ST. PETER’S NATIONAL SCHOOL
ST. PETER’S ROAD, PHIBSBOROUGH, DUBLIN 7
School improvement plan for Literacy (2014-2015)
Evaluation period: September 2013-June 2014
Plan issue date: June 2014
Summary school improvement plan
1.1 The focus of the evaluation
As part of our ongoing work in the school, we conducted a school self-evaluation of teaching and learning this year through standardised tests, teachers’ parents’ and pupils’ surveys.. We evaluated speaking and listening (with a particular focus on vocabulary development) and reading comprehension skills. For more information on how the evaluation took place, please see our School Self-Evaluation Report which is available on our school website (www.stpetersns.net)
This school improvement plan sets out the actions that we will undertake in the school over the next three years in Literacy (2014-2017).The main purpose of these actions is to improve our pupils’ learning.
2. Summary of school self-evaluation findings
2.1 Our school has strengths in the following areas:
1. Reading attainment is improving as evidenced by our Standardised test scores.
2. Our pupils’ ability to write fluently while using an expansive vocabulary with correct grammar and punctuation in a wide variety of genres has progressed over the past year.
3. (Oral Language) Speaking-a large proportion of pupils indicated that they are able to speak confidently and were presented with opportunities to express themselves in class (83%).
4. Pupils’ overall vocabulary banks have improved significantly over the course of the past year and this has improved their written work as a result.
5. A strong emphasis is placed on reading in the school through Shared Reading/CAPER programmes and as a result the majority of pupils have a positive attitude towards reading.
We know this because we carried out surveys with pupils, parents and teachers and examined standardised test results and (other information-teacher observations, assessments etc.) in the school.
2.2 Our school has decided to prioritise the following areas of development:
Areas for development (Year 1 (2014-2015))
1. Further emphasis needs to be placed on the development of reading comprehension strategies (increase the number of comprehension strategies pupils can use independently as per the First Steps Integrated timetable).
2. Continued emphasis on speaking and listening skills with a particular focus on vocabulary development (improvements were noticed in only some classes but we will aim to ensure that there are developments in all classes).
3. Our cursive writing system will be strictly adhered to in all classes.
4. SALF –we will introduce self-assessment learning folders from 1st/2nd class (to be decided upon in September 2014)
We have decided to prioritise No. 1 and 2 as pupils continue to display significant weaknesses in reading comprehension strategies (a more structured approach to the introduction, modelling and reinforcement of comprehension skills in class will be required).
In addition a more focused approach to teaching /development of vocabulary will enhance the pupils’ written work and speaking/listening skills.
2.3 Our school has set the following targets for improvement which are related to pupils’ achievement and has identified the following actions which will help in achieving those targets over the next three years.
Year 1 (2014-2015)
Targets for Improvement Action By Whom Timeframe
1.To decrease the proportion of All the actions listed below (relating Class teachers, May 2015
pupils scoring below the 20th to vocabulary developement and SEN team, Prinipal/DP
percentile by 1% in 2015 and comprehension strategies) will
by a further 1% in 2016 and 2017. be required to achieve targets 1
(Decrease from 19% in 2014 to 18% and 2 (as per the school's DEIS plan)
in 2015, 17% in 2016 and 16% in 2017).
1/2. Pupils within these two percentile bands
2.To increase the number of pupils will be identified and communciated to teachers and
scoring at or above the 60th percentile support teachers
by 1% in 2015 (to 44%) and by a further 1/2/ All staff will ensure the designated time for
1% in subsequent years (2016/2017). 'discrete' oral language lessons is allocated each day
DEIS TARGETS (10 minutes)
3.To increase the pupils’ vocabulary Continued use of 'word walls', 'dictionary copies', Class teachers/SEN team Ongoing
‘word banks’ 'vocabulary book marks' and constant
reinforcement on a regular basis
4.To improve the pupils’ baseline Teachers will be required to adhere to the HSCL, Class teachers, Ongoing
scale score in the Drumcondra First Steps Integrated timetable. SEN team, Literacy co-
Oral language profiles. Parental involvement will play a key role in the ordinator
development of pupils' listening and speaking
skills. Refer to the PDST 'Five Components of
Effectvie Oral language Instruction' for
5. Reading comprehension strategies- Teachers will be required to introduce, model, All teachers, SEN team, Ongoing
we will aim to improve the standardised and reinforce individual (some in conjunction with Principal, DP
test results in reading comprehension others) reading comprehension strategies across
this year. all class levels in a clear and effective manner
as per the First Steps integrated timetable
As a parent you can help us by reading to your child and allowing them to express themselves and their opinions as often as possible. It would also be most beneficial to join a library.
2.4 We know we will have achieved our targets when the average baseline scale score (Drumcondra Reading Profiles) across all levels has improved by one scale score and there is a marked improvement in the pupils’ standardised test results (in relation to reading comprehension). Teachers should also notice (through teacher observation/assessments and other evaluations) that pupils across all class levels display a greater and enhanced ‘vocabulary/work bank’ and can utilise vocabulary effectively in both oral and written work.