School Improvement Plan – Numeracy 2015 – 2018
St. Laurence`s N.S. (09414C)
The focus of the evaluation in school context:
As part of our ongoing work in the school, we conducted a school self evaluation of teaching and learning in Mathematics this year. The school received a very positive Whole School Evaluation Report in January 2013. The quality of teaching, learning and pupil achievement in Mathematics was described as “Commendable”. The focus of the schools self evaluation is to sustain and build on the high levels of teaching and learning outlined in this report.
- Base Line Data / Evidence
The school used Pupil / Parent questionnaires / Teacher observations and reflection / Standardised Test Results in Sigma T Attainment.
Summary of main areas requiring improvement as identified by S.S.E.:
- The area of Problem Solving was identified as an area for improvement across all standards.
- Teacher observations and teacher designed tasks and tests highlighted problem solving as an area for development.
- Questionnaires were administered to pupils from 2nd -6th classes, to gauge the children’s opinions on problem solving. This highlighted that while they enjoyed problem solving mostly, they were confused about the process and both pupils and parents expressed a wish for more practice in the area of problem solving and to understand the strategies being used in the school.
- Sigma T results analysed using the PDST analysis tool. Staff discussions / analysis of results followed. It was shown that pupils performed least well in the area of problem solving.
S.S.E.: Staff – Review in 2014 – 2015 identified the following:
Current Practice in Problem Solving
- Children are encouraged to listen to the views of others when solving problems and to accept the reasoning of others in order to solve problems co-operatively. (Constructivist approach)
- Opportunities to develop problem solving in a cross curricular way.
- Concrete work – pictorial work – Abstract
- To create a culture and practice of Mathematical problem solving in our school.
“A Process, not a Product”
- To develop a whole school approach to problem solving through problem solving strategies, chosen at different class levels – pupils will be encouraged / enabled to discuss and listen to the views of others when solving mathematical problems and understand the reasons behind each step in the process.
- To improve pupil performance by 4 – 5% in problem solving, in percentile class scores.
The School improvement plan sets out the actions that we will undertake in the school over the next three years in St. Laurence`s N.S. The main purpose of these actions is to improve our pupils learning.
|Year 1 Actions||Person Responsible||Time||Success Criteria|
|RUDE / RUDER Posters
Designed & commercially printed on display in each classroom
|Link Teacher: N. Forrest.
|Ongoing||Children are observed to refer to posters as a strategy while problem solving|
|Whole School Approach to Problem Solving.
All classes from 2nd -6th explicitly teach RUDE/RUDER problem solving strategy.
|Class teachers / LSRT Teachers||Ongoing||Pupils apply RUDE/ RUDER strategy when solving problems.|
|All classes take part in and discuss a Problem of the week.||Class teachers/ Link teacher for numeracy/Principal||Ongoing||Pupils are able to confidently discuss how they would solve the problem.|
|Purchase and create equipment for maths games, puzzles and problems.
Problem Solving Packs
|Class teachers/LS/RT Principal/BOM/ Parents Council||Ongoing||Availability of a stock of hands on problem solving equipment to cover various strands to ensure pupils are provided with concrete learning experiences.|
|To provide parents of all standards with a Tip Sheet that will assist in the teaching / learning of Maths||Principal||Ongoing||Tip Sheet communicated. Parents feel more confident in helping their children in the area of maths as evidenced by re-survey.|
|Standardised tests results analysed and percentages calculated for problem solving at all class levels.||Class teachers / LS / RT Teachers||May 2016, 2017, 2018||Analyse results, review actions if necessary.|
|Year 2 Actions||Person Responsible||Time||Success Criteria|
|Organise `fun’ maths challenges and activities to celebrate maths week.||Numeracy co-ordinator, class teachers / LS / RT / Parents||Term 1||Increase positive attitudes towards maths in both pupils and parents as evidenced in re-survey.|
|Draw up a list of websites which are appropriate for developing maths skills at each class level.||Class teachers / LS / RT||Term 1||Teachers provide opportunity for children to engage in more digital maths activities in class to be evidenced in monthly reports.|
|Focus on a particular area of problem solving (e.g. Word problems, practical tasks etc.) for 4 week periods to ensure a variety of problem solving areas are covered in the year.||Class teachers / LS / RT||4 week cycles.
|Children will be exposed to different types of problem solving throughout the school year. Teachers` planning and monthly reports will reflect this focus.|
|As a staff, teachers will come together to share resources and methodologies that have proven successful in the teaching of problem solving||All teachers||Ongoing||More resources targeted at different class levels.|
|Staff training in the area of problem solving.
|Class teachers / LS / RT||Awaiting confirmation from PDST||More variety of problem solving activities being undertaken at all class levels as evidenced in planning and monthly reports.|
|Year 3||Person Responsible||Time||Success Criteria|
|Actions will be based on review – actions to be completed, actions to be improved||All staff||Term 1|
|Children’s attitudes towards maths will be investigated and addressed at class levels (with the benefit of insights from pupils questionnaires)||All teachers||Term 2|
|Children’s engagement with self-assessment, will allow teachers to address the concerns of children with less positive dispositions towards maths. (Learning log, traffic lights, smiley faces etc.)||All children