St Mary's NS Knockbridge

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School Improvement Plan 2014/15

School Self Evaluation > SSE Numeracy 2014/15

Improvement Plan for Numeracy 2014-2017- St. Mary's NS, Knockbridge

Introduction-The focus of the evaluation
The process of self-appraisal of teaching and learning continued this year with a focus on numeracy. For more information on how the evaluation took place, please see our School Self-Evaluation Report which is also available on this improvement plan sets out the actions that we will undertake in the school over the next three years .The main purpose of these actions is to improve our pupils' learning.

Summary of school self-evaluation findings
Our school has in the following areas:


• Competency in numeracy and standards are very high when compared to national norms.
• Pupils are engaged in and enjoy the learning of maths.
• School environment is conducive to learning.
• Parents are supportive and in-school/class support is effective.

We know this because we consulted with pupils, parents and teaching staff through the course of the evaluation process as well as carrying out detailed analysis of the Drumcondra test results in the school.

Our school has decided to prioritise the following of development:

Areas for development

• Problem solving.
• Language of Mathematics including language of tables, operations, estimation and problem solving.

We have decided to prioritise these areas because while the pupils of the school are performing at very high levels on standardised tests, feedback from the school community indicates that these are areas of concern for all with problem solving a particular concern.

Our school has set the following targets for improvement which arerelated to pupils' achievement and has identified the following which will help in achieving those targets over the next three years.

Targets for Improvement Action
• Maintain current high scores in standardised test
• Continue to build on existing good practices and current
strengths as identified in school evaluation report
• Reduce the number of pupils who find doing
problems either difficult or very difficult from 50% to 25%

• 70% of all pupils will demonstrate ability to use
whole-school problem solving techniques when answering
problem-based questions in Mathematics
• Development of whole school approaches to problem solving
including RUDE and discrete problem solving time during maths
timetable each week
• Updating of school plan on Mathematics
• Purchase of Problem solving resources
• Greater feedback and guidance to parents on how to
support and direct their children.
• Greater consistency throughout the school in the
use of the language of maths
• Development of whole school approaches to language of
maths through staff in-service training/discussion
• Updating of school plan on Mathematics
• Maintain and increase the proportion of pupils who
say they like mathematics from 75% to 80% over 3 years
• Introduction of Maths Week
• Development of maths trails
• Increased opportunity for working in groups and using ICT in
• Purchase/supply of new resources including concrete
materials for all classes

We know we will have achieved our targets from:

  • Feedback from teachers/parents/pupils/community/second level schoolsnumber of children who find problem solving difficult decreaseschild has reached his/her potentialnumber of children who enjoy mathematics increases
  • Children leave our school equipped to deal with mathematics in everyday life.
  • The profile of mathematics has been enhanced in curriculum content and through methodologies in the updated school plan being adopted throughout the school.

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