SSE

 What is School Self Evaluation?

School Self Evaluation (SSE) is a process that schools all over the country are currently engaged in. It is a “collaborative, inclusive, and reflective process of internal school review”.

The process of School Self Evaluation involves gathering information from a range of sources about the quality of teaching and learning in our school, and then making decisions. It culminates in the development of a School Improvement Plan which sets targets for improvement in certain areas. The guiding framework for the SSE process is a document called ‘Looking at Our School 2016, A Quality Framework for Post-Primary Schools’. The ultimate purpose of SSE is to improve the quality of learning in our schools.

NKETNS School Self Evaluation

You may or may not be aware of the practice of School Self Evaluation which is whereby schools reflect on practice, agree on some targets and work towards achieving these. In NKETNS we are always working towards improvement to ensure that our children have the best possible Primary School experience. I feel it is important for you as parents to be kept in the loop about the specific areas of focus for our school.

In 2019 we focused on Wellbeing initiatives and I am pleased to report that these initiatives are now embedded in our practice here in NKETNS. Examples of the actions that arose from that cycle of Self Evaluation are;

• Increased supervision on yard
• Delivery of a series of anti-bullying lessons to compliment the Stay Safe Programme
• Review of the SPHE Whole School Plan took place in June 2019
• Wellbeing homework is regularly given to classes.

In 2022 we focused on specific areas of the Maths curriculum and we are currently in the Monitoring and Evaluating stage of the process. Last year we analysed evidence gathered in relation to the area of Assessment. We are currently implementing strategies to improve children’s ability to self assess their work further empowering them in their learning. Over the coming year we will be reviewing our Code of Behaviour and will be engaging with the School Self Evaluation process in a bid to thoroughly review it and make necessary amendments that will further contribute to a safe and happy environment for all.

Over the coming weeks we will be teaching the children from 1st-6th all about what a Code of Behaviour is and it’s purpose. We will be listening to their feedback and suggestions which will further inform any changes we make to the Code. We will also be looking for input from you as parents and will be in touch soon with further details on this.

School Improvement Plan – June 2019 – Wellbeing

Our School Improvement Plan
Summary of main strengths as identified in last SSE:	Culture & Environment -96% of pupils surveyed said that they feel their school is always or sometimes a happy and welcoming place -97% of those surveyed reported that their school is clean, tidy and bright -Teachers reported satisfaction that the school’s physical environment is bright and welcoming to pupils -The Student Representative Group is in place to give our pupil’s a strong voice in a formal setting and an opportunity for the pupil’s to take on responsibility within the school Teaching & Learning -All pupils engage in a broad curriculum that provides opportunities for success in many areas -96% of pupils surveyed reported that they engage in Social, Personal, Health Education lessons -98% of pupils stated that their teacher helps them when they need it Policy & Planning -All class teachers adhere to the Whole School Plan for SPHE as reviewed in 2012/2013 -All class teachers adhere to the Whole School Plan for Physical Education as reviewed in June 2017 Relationships & Partnerships -The ethos of our school states that we are child-centred, whereby the school aims to be a place where a child’s quest for growth, self-development and knowledge is fully acknowledged, facilitated and encouraged -The ethos also states that we are democratically run and that the involvement of all parents is sought and encouraged -95% of those surveyed felt that their teachers listened to them always or sometimes
Summary of main areas requiring improvement as identified in last SSE:	Culture & Environment -Only 67% of pupils surveyed reported that they always feel safe in school Teaching & Learning -13% of pupils reported that they have not been told what to do if they are being bullied. Policy & Planning -The Whole School Plan for SPHE has not been reviewed since 2012 Relationships & Partnerships -Teachers identified that homework activities to not systematically include a focus on wellbeing.

Targets	Actions	Persons / groups responsible	Criteria for success	Progress and adjustments	Targets achieved
To  establish ways in which pupils might feel unsafe in school and to set targets to address these issues.	Provide pupils from 4th to 6th class with a worksheet to establish times when they may feel unsafe. See appendix a	Jenny responsible for providing teachers with worksheet. 4th to 6th class teachers responsible for ensuring that the worksheet is completed. Whole staff responsible for identifying targets to address these issues.	We will have a list of examples of times when pupils feel unsafe in school. We will have a set of targets to address these issues. At least 90% of pupils will report that they always feel safe in school.	Established that a number of students felt unsafe on the yard and they identified that the reason for this was that there was only one supervising teacher. Increased supervision on yard in September 2019 on a trial basis. New system formally adopted in Nov 2019.	YES
To ensure that all pupils in our school know what steps to take when they are being bullied.	In addition to the Stay Safe Programmes, children will access specific lessons as set out in the Prim-Ed publication, Bullying. These lessons will be taught at a designated time each year in Junior Infants, 1st Class, 3rd Class and 5th Class.	Pat responsible for disseminating materials to teachers.   Relevant class teachers are responsible for ensuring that these lessons are completed.	At least 95% of pupils will report, when surveyed, that their teachers have told them what to do if they are being bullied.	In January 2022 antibullying lessons were added to long term plans for SPHE in Junior Infants, 1st Class, 3rd Class and 5th Class.	YES
To review the Whole School Plan for SPHE.	Review and amend plan as necessary.	ISM team to carry out initial review, followed by whole staff review. Board of Management to approve plan.	SPHE Plan will be reviewed and amended.	SPHE Whole School Plan was reviewed and amended in June 2019.	YES
To use homework as a tool to communicate to the wider school community the value that the school place on wellbeing.	Homework with a specific focus on promoting wellbeing will be assigned to pupils once a week.	1st to 6th class teachers.	All pupils from 1st to 6th class will engage in homework with a specific focus on wellbeing at least once a week.	Wellbeing homework is assigned on a weekly basis from 1st-6th class.	YES

