Kilbrittain National School


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Kilbrittain N.S
Kilbrittain
Bandon
Co Cork


Roll Number: 14116V

School self-evaluation summary report for
School community

Evaluation period: Jan 2013 to June 2013
Report issue date: June 2013



Summary School Self-Evaluation Report

1. Introduction

Kilbrittain N.S. is a Catholic school under the patronage of the Bishop of Cork & Ross. We wish it to be a place where the focus remains on developing the moral, spiritual, physical, academic, aesthetic and cultural aspects of each individual pupil. There are 13 teachers and 183 pupils in the school. Our attendance levels are excellent. Our pupils’ behaviour is excellent. For more information on how we intend to improve our pupils’ learning, please see our School Improvement Plan which is available through the school.

The focus of the evaluation

We undertook a school self-evaluation of teaching and learning during the year. We evaluated Literacy We chose this because we felt that our pupils could improve their learning outcomes in this area. We focused in particular in the area of comprehension.

This report summarises the strengths that were identified and the areas that have been prioritised for improvement.

2. Summary of school self-evaluation findings
We collected information from parents, pupils and teachers in preparing this report. We looked at how well our pupils were doing in Literacy. ?We also interviewed some pupils / teachers / parents. As a result we have focused our attention on the area of Comprehension.

2.1
We found that our school has strengths in the following areas:
Strengths
Attainment of Curriculum objectives. Most children are at the national norm in standardised tests. Children enjoy reading and are exposed to a wide variety of genres. Most children are able to read confidently and discuss and ask questions about what they read.

Engagement in learning. Parents report that most children like to read at home and are particularly motivated by Reading Blitz. Teachers report that children are confident and motivated for the most part. Children who struggle with serious reading difficulties are targeted and encouraged to engage reading material with a specific interest or into which they have some input

Teaching Approaches: Early intervention is emphasised in the whole school teaching approach. Literacy liftoff is in place from Junior Infants onwards. P.A.T. Jolly Phonics and print rich environments are at the core of literacy at junior level. Class novels and other varied reading genres are introduced at senior level with lesson plans adapted to meet the needs of different learning styles.

Areas for development Comprehension
Targets Year 1

To improve literacy skills in the area of comprehension
To introduce Literacy Liftoff in Junior Infants to 2 class
To replace reading scheme with class novels and graded reading schemes 3 -6
To improve comprehension skills in all classes using 3 areas of the Building Bridges Programme: Prediction/Connection/Visualisation


Appendix to Primary School Self-Evaluation Report:
legislative and regulatory checklist – reporting to the school community

Rules and regulations for schools are set out in a number of Education Acts, and in Circulars issued to schools from time to time by the Department of Education and Skills. The list below deals with important areas of school life and tells you what rules and regulations apply to them. You will find the Acts and Circulars mentioned on the Department’s website, .
Which area of school life is involved, and what are the regulations?

Is the school following the regulations fully?

The school calendar and the school timetable
Circular 11/95 sets down the length of the school year - minimum of 183 days

Circular 11/95 sets down the length of the school day
4 hours 40 minutes (infants);
5 hours 40 minutes (1-6 classes)

Yes No


Yes No

Parent/ teacher meetings and staff meetings
Circular 14/04 sets out the arrangements for these meetings

Yes No

Implementation of agreement regarding additional time in school for teachers
Circular 0008/2011 requires teachers to do an additional 36 hours of out-of-class work each year, so as not to reduce teaching time

Yes No

Standardisation of school year
Circular 034/2011 gives the dates for school holidays

Yes No

Valid enrolment of pupils
Sections of the Education Act 1998 and the Education (Welfare) Act 2000, and the Rules for National Schools set out the conditions for pupils to be validly enrolled in a school
Yes No
Pupils repeating a year
The circumstances in which pupils may repeat a year are set out in Rules for National Schools, and circulars 11/01 and 32/03
Yes No
Development of school plan
Section 21, Education Act 1998 requires all schools to have a school plan
Yes No

Engagement with SSE process
Circular 39/2012 outlines the school self-evaluation process and what it requires of schools

Yes No

Time for literacy and numeracy - assessing and reporting literacy and numeracy achievement
Circular 56/2011 sets out initial actions required in the implementation of the National Literacy and Numeracy Strategy

Yes No

Exemption from Irish
Circular 12/96 sets out the circumstances in which children are exempt from studying Irish

Yes No

Implementation of child protection procedures
Circular 0065/2011 and the Child Protection Guidelines oblige schools to ensure that: liaison persons have been appointed; the procedures have been communicated to the whole school community; and the procedures are being followed

Yes No

Implementation of complaints procedure as appropriate
Section 28 Education Act 1998 provides for procedures to address complaints about a school.

