Self-Evaluation Report and Improvement Plan 2019-21

1. Introduction

This document records the outcomes of our last improvement plan, 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 Outcomes of our last improvement plan from December 2018 to September 2019

· Significant progress was made in all three areas selected as the focus for evaluation – differentiation for better able students; deployment of SEN hours in accordance with C/L 0014/2017; improvements in target setting, monitoring and evaluating progress.

· Six groups were set up among the teaching staff in order to progress the recommendations of the WSE more rapidly. Four of these related to teaching and learning – Curriculum change, Digital Learning, JCT changes and SEN.

· School personnel availed of a wide range of CPD opportunities related to the chosen areas of focus.

· New methods of delivering SEN support were tried and evaluated.


1.2 The focus of this evaluation

We undertook self-evaluation of teaching and learning during the period December 2018 to September 2019. We evaluated the following aspect(s) of teaching and learning:


· differentiation for better able students

· deployment of SEN hours in accordance with C/L 0014/2017

· improvements in target setting, monitoring and evaluating progress.


2. Findings


2.1 This is effective / very effective practice in our school

List the main strengths of the school in teaching and learning.


· Adapting to the changes necessary for the introduction of the new Junior Cycle Programme. The school has fully engaged with all aspects – CBA’S; SLAR meetings; Assessment Tasks; change of vocabulary for reporting; the introduction of new methodologies; professional collaboration; availing of the opportunity to make curricular changes; timetabling. All are carried out in compliance with the relevant circular letters.

· Differentiation for students of all abilities.

· The teaching staff have fully embraced the opportunities for professional collaboration – within subject areas; cross-curricularly and with teachers in other schools.


2.2. This is how we know

List the evidence sources. Refer to pupils’ dispositions, attainment, knowledge and skills.

· Evidence from the whole-school CPD day for JCT on the 12th September 2019 indicates that the school is at an advanced stage with the necessary changes for the Junior cycle and also with professional collaboration.

· Results from the Leaving Certificate 2019 were very good. The numbers attaining over 500 points had increased (therefore better able students were well catered for). The results shared by students with their teachers for the practical, project and oral elements of the various languages and practical subjects were excellent. This indicates very effective preparation and development of key skills across the curriculum. In many of those subjects the results were over 90% for many students in the class and at least one student in the class had got 100% in the oral/practical/project element.

· Oral feedback from the school community was very positive and complimentary after the results.

· Tracking of all students from entry to Leaving Certificate for 2018 and 2019 showed that students were well catered for in accordance with their ability. The students with the highest scores on entry had continued success through Junior Certificate and Leaving Certificate. SEN students went on to achieve better than expected results in Leaving Certificate. This indicates very effective use of SEN resources.

· The PASS test for first years indicated that a significant majority had a positive disposition towards school, teachers and learning.

· Teachers have taken ownership of developments in professional collaboration using digital technologies. A rich culture of sharing of skills and ideas in digital learning, assessment and teaching has developed in the school. Colleagues have greater confidence in sharing skills and ideas and also in learning from their peers.


2.3 This is what we are going to focus on to improve our practice further

Specify the aspects of teaching and learning the school has identified and prioritised for further improvement.

· Making the most effective use of the newly installed WiFi network for digital learning, teaching and assessment. This will be informed by the results of the surveys of parents/guardians; teachers and students.

· Developing the skills of reflection across all year groups and across the whole curriculum.

· Using the results of the tracking process to target the minority of students who have problems with self-belief and self-efficacy in learning and those who have a negative disposition towards school, teaching and learning.


3. Our improvement plan

On the next page we have rec