An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Scoil Náisiúnta an Choimín

Lifford, Co. Donegal

Roll number:17564R

 

Date of Inspection: 23 March 2007

Date of issue of report: 17 April 2008

 

 

 

Whole School Evaluation Report

1. Introduction – the School's context and background

2. The quality of school management in the school

3. Quality of school planning

4. Quality of learning and teaching

5. Quality of support for students

6. Summary of findings and recommendations for further development

 

 

Whole School Evaluation Report

 

This report has been written following a whole school evaluation of SN an Choimín. It presents the findings of an evaluation of the work of the school as a whole and makes recommendations for the further development of the work of the school. During the evaluation, the inspector held pre-evaluation meetings with the principal, the teachers, the school’s board of management, and a representative of the parents. The evaluation was conducted over a number of days during which inspector visited classrooms and observed teaching and learning. The inspector interacted with students and teachers, examined students’ work, and interacted with the class teachers. The inspector reviewed school planning documentation and teachers’ written preparation. The inspector met with various staff teams, where appropriate. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the staff and to the board of management 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.

 

 

1.             Introduction – the School's context and background

 

This is a mixed Gaeltacht school situated on the border of the Gaeltacht. A strong tradition of Irish is noted in the school and it is evident that this strongly encourages the teachers so as the school can include heritage alongside the requirements of modern life at the school. Although this is a Gaeltacht school a lot of the students come from homes where English is the language at home. The school became a three-teacher school last year, which was of excellent assistance to the teachers with regard to classes. This year the school is in the Department’s DEIS scheme (Delivering Equality of Opportunity in Schools). Fifty students are enrolled in the school and according to the estimated enrolment for the next three years it is estimated that the numbers will remain stable. The board has made plans for the new school building. It is evident from the school’s enrolment book that every student regularly attends the school.

 

 

2. The quality of school management in the school

 

2.1 The Board of Management

 

The board of management has been established in accordance with the Education Act 1998. The members function dutifully and ensure that an extensive and effective education is being provided. Meetings are organised regularly and comprehensive minutes of meetings are retained. The board has approved policies regarding the statutory requirements of the Education Act in relation to the preparation of a behavioural code, school attendance, and a health and safety policy, which are implemented regularly and effectively. The board of management gives a lot of support to the principal and to the staff in the planning process. The board in conjunction with the staff has plans to strengthen the policy on sexual relations education by developing further input from the parents. The board fulfils its duty in relation to the promotion of Irish in this Gaeltacht school according to the Education Act through supporting cultural events and the language of the school’s community.

 

 

2.2 In-school management

 

An acting principal has been appointed in the school since the principal assumed other responsibilities under the Tús Maith scheme. She takes excellent care of school affairs. She demonstrates management skills in which communication systems are clear and open. She is interested in school development and the appropriate plans are being developed gradually. The teachers’ serious and diligent approach is notable in such a way that all school events are in order and in array. A lot of emphasis is placed on the use of Irish in the school and amongst the parents. It is evident that progress is being made by the school management in the various efforts that have been completed up until now. The teachers cooperate and completely support the principal in school management. Staff meetings take place in the school regularly to discuss the school work and policies. The duties of a teacher with a post of responsibility are outlined in the school plan and are being implemented effectively, but it would be worth reviewing them on a regular basis in order that a stronger link could be between the post of responsibility and the developmental requirements, with regard to the recognised requirements of the school. The in-school management has effective systems in place in the school for contacting parents.

 

 

2.3 Resource management

This is a three-teacher school with a resource teacher and a learning support teacher who are divided amongst other schools in the area. There is a special needs assistant in the school. The principal is on secondment to the Department of Education and Science’s Tús Maith initiative from the beginning of this year. Since then, the teacher in the junior classes is in charge of the school as the acting principal. Since the staff increase, staff are carrying out a complete review of the school plans.

