Scoil An Chro R Naofa osa

Huntstown
Mulhuddart
Dublin 15
Roll No. 19755L

School Improvement Plan Summary for School Community

Mathematics

Evaluation Period: January 2013 to June 2013

Plan Issue Date: September 2013

School Improvement Plan Summary: Mathematics

1. Introduction
A school self-evaluation of literacy and numeracy teaching and learning in Scoil An Chro R
Naofa osa was undertaken during the period September to December 2011 in preparation for the
implementation of the National Literacy and Numeracy Strategy in January 2012. During this
evaluation it became clear that the teaching and learning of mathematics within the school
required further self-evaluation and investigation . The outcome of the evaluation process was the
formulation of a Mathematics School Improvement Plan, which is summarised below. This plan
sets out the actions we will undertake over the next three years to improve teaching and learning
of mathematics in our school.
2. Summary of school self-evaluation findings
2.1Our school has strengths in the following areas:
overall positive disposition at home and at school to teaching and learning of
mathematics;
willing and able staff interested in effecting improvement;
availability and use of concrete materials and digital media within the school to
support teaching and learning of mathematics;
and ongoing implementation of the National Literacy and Numeracy Strategy since
January 2012 beginning to show improvement in problem solving skills.
We know that these are our strengths from consulting with pupils, parents and teachers and
examining the pupils work and tests results.
2.2 Our school has decided to prioritise the following areas for development and improvement:
pupils end-of-year mathematics test scores;

pupils care with and presentation of mathematics work;

and pupils reliance on help with their mathematics homework.

We have decided to prioritise these areas based on discussion and feedback from pupils, parents
and teachers, examination of pupils written work, as well analysis of end-of-year standardised
mathematics test results for First to Sixth class and a comparison of these results with national
norms and standards.
3. Our school has set the following targets for improvement which are related to pupils
achievement and has identified the following actions will help in achieving these targets over the
next three years.

3.1 Targets for improvement

1. Increase by 10% the number of children in First to Sixth class scoring within the average
range on their end-of-year standardised mathematics test.
2. Decrease the number of pupils who usually need help with their mathematics
homework from 37% to at least 25% .
3. Increase by 20% the proportion of pupils in each class from First to Sixth who estimate,
use rough-work and check their work for mistakes and present their work neatly and
carefully according to school policy. Initial assessment in 2013 by Mr. Domasaigh and
Mr. Harty found that on average just over 60% of the pupils displayed reasonable care
with their mathematics written work.
3.2 Actions
1. Compare end of year Sigma T scores with national norms for pupils in First to Sixth class
and analyse test booklets to determine childrens strengths and needs.
2. Analyse pupils tables tests and mental maths activities in Planet Maths (First and
Second class) and Work It Out (Third to Sixth class) with a view to assessing their
performance/strengths/needs and determining teaching/learning targets.
3.

Use Estimation Clue Sheet, Problem Solving Clue Sheet 1 and Problem Solving
Clue Sheet 2 from First to Sixth class to support estimation, checking of answers and
problem solving.

4. Review and revise our whole school policy in relation to exceptionally able learners with
a view to providing appropriate teaching and learning opportunities for these pupils in the
area of mathematics.
5. Devise and implement whole school policy for pupils in First to Sixth class in relation to
presentation of mathematics written work, and maintain a representative sample of each
childs work from beginning/middle/end of school year.
6.

Devise a class-level monthly calendar for oral maths work and allocate specific time
each day to oral/mental mathematics with a particular emphasis on mental arithmetic,
estimation and automatic recall of number facts.

7. Differentiate maths homework as appropriate to ensure that each child

knows/understands/has the capacity to do his/her homework without recourse to help at
home. Liaise with resource teachers as appropriate in relation to providing additional
support with maths homework for children attending the Resource Unit.
As a parent you can help us by:

encouraging your child to work to his/her ability at home and at school;

encouraging your child to learn his/her tables to the best of their ability;

letting the class teacher know if your child has a difficulty with or does not understand a
particular mathematical concept;

and encouraging your child to use the estimation and problem solving strategies
recommended by the class teacher and to present his/her homework neatly and carefully.

3.3 We know we will have achieved our targets when positive feedback from pupils, teachers
and parents is corroborated by documentary evidence based on pupils test results, their
proficiency in basic mathematical skills and their written work at home and at school.