School Improvement Plan

School Self Evaluation is a collaborative, reflective process of internal school review During SSE the school community engages in reflective enquiry on the work of the school. Please find a synopsis of the School Improvement Plan. 

Park National School

School Improvement Plan


Summary of main strengths as identified in last SSE on (2013 – 2014):


  • Pupils display positive attitudes towards literacy.
  • Pupils are exposed to a wide variety of texts.
  • The school is strong in using digital media to retell stories in their own words i.e. toontastic, photo story, puppet pals etc.
  • The school have an ample supply of resources in the area of literacy.
  • The school is performing within the national norms with regard to literacy.
  • The majority of pupils including those with special educational needs have made progress from last year.
  • The majority of pupils display positive attitudes to reading and enjoy it at home as well as at school.
  • The children enjoy writing in a variety of genres.
  • All teachers agree that there is a strong emphasis on reading and teachers model reading daily in the classroom.
  • All teachers agree that the area of literacy is well planned in both classrooms.
  • All teachers report that the school has an ample supply of resources in the area of literacy and that there is a well stocked library.
  • All teachers agree that the area of literacy is promoted positively to the pupils: World Book Day, Writers Prize in the senior room, Entry into literacy competitions such as Dear Grace.








Summary of main areas requiring improvement as identified in last SSE:



  • Pupils need to read with more fluency
  • Reading comprehension skills need to be improved.
  • The pupils understanding of a wide range of vocabulary needs to be improved.



Improvement targets (related to pupils’ achievement)


  1. To increase the average sten score of reading vocabulary which was 6.2. in June 2014 to an average sten of 7 in june 2017.
  2. To increase the average sten of comprehension from 6 in June 2014 to an average sten of 7 in June 2017.
  3. To implement the building bridges programme from first to sixth classes. one theme will be concentrated per month. it will take two years for all themes to be fully implememted.

Required actions (related to teaching and learning that will help to achieve the targets)




To improve Comprehension:


  1. The building Bridges programme will be used by all classroom teachers to help improve the area of comprehension.
  2. Books in order to fully implement this programme will be bought by the school.
  3. The areas of prediction, visualisation and making connections will be covered in this the first year. The learning support teacher will take those children who need extra help in the area of comprehension in small groups.


To improve Vocabulary:

  1. The children will become wow word detectives – this is whereby the children will be encouraged to look for words that they have difficulty in using and understanding, these words will then be discussed on a daily basis and the children will record them in their wow words copies. These will be tested on a weekly basis.
  2. One wow word a week will be sent via tect to the parents and this word is encouraged to be used throughout the week.
  3. games to increase understanding of words will be played in individual classrooms.


To improve Fluency:

  1. PM readers will be purchased.
  2. Sections of these readers will be typed and given to the children from second class upwards. One piece will be introduced per week, the teacher will model reading fluency on this piece. Punctuation will be highlighted. Focus on accuracy and speed in reading will be highlighted. The children will read this piece on a nightly basis to their parents and they will be assessed according to reading accuarcy and fluency.


  Persons responsible




  1. Niamh Cameron attended the building bridges programme training and informed senior class teacher of how is is to be implemented.
  2. Both classrooms teachers watched the dvd which accompainies the programme.
  3. Both classroom teachers chose a variety of books to help implement the programme.
  4. A number of PM readers were purchased and paragraphs were typed out to implement our fluency programme.
  5. Pupils were chosen based on teacher feedback and standardised test result to be included in the learning support comprehension group.
 Timeframe for action



The above targets will be met by June 2017 and will be reviewed on an annual basis.
  Success criteria / measurable outcomes



  1. Standardised tests will be analysed at the end of each academic year.
  2. Teachers will discuss and review their own observations during the Croke park hour.
  3. Student and parent feedback will be welcomed.
  4. Self assessment will be encouraged especially for fluency targets.
 Review dates



  1. This s.i.p. will be discussed on a monthly basis during Croke park hour.
  2. Standardised tests will be reviewed and analysed at the end of each academic school year.