 

A new building has been permitted for this school and the plans are being completed in order that the building work can commence shortly. The present school building is as well-maintained as is feasible and great care is taken of it and its surroundings. A beautiful garden is growing outside the school, which assists in creating a pleasant image for the school’s surroundings. The attractive way in which examples of the children’s work is displayed throughout the school is particularly praiseworthy. A library has been compiled in the school as well as numerous computers. These are all utilized effectively. An assistant has been appointed in the school who acts as a special needs assistant and as a language assistant. It would be worth outlining the planning of the work done by this assistant in the school plan. It is recommended that there is more discussion between the language assistant and the class teachers in order to practise the essential vocabulary in subjects across the curriculum with the students during Irish lessons.  

 

2.4 Interaction and communication management with the school community

Everyone who participates in this school community recognises that the school is a central part of the community in which it resides. Therefore there is an excellent relationship between the parents and every school member. It is noted that the teachers receive excellent support from the teachers and from the surrounding community. It is widely recognised that the school creates a positive image for the community and the school and community exist through helping one another. The school doesn’t have a parents’ association which is associated to the National Parents’ Council but the school does have a parents’ committee. The contact with parents is recognised as an extremely important part of the communications process in the school. For that reason, meetings with parents are organised regularly, parents’ views are welcomed and participation in school activities is encouraged. Information letters are sent to parents at the beginning of the school year but it would be worth the staff’s while to publish a newsletter regularly in order to keep the parents informed of every aspect of the school policies and the students’ work could also be displayed in it.

 

2.5 Student management

The students in this school are very effectively managed. Working habits are well-rooted and respect between the teachers and the students and amongst the students themselves is noted. The students are given positive assurance on a regular basis and a comfortable learning atmosphere has been created by the teachers in the classrooms. Care is taken of the health and safety of the students and the students’ full participation in every aspect of school life is fostered.

 

 

 

3. Quality of school planning

 

3.1 Implementing the planning process in the school

A school plan has been compiled in which the following vision is outlined ‘to give the best education possible to every child through the medium of Irish.’ One of the objectives outlined by the staff in the school plan is ‘to foster an enjoyable, safe and well-organised environment. An environment in which students can develop completely and fully, spiritually, physically, culturally and intellectually.’ At present a policy on relationships and sexuality is being developed. It is recommended to develop this policy in conjunction with the school community and with the board. It is recommended that it is implemented as soon as possible. It is proposed to discuss the policies on discipline with the parents before approving them at board level.

 

Policies have been prepared for elements of the curriculum in which incareer training has been received. There is a provision in the plan for a mixture of learning and teaching practices: co-learning, active learning, problem solving and collaborative work are included in them. Planning is done on a whole-school collaborative basis. The staff is setting out a three-year strategic plan, on a continuous basis, to meet the recognised requirements of the school. They have a diary and a short-term action plan in order to implement the school plan effectively.  This work and the regular reviews are of great benefit. Effective self-evaluation is occurring on what has been achieved from the beginning of the year and on what is yet to be completed. The staff is congratulated on their dedication towards this. The acting principal has given particular guidance and leadership to the staff in this aspect of the work. The manner in which they all cooperate on behalf of the children in this work is very effective. The complete staff and board of management participate in the designing and implementation of the school plan. Specific targets are set down in order to achieve the main objectives of the plan.

 

Evidence was produced which affirms that the appropriate steps have been taken by the board of management and staff to develop the measures that are consistent with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (The Department of Health and Children, 1999, new edition May 2004) and Guidelines and the Approach on the Protection of Children (The Department of Education and Science, April 2001). Evidence was also produced, which confirms that measures have been taken by the board of management and have been implemented. A nominated liaison officer has been appointed according to the requirements of the Department’s guidelines.

 

3.2 Planning for the classroom

The school plan is used when designing the teachers’ individual work plans. Every teacher sets out a long term work plan for its class under the strands and strand units in the curriculum. Every teacher retains a monthly report on the progress of the work. This is a short account in which the material being taught is set down. The development of school templates is recommended where the work done under a strand and under the strand units of the curriculum is clarified and where emphasis is placed on the skills and concepts that have been learned by the students. The teachers produce charts, work pages and flashcards which add to the effect of teaching in the classes. The interesting presentations that have been compiled by the teachers to arouse the students’ interest in various subjects are commendable. The classrooms are well-organised and an extensive range of teaching methods are used.

