ST. PETER’S NATIONAL SCHOOL

ST. PETER’S ROAD, PHIBSBOROUGH, DUBLIN 7
20091R
 
School improvement plan for Numeracy (2014-2015)
Evaluation period: September 2013-June 2014
 
 
                                                                            Plan issue date: June 2014
 
 
Introduction:
 
1. The focus of the evaluation
 
As part of our ongoing work in the school, we considered a school self-evaluation of teaching and learning this year in Maths through the Drumcondra standardised tests, pupils’ questionnaires and parents’ questionnaires. We evaluated problem solving and measures…time and money. This school improvement plan sets out the actions we will undertake in the school over the next three years from 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
 
Strengths
 
Standardised test results are above the norm.
We established good mental maths practices (15 minutes daily in all classes).
In the stand number: the four operations/tables, pupils’ knowledge is of a high standard.
 
We know this because we consulted with pupils/parents/teachers, examined standardised test results and we also based our knowledge of our strengths on ongoing class tests in the school.
 
 
2.2. Our school has decided to prioritise the following areas for development 
 
Problem-solving with special reference to measures…Weight, capacity, time, money
Fractions in junior classes and Fractions/Decimals/Percentages in senior classes
 
 
We have decided to prioritise these areas because analysis of the Drumcondra Tests revealed that these were areas where pupils had the most difficulty. Also parents/pupils have pointed to these topics as areas of concern.
 
 
2.3 Our school has set the following targets for improvement-which are related to the pupils’ achievements and has identified the following actions which will help in achieving those targets over the next three years (2014-2017).
 
Year 1 (2014-2015)
 
 
        Targets for improvement                                      Actions                    Person(s) responsible              Timeframe
(a) Measures/problem-solving
(b)    Fractions (all areas)
 
1. More extensive use of concrete materials by all teachers and increase emphasis on discovery learning. (a) and (b) All teachers, principal, Maths co-ordinator Ongoing
2. Maths trails to be undertaken yearly by each class (a) and (b) Class teachers Once annually
3. Increased emphasis on the value of  rote-learning-tables and number facts by heart (a) and (b) All teachers, parents Ongoing
4. Increased use of concrete materials for teaching Fractions i.e. fraction wall/fraction cubes/pie fraction sets/number fans, counting sticks/food pizzas/fruit etc. (b) Class teachers, Maths co-ordinator Ongoing
5. Fraction Games: Counting in fractions/human number line/counting can game/target boards (based on Fractions Teachers Manual from PDST) (b) Class teachers, Maths co-ordinator Ongoing
6. Continuation with team teaching in Math in certain classes where pupils work within their stage of development (a) and (b) SEN team/class teachers Ongoing
7. To install an area in each classroom to showcase Maths ideas, understanding and language (a) and (b) Class teachers Ongoing
8. To extend Maths rich environment into corridors (a) and (b) Principal/class teachers/SEN teachers Ongoing
9. Continuation of RAVECCC to aid problem solving (a) Class teachers Ongoing
10. Continuation of problem of the week (a) and (b) Class teachers Ongoing
11. Analysis of Standardised tests results Class teachers/Principal/DP May 2015
 
 
As a parent you can help us by:
 
Aiding the necessary rote learning-tables etc.
Taking practical opportunities to engage your child in everyday discussion about measures i.e. time/weight/capacity/length
Liaising with class teacher through homework/projects/tests etc.
 
 
 
Success Criteria:
 
2.4. We know that we will have achieved out targets when:
 
(a) Future analysis of the Drumcondra Maths Test reveals an improvement in these areas.
(b) Class tests show improvement.
(c) When parents/pupils are encountering increased levels in performance and understanding when surveyed.
 
 
 
 
 
 

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