Scoil Chnoc Mhuire Shóisir
Knockmore Avenue
Killinarden
Dublin 24
Roll 19775R
School Self Evaluation
Report
Evaluation Period: January to June
2013
Report Issue Date:
School Self Evaluation
Report
1. Introduction
1.1
The
focus of the evaluation
Initially a survey of teachers views highlighted areas which
teachers felt warranted attention. Areas that came to light were Uniformity of
Approach, Comprehension, Problem Solving and Writing. It was agreed we would
evaluate Writing at this time.
Aspects of interest were – how much focus on neatness;
conflict between free writing approaches and neatness; what is acceptable;
standardization as regards letter formation and handwriting.
1.2
School
context
This is a DEIS Band 1 school, which emphasizes the holistic
development of the child.
2. The Findings
Evidence showed that children’s writing is developing well
through the different levels in the school. Teachers are enthusiastic and
interested in developing children’s writing and many common approaches are used
to good effect. First Steps Writing is well established in the school. Teachers
use many imaginative, creative and stimulating methods to encourage good
handwriting. There was evidence that children were assessing their own writing.
Parents are generally very pleased with their child’s progress in writing.
Parents are interested and were willing to make suggestions as to improvements.
3. Summary of school
self-evaluation findings
3.1
Our
School has strengths in the following areas
· Children’s development in writing is
good as they progress through the different levels in our school. Children are
self assessing their work. Children generally have positive attitudes toward
their writing. They see writing as important and purposeful.
· Parents are interested and pleased
with their child’s progress in writing. Parents contributed suggestions as to
how writing can be improved in the school.
· Teachers prepare and plan well.
Lessons are stimulating, focused and well organized. Teachers collaborate in
planning. Teachers use a variety of strategies to make handwriting lessons
interesting and effective. Teachers use a large variety of methods and
opportunities to praise and encourage children’s writing.
4.2 The following areas are prioritized for improvement
· A uniformity of approach to
handwriting school-wide; re-establishment of a handwriting formation code;
display within classrooms; organization of lessons; use of copies;
correcting/praising handwriting.
· Balancing and integrating free
writing with formal writing.
· Establishment, improvement of and
systematic use of our handwriting rubrick as a tool to guide and use as an
objective measure of curricular attainment.