An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole-School Evaluation

REPORT

 

Scoil Náisiúnta Eoin Pól, Loch an Iúir, County Donegal

Roll number: 16829W

 

Date of inspection:  28 November 2008

 

 

 

 

Whole-school assessment

Preface – school context and background

The quality of management in the school

The quality of planning in the school

The quality of learning and teaching

The quality of support for pupils

Summary of main findings and recommendations for further development

 

 

 

 

Whole-school assessment

A whole-school evaluation was conducted in Scoil Náisiúnta Eoin Pól, Loch an Iúir, Co. Donegal in November 2008. This report indicates the outcomes of the evaluation and makes recommendations for the further development of the work of the school. The assessment focused on the quality of the teaching and learning of English, Irish, Mathematics and the Visual Arts. 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.

 

 

Preface – school context and background

Scoil Náisiúnta Eoin Pól is a co-educational Gaeltacht school situated in a rural area in North-West Donegal. This area is famous for the number of writers and storytellers it produced down the years. The work of those talented people forms an important part of the educational programme in this school and it generates pride in their own community among the pupils, as well as nurturing their self-confidence and inborn gifts by forging links with their ancestors. The Catholic Bishop of the Diocese of Raphoe is the patron of the school. The school was enlarged in 2005 and the way the school premises and its environment are maintained is commended.

 

Sixty-two pupils are enrolled in the school at present. The majority of the pupils have very little Irish on arrival at the school and it is quite a challenge to the school staff to strengthen the use of Irish among the school community in general. The school takes part in a scheme run by the Department of Education and Science for schools which serve educationally-disadvantaged areas, the Provision of Equality of Opportunity in Schools (DEIS), which is shared among six schools. School attendance is generally very satisfactory among the majority of the pupils.

 

The following table presents an overview of the school staff and of the pupils enrolled in the school when the assessment was being done:

 

 

Number

Pupils enrolled in the school

62

Mainstream classes in the school

3

Teachers on the school staff

4

Teachers of mainstream classes

3

Teachers working in support posts

2 shared

Special needs assistant

1

Language assistant

1

 

1. The quality of management in the school

 

1.1 The specific spirit of the school’s mission or vision

The vision of this school is to serve the educational needs of the children by providing a satisfactory standard of education for them to help them to achieve this and to prepare them to continue their education at second level. Particular cognisance is also taken, in the vision, of the fact that this is a Catholic school. The good communication and relationships within the school define the specific spirit of the school. Although a strong Irish atmosphere permeates the school, it would be worthwhile for the teachers to develop their school motto by emphasising the further promotion of Irish culture. The all-round development of the pupils is catered for by providing a wide-ranging curriculum. Mutual teacher-pupil respect is cultivated, as is pupils’ respect for one another.

 

1.2 The board of management

The board of management operates effectively under a chairman who has impressive experience of educational management and administration. The board was appointed in accordance with the rules of the Department of Education and Science. Meetings are convened at least once a term, and more frequently if necessary, and minutes of decisions and expenditure are kept. Each board-member has a particular role and they give important support to the school-staff in regard to augmenting the school’s stock of resources. The board provided support in acquiring computers and a wide range of supplementary reading material to enhance the effectiveness of the teaching and learning in the classrooms. The board makes every effort to engage in discussion of the main school policies when they are being developed and reviewed. At present the board is reviewing the policy on code of behaviour. A start has been made on involving parents in developing school policies for Irish and Health Education. This is commendable progress and it is now recommended that the participation of parents in the development of school policies be further strengthened. The school cleaner keeps the premises neat and tidy and provides valuable support to the school staff in displaying the pupils’ work attractively in the classrooms and in the school hall.

 

1.3 In-school management

The principal works professionally, diligently and particularly effectively to give very good leadership to the staff and pupils of the school. The vice-principal gives effective support in school administration and the teacher who has a post of responsibility fulfils admirably the responsibilities assigned to him, which have been adapted to the needs of the school. This is a staff who has built up plenty of educational experience over the years and it is evident that they work fruitfully with one another to devise plans and policies suited to the specific needs of the school.

 

The teachers avail of professional development opportunities and the way the curriculum support programme has been used is commended. Good teaching-methodologies are practised and support equipment and software are regularly used. Staff-meetings are organised each term; curriculum priorities and curriculum development are appropriately emphasised during these meetings. The teachers are commended for their diligence and professionalism in assuming leadership roles in raising standards in the school. The support teachers in the school are also commended, especially for their efforts to improve the standards of literacy and Mathematics through the use of various helpful schemes.

 

1.4 The management of communication and relationship with the school community

A positive relationship with the school community is regularly promoted by organising meetings with the parents in preparation for the sacraments and other matters related to the curriculum. There is a newly-formed parents’ committee in existence and meetings are organised once a term. It is evident that the parents actively support the work of the school. The parents hold the teachers in the school in high esteem. Parents and other visitors are welcome at the school and matters are discussed professionally with them. The partnership of parents in the work of the school is promoted by having them assist teachers at art classes and by welcoming them to accompany and supervise the children for swimming lessons and on educational trips. The participation of parents is further promoted by running Irish courses and organising the Fun with Mathematics scheme. Members of the parents’ committee show an interest in school planning. The parents’ committee plan to develop a newsletter to strengthen the link and communication between the school and the parents’ community even further. The parents’ committee is commended for broadening the already-good communication between school and home.

