CHRIST THE KING GNS
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  • Home
    • Our School >
      • Calendar
      • Location
      • Mission Statement
      • School Times
      • Staff
      • Newsletter
  • Policies & Reports
    • Child Safeguarding Statement
    • Covid Policy
    • Admission Policy
    • Internet policy
    • Parent Code of Conduct
    • Code of Behaviour
    • Anti-Bullying Policy
    • Uniform
    • Homework
    • Healthy Eating Policy
    • School Self Evaluation 2014
    • School Improvement Plan 2014
    • School Self Evaluation 2015
    • School Improvement Plan 2015
  • Classes
    • 2nd Class
    • 3rd Class
    • 4th Class
    • 5th Class
    • 6th Class
    • CLASS of 2021
    • Staff 22/23
    • School Activities >
      • Sustainability
      • Nativity and Carol Service
      • Seachtain na Gaeilge
      • Buddy Reading
      • Our School Garden >
        • Our Garden in Autumn
        • Garden Rededication 2015
      • Green Schools
      • Music
      • Crazy Hat Walk
      • USSR
  • Parents' Link
    • Supporting Children at Home during Covid 19 Closure
    • Home School Community Liaison Teacher
    • Newsletters
    • Dates for your diary
    • School Uniform
    • Booklists >
      • 2nd class booklist
      • 3rd class booklist
      • 4th class booklist
      • 5th class booklist
      • 6th class booklist
    • Home-School Links
    • HSE advice 2019
  • Sustainability
  • Erasmus Plus
School Self-Evaluation Report Christ the King G.N.S. 2014
1.   Introduction
The focus of the evaluation
A school self-evaluation of teaching and learning was undertaken during the period 1/09/13 to 30/06/14. After a period of analysis and consultation, literacy was selected as the curricular area to be focused on in Year 1.
This is a report on the findings of the evaluation.
School context
Christ the King G.N.S is an urban girls’ school under Catholic patronage. It is a vertical school 2nd class to 6th class. There are currently 92 pupils, five class teachers, a shared learning support teacher, a shared resource teacher and a shared home school community liaison teacher. The principal is a teaching principal.
 The findings
Data was gathered on the basis of both quantitative and qualitative inquiry.
·   Standardised test results in English reading show that the  majority of pupils are performing at or above the national norm average.
·   The school undertook a whole staff analysis of areas requiring attention based on school context and standardised test results
·   A  SWOT analysis was carried out to give an opportunity to staff to reflect on strengths, opportunities and challenges facing the school
·   There was an in-depth analysis of standardised test data carried out over the last three years
·   Responses to pupil reading questionnaires showed that pupils enjoyed reading and being read to. Pupils have a clear understanding of what makes a good reader and the different strategies used to read
·   The staff undertook a whole school analysis of literacy data for oral language, reading and writing. The evidence was gathered from pupil samples and student profiles. This data was used to identify strengths and concerns in oral language, writing and reading.
·   There was as analysis of pupil spellings based on the results of the Schonell spelling test  and Drumcondra Spelling test
Resulting findings
As a result of the above process of self- evaluation, Literacy was chosen as the main focus for Year 1 of our school improvement plan. The main focus will be on the improvement of pupils’ spellings
Progress made on previously identified improvement targets
·      The school has had a DEIS plan since 2007. Targets have been set and reviewed for literacy, numeracy and attendance on an annual basis.
 Summary of school self-evaluation findings
Our school has strengths in the following areas in literacy
·   Pupils’ standardised test results in English reading show that the  majority of pupils are performing at or above average.
·   Pupils display very positive attitudes towards all aspects of literacy
·   Literacy initiatives have been introduced over the past number of years. There has been an increased number of class novels being read at each class level. Paired reading and book clubs have been introduced. ‘My read at home book’ will be introduced at all class levels next year
·   Reading comprehension skills are explicitly taught at all class levels. The school has adopted Building Bridges of Understanding as a whole school approach to the teaching of reading. Its primary focus is on teaching comprehension strategies
·   Pupils report liking and enjoying reading throughout all class level
·   Pupils have strategies to help them read new words
·   Pupils display confidence in using language
·   Pupils display emotional and imaginative development though language
·   Pupils are taught to write in a variety of genres
·    Pupils in 3rd to 6th write in a cursive script
 
The following area is prioritised for improvement
While most pupils do very well in spelling tests, spellings in free writing could be improved. The school has an improvement plan which sets out actions to be taken to improve spellings
The following legislative and regulatory requirements need to be addressed
·   Review and revise Code of Behaviour and Anti- Bullying Policy
 


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