 

 

4. Quality of learning and teaching

 

4.1 An overview of the quality of learning and teaching

The quality of learning and teaching was very satisfactory at every level in this school. It is evident that the teachers have a good understanding of the curriculum’s underlying principle. An extensive range of teaching methods are used to implement the curriculum between whole-class teaching, group work and individual work as required. Excellent use is made of the discovery methods in particular in the senior classes and the students are given opportunities to pursue information of their own accord. The integration of subjects in every class is noted and efforts are made to promote continuity. The students are encouraged to work skilfully in every class and working habits are well-rooted. Overall the students achieve a high standard in conversation Irish and a satisfactory standard in reading and a very satisfactory standard in mathematics. The teachers are aware that a certain amount of students in the school need to improve their standard in English and the teachers are in the process of acting on this weakness. It is recommended to make more inclusive provision for the differences in the children’s learning abilities and styles in particular in English. The students’ copy book work is of satisfactory standard and is on display on the walls. The students’ work is regularly monitored and structural feedback is provided in the copy books. The students’ copy books and their writing samples demonstrate that the students have progressed well at every class level. Every opportunity is given to all of the students to partake in other activities outside the classroom for example Gaelic football, Cumann na mBunscoil’s competitions, hurling, handball, athletics, soccer, swimming, drama, musicals, céilís, interschool initiatives, cross-border initiatives, collections for charity groups, table quizzes. The school was planning to take a trip to Iona in Scotland during the evaluation. A lot of preparation was taking place with regard to research being done on the computers as background information for this trip. The dedication that the teachers display in providing an extensive education to every student in the school is commendable.

 

 

4.2 Language

 

Irish

The extremely high standard of spoken Irish achieved by most of the children in this school is exceptionally praiseworthy. Different resources are used very satisfactorily to develop the students’ interest and imagination and to entice satisfactory language fluency from them. The students display a very satisfactory understanding of the topic that is being discussed in the class. The teachers use very effective strategies on a whole-school basis in order to develop and strengthen communication through Irish. A lot of emphasis is placed on drama and role play and class debates and on independent composition. This approach gives a natural context to the language and is sets down a very worthy cornerstone for the development of listening skills. The children narrate a lot of poems, verses and songs, which develops good phonetics, accent, tempo and rhythm in the language. They have an extensive vocabulary and an efficient understanding of the structure and purpose of the verbs. The students have knowledge of an extensive range of phrases. The teachers use Irish very well as a class management language and conversation games are used to improve the child’s language composition.

 

A substantial amount of the students have a satisfactory standard of reading and there is a very satisfactory collection of books provided for them. Most of the students read satisfactorily and understand what they are reading. A lot of the students recognise challenging words through the use of phonological skills, context and analysis of words in syllables. The students participate in a very worthwhile way in group discussion where views are illustrated on the subject. Silent reading could be encouraged more and more extensive experience could be given to the students through the reading of different types of texts.

 

It is noted that the students are achieving a satisfactory standard in practical writing. Most of the students were writing a range of different texts for example, news, sick notes, and identity cards. Writing folders are used, as well as exemplifications and co-writing in order to promote a rich vocabulary. The small booklets compiled by the students for sounds in the junior classes are commendable. Very good use is made of the big books in order to expand the vocabulary. A variety of short stories are provided to support reading in the middle and senior classes.

 

 

English

 

In English the language is developed by providing the pupils with a variety of oral language reading and writing activities. Pupils display a satisfactory standard across the school in oral language. Oral language is dealt with comprehensively in all sections and specific oral language lessons are planned and taught. Particular emphasis is placed on developing pupils’ emergent reading skills. The pupils’ phonological skills are being developed in a structured way and generally the pupils’ phonological skills are very good at the junior section of the school.