 

 

1.5 Pupil management

There is a kind and open relationship between the school partners. There is a sense of  a mutually-respectful and co-operative working atmosphere in the school. A wide range of opportunities, equipment and technological resources is provided for the pupils, to make their programme of work more interesting for them.

 

 

2. The quality of planning in the school

 

2.1 Whole-school planning and classroom planning

The quality of whole-school planning is very good. The plan was compiled by the school staff in partnership with the board of management. The plan has been approved and signed by the board. It is precisely focused on the needs of the school. Information on pupils’ achievements facilitates reviewing of the school plan.

 

The quality of planning undertaken by individual teachers is of a high standard and the classroom teachers provide very clear, differentiated planning for their teaching. A detailed account of a wide range of teaching-methodologies and of the work to be undertaken is carefully provided, to ensure that the pupils derive the maximum benefit from the teaching.

 

2.2 Child-protection policy and procedures

Confirmation was provided, in accordance with Primary-School Circular 0061/2006 from the Department of Education and Science, that the board of management has formally accepted the Guidelines for Primary Schools on the Protection of Children (Department of Education and Science, September 2001). Confirmation was also provided that these child protection procedures have been brought to the attention of management, school staff and parents; that a copy of the procedures has been provided for all staff-members (including all new staff); and that management has ensured that all staff are familiar with the procedures to be followed. A designated liaison person (DLP) and a deputy DLP have been appointed, in line with the requirements of the guidelines.

 

 

3. The quality of learning and teaching

 

3.1 Language

 

Irish

Irish is taught in a lively and effective way. An impressive print-rich environment in Irish is created across the curriculum, to provide the pupils with a wide-ranging experience of writing and reading in Irish. Irish only is used as the medium of instruction and Irish is promoted informally among the pupils. A good foundation is laid in the junior classes, through the use of rhymes, vocabulary and stories from big books. The programme Séideán Sí is followed step by step in the teaching. In the middle classes, excellent continuous development is a feature of the work, with the objective of encouraging the pupils to communicate. Attention is paid to the communication periods and appropriate resources and flash-cards designed by the teachers themselves are used to provide good scaffolding for the pupils, as aids to conversation and authentic reading. Attention is paid to matters of pronunciation and reading is carefully fostered. Writing is taught in a praiseworthy manner, using Information and Communication Technology (ICT) and a variety of exercises is provided for the pupils. In the senior classes, it is evident that the pupils are making very satisfactory progress. They show great interest in a variety of topics and can confidently describe projects they have completed. A splendid project based on the folklore of the area was accomplished by the senior classes. Valuable contacts are regularly made with the Donegal Historical Society and with the Irish Folklore Commission. Groupwork, pair-work, games and comprehension tests are used in the lessons to ensure pupil progress. Very effective use is made of ICT to print little books written in Irish by the pupils. The work done is highly commended as is the impressive standard achieved by the pupils. The language assistant comes to the school to enrich the pupils’ Irish. She works productively with various groups of pupils to achieve this aim. It is now recommended that an integrated plan be compiled for in-class teaching by the language teacher and that all the support be provided in class for the pupils.

 

English

It is apparent that a high standard has been achieved in the teaching of English throughout the school. There is a very good English plan in place which outlines the aims, objectives and methodologies for oral language, reading and writing in a systematic way for dual and multi-class settings. The implementation of the plan commenced in 2005 following staff in-service in the revised English curriculum and it was reviewed in 2006. It is now recommended that this plan, in particular, be reviewed and updated annually, rather than at the end of every third year, as currently outlined in the whole-school plan, to ensure its continued effectiveness. It would also help to ensure its full implementation if parents received a copy of the plan.

 

The teaching of English is very well differentiated for the various class groups and the teachers are very skilful in adapting lesson material to the age and interest levels of the pupils. Classroom resources are used with skill in all class groups.

 

Phonic work is undertaken in varied contexts and the pupils in the junior classes display very good progress in their familiarity with sounds and words. Rhymes and stories are exploited with success and reading skills are developed in a methodical way. Parents are encouraged to engage in shared reading exercises with the pupils. Circle time and discussion are used to develop the communicative approach. Individual work is accorded appropriate emphasis. Continuous use of library books is a central feature of classroom practice. Pupils’ own work features prominently in all classrooms and the pupils are accustomed to applying themselves to learning and thinking. Reading is taught with care and due emphasis is placed on comprehension exercises. Pupils are afforded many opportunities to read across the curriculum and this linkage with History, Geography and Science develops their interest in topics that arise in the formal English lessons. Most pupils read with confidence, according to their level of ability. Written tasks are managed very well throughout the school and the pupils’ copies reveal a methodical and structured approach to written tasks. Handwriting is given due attention and a very satisfactory standard is achieved.

