Mount Palmer National School

Our Self-Evaluation Report and Improvement Plan

December 2018

1. Introduction

This document records the findings of this self-evaluation and our current improvement plan, including targets and the actions we will implement to meet the targets.

 1.1 The focus of the evaluation

A school self-evaluation of teaching and learning in handwriting was undertaken during the period of June 2018 to present.

School Self-Evaluation is designed to support schools to manage change, including curriculum change. Circular 0039/2016 strongly advises schools to use the SSE process to support the investigation and implementation of the Primary Language Curriculum. SSE Guidelines (2016) were consulted and use was made of the domains and standards in the Quality Framework to help focus the inquiry. During the evaluation, teaching and learning in the area of handwriting was evaluated. This is a report on the findings of the evaluation.

1.2 School context

• This is a vertical, mixed, rural primary school.
• It is co-educational, catholic school located in Kilfian, Co. Mayo.  
• There are currently 42 pupils enrolled.
• There are 2 class teachers and two shared Support teacher
• The school administers standardised tests in Mathematics and English in May each year. These tests are the M.I.C.R.A.-T and the S.I.G.M.A.-T.
• Mount Palmer N.S. continues to engage in the School Self Evaluation process through continual professional development (attending courses, support from P.D.S.T., teacher CPD etc).

2. Findings

2.1 Process

 Initial professional discussions between the Principal and Deputy Principal with regard to the type and scope of the project.

After a period of discussion and reflection and having reviewed writing practises in the school, a professional judgement to focus on handwriting was agreed. 

• Evidence was collected.
• Teachers discussed their approaches to teaching handwriting with a particular emphasis on the degree to which it was explicitly taught.
• Class teachers analysed one piece of free writing from each class and prioritised two areas needing improvement.
• We correlated the areas prioritised in individual classes to decide upon whole school priorities without prejudice to each class teacher’s decisions regarding working on the areas they had identified for their own class.
• The areas identified for improvement were letter formation including pencil grip and writing using cursive script.
• Samples of handwriting from all classes were analysed and assessed in terms of formation, joins, spacing, presentation etc.
• Infants to 2nd class will participate in intensive hands on activities to develop fine motor skills.

All children in classes 3rd to 6th use their handwriting formation prompt sheets to help them remember correct letter formation.

• Handwriting books are used as well as teacher prompt sheets.
• As part of our commitment to developing our pupils handwriting skills we will consider entering handwriting competitions e.g. INTO, etc.

Summary of school self-evaluation findings

This is effective / very effective practice in our school

2.2 Our school has strengths in the following areas:

• Children enjoy improving their handwriting and like the work they do in their handwriting books in particular.
• Children are very positive about learning to use cursive writing.
• Children are exposed to good modelled handwriting practise.
• Teachers note that when reminded of the need to write neatly, most children are capable of doing so.
• Pre-writing and fine-motor skills are being taught in the infants.

 2.3 This is how we know

• Teacher observation
• Monitoring progress of work samples
• Correct letter formation
• Displaying of children’s’ written work in school (literacy rich and print-rich environment)

2.4 The following areas of literacy are prioritised for improvement

Aspects of teaching and learning the school has identified and prioritised for further improvement

• Development and consolidation of handwriting skills at each class level
• Use of cursive script at 3^rd class level.
• Development of a whole school approach to handwriting and letter formation
• There needs to be a greater emphasis on the explicit teaching of handwriting skills, concentrating on letter formation in junior classes
• There needs to be a greater emphasis on the explicit teaching of handwriting skills, concentrating on cursive letter formation in senior classes
• The areas of letter formation, spacing and using cursive without being prompted need to be prioritised.
• Develop and provide opportunities for handwriting and letter formation.
• An agreed means of assessing handwriting needs to be implemented.
• Infants using free writing copies and 3^rd to 6^th using Personal Writing copies. Progression in all aspects of writing and handwriting to be observed in these.
• Teachers will use consistent language (verbal pathways) when teaching handwriting as referenced in NCCA Support Material for the Primary Language Curriculum.

3. Our Improvement Plan

We have recorded:

• The targets for improvement we have set
• The actions we will implement to achieve these
• Who is responsible for implementing, monitoring and reviewing our improvement plan
• How we will measure progress and check outcomes (criteria for success)

As we implement our improvement plan we will record:

• The progress made, and adjustments made, and when
• Achievement of targets (original and modified), and when

Our Improvement Plan – From September 2018 to June 2021

Our Improvement Plan

Timeframe of this improvement plan is from September 2018 to June 2019

 Other info –

 Monitoring of actions and keeping momentum of the leadership initiative:

• The plan will be communicated to parents via the school website.
• Specific targets for the actions were set.
• The exhibiting of good quality and improving handwriting on bulletin boards will be very motivating for everyone as progress could be easily observed.
• Teachers are motivated to continue promoting the development of good handwriting skills as they observed improved written work in all subject areas.
• The internal and external competitions will be motivating for pupils and they will provide an opportunity for pupils to show their progress throughout the year.

 Evaluation of initiative (success criteria)

• Both class teachers to report being more confident and positive about teaching/monitoring handwriting and communicating expectations to parents and children.
• The children will be conscious of producing good quality written work and are keen to participate in the handwriting competitions.
• Parents to report improved performance by their children in handwriting.
• As part of our efforts to monitor the progress of handwriting and fine motor skills in the junior classes, the teacher is aware of the importance of appropriate seating and the need for children to be in the direct line of vision of the board for copying and to observe teacher modelling best practice in letter formation.
• Using this model, the Principal and Deputy Principal have greater confidence to tackle future school improvements.
• Through the use of dialogue and shared leadership, everyone feels ownership of the plan. Common goals and standards meant we were all moving in the same direction with a shared vision.
• Momentum has been maintained through dialogue and a clearly communicated and realistic action plan.

Learning environment

Handwriting will be valued and high expectations will be set for the children. Classrooms are bright and colourful to ensure a happy environment which is conducive to learning.

Pupils’ engagement in learning

Pupil engagement with learning is good. In so far as is possible, teachers engage in active learning. Learning activities are also communicated to parents and the wider school community via the school newsletter

Preparation for teaching

School planning is currently being implemented in line with the Primary Curriculum. Teacher planning is carried out with this in mind. Differentiation caters for the learning needs of all pupils.

Teachers’ monthly progress records (Cúntaisí Míosúla) record progress and ensure accurate planning in regard to SSE (handwriting)

Teacher discussion and reflection is used-particularly between the junior and senior room.

Teaching approaches

Teachers use a variety of approaches to teaching, in well-structured classes. These include active learning (including play), guided activity and discovery learning, teacher and pupil questioning, talk and discussion collaborative learning and environment based learning. All activities have a clear and realistic expectation and purpose.

Assessment

A range of assessment approaches, including Assessment Of Learning and Assessment For Learning is used to evaluate pupils’ understanding and progress and to inform teachers’ planning. Pupils and parents are provided with constructive feedback through Parent Teacher Meetings and End of Year Report Cards. These are also used to communicate the results of Standardised Tests and Class Tests where applicable.

Handwriting continues to improve and will be monitored and evaluated in line with the schools’ targets and actions that are recorded in our school action plan.