Scoil Naomh Colmcille,
Durrow,
Tullamore,
Co. Offaly
Roll Number: 17508H
School Self-Evaluation Report
School Improvement Plan (SIP)
First Review: Summer 2011
Contents
1. Introduction
1.1 The Focus of the Evaluation
1.2 The School Context
2. The Findings of The Evaluation
3. Literacy Attainment
4. Numeracy Attainment
5. Progress/Initiatives to Improve Literacy and Numeracy Prior to Development of
School Improvement
6. Summary of School Self Evaluation Findings
6.1 Our school has strengths in the following areas with regard to Literacy
6.2 The following Areas are prioritized for improvement with regard to Literacy:
6.3 Our school has strengths in the following areas with regard to Numeracy
6.4 The following Areas are prioritized for improvement with regard to
Numeracy
6.5 The following Legislative and regulatory requirements need to be reviewed
6.6 The following Curriculum Plans and Policies need to be reviewed over the
next 3 years
School Self Evaluation Report
1. Introduction
A school self evaluation of teaching and learning in Scoil Naomh Colmcille, Durrow was undertaken during May
and June 2011. During the evaluation teaching and learning in the following curricular areas were evaluated.
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Literacy
Numeracy
Parents were also asked their opinions on homework and were asked to identify areas where they felt the school
were performing well and areas for improvement.
The following sources of evidence were used to compile the findings of this report:
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Individual teacher reviews of practice in Literacy and Numeracy.
Whole school staff reflection on teaching and learning .
Focus groups: Whole school staff led by Principal.
Standardised test scores. (Drumcondra Reading & Mathematics Attainment Tests)(First – Sixth,
administered in May annually).
Numeracy and Literacy Tracker Cards from (WHEN).
Staff ratings of school plans.
Pupils work – samples, copies, displays.
The Learning Support team observations.
Parental Questionnaires.
Pupil Questionnaires – second to sixth class.
Checklists.
Pupils work as observed by teachers.
School WSE Report. (2011)
The Learning Support Teacher and Resource Teacher observations, records and work samples.
2. The School Context
Patron:
Bishop Michael Smyth, Catholic Bishop of Meath
Chairperson: Mrs. Mary Daly
Principal:
Mr. Frank Kelly
Staff:
8 class teachers, 4 Learning support/GAM teachers and 3 SNA’s,
Pupils:
206 pupils from Junior Infants to Sixth Class
School Logo: Our school logo depicts the monastic heritage of Durrow
Website:
www.durrowns.com
School Growth: Our school community has grown enormously in recent years- from 130 pupils in 2004 to the
current level of 206.
Initiatives:
Green Schools, School Traditional Irish Group, National Children’s Choir, Gaelic Games and
Soccer School, School Gardening, Music Lessons with Composition as well as a strong tradition of
Creativity Teaching and Learning.
3. The Findings of the Evaluation
Preparation
for Teaching:
Teaching
Approaches:
Literacy
 Class teachers devise and prepare longterm & short-term plans to guide
teaching and learning.
 Learning outcomes, curriculum
objectives, teaching approaches,
activities and resources are identified in
these plans.
 Curriculum objectives and the school plan
are used to devise long and short term
plans by teachers.
 Commercial products are only used with
reference to curriculum objectives.
Teachers plan for how they are going to
assess the pupils learning.
 Assessment tools and methodologies are
detailed in school’s Assessment Policy
and Teachers’ Planning Notes
Numeracy
 Teachers’ planning is based on the
Maths Curriculum and an over reliance
on textbooks is avoided where
possible.
 Measures are in place to ensure that all
teachers are familiar with the
curriculum for their class through the
school Maths plan.
 Mental maths is encouraged across all
the strands and is an integral
component of each maths lesson. All
classes use the New Wave Mental
Maths textbook.
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Teachers employ a wide variety of
teaching methodologies appropriate to
the development of oral language,
reading, writing, and digital media
literacy.
 Teaching Approaches are outlined in
Curricular Guide Notes and teachers’
planning notes.
 Very good use is made of resources,
physical and ICT based to support pupils
in their learning. Teachers differentiate
the lessons effectively to cater for the
needs and abilities of all pupils.
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Management
of Pupils:
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Collaboration between class teachers
and learning Support teachers takes
place on a regular basis; team teaching
and in-class support is being used to
support the development of Literacy. A
variety of organisational groupings and
settings are used in classrooms to
support Literacy (buddy reading/peer
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Talk and Discussion is an integral part of
Mathematics.
