This report has been prepared in accordance with Circulars 016/2018, 0039/2012 and 0039/2016.    Our self-evaluation process and this report has also been informed by our Whole School Evaluation in November 2017.   

The measures and actions listed herein are in addition to the continued implementation of all statutory requirements

School self-evaluation considers reflective practise in respect of

  • Leadership and Management
  • Teaching and Learning.

All references to parent shall be taken as including guardian. 


In accordance with Department of Education and Skills Circular 0063/2017 which sets out a leadership and management framework for posts in recognised primary schools Wicklow Educate Together National School has one administrative principal, one deputy principal, one assistant principal 1 post & three assistant principal 2 posts 

Context A recommendation of the Whole School Evaluation in November 2017 was the allocation of specific curricular responsibility to post holders.

All post holders are informed of curricular development and actions by the School Improvement Plan, and progress this plan through staff collaboration, teacher modelling of good practice, staff meetings and reflective feedback.

Along with specific curricular responsibility post holders have a pastoral duty of care to all pupils and all staff.

Action in 2017/2018

Review of post holder duties

Develop use of office 365 for whole staff planning & collaboration

Improve use of Croke Park/Haddington Road time for staff CPD & staff collaborative practices in teaching & learning

Action in 2018/2019

Implement the use of staff teams led by post holders to develop, progress and monitor curricular improvement and pupil outcomes

Continue to distribute leadership across the whole staff

Initiate the Droichead process of teacher induction in the school

  1. Oral language curriculum


The new oral language curriculum has introduced from junior infants to second class in both English and Irish. 

Action taken in 2018 / 2019

  • The new curriculum has been reflected in long-term and short-term plans from junior infants to second class. 
  • Staff commenced planning reading and writing using the new draft curriculum as well as in Oral language.
  • Staff had a further training day in respect of the new Curriculum on Friday 15th February.  This was a collaborative day where staff and support teachers worked together in their class group and curriculum groups to review practise to date and to inform future planning, particularly around guided reading. 
  • Assessment, Collaborative Learning and Collaborative Planning


The need for developing children’s awareness around their own learning and progress arises in the context of pupil questionnaires as part of the whole school evaluation and as a specific recommendation by the inspectorate. 

The development of children’s self-awareness will continue to provide the foundation for collaborative learning, as will collaboration amongst teachers.  

Action taken in 2018 / 2019

  • Focus was on the development of teacher’s use of assessment to inform planning.
  • Continued sharing of learning objectives and targets with children.   
  • Continued exploration amongst staff of different assessment methods such as conferencing, rubrics etc.
  • Assessment policy drafted with clear indicators of whole school assessment.
  • Class teachers and support teachers planned collaboratively during Croke Park hours. 
  • Clear handovers involving old and new class and support teachers used effectively.
  • The log of actions on Aladdin was used to log assessment and as a tool to ensure continuity for pupils in receipt of support. 
  • Guided Reading. 

Action taken in 2018 /2019

Implementation of guided reading from 2nd to 6th

  • The school invested in a number of novels for guided reading. 
  • Children read at their own level in guided reading workshops. 
  • A whole school record was kept of children’s progress through the reading levels.
  • Feedback was sought from teachers around the implementation of guided reading and further action identified for next year. 

We noted substantial improvements in reading levels where a clear progression path had been identified and followed. 

  • Writing

Action taken in 2018 / 2019

  • PM writing scheme in use  
  • Teachers reported an improvement in children’s ability to identify and write in differing genre using that scheme. 
  •  It was thought the highly structured materials allowed for teachers to teach the genre effectively and to ensure cohesion.   
  • Writing samples collected to assist in developing assessment practises. 
  • Continued Professional Development for Staff

Action taken in 2018/2019

  • Whole staff training on Challenging Behaviour. 
  • Observations in other schools took place for teachers of children in classes for Additional Needs.
  • A support teacher undertook the postgraduate SEN training in UCD.   
  • Learning Support staff met approximately once a fortnight to share good practice, with staff taking it in turns to share expertise on particular areas. 
  • Other Areas

2017/2018 Work will continue in the following areas as well; the implementation of our Visual Arts Plan, review of the Maths recovery in 2nd class, PE and SESE

[Social Environmental & Science Education].


Arising from previous year’s targets

  • Continue work on Assessment. 
  • Redrafting of English Plan to ensure a common approach and reflect guided reading practise. 
  • Continued Guided Reading stock development with particular regard to hi-lo readers. 
  • Streamlining guided reading books for class levels.  Support teacher involvement to ensure cohesive approach to levelling. 

Good progress has been made in the above areas.  Maths recovery in 2nd class worked well and will continue.  The PE plan is being redrafted and will be ready for September 2019, with planned training at the end of August.  Very good progress was made in the area of SESE, particularly around the development of a teaching garden.  The school was also awarded the Discover Science award.


  1. Readiness for learning


In order to develop children’s engagement with their own learning, we have identified readiness for learning as a key area to develop.   Our targets include:

  •  Children coming to school with pencils / pencil cases and other equipment as listed on the book lists.  
  • Teachers checking that homework journals are signed. 

To progress the above target we will:

  • Communicate with parents where a child doesn’t have items listed on the booklist. 
  • Communicate with parents where homework journals are not signed.
  • Provide pencils / equipment where a parent is not in a position to do so.
  • Redraft the Code of Behaviour to recognise the importance of being ready to learn.   
  • Spelling


An analysis of our standardised tests shows that spelling is a key area for improvement. 


  • To see an improvement in our standardised scores. 
  • To see an improvement in children’s spelling of core words in their writing. 

To progress the above target we will:

  • Adopt Folen’s Spelling and Tables as a new scheme from January of senior infants through to 6th.   This will allow for a structured, systematic and sequential approach across the school to spelling. 
  • Differentiation across the school will be by the number of spellings children get for homework. 
  • A whole school record will be kept of children’s progress through the spelling groups at the end of the year and this will be passed on to teachers. 
  • Three spellings will be identified for correction in writing pieces.   Children will write out the word three times and keep a record of the word at the back of their copy for self-correction in future writing.
  • The English plan will be redrafted to reflect this.    
  • Music
  • To continue the instrumental music component of the Music Generation Programme from 1st to 3rd classes.
  • To adopt and implement the use of the Dabbledoo music programme in all classes
  • SPHE [Social Personal & Health Education]
  • To progress the school plan in SPHE to reflect current good practice and incorporate the existing RSE [Relationships & Sexuality Education] policy into it
  • Learn Together
  • To engage in a self-evaluation process with the support of Educate Together in the teaching of Learn Together

To review the current stock of Learn Together resources