School Improvement in Numeracy
Day 1
School Reflection: Experience to date
Successes
Challenges
Possible Solutions
Possible prompt questions…

What was the area for
improvement?

How was this area identified?

In what way did this area
address an identified need?

Who was involved in the
process of gathering and
analysing evidence?

How was the process led?

In what way was progress
monitored?

Who took responsibility for
monitoring progress?
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Junior Certificate Examination, 2013 Mathematics (Project Maths – Phase 3)
Paper 1 Ordinary Level
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School x SSE Process
The school decided that it would focus on the area of numeracy for the 13/14 school
year. The first step was to get a picture of the current practices in the school in relation
to numeracy to inform teaching and learning.
At an initial staff meeting the teachers looked at the questions on p.12 of the School SelfEvaluation Guidelines in relation to numeracy.
How well are we doing?
How do we know? What evidence do we have?
How can we find out more?
What are our strengths?
What are our areas for improvement? How can we improve?
They collectively filled in a SCOT analysis to record what was said. A few areas were
highlighted by the staff as possible strengths, these were the use of ICT throughout the
school for teaching and learning and that staff thought that the majority of pupils
demonstrate fluency at tables appropriate to their class level.
Staff reported that pupils have difficulty with word problems at all levels and with
fractions in the senior end of the school.
Staff commented on how challenging it was to identify strengths and areas for
improvement based on evidence.
They decided that their first step in undertaking the self-evaluation was to analyse the
evidence currently available in the school e.g. WSE Report and standardised tests to
gain a more evidence based picture of Numeracy within the school.
The school analysed their standardised test results by strand/skill analysis.
Year
Number
Measures
Shape and
Algebra
Data
53%
67%
Space
2013
72%
55%
67%
Year
Understanding
Performing
Solving word
concepts and
computations
problems
recalling facts
and procedures
57%
65%
2013
35%
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WSE Report
Among the recommendations of the WSE Report included:
“Particular emphasis should be placed on developing pupils’ skills in the area of
problem solving and mental mathematics”.
“It is recommended that group teaching approaches be introduced throughout the
school. Learning activities particularly in Mathematics should be further differentiated
to ensure that the pupils are challenged and supported appropriately”.
Staff decided that they needed to gather more evidence around the area of problem
solving in relation to Learner Outcomes, Learner Experiences and Teachers practice (p.
24 of SSE Guidelines).
Staff completed the staff review in relation to problem solving.
Staff administered a pupil questionnaire specifically targeting the area of problem
solving to pupils from classes 2nd-6th.
Staff completed a problem solving rubric based on a problem solving task that pupils in
their class completed.
Staff analysed pupils’ copybooks using the Problem Solving Copybook checklist.
Data Gathered:
1. Collated SSE Staff Review (Completed by all staff)
2. Collated Pupil Maths Survey (Completed from 2nd – 6th)
3. Collated Problem Solving Copybook Checklist (Completed by 6 tracker pupils per
class room, 2 high ability pupils, 2 average ability pupils, 2 lower ability pupils)
4. Collated Problem Solving Rubric (Completed by 6 tracker pupils per class room, 2
high ability pupils, 2 average ability pupils, 2 lower ability pupils)
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Data Analysis Activity
Data Tool
What does the data tell us? What does the data not tell
us?
What else do we need to
know?
1.
2.
3.
4.
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Key Reflections
Possible Actions for my School
What
Who
When
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Sample SSE Timeline:
Phase 1:
 Discuss possible areas of focus deciding on how to evaluate teaching
practices. Use the questions on p.12 of SSE Guidelines to promote
reflection.
 Complete SCOT analysis based on feedback.
 Analyse any strengths or recommendations from WSE reports.
 Decide on how to evaluate current teachers’ practice using the evaluation
criteria in SSE Guidelines and/or PDST or school designed templates and
administer to staff (e.g. Maths Review/questionnaires etc.).
Phase 2:
 Analyse teaching practices feedback.
 Analyse Standardised Test Results in relation to national norms (PDST
Template).
 Analyse Standardised Test Results identifying strands/skills areas of
strengths and improvement.
 Identify any further data that needs to be gathered e.g. pupil copies,
teacher designed tests, pupil/parent questionnaires.
Phase 3:
 Devise checklist for pupil copies, teacher tests and or questionnaires for
pupils and or parents.
 Decide how data is to be analysed.
Phase 4:
 Analyse data gathered from checklists/teacher tests/questionnaires.
 Fill in details into SSE Report.
 Fill in SIP deciding on measurable targets and corresponding actions.
 Inform the wider school community of SSE Report and SIP.
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