Castlecuffe N.S.

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School Self-Evaluation

Information for Parents

Our Self-Evaluation Report and Improvement Plan

1. 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.

1.1 Outcomes of our last improvement plans from May 2014 to date.

Literacy: The focus was shifted from School Self-Evaluation in 2017 due to the INTO embargo on co-operation with the school self-evaluation process and the introduction of a revised Primary Language Curriculum for Infants to 2 class. The school has expanded and continues to expand its literacy resources and has embedded in practice the development of comprehension skills as targeted in our previous school improvement plan. It was decided to defer the update of the English School Plan until the revised Primary Language Curriculum had been finalised for all primary school levels. The Department of Education and Skills has said that the full revised language curriculum will be published in September 2019 and staff training will follow.

Numeracy: The school has succeeded in maintaining the good standard of scoring in standardised testing in Maths and continues its focus on developing pupils’ problem-solving skills, skills in communicating and expressing and use of mathematical language.

1.2 The focus of this evaluation
We undertook self-evaluation of teaching and learning during the period November 2018 to April 2019. We evaluated the followingaspect(s) of teaching and learning:

  • SPHE and Wellbeing.

2. Findings

The wellbeing of our pupils has always been prioritised by the Board of Management and staff of Castlecuffe N.S. However, given the growing concern nationally about mental health in people of all ages and following the release of the ‘Guidelines for Mental Health Promotion – Well-being in Primary Schools’ and the ‘Wellbeing Policy Statement and Framework for Practice 2018-2023’, together with revisions to the Stay Safe and Walk Tall programmes, it was decided to carry out a school self-evaluation in this area, to ensure that we are up to date with current best practice.

2.1 This is effective / very effective practice in our school

The school has a number of programmes and activities that are ongoing in our school at present that promote good mental health and wellbeing.
A safe and stimulating environment is provided for the pupils in Castlecuffe N.S. All sections of the building are organised and well maintained. Classrooms are appropriately laid out and well maintained.Attendance at school is good.
All children have a specific area to play on during
lunch time breaks on yard. There are a selection of teacher organised games to choose from- basketball, soccer and rounders, playground games etc. All yard areas are supervised by a teacher. Our school yard is equipped with balls, basketball hoops, soccer cones, chalk, game drawings on the yard and a grass area. The older children take turns as yard monitors to monitor and play with the younger classes. We have specific yard jobs in place- collection and distributing of yard equipment so that each area has what is needed to play their yard games.
positive code of behaviour including an anti –bullying policy which complies with the requirements of the Equal Status Act ( 2000-2011) , is implemented in a fair and consistent way. Various strategies, including an ‘Anti-Bullying Week’ are employed by the school to help the children know what to do if they or someone they know is being bullied.
All teachers in our school prepare and deliver
SPHE lessons weekly referring to the SPHE curriculum , Stay Safe , Walk Tall and RSE lessons in their plans. All SPHE lessons are recorded in teachers CuntasMiosiul. All classes are taught the Stay Safe , RSE and Walk Tall programme in accordance with the SPHE policy. Parents are made aware when children are doing Stay Safe lessons.
Castlecuffe N.S. prides itself in creating a
warm and welcoming atmosphere. There is a strong parental involvement in the school, with parental attendance at CumannnamBunscol matches, tree-planting event, mass in the school, school tours etc.

2.2. This is how we know

Most recent WSE-MLL report.
Pupil Survey
Parent Survey
Whole-staff discussions and feedback from PDST facilitator.

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

Culture & Environment: Consciously embed the promotion of pupil wellbeing into everyday practice in school and throughout the school day, every day of the year.
Curriculum (Teaching & Learning):Assessment in SPHE (that children can explain their learning and that parents are more aware of their learning) and explicit reference in all curricular plans to approaches that promote collaboration, self-assessment and a sense of achievement.

Policy and Planning: SPHE school plan to be reviewed to incorporate the revised Stay Safe , Walk Tall and ‘Making the Links’ programmes and including a comprehensive review of the RSE section and the separation of RSE into its own policy.

Relationships and Partnerships:Parents to receive more communication and information from the school in relation to initiatives which support the wellbeing of the child.

3. Our improvement plan
On the next page we have recorded:
targets for improvement we have set
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:
progress made, and adjustments made, and when
Achievement of targets
(original and modified), and when

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