An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Scoil Mhín na Mánrach

(Meenamara National School)

Dungloe, County Donegal

Roll number: 16142J

 

Date of Inspection: 27 November 2007

Date of issue of report: 17 April 2008

 

 

Whole School Evaluation Report

Introduction – The School’s Context and Background

1. The quality of management in the school

2. Quality of school planning

3. Quality of learning and teaching

4. Quality of support for students

5. Summary of findings and recommendations for further development

 

 

Whole School Evaluation Report

 

A whole school evaluation was done on Meenamara National School in November 2007. This report presents the findings of the evaluation and makes recommendations for further developments of the work of the school. The evaluation focussed on the quality of teaching and learning in English, Irish, Mathematics and Music.  The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.

 

 

Introduction – The School’s Context and Background

 

Meenamara National School is a co-educational Gaeltacht school. In the middle of the sixties an attempt was made to merge the school with another school in the area. The merger failed and as a result a lot of the students left the school. Following that, the tradition continued where local students were sent to other schools in the area. Because of that practice and the disastrous and continuous fall in the population of children in the area, there are only a small number of students enrolled in the school. There are students in the school now that aren’t from the local area but whose parents came from the area or whose parents demonstrate an interest in Gaeltacht education. As a result of this, the students attending the school aren’t native Irish speakers, but it is evident that the parents give every support to the Irish language. It is also noted that a considerable amount of students in the school have certain education difficulties. The school has made a remarkably commendable effort to accommodate all of these requirements while providing an education which takes this linguistic and resource complexity into account. The students’ attendance is satisfactory. The school is participating in the DEIS (Delivering Equality of Opportunity in Schools) scheme, an action plan for inclusive education of the Department of Education and Science.

 

The table below displays general information on the school staff and on the students enrolled in the school when the evaluation took place:

 

Number

Students enrolled in the school

12

Mainstream classes in the school

2

Teacher(s) on the school staff

2

Mainstream class teacher(s)

2

Teacher(s) working in support positions

1

(shared)

Special needs Assistants  

Language Assistant

0

1

 

 

1. The quality of management in the school

 

1.1 Characteristic spirit, mission or vision of the school

Good communication and relations inside the school define the characteristic spirit of the school. The teachers work fervently and professionally and they collaborate constructively with one another, with the school management and with the parents in the interests of creating a satisfactory learning atmosphere in the school. There is a Catholic ethos in the school and good behavioural and working habits are being fostered in the students. Although the board is confident that the numbers will increase in due course, as a result of the constant risk of enrolment matters, a medium and long-term vision needs to be formulated for the school. It is recommended that a strategic plan be designed as well as an agreed action planned for this to ensure the long-term future of the school.  

 

1.2 The board of management

 

The school undertakes to provide an education through Irish to its students in order to prepare them for life. This undertaking is clearly outlined in the comprehensive Irish policy designed by the board. Every effort is made to foster accomplishment in Irish in the school in order to give the students the ability to respect and understand the language and culture. The board intends to place a Naíonra in the school shortly, as the members of the board understand that this provision would assist the children positively in attaining fluency in the Irish language before they start in junior infants. There is also talk of starting a homework club to accommodate the students and their families furthermore. Construction work is to commence shortly to add rooms and additional facilities to the school. However, the board recognises that the roads infrastructure will be a constant obstacle to the school’s development.

 

The board of management has been appropriately established and members of the board of management keep regular contact with one another by organising meetings every term or more frequently. The board of management operates in accordance with the requirements in the Education Act and the directives of the Department of Education and Science. The board’s procedures in relation to the school’s management of financial resources and the procedures in relation to staff appointments and promotions are effective. The board is familiar with the statutory requirements of the Education Act in relation to a code of conduct, school attendance, and the preparation of a health and safety policy. The board has approved and is implementing effectively statutory curriculum policies, pastoral care and policies in relation to administration. The board of management gives very satisfactory support to the principal and to the staff in the planning process. A person has been employed by the board to do the cleaning and the tidiness and cleanliness noted in the school as a whole and in the school yard are commendable. The secretarial work done in the school on a part-time basis is also commendable. A parents’ committee has not yet been established, but it is intended to establish one in due course. It is recommended to give the appropriate support to the parents in establishing a committee which will be associated to the National Parents’ Council. The school has published an information book and that is to be commended. Parent teacher meetings are organised annually and a report on the students’ progress is sent to the parents at the end of the school year.

 

1.3 In-school management

 

The principal is a very effective leader for the staff and the school community as a whole. A lot of emphasis is placed on the use of Irish in the school and amongst the parents. It is recommended to increase these efforts further in order to ensure that Irish is the one and only means of communication in the school. The teachers who come to the school and the one class teacher who is situated in the school collaborate completely with the principal and give the principal total support. The duties of the teacher with a post of responsibility are outlined in the school plan and are being implemented effectively.

 

 

 

1.4 Interaction and communication management with the school community

 

It is noted that the teachers get a lot of support from the parents and from the surrounding community. During the meeting with the parents as part of the evaluation they applauded the openness and the practices implemented in communicating with the teachers. An information book is issued to the school’s parents in which they are informed of the school’s work.