 

3.2 Mathematics

The plan for Mathematics was formulated in 2004 and updated in 2006 to take account of the DEIS plan in respect of numeracy. It is recorded in the school plan that the plan for Mathematics will be reviewed in 2010, but it is recommended that an annual review be conducted to ensure its continuous effectiveness. The standard of Mathematics in the school is very good and an effort has been made on a whole-school basis, for the past two years, to raise the standards even higher in this aspect of the curriculum. Mathematics concepts are developed in a graded, structured way from class to class. An impressive emphasis is placed on the development of the language of mathematics and on the solving of problems orally. Concrete materials are used in teaching the subject. The support-teachers are commended for providing very helpful scaffolding to the pupils in junior and middle classes by promoting a co-operative in-class approach. Discussion, practical experience and individual work are particular strategies used to teach Mathematics and appropriate arithmetical challenges are set, for pupils in the senior classes to solve. There is an environment supportive of Mathematics in every classroom. The maths games and mathematical design in the playground, to further encourage pupils’ interest in the subject, are praiseworthy indeed. It is evident from students’ work in the copybooks and from questioning during the evaluation, that the pupils are making great progress. The teachers are managing the teaching and learning of the subject ably and skilfully.

 

3.3 Visual Arts

The staff has formulated a plan for this aspect of the curriculum with the support of the arts-facilitator. It is evident from teachers’ monthly reports, and from displays on the walls and in pupil-portfolios that due attention is paid to the teaching of all aspects of this subject; there are examples on display of elements of the various strands – drawing, paint and colour, print, clay, building, fabric and fibre. There is admirable integration between art and other subjects on the curriculum. Due attention is paid to the process and specific materials are used for art. The pupils are afforded every opportunity of describing and critiquing the work of eminent artists. The pupils in the middle and senior classes were researching the work of Paul Henry and of Van Gogh during this evaluation and they completed sketches of a high standard in the style of the sunflower, as well as attractive landscapes. The pupils’ artwork is displayed in the chapel, to give the public the opportunity of looking at and responding to the children’s work. It is clear that this curriculum is being implemented beneficially and on an integrated basis and that very effective use is made of appropriate resources in the teaching.

 

3.4 Assessment

The teachers use a range of assessment strategies on a whole-school basis. Pupils’ written work is corrected regularly. Formal assessment is conducted on English and Mathematics from first class onwards. Diagnostic assessment is conducted annually at senior infant level. Meetings with the parents are organised annually to discuss the results of assessment tests and pupils’ progress in general. Reports are sent out to parents four times a year, to keep them informed of their children’s progress. This is praiseworthy practice and it is recommended that teachers continue using it in future. The results of assessment tests are communicated to the parents in accordance with circular 013/2006. The school staff is commended on being  progressive in their timely identification of pupils who have learning difficulties and on the provision of early interventions to support them.

 

 

4. The quality of support for pupils

 

4.1 Pupils who have special educational needs

There is an effective support service in this school for pupils who have special educational needs. Support is provided in the areas of English and Mathematics. The school follows the graded approach recommended in circular 02/05 from the Department of Education and Science. Comprehensive preparation is provided. An individual educational programme is drawn up for each child, outlining teaching and learning targets and involving daily recording of pupil progress. Teachers meet parents to discuss this programme. The teachers attend professional-development courses to update their awareness of teaching strategies for helping pupils with special educational needs. In-class support is provided to focus on raising standards in the middle and senior classes in the school and it is recommended that the teachers continue using this strategy, because it is yielding satisfactory results. Shared reading is effectively done and precise records are kept of the pupils’ progress. Software related to the subject-matter in hand is used as appropriate. The special-needs assistant provides very good support for the children in her care. She fulfils her responsibilities effectively in accordance with circular 07/02 and both staff and pupils in the school have very high regard for her work.

 

4.2 Other supports for pupils: disadvantaged pupils and pupils belonging to minority groups or other groups

The rural co-ordinator creates extra helpful opportunities for the pupils and parents to ensure a wide-ranging programme of school-work. The rural co-ordinator offers satisfactory support in the areas of literacy and numeracy to various groups of pupils throughout the school. Although a very good plan has been devised and is being implemented as part of the DEIS service, complete with timescales, curriculum targets and approaches, the effectiveness of this plan could be further enhanced through further discussion among the staff to ensure that the knowledge, direct involvement and participation of the whole staff is reflected in the implementation of the plan to counteract educational disadvantage in the school. Planning has been done for developing a shared reading scheme over six weeks and the rural co-ordinator will be supporting the school staff in implementing this scheme. The co-ordinator organises visits to the school by well-known writers and speakers, to talk about their work. Links are forged and promoted between the school and other professional organisations. A nourishing lunch is provided for the pupils, funded by a grant from the Department of Social, Community and Family Affairs.

 

 

5. Summary of main findings and recommendations for further development

 

The following are the main strengths identified in the evaluation:

 

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

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

 

 

 

 

Published March 2009