place.
  • More than half of the teaching staff felt that steps were required to ensure that the students learn the skills needed to work as a group rather than just in a group.
  • 50 % of the staff reported that the use of a variety of organizational styles (pair work, group and whole class work) required attention in numeracy
  • The vast majority of the staff expressed a wish/need for an agreed whole school strategy for problem solving (RUDE, RUCSAC etc)

3. Progress made on previously identified targets identified in the current SIP

N/A for year one as SIP not in place yet.

4. Summary of school self-evaluation findings

4.1 Our school has strengths in the following areas:

  • Attainment of curricular objectives: Over-all, standardised tests scores for numeracy attainment are above the national norms. Scores in numeracy skills are above the national norm with the exception of Problem Solving.
  • The students attitude to Maths is largely positive. 80% of pupils reported that they liked mathematics.
  • Team teaching is used as an approach for learning support with the infant classes.
  • Pupils contributions and questions are encouraged and respected in the classroom.
  • Steps are taken to ensure that there is an environment where talk and discussion in mathematics takes place.
  • Learning to Learn: The pupils are taught to reflect constructively on their own progress in learning.

4.2 The following areas are prioritized for improvement

  • 1) Developing Problem Solving skills 2) Agreeing on whole school methodologies/language to teaching numeracy 3) Other: (creating a math’s rich environment/Data…..)
  • Attainment of curricular objectives: To support children at risk of underachieving, in accordance with their ability.
  • Students attitude towards Maths.
  • Engagement in learning: more active and collaborative approaches will be developed in Mathematics
  • Teachers practice: Teaching approaches in relation to active learning, differentiation and collaboration.

4.3 The following legislative and regulatory requirements need to be addressed.