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.