Self-Evaluation Report and Improvement Plan

Bishop Foley NS

Self-Evaluation Report and Improvement Plan

  • Introduction


This document records the outcomes of our last improvement plan, the findings of this self-evaluation, and our current improvement plan, including targets and the actions we will implement to meet the targets.


  • Outcomes of our last improvement plan from Sept 2016  to June 2018


  • An increase in Standardised Reading Test average percentile (39th – 45th) in 2017 followed by a slight decrease (45th -42nd) in 2018.
  • An increased awareness amongst staff regarding planning for, teaching and assessing Oral Language in structured way.
  • Success in teaching of language in smaller groups using stations

1.2 The focus of this evaluation

Having spent three years focussing on Oral Language and Reading as part of the previous SSE process, we felt it was time to have a look at Numeracy. While our Numeracy percentiles are improving, we felt that by focussing on the basics of tables and mental maths, further improvements could be achieved. We undertook self-evaluation of teaching and learning in these areas during the period June/2018 to Sept/2018. We evaluated the following aspects of teaching and learning:

  • Learning of Tables
  • Mental Mathematics



  • Findings


  • Inconsistency in the way tables are being taught
  • Inconsistency in the way tables are being assessed
  • Inconsistency in the use of language in the teaching of tables
  • Average percentile in Standardised testing in Mathematics has increased by 8 points over the past two years

2.1 This is effective / very effective practice in our school

  • Consistency of planning amongst staff
  • Variety of organisational and teaching styles used
  • Variety of Assessment tools used

2.2. This is how we know

  • Discussion amongst a) ISM team and b) whole school staff
  • Review of standardised testing percentile scores 2016-2018

It was agreed that this evaluation would be undertaken by the staff as a whole only. Previous experience had shown that pupils’ and parents’ surveys had little or no bearing on outcomes achieved. Parents will have an involvement in the monitoring of outcomes at a later stage in the process.

2.3 This is what we are going to focus on to improve our practice further

  • Greater emphasis on the teaching and learning of tables (Year 1)
  • Creation of a numeracy-rich environment within the school (Year 1)
  • Focussed teaching of mental maths and strategies for learning (Year 2)
  • Problem Solving (Year 3)



  • Our improvement plan


On the next page we have recorded:

  • The targets for improvement we have set
  • The actions we will implement to achieve these
  • Who is responsible for implementing, monitoring and reviewing our improvement plan
  • How we will measure progress and check outcomes (criteria for success)

As we implement our improvement plan we will record:


  • The progress made, and adjustments made, and when


  • Achievement of targets (original and modified), and when

This document will be made available online via the school website.

Our Improvement Plan

Timeframe of this improvement plan is from November 2018 to January 2019


Targets Actions Persons / groups responsible Criteria for success Progress and adjustments Targets achieved

A specific timetable for tables to be implemented

Consistency of language to be used in the teaching of tables.

Consistency of assessment of tables


To be able to recite tables “by heart”

To increase speed and accuracy of recall


Each teacher to have a defined time for on time table for teaching of tables.

Language reference guide to be given to teachers.

Assessment of tables to be undertaken every Friday and revision tests to be undertaken regularly throughout the year. All assessment results to be recorded.


Rote learning of tables

Tables competitions with the class/school

All class teachers

ISM team/numeracy sub group

All class teachers/

Parents to monitor assessments/

Pupils and staff to record results


Each teacher will have a timetable with the time for teaching/learning of tables clearly marked on it.

Each teacher will have the language reference guide for tables in their class.

Each teacher will assess tables on a weekly basis with results communicated to parents


Improved scores in weekly assessment tests