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You are here Three Year Plan 2013 - 2016 Literacy Year 2 (2014-2015)

A school self-evaluation of teaching and learning in our school was undertaken during the period September 2013 to September 2014 using data collected during May & June 2014 and September 2014. During the evaluation, teaching and learning in literacy was evaluated. The following sources of evidence were used to compile the findings of this report:
Individual teacher reviews of practice in Literacy
Staff ratings of existing Literacy Plan 2013 - 2014
Pupils work - samples, copies, displays
The Learning Support team observations
Parental Questionnaires (September 2014)
Pupil Questionnaires (September 2014)
Detailed analysis of Standardised Test results
Whole school staff reflection on teaching and learning
The Learning Support Teachers and Resource Teachers observations, records and work samples.
School Policies / School Plans

Preparation for Teaching:
Teachers' planning is based on the Curriculum and existing School Improvement Plan for Literacy. Measures are in place to ensure that all teachers are familiar with the curriculum for their class through the school Literacy Plan, the First Steps Programme and through the support of the Literacy co-ordinator.

Teaching Approaches:
A wide range of teaching methodologies and approaches are employed appropriate to ORAL LANGUAGE / READING / WRITING. Teaching Approaches are outlined in Curricular Guide Notes and teachers’planning notes. Teachers differentiate lessons effectively to cater for the needs and abilities of all pupils. A wide and appropriate range of resources are available to sustain differing teaching approaches. ICT is used to support pupils in their learning and teachers in their delivery of differing teaching approaches.

Management of Pupils:
Each class uses a variety of organisational styles - pair work, group work, individual work and whole class work. There is order and structure in the way activities are organised. Pupils are streamed for Literacy with more able pupils encouraged to achieve to their full potential and pupils requiring support receiving support at their own level in smaller numbers. A positive code of behaviour including an anti-bullying policy is implemented in a fair and consistent way. Teachers have high but realistic expectations of pupils’ behaviour and learning and they communicate these to them. School Assembly / Display of pupils’ work on school website / Whole school displays are used effectively to highlight these expectations.

A variety of Assessment for Learning (AfL) and Assessment of Learning (AoL) modes are used in all classes to monitor progress. Assessment results are analysed and used for screening, diagnosis of learning difficulties or identifying aspects of literacy needing re-teaching. Teachers differentiate their lessons to cater for children with different needs. Class teachers and Literacy teachers collaborate to ensure that supplementary teaching is available for children with learning difficulties and exceptional abilities. Early intervention strategies are provided. The school has an agreed whole school play on assessment.

Learning Environment :
The school is a safe stimulating environment and classrooms and the building in general is organised, clean and well maintained. Classrooms are appropriately laid out and well resourced and orderly. Teachers are aware of and follow the school's Child Protection Guidelines. The school environment is used to provide opportunities for the display of pupils' work. Classrooms are print rich environments where pupils' work is also displayed. The school has a wonderful library managed and run by volunteer parents.

Pupil's engagement with learning :
Between 70% and 85% of pupils tell us that they like reading (Third Class liked reading the most with a result of nearly 85%). 80% of pupils found spellings easy to learn and 84% of pupils liked reading books from the school library. 83% of pupils felt that they were good at English. There was a wide spectrum of opinions as to what pupils found hard to learn during English but poetry did feature more than other areas.

Parental Involvement:
Of those who returned the survey on Literacy over 95% of parents reported that their children like reading and are doing well at it. 75% of parents reported that their children like learning spellings with 81% saying that their children enjoyed writing stories. 88% of parents felt that the school manages to achieve the correct balance between encouraging and pushing their children to achieve.

Our Strengths

• All pupils are encouraged to achieve their potential
• There is equal emphasis on all strands of the curriculum
• Teachers' planning is based on the English curriculum and the school Literacy plan.
• The school has a good supply of resources with Interactive Whiteboards in all classrooms and support rooms.
• Results of assessments are used to inform teacher planning
• Teachers plan, collaborate and work very well together in supporting all our pupils
• Streaming has enabled pupils to make very significant progress consistently over the last four years of our school improvement planning.
• Regularly reviewing and discussing progress of pupils
• Provision of wide range of appropriate reading material in class and school libraries.
• Spelling is of a high standard and the school participates in the Eason's Spelling Bee Competition
• Emphasis is placed on oral language and the school participates in the primary schools' debating competition
• Good cursive handwriting is fostered and promoted and the school participates in the INTO/EBS Handwriting Competition each year

Having looked at the three possible areas for self-evaluation we have chosen to focus on "Learner Outcomes" in this phase of our planning to continue to raise standards in Literacy. We realise that our evaluation and target focus will also touch on "Learning Experiences" and "Teacher Practice" and although we hope that these areas will be positively affected by the work we do, these will not be our main focus at this stage.

