Numeracy SelfEvaluation Report
Forgney National School: Roll No: 00860D
School Self Evaluation Report Numeracy
Evaluation Period: November 2013 – June 2014
Commencing September 2014
1.1 The Focus of the Evaluation:
A school selfevaluation of teaching and learning in numeracy was undertaken during the period November 2013/June 2014.
During the evaluation: teaching and learning of numeracy across the whole school was evaluated.
(Understanding and using mathematics in a real life context.)
The school gathered information using the following methods:
 Pupil Questionnaires
 Teacher observation and Reflection
 Standardised Test Results of Signa T
 Results from class assessments
 Pupils’ own work
 SCOT Analysis undertaken by staff
 Parent Questionnaires.
1.2 School Context:
This is a report of the finding of the evaluation:
 Forgney National School is a mixed rural primary school.
 There are currently 29 pupils enrolled in Forgney National School.
 There are 2 Teachers based in Forgney N.S. ( 2 classroom teachers including
1 teaching principal, I shared learning support teacher & 1 shared resource
Teacher).
 ForgneyS. administers standardised tests in Mathematics and English reading from 1^{st} – 6^{th} class. (Micra & Sigma T ).
 The Belfield test is administered yearly to Junior Infants
The middle infant screening test is administered yearly to senior infants.
 Further diagnostic tests are administered by the learning support teacher when required. (Neale analysis, N.R.I.T, Schonnel reading 7 spelling assessments, B.I.A.P, Dolch assessments).
 Continual assessment of pupils occurs through teacher observation and reflection, teacher designed tasks and teacher designed tests.
 The Findings:
(Based on standardised scores achieved in May 2014 & questionnaires)
 2% of students are performing at the 16^{th} percentile or below.
 8% of students are performing between the 17^{th} to 50^{th} percentile.
 3% of students are performing between the 51^{st} to 84^{th} percentile.
 7% of students are performing between the 85^{th }to 100^{th} percentile.
When compared with normal distribution we noted that we have less than the norm of children performing below the 84^{th} percentile.
When compared with normal distribution we noted that we have a higher distribution of children performing above the 85^{th} percentile and also above the 98^{th} percentile than the norm.
At or below
2^{nd} PR 
3^{rd} – 16^{th} percentile 
17^{th} – 50^{th} percentile 
51^{st} – 84^{th} percentile 
85^{th} – 98^{th} percentile 
Above 98^{th} Percentile 

Normal  2.%  14%  34%  34%  14%  2% 
Forgney  0%  4.2%  20.8%  33.3%  29.2%  12.5% 
 100% of children surveyed from Junior Infants to 2^{nd} class reported to like Maths.
 80% of children surveyed from 3^{rd} – 6^{th} class reported to like maths.
 The pupils reported that they like the following parts of mathematics the most: probability/chance, data & number operations (except long division) measures, time.
 Pupils reported that they dislike the following areas of mathematics: fractions, long division, decimals and problem solving.
All teachers identified problem solving and mental mathematics strategies as areas that need more attention within their classrooms as well as the need for the children to engage in more “fun mathematical activities”
Preparation for teaching:
Each class teacher prepares for his/her class by doing fortnightly plans and outlining specific aims/objectives and activities for each maths topic.
Teaching approaches:
The following approaches are utilised across the school: Collaborative learning, active learning, problem solving, skills through content and use of the environment.
Management of pupils:
Students are taught topics at their own class level with class teachers utilising the Learning Support Teacher to improve quality of teaching
Differentiation:
Provisions are made within individual classes for students with varying needs – e.g. they are seated with children of similar abilities or are given alternative tasks to do either through worksheets/WB/use of concrete materials etc.
Assessment:
Class assessments are carried out at regular intervals by the class teachers – most commonly at end of each term and sometimes weekly.
Standardised Tests – 1^{st} – 6^{th} classes undertake SigmaT in the final term and the results are analysed by each individual class teacher to ascertain strengths/weaknesses of their pupils.
Learning Environment:
Each class teacher selfreflected on the mathematical learning environment they provide for their pupils. The use of concrete materials was to the fore at the junior end although this dissipated at the senior class levels. Similarly a maths print rich environment was more evident in the junior end then in the senior classes.
Pupils’ engagement in learning:
Levels of engagement varied from pupil to pupil. It was monitored primarily through teacher observation i.e. noting how often a child offered information in class, willingness to participate in a maths activity, attitude to tasks assigned/new topics and so forth. The use of ICT was found to greatly enhance engagement in learning.
Learning to Learn:
This is fundamental to our teaching at Forgney National School. We are mindful as a staff that we want the children to be able to use mathematics in a fluid and natural way and hence we decided to make this our focus in relation to “real life mathematics.”
Attainment of curriculum objectives:
As was mentioned in the “assessment” section each class teacher carries out various tests to determine whether or not a child has attained the objectives in a particular area. If a child has not, he/she is provided with extra help until they are achieved.
3.1 Summary of School self evaluation findings:
Forgney National School has strengths in the following areas:
 When compared with normal distribution we noted that we have a higher distribution of children performing above the 85^{th} (also above the 98^{th} percentile) than the norm.
 80% of pupils surveyed love mathematics.
 The two mainstream classrooms have interactive whiteboards installed, this makes a wide range of resources readily available for the teaching and learning of mathematics as well as more fun activities for children to engage with.
 All teachers are motivated to engage in further professional development in the areas of mathematics.
 Preparation for teaching
 Teaching approaches
 Management of pupils
 Assessment
 Attainment of curriculum objectives
3.2 The following areas are prioritised for improvement:
1) Improve the scores in the Sigma T by concentrating on improving problem solving and children’s knowledge of mathematical language.
 75% of all pupils will demonstrate ability to use whole school problem solving techniques when answering problem based questions in mathematics.
 20% of pupils will be at the 50% percentile or below compared to 25% at present.
2) Develop children’s mental maths strategies and recall facts
 Children show less dependence on numbers lines, table books etc, for mental computation.
 Children show an improvement in estimation skills.
 Inspections of standardised Sigma T results to show a reduction in the number of pupils at the 50^{th} percentile or below from 25% to 20%.
3) Engage in more fun mathematical activities.
 Maths games sessions weekly.
 Group work in all mathematical areas.
 Interactive White Board to be used more frequently.
 Oral maths to be an integral part of all maths lessons.
 Investment in more mathematical resources and concrete material.
 10% of all pupils will be at 16% or below or the standardised Sigma T tests, compared to 16% at present.
Forgney National School School Self Evaluation Report
Numeracy  
1  S.C.O.T Analysis 
2  School SelfEvaluation Report 
3  School Improvement Plan 
4  Legislative and Regulatory Checklists 
5  Standardised Test Results in Numeracy 
Questionnaires completed by pupils & parents.