Opportunities are provided for pupils to
explain how they got the answer to a
problem. (Explain your decisions /
Defend your actions)
There is an agreed maths language
across the school and teachers model
the language to be used.
There is an agreed and common
approach to the teaching of tables and
number facts.
There are agreed strategies outlined in
the school plan and guide notes for the
teaching of addition, subtraction,
multiplication and division.
Mathematics games and concrete
materials are regularly used in
teaching maths. (ICT and we have a
large bank of extra Maths equipment
centrally located).
Problem solving lessons are varied and
children are encouraged to find multiple
approaches to solving problems.
Additional texts are available in
classrooms.
Each class uses a variety of organisational
styles – pair work, group work, individual
work and whole class work. There is
order and structure in the way activities
are organised.
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Assessment:
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tutoring).
A positive code of behaviour including an
anti-bullying policy is implemented in a
fair and consistent way. This is an
inclusive school, which respects all
pupils, regardless of background or
gender.
Teachers have high but realistic
expectations of pupils’ behaviour and
learning and they communicate these to
them.
Class teachers provide a copy of short
term planning notes to Support teachers
to assist in consistent provision of
support in literacy. Display of pupils’
work on school website / Whole school
displays are used effectively to highlight
these expectations
A wide range / selection of assessment
tools are employed for assessment for
learning (AFL) and assessment of
learning (AOL). (Checklists / Curriculum
Objectives / TO / TDT)
1. Standardised Tests are administered
in the month of May. Drumcondra
Reading Attainment Test.
2. Standardised test results are used as
guide to ascertain overall
performance of pupils and
effectiveness of teaching and
learning of Literacy.
3. Drumcondra Early Literacy Test is
administrated to Senior Infants.
4. Bell Curve Analysis / 2 Year Spelling
Comparison is generated and used to
inform planning / Drumcondra Test
Scoring key provides class / whole
school / individual analysis.
5. Diagnostic Testing
 Jackson Profiles
 NRIT
 Dyslexia DST
 Sound Linkage
 DRA
 SAT
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Learning
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Environment:
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The print rich environment is evident
around the school.
The school provides opportunities for
pupils to write for real purposes and
audiences.
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A variety of AFL and AOL modes are used
in all classes to monitor progress.
Teacher Observation: Class teacher
observes pupil’s interaction, performance
and participation in mathematical
activities.
Homework Correction: Teachers
observes pupils from other classes as
they complete and correct maths tasks.
Teacher designed tasks and tests.
Oral Questioning and tests and tasks.
Written class based tests and tasks.
Concrete explanations / demonstrations
using of concrete materials, pupils
perform tasks.
Problem Solving exercises: Oral /
written concrete.
Mini mathematical projects
Work Samples; Pupils’ Maths Copies
Feedback from parents.
- Diagnostic Testing (LS
Policy)
- Curriculum Profile / Pupil
- Profiles Table Tests (Friday
Test).
Standardised Tests: Drumcondra Test
May.
Mathemagic Assessment Tests.
(Altered by class teachers appropriate
to facilitate differentiation).
Mental Maths Tests on Fridays
The school is a safe stimulating
environment and classrooms and the
building in general is organised, clean
and well maintained.
Classrooms are appropriately laid out
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The school is decorated with displays of
pupils work.
There is an agreed approach to the
teaching of handwriting.
The Reading culture in the school is well
cultivated and maintained by a variety of
reading activities/initiatives throughout
the year.
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and well resourced and orderly.
Teachers are aware of and follow the
school’s Child Protection Guidelines.
The school environment is used to
provide opportunities for mathematical
problem solving and creating an
awareness of number – numbers on
doors, maths trails.
School Initiatives / Programmes in place to
support literacy (Oral / Reading /Writing)
Pupils’
Engagement
with
Learning:
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Parental
Involvement:
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1. Spelling Lists & agreed teaching
Approaches
2. Peer Tutoring Programme (Third –
Sixth)
3. Oxford Readers (Infants – Second)
4. Reading Buddies
5. Writing for an Audience
6. Reading Initiatives – Book Fair
7. Pupils’ work uploaded on school
blog.
8. Library/School and School/Library
visits
9. ICT Provision to support Literacy
Pupils at all class level are actively
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engaged in their learning and the level of
pupil interest and participation is high.
Pupils report that they enjoy a variety of
activities in English lessons – reading,
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writing stories, readers theatre, poetry
and comprehension.
