School Improvement Plan –Literacy

Summary of main areas requiring improvements

Pupils need access to more challenging core texts-as appropriate. Outcomes for writing need to be further explored and agreed at whole school level and used

to facilitate progression. The teaching of the writing process needs to be further developed throughout the school. Teaching of grammar, spelling and punctuation needs attention. Need for greater use of digital media.

Improvement TargetsWriting

RequiredActions

Persons Responsible

Timeframe for actions

Review Dates

By the end of year three 80% of pupils in all class levels will be at Level 4 in a staff designed writing rubric

A majority of SEN pupils will reach specific writing targets identified in their I.E.P.

Year 1 Review assessment practices for writing in the

school to include IEPs for SEN pupils All staff will share good practice for writing and

writing assessment to include any specific in- school expertise e.g. link teacher.

Pupils’ reading material will be audited and opportunities for modelling writing through reading lessons will be explored.

Conduct a focus group with pupils to further investigate pupils’ experiences in writing.

All staff

All staff

All Staff

Support teacher / literacy link teacher

Term 1

Term 1

Term 1

Term 2

Transfer good practices in oral language e.g. ‘Teacher for 5 Minutes’ to writing practice.

CPD needs will be identified and resourced e.g. assessment, writing process and the design of writing rubrics.

Time will be identified in the school calendar for this work as appropriate.

Year 2 Pilot use of identified assessment approaches e.g.

writing portfolio, writing rubric Review use of assessment tools using a range of

sources of evidence …….

Year 3 Share the assessment approaches for writing with

parents ……

All staff

Principal

Designated class teachers

All staff

Principal/All staff

Terms 2/3

Terms 1/2/3

Term 1 (2014)Term 1

Term 1 (2015)

Success Criteria/Measurable OutcomesTeachers are using the staff designed writing rubric when assessing samples of pupils’ writing e.g. writing copies, portfolios.Confident use of writing genres is evident in pupils’ independent writing.Monitor and ReviewAgree and allocate time for monitoring actions. Opportunities for ‘trouble-shooting’ facilitated.‘Snap and Share’ used at staff meetings to share and discuss practices.Changes in practices evident in cuntais mhíosúlaProgress in SIP is reviewed on an annual basis to inform actions.