Yes No

Complaints have been resolved or are being resolved
Yes No
N/A

Appeals in the case of refusal to enrol students, suspension and expulsion (permanent exclusion)
Section 29 Education Act 1998 provides for appeals procedures in these cases, which are dealt with first of all by the school. Where cases are not resolved at school level, an external appeals committee hears the appeal and makes a decision

Yes No

Appeals have been dealt with or are being dealt with
Yes No
N/A

Appendix to Primary School Self-Evaluation Report:
policy checklist – reporting to the school community

Schools are required to have certain policies in place as part of their permanent school plan. It is good practice for schools to consult with the school community in forming and reviewing many of these policies. The school board of management has to approve and ratify policies, and should ensure that they are reviewed on a regular basis.

What area of school life does the policy deal with and what is the aim of the policy?
Has policy been approved by the board of management?

Enrolment policy
Section (15)(2)(d) Education Act 1998 obliges schools to have and publish an enrolment policy that respects the principles of equality and parental choice

Yes No

Code of behaviour
Section 23, Education (Welfare) Act 2000, and the 2008 National Educational Welfare Board Guidelines set out regulations and good practice for schools to follow in drawing up and implementing a code of behaviour
Yes No
Anti-bullying policy
Anti-bullying Procedures for Primary and Post-primary Schools, 2013 sets out regulations and good practice for schools to follow in drawing up and implementing an anti-bullying policy

Yes No

Attendance and participation strategy
Section 22 Education Welfare Act 2000 requires schools to develop a strategy to support high levels of pupil attendance and participation in school life

Yes No

Health and safety statement
All schools should have a health and safety statement that is regularly reviewed (see Section 20 Health and Safety Act 2005)

Yes No

Data protection
School procedures relating to gathering, storing and sharing data on pupils should comply with data protection legislation - Data Protection Act 1988
Data Protection (Amendment Act) 2003

Yes No

Internet acceptable use policy
Schools should have and implement a policy to instruct pupils on safe and responsible use of the internet. See for guidelines

Yes No

Special education needs policy
Various pieces of equality and education legislation, especially the Education for Persons with Special Education Needs Act (EPSEN) 2004, require schools to be inclusive of pupils with special educational needs and to provide for them appropriately using the resources available

Yes No

Relationships and sexuality education (RSE) policy
Schools are required to have an RSE policy and to implement it in line with Relationships and Sexuality Education: Policy Guidelines (1997)

Yes No

Substance use policy
The National Drugs Strategy and Department Guidelines require schools to develop and implement a policy on substance use, in partnership with parents and other agencies
Yes No

Child protection policy
Circular 0065/2011 sets out requirements (see above for details of policy and implementation)

Yes No

Parents as partners
Circular 24/91 requests schools to set up a parents’ association, and promotes partnership between home and school

Yes No

Deployment of special needs assistants
Circular 71/11 allows for SNAs to be deployed flexibly to respond to the needs of the school

Yes No

Other






School self-evaluation summary report for
School community

Evaluation period: Jan 2013 to June 2013
Report issue date: June 2013


Summary School Self-Evaluation Report

1. Introduction

Kilbrittain N.S. is a Catholic school under the patronage of the Bishop of Cork & Ross. We wish it to be a place where the focus remains on developing the moral, spiritual, physical, academic, aesthetic and cultural aspects of each individual pupil. There are 13 teachers and 183 pupils in the school. Our attendance levels are excellent. Our pupils’ behaviour is excellent. For more information on how we intend to improve our pupils’ learning, please see our School Improvement Plan which is available through the school.

The focus of the evaluation

We undertook a school self-evaluation of teaching and learning during the year. We evaluated Literacy We chose this because we felt that our pupils could improve their learning outcomes in this area. We focused in particular in the area of comprehension.

This report summarises the strengths that were identified and the areas that have been prioritised for improvement.

2. Summary of school self-evaluation findings
We collected information from parents, pupils and teachers in preparing this report. We looked at how well our pupils were doing in Literacy. ?We also interviewed some pupils / teachers / parents. As a result we have focused our attention on the area of Comprehension.

2.1
We found that our school has strengths in the following areas:
Strengths
Attainment of Curriculum objectives. Most children are at the national norm in standardised tests. Children enjoy reading and are exposed to a wide variety of genres. Most children are able to read confidently and discuss and ask questions about what they read.

Engagement in learning. Parents report that most children like to read at home and are particularly motivated by Reading Blitz. Teachers report that children are confident and motivated for the most part. Children who struggle with serious reading difficulties are targeted and encouraged to engage reading material with a specific interest or into which they have some input

Teaching Approaches: Early intervention is emphasised in the whole school teaching approach. Literacy liftoff is in place from Junior Infants onwards. P.A.T. Jolly Phonics and print rich environments are at the core of literacy at junior level. Class novels and other varied reading genres are introduced at senior level with lesson plans adapted to meet the needs of different learning styles.