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Teachers report that some pupils have
poor conversational skills, lacking
vocabulary or correct language and
giving only one-word answers.
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Attendance rates are very high.
Teachers report that the children enjoy
and actively participate in literacy
activities. Pupils in senior Classes
report that they don’t enjoy Peer
Reading Activity.
Parents are very supportive of school
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Literacy initiatives. The Literacy Plan is
available to parents.
Parents report that they are kept up to
date with school activities by text-aparent, school newsletters.
Parents indicated that they are satisfied
with feedback especially if any area of
weakness was identified in their child’s
learning.
Parents are encouraged to support their
child’s reading through listening to
reading for homework and paired
reading.
70% percent of pupils from third to
sixth reported that they enjoyed Maths
and 55% percent use ICT or the IWB to
play Maths games.
72% of pupils reported that they enjoy a
variety of maths lessons.
65% reported they were very good at
maths, 29% they were fair at maths,
while 6% reported that they found
maths difficult.
62% replied that they found Problem
Solving Activities challenging. 38%
reported PS as not challenging or difficult.
Seventy five per cent of parent
questionnaires were returned from
parents of pupils in senior classes. Eighty
six per cent of replies indicated high
satisfaction with teaching in the school.
Fourteen per cent indication need for
greater emphasis on numeracy
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Parents are encouraged to become
involved with book fairs, visits to the
library and paired reading initiatives.
4. Literacy Attainment
Test Results Compared with Normal Distribution
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
At or below
2nd PR
-5.0%
3rd to 16th PR
17th to 50th
PR
School Distribution
51st to 84th
PR
85th to 98th
PR
Above 98th
PR
Normal Distribution
Comparison with Normal Distribution
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
At or below
2nd PR
3rd to 16th
PR
17th to 50th 51st to 84th 85th to 98th
PR
PR
PR
School Distribution
Normal Distribution
Above 98th
PR
Analysis of Literacy Data:
Shows a very small amount of Durrow children below the 16th percentile.
Shows a large cohort of Durrow pupils performing above the national norms from the 85th to above the 98th
percentile.
5. Numeracy Attainment
Test Results Compared with Normal Distribution
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
At or below
2nd PR
3rd to 16th PR
17th to 50th
PR
School Distribution
51st to 84th
85th to 98th
PR DistributionPR
Normal
Above 98th
PR
Comparison with Normal Distribution
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
At or below
2nd PR
3rd to 16th
PR
17th to 50th 51st to 84th 85th to 98th
PR
PR
PR
School Distribution
Normal Distribution
Above 98th
PR
Analysis of Numeracy Data:
Shows a very small amount of Durrow children below the 16th percentile.
Shows a large cohort of Durrow pupils performing above the national norms from the 85th to above the 98th
percentile.
6. Progress/Initiatives to Improve Literacy and Numeracy Prior to Development of School
Improvement
Literacy
Peer Tutoring: Third to Sixth (Reading)
Classroom Libraries: Library in every classroom.
Class Novels: Provision of appropriate texts for
whole
class novel in First to Sixth Class (Reading)
Cursive Handwriting: Whole School approach.
Provision of Appropriate Text and Work Books
School Book Fair: All Class groupings
Oxford Reading Tree: (Reading & Oral & Writing)
Provision of appropriate parallel texts for all class
groupings
School Developed Spelling Lists & Strategies:
Middle & Senior Class grouping. Appropriate &
Selected spelling lists
School Blog:
Display of Pupils Work (Writing & Oral) Uploaded
policies
Jolly Phonics: Infants to Second Class.
Spellings: 1st – 6th class using ‘Spellbound’ to help
further improve spellings
Standardised Tests: Whole school Drumcondra
testing in May.
Numeracy
Mental Maths: All classes using New Wave Mental
Maths books
Concrete Materials: Provision of appropriate concrete
resources relating to curricular strand units (Maths
press)
ICT: Provision of appropriate software and programmes
for each class grouping
Standardised Tests: Whole school Drumcondra testing
in May.
Maths Week: Every year Teachers and students are
encouraged to take part in Maths Week.
7.0 Summary of School Self Evaluation Findings
7.1 Our school has strengths in the following areas with regard to Literacy:
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School Plan:
 New English Curriculum Plan in place and reviewed.
 Teachers’ planning is based on the English curriculum and the school English plan.
 Planning templates available to assist teachers with planning (long term and short term).
