MERCY SECONDARY SCHOOL MOUNTHAWK
Mounthawk, Tralee, co. Kerry
68070E
School Improvement Plan
Evaluation period: 2013 - 2016
Plan issue date:
June 2014
Summary school improvement plan
1. Introduction
1.1 The focus of the evaluation
As part of our ongoing work in the school, we conducted a school self-evaluation of teaching
and learning this year. We evaluated Literacy across the curriculum. For more information on
how the evaluation took place, please see our School Self-Evaluation Report which is
available on the school web site. This SIP on literacy will be shared with the school
community on the school web site and at the Parents’ Council AGM
This school improvement plan sets out the actions that we will undertake in the school over
the next three years from 2013 - 2016. The main purpose of these actions is to improve our
students’ learning and to increase the standard of literacy across the school.
2. Summary of school self-evaluation findings
2.1 Our school has strengths in the following areas in relation to Literacy
Strengths
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The STEN literacy scores for the 2014 intake indicate that we have 9.5% of our
cohort in the lower bracket (STEN 1-3) as opposed to 17% nationally. In the
higher brackets: (7 and 8 – 10), our spread of scores is close to national norms.
Therefore, there is a solid basis for strong literacy levels in the school.
The percentage of students taking honours in LC is above the national norms: in
2012, 76.88% as against 65.23% nationally and in 2011, 73.3% as against 63.7%
nationally. The same pattern is reflected in JC with 84.21% taking honours in
2012 as against 71.62% nationally. This again indicates strength in the school
with regard to literacy levels.
91% of students surveyed through the school survey in 2014 indicated that they
believe it is important to read in their own time. 61.42% of students indicated that
they either love or like reading for pleasure.
Staff has received in-service on literacy methodologies and there is a buy-in
among the staff into the importance of working on literacy.
78% of teachers are using word banks either sometimes or frequently
77% teachers are using word definition tasks sometimes or frequently
We know this because we consulted with (students and teachers) and examined test results
and other survey material which is outlined in the School Self-evaluation Report for Literacy .
2.2 Our school has decided to prioritise the following areas of development in relation to
Literacy:
Areas for development
Learner Outcomes: (i) to maintain the current high levels of uptake at honours level in
English (ii) to eradicate failure in LC English as we have achieved in junior Cycle.
Student Learning Experience: Improvement in Library and lending facilities and
facilities for access to reading materials for students. To decrease the percentage of
students who do not read for pleasure and who do not like writing.
Teaching methodology: to develop the range of strategies used by teachers to promote
literacy in their classes
We have decided to prioritise these areas because we believe that all students should
experience success in a core subject such as English at Leaving Certificate.
2.3 Our school has set the following targets for improvement which are related to pupils’
achievement and has identified the following actions which will help in achieving those
targets over the next three years.
Targets for Improvement
Action
Learner Outcomes:
To maintain the current level of uptake in
Higher level at circa 75% at LC level and
over 80% at Junior Cert level.
Learner Outcomes:
Teachers will continue to monitor uptake at
honours level in Junior and Leaving Cert
and to encourage student take and maintain
honour level.
Even though the failure rate at ordinary
level in English is below the national
norms, it is a goal to decrease it further at
LC level from 2.7% in 2012 to 0% by 2016.
Student progress in ordinary level LC
English classes will be more closely
monitored. Interventions will be organised
to support those students who are identified
as struggling with the course.
Student Learning Experience:
To increase the number who indicated that
they either love or like reading for pleasure
from 61.42% to 67% over three years.
Student Learning Experience:
We will begin a new rental programme for
novels in Junior cycle. The rental
programme will start in 2014/15 with 1st
years and proceed into 2nd and 3rd year
sequentially. By 2016, all Junior Cycle
students will have access to a set of novels
and/or suitable reading materials on a rental
basis each year.
To decrease the percentage of students who
don’t read at all for pleasure from 15.04%
to 10% over a three year period.
The library will be restocked and teachers
will be trained in the use of the lending
software so that they can use the library
independently with their classes.
The paired reading programme will be
continued and expanded
Teaching Methodology:
To increase the range of methodologies
used by teachers to improve literacy in both
reading and writing in all subject areas.
Teaching Methodology:
Teachers will receive further in-service in
active teaching methodologies and
department meeting time will be focused on
the development of resources for classes in
literacy in subject departments.
Each subject department will indicate which
strategies they find most useful and which
strategies they will focus on for their
subject.
All staff with engage with the PDST
literacy questionnaires for their classes as
an evaluation tool where appropriate.
As a parent you can help us by:
 Supporting your son/daughter in reading for pleasure at home.
 Contributing to the stacking of the library
 Co-operating with teachers in the implementation of the new reading strategy in
Junior Cycle.
2.4 We know we will have achieved our targets when we re-run the survey instruments in
2016 and when we have reached the targets outlined.