SSE – Report on Teaching and Learning

School Self- Evaluation Report On Learning and Teaching

Overall Evaluation Period: August 2015-May 2019

Summary Evaluation Period: 28th August 2015 – 3rd June 2016

                                                 

Report Issue Date: 25th May 2016

 

School Self-Evaluation Report

 

1) Introduction

 

  • The focus of the evaluation

 

  • We undertook an initial school evaluation on learning and teaching in the area of Teaching Approaches during the academic year 2015 – 2016.  The focus of this report is an evaluation of the findings compiled by the Staff Learning and Teaching Committee during the school year 2015 – 2016.

 

  • We focused on the First Year cohort 2015 – 2016 for baseline data going forward.

 

  • We conducted a teacher questionnaire during 2015 – 2016 in relation to their experience of Learning and Teaching.

 

  • We conducted a student questionnaire during 2015-2016 in relation to their experience of Learning and Teaching.

 

  • We conducted a parent/guardian questionnaire during 2015 – 2016 in relation to their child’s experience of Learning and Teaching.

 

  • We provided Staff In-Service Monday April 25th 2016 in the following areas:
  • Team Teaching PDST (Will Donnelly)
  • Active Teaching Approaches PDST (Ann O’Brien)

 

  • We underwent a Department of Education and Skills inspection in the area of Management, Leadership and Learning in January 2016. We intend to implement recommendations following this inspection.

 

 

            Rationale for Evaluation

 

  • In 2012 the Inspectorate at the Department of Education and Skills published School Self-Evaluation Guidelines for Post-Primary Schools. It aims to affirm good practice, to identify areas that merit improvement and to decide on actions that should be taken to bring about improvements in those areas.

 

  • SSE aims to enrich the learning and teaching experience for the benefit of all concerned.

 

  • SSE in Learning and Teaching strives to implement and incorporate the recommendations of previous Subject Inspections and Programme Evaluations by the Inspectorate.

 

 

1.2) School context

 

St. Brendan’s Community School, Birr, Co. Offaly is a co-educational school committed to the second level education of the students in the area of Birr and its hinterland. The school takes its inspiration and ethos from the traditions and values of its founding Trustees and Staffs – the Presentation Brother’s College, the Sisters of Mercy Convent and Birr Vocational School.

 

There are 68 teachers and 941 pupils in St. Brendan’s. We offer the traditional state exam curricula at Junior and Leaving Certificate along with a number of programmes including LCA/LCVP/Transition Year/ Special Education Class/ Study Skills Programme/ Small Learning Support Classes/FETAC Programmes Level 2 and 3. The School has an ASD facility.

 

Our attendance levels are good. Our students’ behavior is excellent.  A Board of Management, which is representative of all the school partners, governs the school.  A Parents’ Council is representative of the parent/guardian voice.  A Students’ Council is representative of the student voice in the school.

 

For more information on how we intend to improve our students’ learning please see our SIP, which is available on our school website www.stbrendanscsbirr.ie

 

 

 

2) Findings

 

2.1) Learner Outcomes

 

  • 65% of our students feel their knowledge is checked regularly in class.

 

  • 87% of our students feel that they get regular homework.

 

 

2.2) Learner Experience

 

  • 79% of our students feel that teachers encourage them to work to the best of their ability.

 

  • 70% of our students feel that the teacher tells them how they can improve.
  • 85% of our students feel that the teacher listens to questions and answers them.

 

  • 73% of our students feel confident asking for help if they don’t understand.

 

  • 87% of our students learning and teaching experience includes working with fellow students.

 

  • 86% of our students learning and teaching experience includes peer assessment.

 

  • 57.5% of our students feel they are given time to improve their work by correcting mistakes.

 

  • 57% of our First Years feel lessons are interesting/engaging.

 

  • 42% of our First Years feel that they have learned something new at the end of the lesson sometimes.

 

  • 23% of our First Years feel teachers correct their written work regularly. Note:  70% of our First Years feel that the teacher tells them how they can improve.

 

 

2.3) Teachers’Practice

 

  • 93% of our teachers provide opportunities for students to work collaboratively.

 

  • 94.5% of our teachers feel they provide opportunities for students to self-assess and re-draft their work.

 

  • 97.3% of our teachers feel they provide written feedback on students’ work.

 

  • 100% of our teachers feel they acknowledge student effort as well as achievement.

 

  • 92% of our teachers feel their teaching approach accommodates Differentiation.

 

  • Teachers’ response to the question relating to whether there was enough time at the end of lessons to consider, apply and reflect upon the lesson content varied.  8.1% always, 32.4% frequently, 51.4% sometimes, 8.1% never.

 

  • Teachers’ response to the question relating to the variety of assessment techniques used including formative (AfL) and summative (AoL) varied.  27.8% always, 38.9% frequently, 27.8% sometimes, 5.6% never.

 

 

 

3) Progress made in previously identified improvement targets

 

Not applicable as this is the first year of the process.

 

 

 

 

4) Summary of School Evaluation Findings

 

We collected information from students, teachers and parents/guardians in preparing this report.

 

  • Teacher questionnaire.

 

  • Student questionnaire conducted on the First Year Cohort of 2015-2016.

 

  • Parent/Guardian questionnaire.

 

 

4.1) Strengths

 

  • 65% of our students feel their knowledge is checked regularly in class.

 

  • 87% of our students feel that they get regular homework.

 

  • 79% of our students feel that teachers encourage them to work to the best of their ability.

 

  • 70% of our students feel that the teacher tells them how they can improve.
  • 85% of our students feel that the teacher listens to questions and answers them.

 

  • 73% of our students feel confidents asking for help if they don’t understand.

 

  • 87% of our students learning and teaching experience includes working with fellow students.

 

  • 86% of our students learning and teaching experience includes peer assessment.

 

  • 57.5% of our students feel they are given time to improve their work by correcting mistakes.

 

  • 93% of our teachers provide opportunities for students to work collaboratively.

 

  • 94.5% of our teachers feel they provide opportunities for students to self-assess and re-draft their work.

 

  • 97.3% of our teachers feel they provide written feedback on students’ work.

 

  • 100% of our teachers feel they acknowledge student effort as well as achievement.

 

  • 92% of our teachers feel their teaching approach accommodates Differentiation.

 

 

4.2) Areas for Improvement

 

  • 57% of our First Years feel lessons are interesting/engaging.

 

  • 42% of our First Years feel that they have learned something new at the end of the lesson sometimes.

 

  • 23% of our First Years feel teachers correct their written work regularly. Note:  70% of our First Years feel that the teacher tells them how they can improve.

 

 

We have decided to prioritise these areas because:

 

  • We want to enrich the learning and teaching experience for the benefit of all concerned.

 

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