Areas for developmentComprehension
Targets Year 1

To improve literacy skills in the area of comprehension
To introduce Literacy Liftoff in Junior Infants to 2 class
To replace reading scheme with class novels and graded reading schemes 3 -6
To improve comprehension skills in all classes using 3 areas of the Building Bridges Programme: Prediction/Connection/Visualisation


Appendix to Primary School Self-Evaluation Report:
legislative and regulatory checklist – reporting to the school community

Rules and regulations for schools are set out in a number of Education Acts, and in Circulars issued to schools from time to time by the Department of Education and Skills. The list below deals with important areas of school life and tells you what rules and regulations apply to them. You will find the Acts and Circulars mentioned on the Department’s website, .
Which area of school life is involved, and what are the regulations?

Is the school following the regulations fully?

The school calendar and the school timetable
Circular 11/95 sets down the length of the school year - minimum of 183 days

Circular 11/95 sets down the length of the school day
4 hours 40 minutes (infants);
5 hours 40 minutes (1-6 classes)


Parent/ teacher meetings and staff meetings
Circular 14/04 sets out the arrangements for these meetings


Implementation of agreement regarding additional time in school for teachers
Circular 0008/2011 requires teachers to do an additional 36 hours of out-of-class work each year, so as not to reduce teaching time


Standardisation of school year
Circular 034/2011 gives the dates for school holidays


Valid enrolment of pupils
Sections of the Education Act 1998 and the Education (Welfare) Act 2000, and the Rules for National Schools set out the conditions for pupils to be validly enrolled in a school

Pupils repeating a year
The circumstances in which pupils may repeat a year are set out in Rules for National Schools, and circulars 11/01 and 32/03

Development of school plan
Section 21, Education Act 1998 requires all schools to have a school plan


Engagement with SSE process
Circular 39/2012 outlines the school self-evaluation process and what it requires of schools


Time for literacy and numeracy - assessing and reporting literacy and numeracy achievement
Circular 56/2011 sets out initial actions required in the implementation of the National Literacy and Numeracy Strategy
Exemption from Irish
Circular 12/96 sets out the circumstances in which children are exempt from studying Irish


Implementation of child protection procedures
Circular 0065/2011 and the Child Protection Guidelines oblige schools to ensure that: liaison persons have been appointed; the procedures have been communicated to the whole school community; and the procedures are being followed


Implementation of complaints procedure as appropriate
Section 28 Education Act 1998 provides for procedures to address complaints about a school.



Complaints have been resolved or are being resolved N/A

Appeals in the case of refusal to enrol students, suspension and expulsion (permanent exclusion)
Section 29 Education Act 1998 provides for appeals procedures in these cases, which are dealt with first of all by the school. Where cases are not resolved at school level, an external appeals committee hears the appeal and makes a decision.

Appeals have been dealt with or are being dealt with N/A

Appendix to Primary School Self-Evaluation Report:
policy checklist – reporting to the school community

Schools are required to have certain policies in place as part of their permanent school plan. It is good practice for schools to consult with the school community in forming and reviewing many of these policies. The school board of management has to approve and ratify policies, and should ensure that they are reviewed on a regular basis.

What area of school life does the policy deal with and what is the aim of the policy?
Has policy been approved by the board of management?

Enrolment policy
Section (15)(2)(d) Education Act 1998 obliges schools to have and publish an enrolment policy that respects the principles of equality and parental choice
Code of behaviour
Section 23, Education (Welfare) Act 2000, and the 2008 National Educational Welfare Board Guidelines set out regulations and good practice for schools to follow in drawing up and implementing a code of behaviour

Anti-bullying policy
Anti-bullying Procedures for Primary and Post-primary Schools, 2013 sets out regulations and good practice for schools to follow in drawing up and implementing an anti-bullying policy


Attendance and participation strategy
Section 22 Education Welfare Act 2000 requires schools to develop a strategy to support high levels of pupil attendance and participation in school life


Health and safety statement
All schools should have a health and safety statement that is regularly reviewed (see Section 20 Health and Safety Act 2005)
Data protection
School procedures relating to gathering, storing and sharing data on pupils should comply with data protection legislation - Data Protection Act 1988
Data Protection (Amendment Act) 2003


Internet acceptable use policy
Schools should have and implement a policy to instruct pupils on safe and responsible use of the internet. See for guidelines


Special education needs policy
Various pieces of equality and education legislation, especially the Education for Persons with Special Education Needs Act (EPSEN) 2004, require schools to be inclusive of pupils with special educational needs and to provide for them appropriately using the resources available


Relationships and sexuality education (RSE) policy
Schools are required to have an RSE policy and to implement it in line with Relationships and Sexuality Education: Policy Guidelines (1997)
Substance use policy
The National Drugs Strategy and Department Guidelines require schools to develop and implement a policy on substance use, in partnership with parents and other agencies
Child protection policy
Circular 0065/2011 sets out requirements (see above for details of policy and implementation)
Parents as partners
Circular 24/91 requests schools to set up a parents’ association, and promotes partnership between home and school


Deployment of special needs assistants
Circular 71/11 allows for SNAs to be deployed flexibly to respond to the needs of the school


Other






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