 Provision of varied Reading Texts / Fiction & Factual books / Oxford Readers
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School Initiatives:
The school has adopted a number of programmes to promote literacy.
 Peer tutoring reading
 Visits to the library and visits from the library
 Good Resources available
 Several sets of novels for students to read as a class
 Good variety of reading material available in Junior Classes
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Assessment:
 Variety of assessment tools utilised
 Standardised and Diagnostic Tests administrated
 Assessment results used to inform teaching and learning
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Spelling
 Spelling lists in place in classrooms. All classes using Spellbound.
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Other Strengths Identified
 Print rich environment – lots of sight vocabulary
 Children engage in Listening comprehension activities
 The process of writing is fostered and children write for real purposes
 Draft, edit redrafting are at the heart of the writing process
 A variety of writing genres are taught
 Children are given opportunities to write and display poetry
 There is an agreed source of varied content for spellings and a variety of methods used
7.2 The following Areas are prioritized for improvement with regard to Literacy:
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Oral Language Skills
1. Specific Oral Language skills are to be taught and practiced as/in discrete lessons.
2. Offer opportunities for pupils to develop oral language skills at each class level.
3. Develop whole school approach to poetry. Build up bank of resources and activities appropriate for each
class level.
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Reading
1. Develop the pupil’s appreciation, reading fluency and pleasure through the use of a wider diversity of
reading material.
2. Develop a range of reading comprehension strategies.
a. Teachers will explicitly teach and model comprehension strategies as part of Literacy.
3. Support exceptionally able students through differentiation, accelerated reading, quizzes, ICT and
independent research projects
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Writing
1. Develop an increased grammatical and spelling accuracy in writing.
o Agree an editing approach at whole school level
o Agree the main features of grammar/punctuation to be taught at each class level
o Agree the source of content for spellings.
Examine ways we can support Parents in terms of phonics, handwriting, oral language development, reading and
the development of comprehension. Include a list of recommended books for pupils to read.
7.3 Our school has strengths in the following areas with regard to Numeracy:
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School Plan:
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New English Curriculum Plan in place and reviewed.
Teachers’ planning is based on the Maths curriculum and the school Maths plan.
Planning templates available to assist teachers with planning (long term and short term).
There is an agreed whole school policy on Maths Language and agreed strategies for teaching various
Maths topics.
Assessment:
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Variety of assessment tools utilised
Standardised and Diagnostic Tests administrated
Assessment results used to inform teaching and learning
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School initiatives
 The school has a good supply of Maths resources centrally located.
 Teachers are encouraged to take part in Maths week every year (2nd week in October)
 Students have taken part in Mathletics and Manga High.
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Other Strengths Identified
 Mental Maths books are used in all classrooms from 2nd to 6th
 There is equal emphasis on all strands although some require more time than others.
 Talk & Discussion and opportunities for pupils to explain answers for part of Maths lessons.
 There is an agreed approach to numeral formation and presentation of written work.
7.4 The following Areas are prioritized for improvement with regard to Numeracy:
1. Strategies to support pupils problem solving need to be agreed at whole school level.
2. Increasing opportunities for pupils to engage with Maths
o Increase the use of Maths in the school environment.
o Creation of Maths trails within and outside the school building.
o Increased use of Maths games
3. Examine how we can support parents with regard to the content, methodologies and language of Maths
– especially topics of subtraction, long division and fractions.
4. Examine strategies to provide challenge for more able students in Maths.
5. That estimation / oral mathematics / problem solving will be integral to mathematics lessons.
6. That concrete materials are available and used for teaching and leaning in each strand of the
Mathematics curriculum.
7. Further development of Higher Order Thinking Skills through ‘explaining your actions’ and ‘defending
your decisions’
8. To ensure that the curriculum Strand Measures is emphasised at all class levels.
9. To increase the use of Mental Maths, particularly on a day to day basis
7.5 The following Legislative and regulatory requirements need to be reviewed:
1. Review of Code of Behaviour and Anti Bulling policy
2. Review of Health & Safety Statement
3. Review of Data Protection Policy
7.6 The following Curriculum Plans and Policies need to be reviewed over the next 3 years:
1.
2.
3.
4.
5.
6.
Gaeilge 2012
1. Fire Drill 2012
Visual Arts 2013
2. Critical Incident Policy 2013
Maths 2013
3. In School Management Policy 2013
Science 2013
4. Attendance Policy/Strategies 2014
History 2014
5. Swimming Policy 2014
Create Policy on Gifted and Talented Pupils
School Focus Autumn Review 2012 (School Self Evaluation Process) LITERACY
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To sustain and further develop the whole school approach to Comprehension strategies through further
development.
