RMDS SSE REPORT AND ACTION PLAN

Ranelagh Multi-denominational School

Ranelagh Rd

Dublin 6

Roll no. 19998Q

Summary School Self-Evaluation Report and Action Plan

Theme: e-learning

Evaluation period: 2014/15

Action plan period 2015-2018

Report issue date: June 2015

1. Introduction

A school self-evaluation of e-learning in RMDS was undertaken during the school year 2014/15.  This is a report on the findings of the evaluation and progress made on previous evaluations of learning in literacy (2014-2017) and numeracy (2013-2116).

1.2 School context

RMDS is a multi-denominational NS with 234 (comprising 112 girls and 122 boys) pupils in 8 mainstream classes from Junior Infants to 6^th class. Attendance is excellent, with a very small number of exceptions. There are fourteen teachers, including four resource teachers and an administrative principal. Standardised testing in Mathematics and English reading is carried out in all classes from Rang 1 to Rang 6 annually.

The NCTE provide a restricted/protected broadband service to RMDS. Parents sign an AUP Acceptable Use Policy in Junior Infants. In third class, the children take responsibility for their own behaviour online by signing the AUP with their parents. Each classroom has access to a  media station in line with the DES recommendations.

There is currently an e-learning budget of €10,000 per year, in addition to e-learning consumables (inks, paper for printing etc).

Training for the staff is supported if suitable courses are identified.

2. The findings are summarized as follows:

Teachers held a number of meetings on this topic during the school year 2014-15.  An e-learning audit was completed.  In summary, attitudes to the role ICT can play in teaching and learning were very positive, although e-learning activities remain to some degree dependant on the proficiency of the teacher or staff member.

A meeting was held with parents in May 2015. There was a small attendance at the meeting.  Most parents present held a quite cautious view of technology in school.  Others were excited by the opportunities ICT provided for learning.  It was a very useful meeting in terms of developing a shared understanding of the role of e-learning and ICT here in RMDS and helping parents to understand what ways we use technology in school and also the difference between teacher led activities (i.e. whiteboards) and children actually on screens.

All children from Rang 3 to Rang 6 were surveyed in May 2015. Most had a positive view of the use of technology in the school and a good understanding of the issues related to technology, including internet safety, over reliance, being circumspect about information online. Almost every child surveyed saw technology as positive for learning.

Regular updates were provided to the Board of Management, who had set the development of an e-learning strategy as a priority for their term of office (2011-2015).  Overall the outcome of this process indicated that we fall in the category strengths outweigh weaknesses.

3. Progress made on previously identified improvement targets

3.1 Numeracy

The numeracy plan is progressing well. We set out over the period of the plan (2013-2016) to increase the percentage of pupils performing in the Well Above Average range in standard tests in numeracy to 55% over the period of the plan. In 2014, the percentage of pupils falling in the Well Above Average range was 57%. The scores for this year (2015) indicate that 67% of pupils are performing in this range.

A second target was to ensure that those performing in the Below Average range and Low Average range of standard tests in numeracy would score closer to the Average range. Test scores this year (May 2015) indicate that 3% of pupils fell in the Well Below Average range, compared with 2% in 2014 and 4% in 2013.

The staff consider there are a number of factors that have contributed to this success:

• The collaborative approach to planning.
• Team teaching of maths from rang 3 to rang 6.
• In-class support for maths in the junior classes.
• The use of pupil conferencing and regular assessment of learning from rang 3 up.

We remain concerned about a small number of pupils who have not gained mastery of the mathematics objective in the senior classes, despite intensive and ongoing learning support. We feel that a greater emphasis on manipulatives (concrete materials) and very targeted early intervention may help this group of children. More systematic implementation of the Aistear programme will have a benefit in this area.

Secondly we have agreed to carry out a detailed analysis of standard test scores in maths to help in the diagnostic process on a class wide basis. This will be coordinated in the autumn by the SEN team working with the principal.

The introduction of the Aistear programme has been slower than expected and will be reprioritized for September 2014.

3.2 Literacy

Standardised test results in English reading carried out in May 2015 showed that 69% of pupils in first to sixth class were performing in the Well Above Average range on standard tests in English reading. A further 15% performed in the Above Average range.

This compares with standardized test results in English reading in May 2014 which showed that 61% of pupils were performing in the Well Above Average range and a further 12% in the Above Average range.

The analysis of test scores also indicates that pupils are maintaining and improving scores as they move through the school. While these scores reflect the high levels of interest in education in the community we serve, and high levels of parental education and engagement with the school, the continued improvements in literacy scores also reflect high quality teaching, collaboration between resource and classroom staff and close monitoring of pupils at risk of reading failure as well as the provision of enrichment activities for more able children.

Continued attention to written expression will be required in the next school year to bring the levels of written skills from the ‘strengths outweigh weaknesses category to a ‘significant strength’ of the school.  It is intended to discuss this in more detail in the autumn of 2015.

Handwriting in the infant classes (to develop correct letter formation) and in Rang 3 (to ensure development of the cursive script) will be a priority in 2015-16.

4. Summary of school self-evaluation findings

4.1 Strengths:

1. The numeracy plan (2013-2016) is progressing ahead of expectations.
2. The literacy plan (2014-2017) is progressing in line with targets.
3. There are good well maintained resources for e-learning available in the school.
4. Parental expertise is well utilized in this area
5. There is a very positive  attitude among staff and pupils regarding the potential of e-learning to enhance teaching and learning
6. There is agreement on our vision of e-learning as a tool to enhance the teaching and learning process, not as an end in itself.

4.2 The following areas are prioritised for improvement:

1. The further implementation of the Aistear programme in the 2015-16 school year.
2. Written expression will continue to be a target for development.
3. Handwriting skills will continue to be a focus particularly in the infant classes and in rang 3.
4. We will continue to build our relationship with Rathmines library and try to ensure that all pupils have library cards by the end of the plan
5. More systematic use of e-learning as a tool for teaching and learning and administration in all classes. An action plan, based on the ICT framework (2007) will be drawn up to ensure this happens.

4.3 The following action plan to improve the use of ICT as a tool for teaching and learning in RMDS was agreed.

4.4 There are no legislative and regulatory requirements which need to be addressed: See Appendix 1:  Summary Regulatory and Legislative Check list for 2015.

Appendix 1 RMDS Summary to legislative and regulatory check list for reporting to the school community 2015

Appendix to RMDS summary School Self-Evaluation Report:

Policy checklist – reporting to the school community