
A school selfevaluation of teaching and learning in our school was undertaken during the period September 2013 to June 2014 using some of the data collected during February 2013. During the evaluation, teaching and learning in numeracy was evaluated. The following sources of evidence were used to compile the findings of this report:
Individual teacher reviews of practice in Numeracy
Staff ratings of existing Numeracy Plan 2013  2014
Pupils work  samples, copies, displays
The Learning Support team observations
Parental Questionnaires (2013)
Pupil Questionnaires (2013)
Detailed analysis of Standardised Test results 
Preparation for Teaching:
Teachers' planning is based on the Maths Curriculum and existing School Improvement Plan for Numeracy. An over reliance on text books is avoided. Measures are in place to ensure that all teachers are familiar with the curriculum for their class through the school Maths Plan. Mental maths and problem solving are encouraged across all the strands and are given specific time slots.
Teaching Approaches:
Talk and Discussion is an integral part of Mathematics. Opportunities are provided for pupils to explain how they got the answer to a problem. There is an agreed and common approach to the teaching of tables and number facts. There are agreed strategies outlined in the school plan for the teaching of addition, subtraction, multiplication and division. Mathematics games and concrete materials are regularly used in teaching maths. Problem solving lessons are varied and children are encouraged to find multiple approaches to solving problems. We have a large bank of Maths equipment available in all classrooms. Maths Challenges are set on the school's VLE weekly for pupils in the middle and senior classes.
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 Maths with more able pupils encouraged to achieve to their full potential and pupils requiring support receiving support at their own level in smaller numbers.
Assessment:
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 maths needing reteaching. Teachers differentiate their lessons to cater for children with different needs. Class teachers and Numeracy teachers collaborate to ensure that supplementary teaching is available for children with learning difficulties and exceptional abilities. Early intervention strategies are provided.
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 mathematical problem solving and creating an awareness of number  numbers on doors, maths trails etc.
Pupil's engagement with learning :
Over 80% of pupils reported that they like Maths and almost 90% say that they are good at Maths. Pupils reported that they enjoy a variety of maths lessons such as fractions, multiplication, problem solving, Maths trails and using the interactive whiteboard.
Parental Involvement:
Of those who returned the survey on Maths and Literacy over 90% of parents said that their child likes Maths. A very high percentage of parents felt that the Maths work was pitched at the right level of difficulty. 
Our Strengths 
• Mental Maths is encouraged and given specific time slots.
• There is equal emphasis on all strands though some require more time than others.
• Teachers' planning is based on the Maths curriculum and the school Maths plan.
• Talk & Discussion and opportunities for pupils to explain answers form part of Maths lessons.
• There is an agreed approach to numeral formation and presentation of written work.
• The school has a good supply of Maths 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


Having looked at the three possible areas for selfevaluation we have chosen to focus on "Learner Outcomes" in this phase of our planning to continue to raise standards in Numeracy. 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: 
We have identified three areas for particular attention during the 2014/2015 school year:
(A) The Strand Unit "Measures"  this strand will receive a whole school approach during Maths Week in October. From analysis of our data this is our weakest strand in Mathematics and it it our target to raise achievement levels in this strand by 20%. This is the only strand where pupils have not achieved 100% scores.
For more details of what will be covered in each class in 'Measures' click here.
Maths Measures Week 2014:
Monday 13th October: Length
Tuesday 14th October: Weight
Wednesday 15th October: Capacity
Thursday 16th October: Time
Friday 17th October: Money
(Click here to see the content of all the strands)
(B) Solving Word Problems  the school will refocus our attention on providing every opportunity for pupils to explore problem solving. The measures we will undertake are outlined below under 'Actions'
(C) Language of Mathematics  We have targeted a whole school approach to language of mathematical operations. We have devised a language check sheet for mathematical language that pupils should be able to use, read and write at each class level.
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. The three groups are:
(a) ORD Pupils,
(b) EAL Pupils ,
(C) LT Pupils
Minimum Targets:
Overall Combined Target for our 30 weakest pupils: (30 pupils in the zero to 16th percentile band): To improve the scores of at least 25% of pupils in this percentile band and move 25% of them above the 16th percentile (ORD Pupils: 9, EAL Pupils: 5 and LT Pupils: 16)
Overall Combined Target for our second weakest group: of pupils (42 pupils in the 17th to 50th percentile band): To improve the scores of at least 25% of pupils in this percentile bracket and move 25% of them above the 50th percentile (ORD Pupils: 20, EAL Pupils: 12 and LT Pupils: 10)
To increase the overall percentile of 18 selected pupils in Fifth Class by using Mathletics to supplement their programme of work. These pupils' scores generally dropped from the previous year. 

Measure 
Objective of Intervention(s) 
Lead Responsibility 
When? 
Outcome(s) Achieved 
Ring fenced whole school timetable (Mathematics)
Monday  Friday: 11.10am  12.15am
Infants: Mon  Friday: 09.10am  09.50am
Ring fenced whole school timetable for Numeracy with greater use of concrete materials & increased emphasis in discovery learning. Increased use of manipulatives: the weakest pupils will have access to and use a broad range of mathematical equipment during lessons. 
Ensure that each pupil in the zero to 16th percentile receives a minimum of 60 minutes instruction in Numeracy (1st  6th) and 40 minutes (Infants) daily. Ensure that the weakest 30 pupils (zero to 16th percentile) experience Maths through the use of manipulatives using practical apparatus to support children’s mathematical thinking, reasoning and problem solving.

