Scoil Bhride N.S is a band 1 DEIS school. Education disadvantage is defined as the impediments to education arising from social or economic disadvantage which prevents students from deriving appropriate benefit from education in schools (Education Act 1988). We realise that some of the impediments to learning can be targeted and alleviated, however there are barriers to learning caused by issues outside the educational system (financial, family and health related, social, cultural and geographic or a combination of any of these). We therefore highlight the importance of collaborating with parents, other professional and outside agencies.
DEIS Plan 2024 – 27
| ATTENDANCE 1. To increase the overall attendance for the whole school from 88.3% to 90% over three years. 2. To reduce the number of days absent for each of the “at risk” pupils who have more than 50 absences currently per year by 10% over three years (13 pupils in this cohort). Focus on Early Intervention by targeting pupils in lower classes. 3. To increase the average attendance for the class in the school with the lowest attendance rate (2023-24) from 84.8% to 88% over two years 4. To increase the number of pupils with less than or equal to 5 absences (currently 72 pupils to 85 pupils) over 3 years. 5. To reduce the number of pupils with 20 absences or more from 305 to 275 over 3 years. 6. To reduce the number of pupils with 50 or more absences from 34 to 30 over 3 years. |
| RETENTION 1. To provide a range of in-school supports for pupils deemed at risk of early school leaving 2. To provide a range of out of school supports for pupils deemed at risk of early school leaving 3. To endeavour to ensure that 100% of sixth class pupils transfer on to second level. 4. To endeavour to support the transition of pupils from Aoibhneas to second level. |
| LITERACY 1. To provide regular opportunities for pupils to discuss, elaborate upon and share their learning with peers and with others throughout the day, at whole-school and class-level. 2. To ensure that approaches to handwriting are consistently implemented throughout the school. (Whole-school policy to follow). 3. To provide more opportunities for pupils to revise and edit their written work. 4. To Implement and review the Long Term English plan – Introduced Sept 2024 in line with learning outcomes of the PLC. 5. To improve all pupil’s attitudes to, and engagement in Literacy Activities. 6. To continue to provide an inclusive learning environment for pupils with Special Educational Needs. 7. To develop and extend Oral and Written Language for EAL pupils. 8. To Continue implementing and reviewing of current Literacy programmes in the school: Literacy Lift-Off, Leap into Literacy, Guided Reading, PALS programme, TSI. 9. To continue to use the First Steps Programme as a resource to support the learning objectives of the PLC for Reading, Writing and Oral Language. 10. To Increase focus on Phonological Awareness and Phonics in the Junior Classes. (PAP programme in use);(Trial UFLI in first class); Just Phonics in use Junior Infants to third class; Just Grammar in use 4th -6th class. 11 A Reduce the number of pupil below the 16th PR by 5% (based on Drumcondra Scores 3rd– 6th class 2023/24) B Reduce the number of pupil below the 16th PR by 5% (based on Drumcondra Scores 2nd class2023/24) C Increase the number of pupils above the 85th PR by 5% (based on Drumcondra Scores 3rd– 6th class 2023/24) D Increase the number of pupils above the 85th PR by 10% (based on Drumcondra Scores 2nd class 2023/24) |
| NUMERACY 1. To introduce a short term maths planning template to align with New Primary Maths Curriculum. 2. To develop an updated long term maths plan for each class level 3. To incorporate Maths Talk into short term planning and pilot Mathstalk at all class levels T 4. To endeavour to foster a more productive disposition towards mathematics throughout the whole school. A To reduce the number of pupils in current third classes who indicate that they only sometimes enjoy maths from 34% to 30% B To reduce the number of pupils in current third classes who indicate that they sometimes feel anxious during maths lessons from 24% to 20% C To reduce the number of pupils in current fourth classes who indicate that they hardly ever enjoy maths from 27% to 23% D To reduce the number of pupils in current fourth classes who indicate that they sometimes feel anxious during maths lessons from 30% to 26% 5. To endeavour to run more classroom based mathematical activities for parents/guardians to try to promote the development of productive disposition in the home through engaging in fun and meaningful mathematical activities and games that may be used at home. 6. To place greater emphasis and focus on Maths Week in 2025 and 2026To trial Times Tables Rockstars up to end of term 1 2024-25 and make an informed decision thereafter regarding continuation of same. 7. To compile an inventory of maths sites/games/puzzles to support engendering of favourable disposition to mathematics and to share same with all staff. |
| EDUCATIONAL PROGRESSION 1. To provide support and assistance to parents/guardians and pupils throughout the phase of transfer from primary school to second level. 2.To provide support and assistance to parents/guardians and pupils throughout the phase of transfer from pre-school to primary school. 3. To communicate and collaborate with pre -schools to aid the transition process. 4. To communicate and collaborate with second level schools to aid the transition process. |
| PARTNERSHIP WITH PARENTS 1. To increase the overall attendance for the whole school from 88.4% to 90% over three years. 2. To increase the number of target parents engaging with parent classes/in class programmes. 3. To strengthen the parent/school relationship and improve the communication from parents to the school. 4. To endeavour to engage parents/guardians of “at risk” pupils in classroom initiatives/school activitiesTo upskill parents/guardians in specific areasTo network and foster partnership with relevant and appropriate community agencies to seek support for parents/guardians. |
| PARTNERSHIP WITH OTHERS 1. To avail of and maximise all supports available from Others to help alleviate the effects of disadvantage for pupils of the school. 2. To maintain and strengthen links with voluntary and statutory agencies within the community |