Baseline Data

  • Attainment of Curricular objectives - Examined & analysed Micra-T Reading Test results from 2013/14 to 2014/15. The number of pupils who scored under the 16th percentile in May 2014 was 3.9%. In May 2015 the number of pupils under the 16th percentile in Shanballymore NS was 3.15%. The number of pupils achieving above the 85th percentile in May 2014 was 16.9% and in May 2015 it was 13.86%.


  • Pupils’ engagement in learning: A parental survey was carried out in September 2013 to ascertain attitudes to reading and writing among parents. Results are attached. Responses from a survey of parents show that en masse parents are positive or very positive about their child’s performance in literacy especially reading. A pupil questionnaire was completed by all pupils at home and results established areas of interest and attitudes in literacy among our pupils. It was also found that many of our pupils find starting off and remembering the rules of writing the most difficult when writing. 70% of students stated that read independently outside of school work. In middle and senior classes children expressed that they would like more time to talk in all lessons


  • Teaching Approaches: A teacher survey was carried to establish writing standards in each class and identify areas of concern. The consensus was that a whole school approach to the teaching of writing genres should be developed and that free writing would help foster a greater love of writing. Teachers feel that most students are motivated and confident in their learning. Assessment for learning is used to guide teaching. Many teachers felt that portfolios, work samples and reports of pupils’ written work should be kept from year to year as children move up through our classes



Summary of Main Areas Requiring Improvements


  • The percentage of pupils who score below the 16th percentile will be reduced from 3.9% to 2% by school year end 2015/16.


  • To further develop writing skills in all classes by introducing the teaching of writing genres and free writing.


  • We aim to increase the number of pupils between the 51st -84th PR by 5% overall. In 2014 we had 13% in this bracket.


  • To implement the action plans outlined below, as well as consolidating various initiatives already undertaken in literacy, such as reading recovery, team teaching and paired reading.













Improvement Targets

  • To improve the structure and writing style of all pupils by introducing the teaching of writing genres in all classes. Each genre to be taught in one month blocks.
  • To introduce free writing as a prewriting technique to encourage continuous writing over a set timeframe.
  • Social writing to be introduced to junior classes.
  • To track pupil progress through work samples, portfolios and reports.
  • A range of assessment approaches, including assessment for learning (AfL) and assessment of learning (AoL), is used to evaluate pupils’ understanding, progress and achievement of expected learning outcomes in writing
  • To fully implement Jolly Phonics programme from Juniors to 1st class.
  • Principal led
  • All Teaching Staff
  • LS/ Resource    Teachers involved through in class support



Year 1 – January 2016 to January 2019





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

  • Professional Development with PDST for Principal, Link Teacher and teaching staff
  • Purchase resources for writing genres
  • All genres taught every year. See timeframe.
  • Develop a one page school plan overview for literacy.
  • Use of free writing in all classes to compliment genres
  • Writing resources from PDST to be analysed and to be used as assessment     information
  • Actions started in September 2015, in conjunction with staff training and      purchasing of materials.
  • IWB resources in place to teach the programme.
  • Subject to review at end of year 1.






Success/ Criteria

Measurable  outcomes

  • Work samples – All classes
  • Parents survey: Attitude change to writing will be elicited at PT meetings
  • Staff meetings – discussion of benefits of free writing. Tracking progress. Children from lower, average and upper standards from each class will be tracked throughout the     school year. This will give staff an idea of level of progress at a whole class level.
  • Pupils will self-assess and peer assess their work through checklists. Pupil surveys
  • Parent feedback
    • Jolly Phonics checklist
    • Principal led

 Implemented at all  levels.

Year 1 – January 2016 to January 2019


Monitor & Review

  • Staff meetings
  • End of year standardised tests
  • Literacy review as part of Croke Park hours
  • Review of actions September 2016