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) 72.4% of target pupils in the zero  16th percentile increased their score with 31% raising their percentile score above the 16th percentile cutoff point. 
As above but targeted at the 17th to 50th percentile pupils: Ring fenced whole school timetable for Numeracy with greater use of concrete materials & increased emphasis in discovery learning. Increased use of manipulatives: the second weakest pupils will also have access to and use a broad range of mathematical equipment during lessons. 
The 42 pupils in the 17th to 50th percentile group (20 ORD, 12 EAL and 10 LT) 
Numeracy Teachers & Support Team 
All year 
90% of the pupils increased their percentile scores  (18/20) 90% of ORD, (11/12) 91% of EAL and (9/10) 90% of LT The average percentile of these 42 pupils was the 33rd percentile in June 2014. Their average percentile in June 2015 had risen to the 53rd percentile. 69% of these pupils moved above the 50th percentile. 
Language of Mathematics: devise a language check sheet for mathematical language that pupils should be able to use, read and write at each class level which will be available to parents. Higher Order Thinking Skills: Development of Higher Order Thinking Skills of 'Explain your Actions' and 'Defend your Decisions'

All classes but in particular the target children below the 16th percentile so they will have the language to understand the problem posed. 
All teachers 


We will look for opportunities within the teaching of S.E.S.E and S.P.H.E as well as other curricular areas, to integrate the development and consolidation of problem solving skills and skills pertaining to the interpretation of data. 
All classes 
All teachers 
All year 
The use of other curricular areas to reinforce Maths was successfully used and increased the overall time for Numeracy to above the recommended time 
Continued emphasis on the value of rote learning  learning tables & number facts by heart. (All pupils will sit the Ballard and Westwood Timed Arithmetic Test / Teacher Designed Tables Test each month to track progress) End of Year Tables Test
(Pupils in 4th class are expected to be proficient in tables so they are ready for the Fifth & Sixth Class Programmes.) 
First  Sixth 
All teachers 
All year 
Tables were learned well but our weakest pupils still continue to need constant revision (perhaps the use of calculators in secondary school has an influence?) 
Continued emphasis on problem solving
(First  Sixth classes) Reduced number of computation sums given as homework but a written problem or two relating to the topic being taught given instead. Meaningful feedback will be recorded in children's copies by numeracy teacher.
Whole School agreement on Procedures for Problem Solving:
(RUDE: Read the problem at least twice, Underline clue words, Draw a picture, diagram, table or use concrete materials & Estimate the answer) Problem Solving
(Teacher modelling for 2/3 weeks, pupils working in pairs to solve problems for 2/3 weeks, then pupils working independently to solve problems. 
All classes  to improve progress in Problem Solving as measured on Standardised Tests 
All teachers 
All year 
Average Class Problem Solving Results: First Class: 36%, Second class: 41%, Third Class: 41%, Third Class: 45% (down from 49%), Fourth Class: 42% (down from 45%), Fifth Class: 53% (up from 38%), Sixth Class: 58% (up from 50%)  so Problem Solving is the main target for next year's plan again. 
Continue to maintain an area in each classroom to showcase Maths ideas, understandings & language. Extend Maths rich environment into the corridors 
All pupils 
All teachers 
All year 
Successfully achieved 
Continuation of Homework Club 
Target Pupils (in particular some of the pupils in the lowest band) 
HSCL & B/ECCP CoOrdinator 
All year 
Homework Club ran successfully from September to May 
Participation in Maths Competitions & provision of Maths Challenges (LASCO Inter School Maths Challenge & challenges & puzzles on school's website & VLE & Khan Academy). Provision of online support for pupils through the Khan Academy Website for home use and weekly / fortnightly use in the Computer Room. Maths Table Quizzes 
To make Maths more fun, especially for those who do not like the subject. 
All teachers 
All year 
Awareness of Maths was certainly raised in the school. 
Participation in Maths Week 2014: October 13th  17th Maths Measures Week
Monday 13th: Length
Tuesday 14th: Weight
Wednesday 15th: Capacity
Thursday 16th: Time
Friday 17th: Money The Strand Unit "Measures"  this strand will receive a whole school approach during Maths Week in October. From analysis of our data this is our weakest strand in Mathematics and it it our target to raise achievement levels in this strand by 20%. This is the only strand where pupils have not achieved 100% scores. 
All Classes 
Class Teachers & Maths CoOrdinator 
October 13th  17th 
Strand Unit 'Measures': Average Percentage Correct (Standardised Maths Tests)
First Class: 76%, Second Class: 62%, Third Class: 51%, Fourth Class: 45%, Fifth Class: 44%, Sixth Class: 53% 
Use IT: ISAK9 designed to encourage problem solving through fun but challenging collaborative group work. Use of eBooks for Problem Solving e.g. CJFallons' Brain Teasers 
Middle & Senior Classes 
Numeracy Teachers 
All Year 
Pupils really enjoyed the experience and worked well collaborating and discussing how to solve problems. 
Maths For Fun Programme 
Junior Classes (8 parents) 
HSCL, Numeracy Teachers, Parents & Transition Year Pupils 
January  February 
Parental Involvement was very good and pupils really enjoyed the fun of Maths. 
Use of Mathletics to supplement Numeracy Programme to raise the scores of 18 target pupils in Fifth Class whose scores had dropped the previous year 
18 target pupils in Fifth Class 
Class Teacher 
January  June 
Average score of the selected pupils in June 2014 was at the 74th percentile. The average score in June 2015 had risen to the 84th percentile. 
Maths Stations during Structured Play & use of Support Teacher for inclass grouping 
60 
Class Teachers & Support Team 
All year 
All Junior Infants successfully achieved class standard, 22/28 pupils achieved class standard in Senior Infants 
A Review of our School Improvement Plan for Numeracy took place on Thursday 4th June 2015 following the analysis of standardised test results.