 

1.5 Student management

 

Every student in this school is treated respectfully and affectionately. The students are assured regularly in a positive way and a comfortable learning atmosphere has been created by the teachers in the classrooms. Care is taken of the students’ health and safety and the students’ complete participation is encouraged in every aspect of the school’s life.

 

 

2. Quality of school planning

 

2.1 Whole school planning and planning for the classroom

 

Comprehensive and contemplative policies are provided for the elements of the curriculum. The principal has assumed particular leadership in this regard. All of the requirements of the composite classes have been recognised in the planning and the system for adapting the curriculum provision for these composite classes is commendable. The school plan is used for designing the individual teacher plans. The two teachers set out a long-term work plan under the strands and strand units in the curriculum. The teachers keep a complete monthly account of the work progress.

 

2.2 Policy and procedures for the protection of students

 

An affirmation was provided, subject to the Primary School Circular 0061/2006 from the Department of Education and Science, that the board of management has formally accepted the Child Protection Guidelines for Primary Schools (The Department of Education and Science, September 2001). An affirmation was also provided that the attention of the management, school staff and parents was drawn to procedures for the protection of students; that a copy of the procedures was supplied to every member of staff (including every new staff member); and the management has assured that all of the staff understand the procedures that have to be followed. A named liaison officer and a liaison representative have been appointed in accordance with the requirements of the guidelines.  

 

 

3. Quality of learning and teaching

 

3.1 Language

 

Irish

The teachers avail of every opportunity to develop spoken Irish. The students are familiar with basic vocabulary, basic language structures and a wide range of idioms. Drama is used to improve the child’s ability in language formation. The language assistant who comes in to do language work with the students is extremely helpful and the work done in Irish singing as part of this provision is excellent. Some of the students answer challenging questions on various themes with excellent fluency. However, some of the students have reasonably restricted vocabulary. It is recommended to develop a functional comprehension and continue with additional work on the structure and objective of the verbs. The staff has been recommended to make even further attempts to preserve the Irish as the primary means of communication in the classrooms and in the school yard. A certain amount of use is made of the programme Séideán Sí. In the interest of developing a more apparent continuity in the language structures and in the vocabulary used by the students, this programme should be taught on a more graded and structural basis.

 

A very rich print environment is created in both classrooms and this environment is used to arouse the students’ interest during the lessons. The big books for reading in the junior classes are also used very effectively. Literacy skills are established, maintained and strengthened with aptitude and dedication in the junior classes. The students read class textbooks with an understanding in the middle classes and in the senior classes. The teachers reported at the post evaluation meeting that the students regularly read short novels and that approach is commendable. In order to enhance reading fluency, it is recommended that an even wider range of different types of texts be read. Some of the students have a difficulty in analysing words and recognising sounds. It is recommended to adhere to a whole school phonological programme. It is noted that some of the students are achieving a very satisfactory standard in functional writing. The majority of the students were writing a various range of texts for example, news and short stories and essays. However, certain weaknesses were noted in the written work done by a small percentage of students. The composite intraclass teaching that was being done by the class teachers and the support teacher in order to develop the literacy skills of these children was of huge assistance. In order to raise their standards further, it is recommended to follow the literacy aspect of the integrated programme Séideán Sí and to focus furthermore on the development of literacy in the school.

 

English

Stimulating learning environments for English are provided in both classes. The stories and poems written by pupils are celebrated by vivid displays. The challenges associated with the teaching of English in composite classes are being very effectively mediated. Discussion and storytelling are emphasised during whole oral work in both classes. Highly effective attention is given to the discussion of news, topics and other aspects of the curriculum. Pupils in junior classes capably recite a wide repertoire of nursery rhymes. Pupils are given frequent worthwhile opportunities to listen to and discuss a variety of stories and novels using appropriate vocabulary. Some effective use is made of language games to enhance vocabulary development and to develop skill in particular language functions. Creative drama is used effectively as a means of developing oral language and children are encouraged to express their opinions with confidence. Some poems are committed to memory and this practice is most praiseworthy. In the recitation of poetry, however, additional attention should be given to comprehension, intonation and empathy. It is also recommended that specific whole-school planning for poetry should be further developed in order to plan for the broadening of pupils’ engagement with different and diverse poetic genres and conventions.

 

Children’s reading in English is, broadly speaking, commensurate with the ability of children, as recorded in standardised tests, pupil profiles, psychological reports and assessment files. In the junior classes emphasis is placed on emergent reading skills, with some attention being paid to the development of phonological awareness, sight vocabulary and awareness of rhyme. The provision of differentiated reading and writing activities is ensuring pupil participation and addresses the range of abilities seen within classrooms. Teachers have adopted assessment programmes for reading which aim to address the needs of pupils presenting with prospective reading difficulties. Very effective and ongoing liaison with support teachers is noted in this regard. The team-teaching approach adopted in the school with respect to the support given by both the learning support teacher and the home/school/community co-ordinator is most praiseworthy. Reading standards are being built upon by a systematic development of a range of word identification and comprehension skills using class readers, novels and supplementary novels. Some children, however, are not confident readers. Even more recreational reading, with particular emphasis on reading of fiction texts, should be promoted through structured library work and activities. Additional work on a whole-school approach to phonological awareness is also required.

