School Improvement Plan

Summary School Improvement Plan: 2013 – 2014

The focus of the evaluation

As part of our ongoing work on literacy in the school, we conducted a school self-evaluation of teaching and learning this year. We evaluated Literacy and Oral Language. For more information on how the evaluation took place, please see our School Self-Evaluation Report which is available on the school’s website. This school improvement plan sets out the actions that we will undertake in the school over the next three years in Literacy and Oral Language. The main purpose of these actions is to improve our pupils’ learning.

 

Our school has strengths in the following areas:

  • Significant improvements in individual pupil achievement in literacy have been made.
  •  A school-wide increase in literacy standards is evident in standardised and other testing.
  •  First Steps Reading and Writing are now used across the school.

We know this because we consulted with teachers and examined test results in the school.

 

Our school has decided to prioritise the following areas of development:

  • The number of children under the 16th PR and in the 17th to 50th PR in the Micra T remains too high.
  • Over 50% of non EAL JI are well below their chronological age in both the Comprehension and Expressive Scales of the RDLS III.
  • Informal teacher observation gave rise to substantial concerns about oral language levels in all classes. Subsequently, WSE 2013 concurred with teachers’ observations and identified “a significant range of Oral Language needs” throughout the school.
  • Due to personnel on career break, there is no First Steps Speaking and Listening Co-Ordinator in the school making it quite difficult to use all 3 components of First Steps together.

We have decided to prioritise these areas because our long-term vision for St. Enda’s is to become a school where every child is a reader and writer and has the ability to verbally express themselves confidently and competently.

 

Targets for Improvement Actions

Reading

  • Continue to build upon gains already made in literacy in a measurable (standardised) manner.
  • Implement Guided Reading across the school.
  • Instruct and assist teachers in linking First Steps and Guided Reading in their planning.
  • Concentrate Lift-off to Literacy ™ in the Junior End (SI & 1st Class) of the school to develop and maintain strong emergent literacy skills.

Oral Language:

  • Develop an awareness of the importance and usefulness of oral language throughout the school.
  • Implement specific oral language initiatives throughout the school.

First Steps:

  • Implement First Steps Speaking and Listening in the school
  •  Seek PDST support in the continued upskilling of teachers in all components of First Steps.

 

As a parent you can help us by:

  • Reading with your child every night and helping them to develop a love of books.
  • Joining your local library
  • Talking with your child using lots of expressive language.

 

We know we will have achieved our targets when:

  • Every child in our school is able to read and write capably and has a love of reading.
  • Our Standardised Reading Test results are in line with national norms.
  • Children’s placement on the First Steps Speaking and Listening Developmental Continuum indicate competency in oral language.

 

 

Summary School Improvement Plan: Review of 2013 – 2014 & Improvement Plan for 2014-2015

 

Our school has improved in the following areas:

  • Further improvements in individual pupil achievement in literacy have been made.
  • The school-wide increase in literacy standards, as evidenced in standardised testing, has continued.
  • First Steps Speaking and Listening is now used in the school.

We know this because we consulted with teachers and examined test results in the school.

 

Our school has decided to prioritise the following areas of development for 2014-2015:

  • The number of children in the 17th to 50th PR in the Micra T remains a little too high.
  • Although the non EAL SI made gains in the Comprehension and Expressive Scales of the RDLS III, they still remain below their chronological age in both.
  • Efforts to redress oral language deficits need a specific and structured action plan.
  • The school should make specific efforts to include parents in this year’s plans to improve Literacy and Oral Language levels.

Our School will continue to follow the targets for improvement and actions that we set out in 2013 – 2014 to achieve those targets over the next two years.

 

As a parent you can help us by:

 

We know we will have achieved our targets when: 

  • Every child in our school is able to read and write capably and has a love of reading.
  • Our Standardised Reading Test results are in line with national norms.
  • Children’s placement on the First Steps Speaking and Listening Developmental Continuum