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To sustain and further develop the whole school approach to Peer and Paired Reading activities.
(In Class support from LS/R teacher)
(Parental Support & Assistance for Paired Reading Activities) Infants – Second
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That pupils will be able to apply comprehension strategies and peer reading approaches and methodologies
to their own independent reading activities and further apply these skills and strategies to other curricular
areas (SESE & SPHE)
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That each class grouping 1/2, 3/4, 5/6 will have teacher designed spelling lists. These will be uploaded onto
school Blogsite. That pupils will learn different spelling strategies.
(Scan / Questions / Patterns / Shape / Copy / De-clunk the Word / Finger Writing / Pre Test Yourself
Highlight the Tricky Part / Timing 2x2>4 1+1+1+1>4)
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That each class teacher 1st 6th will provide learning activities for pupils to discover, learn, experiment
with the six different writing genre – Narrative / Persuasive / Procedural / Explanatory / Recount /
Report / Poetry / Writing to Socialise
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That pupils will use appropriate ICT Resources to aid in the learning in Literacy. (Individual class teacher
will evaluate their IT Computer Programme and timetable)
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That pupils’ average standardized test score will be maintained over the next three years.
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School Library; (Each class will visit and use school library weekly) (Each Class will use class library)
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DEAR: Whole School Approach 30 Mins (Thursdays 12.30)
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S.A.L.F Folders Pupil Self Assessment of / for learning (Use of Expressive Language in 3&4 and 5&6 Class)
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Jolly Phonics; School will introduce Jolly Phonics Programme in Infants to Second. Jolly Grammar in 3&4
Class (integrated with Hands On Programme and ‘Exercise your English’) (Retaining Finger Writing &
Dictation strategies) 5&6 classes will be introduced to ‘Grammar Stations’ with aid of In Class Support
(Grammar for Senior Classes & Junior English 4)
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Cursive Handwriting: Whole Staff to review School Cursive Handwriting
Polcy
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Expressive Language: Use of Expressive Language to be promoted at
assembly
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Infant Stations: Sustain
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HOT Skills: Use of Open & Closed Questioning
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Grammar Stations: To introduce Word Study / Grammar Stations in Senior
classes in school year 2012/13 with the inclusion of InClass Support to sustain
this programm
School Focus Autumn Review 2012 (School Self Evaluation Process) LITERACY
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To develop a whole school approach to problem solving
To develop RUCSAC (amending to suit class level) as the problem solving procedure at each
class level
Read the Q carefully Underline Key Words Create & Use Strategy Solve the Problem Answer the
Question Check your Answer
Strategies Make a Model Draw a Picture Find a Pattern Guess & Check Work Backwards Thoughtful
Lists Logical Reasoning
Number Sentences
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To introduce a “Problem Solving Time” 40 minutes weekly (Use of Non Routine Problems)
(Use of Conextualised Problems) (Reflect in Classroom timetable) (Source and purchase
Problem Solving Kits for Middle and Senior Classes EDCO & Prim Ed)
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Through teacher modelling, pupils will learn problem solving strategies – (picture Models / Lists
/ Check and Guess / Working Backwards / Thoughtful Lists)
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Through “explain your actions” and “defend your position” pupils will develop Higher Order
Mathematical Thinking Skills
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To maintain the pupils’ average score in standardised testing over the next three years
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To allow the senior pupils to learn the Bridging Language of Mathematics as outlined by NCCA
That a whole school approach to the language of number operations be introduced (colour
coded)
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That concrete materials are available for and used for teaching and learning in each area of
Mathematics
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That problem solving will be an integral part of each mathematical lesson
That each class grouping will focus on oral mathematics as
integral part of lesson