Analysis & Targets:

We have three distinct groups of pupils in our school. These pupils have significant differences in their levels of achievement and in the levels of support required. To fully support all our pupils we have decided to have three different plans to cater for their needs. These groups will therefore have different targets. The three groups are:
(a) ORD Pupils
(b) EAL Pupils
(C) LT Pupils

Minimum Targets:

Overall Combined Target for our 51 weakest pupils: Raise the overall percentile of the 51 pupils in the zero to 16th percentile by 5% (ORD: 7, EAL: 13, LT: 31) Average percentile in June 2014: 7.5

Overall Combined Target for our 57 second weakest group: Raise the overall percentile of the 57 pupils in the 17th to 50th percentile by 5% (ORD: 28, EAL: 15, LT: 14) Average percentile in June 2014: 32

Objective of Intervention(s)
Lead Responsibility
Outcome(s) Achieved

Purchase of Additional Library Books


Raise the overall percentile of the 51 pupils in the zero to 16th percentile by 5% (ORD: 7, EAL: 13, LT: 31) Average percentile in June 2014: 7.5

Raise the overall percentile of the 57 pupils in the 17th to 50th percentile by 5% (ORD: 28, EAL: 15, LT: 14) Average percentile in June 2014: 32

Support Team & class teachers
All year

(Progress cannot easily be attributed to any single measure but is usually through many different measures/approaches together with good attendance and parental support)

The average overall percentile for the weakest group rose from 7.5 to 10.4 in the year (An increase of 39%)

The average overall percentile for the second weakest group rose from 32 to 34 in the year (An increase of 6%)

YARK Tests (York Early Reading & Passage Reading Test)
To identify low achieving and / or dyslexic pupils, who may have average - high general ability.
Support Teachers
All Year
30% of target pupils scored average following the year's intervention
NRIT Tests (Non-Reading Intelligence Test)
To identify low achieving and / or dyslexic pupils, who may have average - high general ability.
Support Teachers
All Year
14 pupils identified in First & Fourth Class
First Steps Writing, Reading & Comprehension, Speaking & Listening
Raise the overall percentile of the 108 pupils in the 0 to 50th percentile by 5%
All teachers
All year
Results as in top section
The Primary Planet Newspaper
To expose all pupils to age appropriate high interest, journalistic style writing to expand their knowledge of language conventions
All senior class teachers
All Year
Improvements in word usage, editing and effective use of writing as observed by teachers
Nelson Literacy Directions Kits (Support Rooms)
To improve the standardised test results of 10 pupils in the 0 to 17th percentile
Support Team
All year
Improvement noted in only 10% of pupils
Reading Eggs Licences
To make reading interesting and engaging for pupils in lower classes
Teachers in Junior Classes
All year
Success restricted to usage at home as the IT equipment in school is now too old to meet the needs of current use. A need to upgrade the computers is recognised as a priority
Novel Adventures
To promote writing in middle and senior classes
Sixth Class teachers
All year
Noticeable improvement in attitude towards writing and in reading from both children and families
To Be Continued 2015
To promote writing in middle and senior classes
Class and Support Teachers
February & March
A huge success with contributions from all 200 pupils for publication
Building Bridges of Understanding
To increase comprehension levels by using specific strategies in order to make reading more meaningful and to achieve greater reading proficiency
All year
Results as in top section above
Reading Recovery
To raise the reading scores of pupils at the lowest level (Reading Age: 4:10) to a level equal to their age
Reading Recovery Teacher
All year
100% success
Continuation of Homework Club
To ensure literacy homework is completed
All year
Results as in top section
Participation in the Inter-Schools Debating Competition
To improve oral language in senior classes
Senior class teachers & volunteer teachers to run Debating Club
All Year
Participation in the after school Debating Club was very high

Seasonal Poetry/Writing Competition organised by class teachers


To promote an interest in writing

All teachers

All Year but Halloween & Christmas targeted first

Participation rates in all competitions was very high
Paired Reading / Listening to Reading
To increase the reading scores of targeted pupils in junior classes
First & Second Literacy Teachers & B/ESCP
All Year
Almost 100% success!

Senior Infants Language Support Club

(1 afternoon a week)

Senior Infants with limited English
Senior Infant Teachers & HSCL
Halloween to Easter
Participation levels were very high
A Review of our School Improvement Plan for Literacy took place on Thursday June 11th 2015 following the analysis of standardised test results.