Focus
A school self-evaluation of teaching, learning of Mathematics was undertaken during the period Nov 2014-June 2015. During this period a consideration of teaching and learning children’s perspectives and parental input was reflected upon to inform our development plan. This document is a summary of our findings.
School Context
Scoil Nioclais Naofa is a mixed rural full stream primary school located on the border of counties Wicklow and Kildare under the patronage of the Catholic Archbishop of Dublin. There is an enrolment of 267 children made up of 10 mainstream classes and 2 special classes for children on the Autistic Spectrum. We have 6 children with 21.25 low incidence hours. We have 2 full time LSRT teachers and one part-time for the low incidence hours. There are 5 SNA’s in our ASD classes. Pupils come mainly from a rural background and we have a wide range of social classes attending our school, from well to do to disadvantaged. There is strong parental support for all activities in our school and parents are generally very keen that their children progress well in curricular and non-curricular areas. Their influence has a positive effect on pupil attainment levels and on pupil’s attitudes to learning.
Findings
These findings resulted from teacher observation, pupil’s survey, parent’s survey and analysis of standardised tests (Sigma T).
Three surveys were carried out to gather information and data on Numeracy. The following data was found.
Parents Survey
- 83% of their children like Maths
- 87% of their children like maths in school
- 13% find tables difficult
- 2% find subtraction difficult
- 19% find division difficult
- 15% find shape/space difficult
- 6% find money difficult
- 19% find time difficult
- 46% find fractions, decimals and percentages difficult
- 15% find measure difficult
- 60% of parents would like the school to focus on the teaching of fractions
Parents Comments
My child finds adding fractions difficult
Fractions should be part of the Infants maths Programme
More practical work would help understanding
I would like to take Maths classes to help my children
I didn’t realise that my child had a difficulty in Maths until I was presented with this survey.
Children’s Survey
| Class |
% score |
| 6th |
45% |
| 5th |
50.4% |
| 4th |
54.89% |
| 3rd |
57.89% |
| 2nd Blue |
64% |
| 2nd Red |
74% |
| 1st |
67% |
Teachers Survey
Teacher’s survey showed that they used an array of methodologies weekly. They differentiate for the brighter child. Overall teachers are happy with the Maths Curriculum and find that everyone works hard and that the school has a high standard of maths. All teachers would like more resources and a resource bank at each level.
In the area of fractions teachers would like fraction dominoes, more fraction / decimal equivalency cubes decks of carob and fraction balance, tangrams, fraction strips. Teachers would like greater emphasis on the use of concrete materials. A possible agreed list of rhymes/mnemonics etc for remembering certain procedures. Displays and examples of fractions in use more evident in the corridors. Senior teachers would like % ratio etc introduced informally at an early stage.
Evidence Based Data in our Sigma T Tests Oct/Nov 2014
A total of 194 children completed Sigma T tests in Autumn 2014.This included children from 1st to 6th classes.The highest percentage of students (26.3%) scored a STEN of seven.9.3% scored a STEN of ten,with 11.3% scoring a STEN of nine,21.1%scoring a STEN of eight wirh 32% scoring a STEN of six or below.
Overall Percentage of questions based on fractions answered correctly.
| Class |
% score |
| 6th |
45% |
| 5th |
50.4% |
| 4th |
54.89% |
| 3rd |
57.89% |
| 2nd Blue |
64% |
| 2nd Red |
74% |
| 1st |
67% |
Overall percentage 59% approximately.
Summary
Our school has strengths in the following areas;
- Children’s results in standardised tests in numeracy show that 68% scored a STEN of seven or above,with no students scoring below at STEN of three.
- Children’s report liking maths and feel they are good at it. This was reflected in both pupils and parents survey.
- Maths comprehension strategies are explicitly taught in all class levels.
The following areas are prioritised for improvement
It was agreed that fractions are a problem area for the children in our school. This area in maths will be targeted for September 2015.
Staff Review
A steering group has agreed to work on fractions and to keep all teachers informed at all stages.
It was agreed to improve learner outcomes for children using the skills of reasoning and problem solving.
Areas for Improvement
- Language of maths needs to be uniform throughout the school.
- Adult Resources in school.
- Possibility of Team Teaching in Learning Support.
- To support parents in their role as partners in education in the teaching and application of maths.
- To work with PDST team to enrich our teaching of maths/strand area (fractions)