School Self Evaluation (SSE)

Introduction

School self –evaluation is about ensuring quality and improvement in the teaching and learning processes (Hofman et al, 2009).

School self-evaluation (SSE) is a collaborative, inclusive, reflective process of internal school review. When engaging in school self-evaluation the school reflects on its aims, considers criteria for success within the school’s context and ethos, and determines methods for judging the quality of educational provision in the school.

It is an evidence-based approach, which involves the gathering of information from a range of sources, and making judgements with a view to bringing about improvements in students learning.

This process provides teachers with a means of systematically looking at how they teach and how pupils learn and thus helps schools and teachers to improve outcomes for learners. (Department of Education (DES) 2019).

As part of this process, schools are required to promote literacy and numeracy (DES, 2012.)

 

Our Self-Evaluation Report and Improvement Plan (2018-2019)

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 [2018] to [2019]

● Literacy and Numeracy initiative was expanded to include first years, second years and year one of senior cycle.
● AFL initiative was implemented for first years, second years and year one of senior cycle.
● A print rich environment was promoted within classrooms and around the school building.
● The numeracy rich environment was further enhanced with room numbers displayed in form of mathematical equations.

1.2 The focus of this evaluation

We undertook self-evaluation of teaching and learning during the period September 2017 to May 2018. We evaluated the following aspect(s) of teaching and learning:
● Reading comprehension incorporating the teaching and assessment of key words.
● Developing students’ understanding of numeracy
● Methodologies for formative assessment

2. Findings

2.1 This is effective practice in our school

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

● An awareness of the role of literacy and numeracy in all subject disciplines was created.
● Displaying of keywords and units of measurement was developed within classrooms and on the noticeboards placed outside classrooms.
● Collaborative practice was encouraged in the role out of this initiative.

2.2. This is how we know

List the evidence sources.

● Refer to students’ dispositions, attainment, knowledge and skills.
● 76% of students said they had a better understanding of the keywords in their subjects at the end of the year.
● 68% of students said that the initiatives helped them to better understand the subject matter in class.

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.
● Formative Assessment methodologies
● Differentiation
● Literacy and Numeracy
● Learning objectives and success criteria

3. Our improvement plan

Below 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

Numeracy

Our Improvement Plan: Timeframe of this improvement plan is from September 2018 to May 2019

 

Literacy

Our Improvement Plan: Timeframe of this improvement plan is from September 2018 to May 2019

AFL, Differentiation and ICT

Our Improvement Plan: Timeframe of this improvement plan is from September 2018 to May 2019

Our Self-Evaluation Report and Improvement Plan (2019-2020)

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. 

1.2 Outcomes of our last improvement plan from [2019] to [2020]

● The expansion of the Literacy and Numeracy initiative to include all year groups.
● The implementation of the Formative assessment initiative for all year groups.
● The promotion of a print rich environment within classrooms and around the school building.
● The promotions of a numeracy rich environment within classrooms and around the school building.

1.2     The focus of this evaluation

We undertook self-evaluation of teaching and learning during the period September 2019 to May 2020. We evaluated the following aspect(s) of teaching and learning:
● Methodologies for formative assessment
● Methodologies for differentiation

2. Findings

2.1 This is effective practice in our school

List the main strengths of the school in teaching and learning.
● Collaborative practice was encouraged in the role out of this initiative.
● Establishment of a peer observation week

2.2. This is how we know

List the evidence sources. Refer to students’ dispositions, attainment, knowledge and skills.
The closure of schools in March 2020 due Covid 19 prevented the completion of stakeholders’ surveys.

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

As per DES guidelines 2020, the following aspects of teaching and learning will continue to be prioritised for further improvement
● Formative Assessment methodologies
● Differentiation
● Literacy and Numeracy
● Learning objectives and success criteria