School Improvement Plan – Maths – Jan 2022

Our School Improvement Plan
Summary of main strengths as identified in last SSE:	Learner Outcomes -Pupils achieve the intended learning objectives of the lesson, which have been appropriately differentiated where necessary. -For the most part, pupils demonstrate that they have achieved the stated learning objectives for the term and year, which have been appropriately differentiated where necessary.     Teacher’s Practice -Some teachers meaningfully differentiate content and activities in order to cater for the varying needs and abilities of pupils.   Collaborative Practice -All class teachers adhere to the Whole School Plan for Maths. -Teachers engage regularly in professional collaborative review of teaching and learning practices.
Summary of main areas requiring improvement as identified in last SSE:	Problem Solving Strategies are not consistent across the school and more time is required in class to appropriately develop problem solving skills.   Adapt plans to ensure we are addressing gaps in learning as a result of whole school closures.   Provide additional resources that can be differentiated in order to allow children to engage in problem solving activities that are suitably challenging.   CLASS hours to specifically focus on development of numeracy skills

Targets	Actions	Persons / groups responsible	Criteria for success	Progress and adjustments	Targets achieved
Develop consistent problem solving strategies across the school.	Teachers revisit SIP from 2017 in relation to problem solving strategies. Posters will be displayed in every class outlining the RUDECCC method.	Teaching staff responsible for implementing previously agreed strategies. Principal responsible for disseminating posters for display.	All classes will adopt the RUDECCC method of problem solving and display poster in room.	We adjusted the criteria here for classes from 1st to 6th. Classes from 1st to 6th are displaying RUDECCC problem solving poster. New RUDE CCC posters created for any classrooms missing theirs .	Yes
Afford children with time in class to engage in appropriately challenging activities that develop their problem-solving skills.	Time will be set aside each week for a lesson that is specifically focused on problem solving. Resources will be sourced and disseminated that provide appropriately differentiated learning experiences.	Class teachers are responsible for ensuring that these lessons are completed. ISM member with responsibility for Maths  will disseminate Brain Snacks for classes.	Each class will engage in one focused lesson each week, Teachers will ensure children are given opportunities to use Brain Snack and other differentiated numeracy resources.	Classes take part in one focused problem solving lesson each week. Brain snack, Mental Maths problem solving and other differentiated numeracy resources available in class. 55% of classes surveyed are teaching one focused problem solving lesson per week. Teachers reminded to teach one focused problem solving lesson per week.
Adapt plans as necessary to account for gaps in learning.	Following class-based assessments teachers will ensure to cover any objectives that were not met during school closures.	Teachers to continue carrying out classroom assessments to ascertain prior knowledge and facilitate the teaching of these topics at the beginning of lessons.	Revision will be carried out where necessary to ensure that the children have the pre-requisite knowledge for new topics.	Assessments continue to inform priority areas for revision	Yes
CLASS hours to specifically focus on development of numeracy skills	CLASS hours to be used with a focus on numeracy.	Support teacher to devise a plan collaboratively with class teachers and deliver a numeracy programme to children that is specifically set to address shortfalls due to school closures.	All children from Senior Infants to 6th class will engage in additional numeracy activities.	Class hours were used in these classes to engage in additional numeracy activities. Support teacher developed a bank of maths games for use across the classes	Yes

School Improvement Plan Assessment – June 2023

SCHOOL IMPROVEMENT PLAN 2023 to 2024

ACTION PLAN CO ORDINATOR: Niall Keating (Deputy Principal) TARGETS • Daily sharing of success criteria with children. Co-create success criteria at least once per week • Children will use SALF folders, scrap books and two stars and a wish to self and peer assess. • Teachers to engage in regular collaborative review around SSE in assessment at staff meetings. ACTION PERSONS / GROUPS RESPONSIBLE • All classes to be provided with WALT and WILF posters to be displayed with magnets on the whiteboard. Teachers to assist children in co-creating success criteria – Deputy & Class teachers • New pocket display SALF folders and scrapbooks to be purchased. Teachers to teach children how to use these and how to self assess and respectfully peer assess using the language of “even better if”. – Deputy & Class teachers • Regular time to be set aside at staff meetings for discussion on assessment sharing successes, challenges and learning from each other. -Principal, Deputy Principal & Class Teachers • SSE notice board to be displayed in the classroom Deputy to purchase – Principal & Deputy MONITORING STRATEGIES/APPROACHES • Surveys • Regular SSE discussion at staff meetings • Observation of childrens’ assessment work and discussion with children EVALUATION / CRITERIA FOR SUCCESS • (Are we making progress? / How do we know?) • Regular sharing of success criteria with children in all classes • Increase in opportunities for children to co-create success criteria • Use of SALF folders/scrapbooks increased from 26% to 100% NECESSARY ADJUSTMENTS THROUGHOUT IMPLEMENTATION PROCESS • Previous SALF folder method of ring binder and plastic pockets changed to a 20 pocket document folder • SSE notice board set up in staff room • Sharing of best practice on assessment at staff meetings – language of “even better if” to be used when children are peer assessing • Scrapbooks purchased for Infants to replace learning portfolio • Morning meetings/feeling check ins to be introduced to allow students to practice self assessing their feelings TARGETS ACHIEVED Daily sharing of success criteria with children. Co-create success criteria at least once per week Yes Children will use SALF folders, scrap books and two stars and a wish to self and peer assess. Yes Teachers to engage in regular collaborative review around SSE in assessment at staff meetings. Yes