School Improvement Plan 2015/2016

School Improvement Plan for students reflecting on their learning


Ardscoil Mhuire




Roll No: 62890m




A school self-evaluation of students reflecting on their learning was undertaken in Ardscoil Mhuire during the school year 2015/2016.


A six-member Numeracy Self-Evaluation team was established.  This team was comprised of the Principal, Deputy Principal, SEN Co-ordinator, Policy Co-ordinator, Numeracy Link Teacher and the Literacy Link Teacher.  The information required was discussed and it was decided to focus on: STEN results, Leaving Cert and Junior Cert results, samples of students’ work, questionnaires from staff, parents and students. The objective of the exercise was to ascertain what areas the school is performing well in and what areas need improving.


Summary of Self-Evaluation findings


Our school has strengths in the following areas:

  • 75% of students keep reflection notes.
  • 81% of students believe they are encouraged to think about why they have learned a topic.
  • Only 9.6% of students don’t know how to reflect.
  • 100% of teachers agree reflection is beneficial.
  • 90% of teachers allow time for reflection(6% always & 84% sometimes)
  • 73% encourage students to plan for their next step in learning
  • 90% provide tools and questions to help students to reflect on their learning.
  • 93% of parents believe reflection is beneficial to their daughter’s learning.
  • 81% of parents felt they had the knowledge and skills to help their daughter reflect on her learning.
  • 100% of parents encourage their daughter to seek feedback on their work.


Our school has weaknesses in the following areas:

  • 33% of students never seek feedback
  • 38% of students feel that the teacher never allows time to think about what they have done in class
  • Only 35% of students are always encouraged to plan what they need to learn in future lessons
  • 19% of students believe the teacher never helps them reflect in a formal way
  • 18% of staff don’t ever use reflective language in class.
  • 10% never provide opportunity for students to reflect on their learning
  • 31% of teacher never allow time for students to reflect on feedback received from them.
  • 24% of teachers don’t ever encourage their students to plan the next steps in their learning.
  • 18% of parents don’t have the knowledge or skills to help their daughter to reflect on her learning
  • 10% of parents never engage in formal refection of their daughter’s learning.


Action Plan

The following areas are prioritised for improvement:

Target 1

Increase the number of students who feel they are given time to reflect on their learning experience from 62% to 90%



  • Design a reflection template for use in all classes
  • Present this formal reflection tool to staff
  • Teachers teach the language of reflection to their classes using the reflection template
  • Display template in each classroom and print it in the school Journal


By Whom?         

Ms Dempsey will design the template.

The sip team will present the information to the staff.

Ms Hynes will include the template in the school Journal and each teacher will display and use the reflection template in their class.


Resources required:      Reflection template produced for each classroom in the school & School Journal.

How we measure:         Student questionnaire

Review date:                 Feb 2017


Target 2

Increase the number of teachers who use reflective language in class from 80% to 100%.



  • Introduce key reflective language  to staff in August
  • Teachers will teach the language of reflection to all classes
  • Design a student template for use in formal exams and teachers will include it as a front page for House and Mock exams.
  • Encourage students to graph their classwork and exam results to plot their progress.


By Whom? Ms Hynes will design the exam template

All staff

Resources required:  Reflection template

How we measure: Teacher questionnaire

Review date:                 Feb 2017