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Mini Whiteboards will be purchased to allow promotion of estimation and computation
operations
Brain Box / Starter of the Day / Mathsicandoit websites will be used in senior classes
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Open Night for parents to promote and outline numeracy strategies / Booklet (Numeracy
Learning
Activities) distributed to respective class grouping parents
Dedicated problem solving resources organised and arranged by class teacher for their
respective classes
Mathematics Trail; each class grouping will follow appropriate mathematics trail in school
environs
School 3Year Numeracy Plan placed on display and uploaded onto school blogsite
Administration of MALT Mathematics Assessment Test First to Sixth Class on a trial basis in
autumn 2012/
Administration of Maths Tracker Senior & Junior during school year 2012/13
8.0 School Literacy and Numeracy Plan
TARGETS 3 Years
Literacy
Actions Year 1
Actions Year2
Actions Year 3
A To sustain and further
develop the whole
school approach to
Comprehension
strategies
A Purchase new
resource books for
Bridges of Understanding
Term 2/3 2012
A Consolidate and
review teacher feedback
Use of Croke Park Hours
Link Strategies to
Independent Reading
A Link Strategies to
Independent reading &
Writing Genres
B To sustain and
further develop the
whole school approach
to Peer / Guided and
Paired Reading
activities
C That pupils will be
able to apply
comprehension
strategies and peer
reading approaches and
methodologies to their
own independent
reading activities
B Create workcards for
Comprehension (Building
Bridges) Strategies for
each class level
Term 2/3 2012
B Questionnaire
Peer
Evaluation(teachers)
Extend strategies to
Creative Writing
B Extension of strategies
to Writing Genre
C Create workcards for
Comprehension Strategies
for each class level
Term 2/3 2012
C Review Class & School
Library Books Review
Class Novels
Questionnaire & Pupil
Feedback
D That each class
grouping 1/2, 3/4, 5/6
will have teacher
designed spelling lists
That pupils will learn
different spelling
strategies
E That each class
grouping 1st
6th will
provide learning
activities for pupils to
discover, learn,
experiment with the
eight different writing
genre – Narrative /
Persuasive / Procedural
/ Explanatory / Recount
/ Report / Poety / Social
TARGETS 3 Years
Literacy
F that pupils will use
appropriate ICT
Resources to aid in the
learning in Literacy.
that pupils average
standardized test score
will be maintained over
three years.
G School Library
That pupils use library
to improve indepent
reading
D Spelling Lists
Review and create school
based spelling lists
Term 2/3 2012
Put spelling lists on
blogsite for parental &
home access
Term 2/3 2012
Children will learn
different spelling
strategies appropriate to
class levels
Term 2/3 2012
D Parental
Questionnaire
school review of Friday
Spelling
Spelling Bee
Competitions
School Spelling
Competitions
Review of spelling lists
Teacher to Teacher
Interview
Vernon and Schonell
spelling tests
D Pupils Questionnaire
E Review ICT provision
Computer timetable Class
based literacy software
(Studyladder Prim Ed)
Review and introduce
whole school approval to
Writing Genres
(6 Genres) Term 2/3 2012
E Purchase ICT Resource
c/o Parents Assoc.
Establish school based
resource of teaching and
learning resources for
Genre Writing
E Review Resources
Review
Whole School Focus
Group
Review strategies
Review spelling lists
School Creative Writing
Competition
Actions Year 1
Actions Year2
Actions Year 3
F Pupils from each class
grouping will have
opportunity to have their
work uploaded onto
school blogsite
Term 2/3 2012
F Consolidate
Continue
F Questionnaire
G Review Use and pupil
usage rates of School
Library
School Library
G Croke Park Hours
Review selection of
age/class appropriate
texts in school library
Review and evaluate of
age/class appropriate
texts for class library
2012/13
Review school policy on
Paired reading in Infant –
1st/2nd class
2012/13
G Purchase new texts
c/o Parents Assoc.
Purchase and source
new texts
c/o Parents Association
Create & develop
recommended reading
list for each class
grouping.
H Word Study /
Grammar
That pupils are able
to punctuate co
Introduce Pilot ‘Grammar
Stations’ in Middle &
Senior
Classes
Agree the main features
of grammar/punctuation
to be taught at each
class level
Develop & Consolidate
I Editing / Correction
Agree an editing
approach at whole
school level
Review (Whole School
Staff)
J Oral Language
That pupils become
fluent and expressive in
oral language
Oral Language forms
integral part of
literacy lesson
Establish and sustain
these
agreed approaches at
each class grouping
Develop
level. linkage &
startegies though
DEAR / Peer / Bridges
of Understanding /
Writing Genres to
promote oral language
SAW: Free Writing
Introduce Free Writing
Evaluate themes for Free
Writing
Continue
Link Comprehension
Strategies & Grammar /
Punctuation / Speaking
and listening with
Writing Genres
Agreed Whole school
Appoach.
Further Develop and
Implement.
Linkage
Develop an increased
grammatical and spelling
accuracy in writing &
writing genres
Sustain