 

Some well-thought out work on functional writing derived from workbooks is being carried out. Children’s knowledge about language and how it works is being well developed by a committed approach to the teaching and learning of grammar and writing conventions. Most pupils observe the conventions of punctuation, spelling and grammar and achieve satisfactory standards of presentation in their writing. A proportion of children with defined needs have difficulty with the mechanical features of writing and their creative writing is limited. Consideration should now be given to adopting a prescriptive literacy-hour type intervention, using all available supports, with a view to enhancing reading and writing standards even more. It is also recommended that particular focus be placed on meeting the needs of more able pupils and providing even more challenging and stimulating contexts for learning for them. In general, a more integrated approach to literacy should be taken, which would both seek to develop reading and writing skills in a systematic manner and also aspire to inculcating a greater love of reading in the children. This recommendation is made as a way of improving literacy standards of all children.

 

3.2 Mathematics

 

A substantial number of students in this school are achieving a very satisfactory standard in Mathematics. The majority of the students display a good comprehension of the appropriate concepts in Mathematics. Considerate use is made of the textbooks during the lessons and it is noted that oral practice is undertaken regularly in order to link the meaning to learning. Excellent care is taken to teach Mathematical terms structurally, but it is recommended to adhere to Irish terms only in the senior classes. Beneficial discussions take place in every class in order to strengthen the comprehension of concepts. Active learning methods as well as mathematical games are used in every class. The students record their written work carefully. The work done on numeric values, on areas and on circumferences, and on numeracy in general is very much commendable. Assessments are done through the direct observation of the teacher, through standardized examinations, through self-designed tests and through the regular correction of the students’ work.

 

3.3 Music

 

Excellent work is done in Music in this school. An enormous amount of attention is paid to the three strands in the Music curriculum: listening and responding, performing, and composing. The children are encouraged to listen very carefully. Emotions, information and ideas are examined in order to develop an understanding of Music. The students sing a wide range of Irish songs melodiously and harmoniously. The students know the tunes and words thoroughly and they all demonstrate their enjoyment of singing. Percussion instruments are used as well as other instruments in order to perform music compositions from memory and in order to skilfully teach the pattern rhythm. A good start has been made with regards to music composition and beneficial work is being done on the music notation. The students receive first-class tuition in the cultural heritage of Music as part of the service provided by the language assistant.

 

3.4 Assessment

 

Suitable assessment strategies have been set down in the school plan and are being regularly applied. The students’ progress in the different subjects is monitored and assessed regularly through the use of school-based examinations and standard tests. Questioning, direct observation by the teacher, spelling tests and informal strategies are used to assess the children’s learning standard in the classrooms. The staff is greatly commended on the way in which Irish skills are assessed in accordance with the assessment system Comharthaí Cumais na Gaeilge (Language Ability Indicators). The children’s copy books and written work in every class are regularly monitored. Standard assessment tests are used to assess the students’ reading ability in order to select students who have learning difficulties. The children’s progress is recorded at the end of the year and the appropriate details are sent professionally to the parents. A copy of these reports is retained in the school.

 

 

4. Quality of support for students

 

4.1 Students who have special education needs

 

The school staff has created an excellent policy in relation to students with special education needs. As part of the support service, clear learning objectives are set down in the work plans on the basis of the individual student and the learning progress is recorded regularly. The approach with regard to the learning activities that take place is of satisfactory standard. Careful attention is given to students with reading difficulties in Irish, English and Mathematics. An excellent range of software is being used to support the students’ comprehension of concepts through the medium of information technology. The composite intraclass teaching is used very effectively. As a result the students rarely leave the classes and there is a close link between the classes’ work and the support work. In order to tackle the recognised literacy difficulties further, it is now recommended that the staff design an integrated literacy frame for Irish and for English where a very definite role is set down for the support teacher, for the language assistant, for the home/school/community co-ordinator and for the class teacher.   

 

4.2 Other supports for students: disadvantaged students and those from minority and other groups

 

A very effective plan has been devised and is being implemented effectively for the home school liaison service and many of this service’s objectives have been achieved in order to ensure that the appropriate support is being provided to the parents of this school community. A rural co-ordinator was recently appointed and there are six schools under his charge. As a result this service is being provided three days a month in this school. The attention given to the children’s literacy as part of this provision is beneficial. It is now recommended to link this literacy awareness with a whole-school integrated literacy frame. Courses for parents are organised through the home/school/community liaison service and there is good attendance at the courses from the parents. It is intended to increase this attendance furthermore.

 

 

5. Summary of findings and recommendations for further development

 

The following are the main strengths recognised in the evaluation: <0}

 

 

As a way of building on these strengths and in order to focus on areas for development, the following recommendations are made:

 

Post-evaluation meetings were held with the staff and with the board of management at which the draft findings and recommendations of the evaluation were presented and discussed.