 

A good programme of reading is planned for and developed throughout the school and pupils’ reading and comprehension skills are generally satisfactory. However, further attention should be given to a group of pupils in the senior section whose fluency in reading should be improved.

 

Pupils across the school display a commendable enthusiasm for poetry. Poems are used as a stimulus for discussion in the middle and senior sections and pupils are encouraged to compose their own poems. Pupils’ creative efforts are commendable and their work is celebrated by the publication of the pupils’ work and by displays in the classrooms and in the school corridor.

 

The pupils’ creative and functional writing skills are being developed to a very satisfactory standard across the school. There were many laudable examples of collections of pupils writing samples in folders in the various genres. Comprehension tasks are used to good effect in one section of the school and this good practice should now be extended across the school. It is recommended that extended reading activities be given to pupils to scaffold and enhance the pupils’ skills further in the language.

 

 

4.3 Mathematics

The students achieve a very satisfactory standard in Mathematics. The teaching programme is graded appropriately from class to class. Considerate use is made of the textbooks during the lessons and it is noted that oral work is practised regularly in order to link the meaning to learning. Great care is taken in the teaching of mathematical terms in a structural way and beneficial discussion is encouraged in some classes to strengthen the understanding of the concepts. Active learning methods and mathematical games are used in some classes. Most of the students display a good understanding of the appropriate concepts in Mathematics. They record the written work carefully. Group work is practised to strengthen the students’ participation and independent learning. While preparing the short-term work plans the ability of every student is considered to ensure that the work is suitable for students at every aptitude level.

 

 

4.4 Social, Environmental and Scientific Education

 

History

A very satisfactory standard is achieved in History across the school. Very effective use is made of textbooks, drama and the main historical sources as a basis for the history lessons. A very useful link is made between national history and local history and therefore this provides the students with a context in order to facilitate the understanding of history. Excellent preparatory work is done to link this aspect of the curriculum effectively with other subjects in the curriculum.

 

Geography

Group work is used beneficially to teach Geography in certain classes. Table quizzes are used as an assessment tool in this subject. This subject is linked very effectively to Science. The students have achieved a very satisfactory standard in this element of the curriculum. They can describe a material pertaining to the geography of the area in detail and the projects compiled and that are on display in the classrooms are commendable.

 

Science

The school environment is viewed as the basis of the work on nature and on the environmental awareness and care and for that reason a very good structure is set down whereby an environmental inspection can take place. Active methods are practised in some classes in order to develop an understanding of the various concepts. The children willingly participate in simple experiments which are organised and scientific skills are developed during the work. This school is participating in the initiative Discovery Science. The school also participated in an initiative in conjunction with Letterkenny’s Institute of Technology as part of the science week held by the College. The school has commenced with plans to develop recycling and reuse in the school in order to acquire the Green Flag.

 

4.5 Arts Education

 

Visual Arts

The planning of this aspect is in accordance with the curriculum’s material and guidelines. Order, imagination, enjoyment and a very satisfactory standard of teaching and achievement accompany the approach to the teaching and learning of the visual arts. Every strand of the curriculum was seen in the numerous displays which were all around the rooms. The way in which this subject links with other subjects in the curriculum in certain classes is effective. The way in which the teachers administer group teaching in this creative aspect is also effective. The children are encouraged to reflect on the qualities and characteristics of famous artists’ work. Work folders are retained on a whole-school basis as well as a photographic record. The students can very satisfactorily describe artists’ work using the appropriate language.

 

Music

Singing is taught in a very enjoyable way and care is taken in the teaching of subdivisions of music. An extensive and interesting programme is provided between singing and the development of composition and listening skills. Percussion instruments are used very effectively in the development of the understanding of rhythm. An instructor comes into the school to teach musical instruments to the middle and senior classes for a term during the year and the school and the parents’ committee fund this activity as well as the Irish dancing. Excellent work is done to develop traditional music. This aspect integrates skilfully with Drama.

 

Drama

Drama is taught to a very high standard in this school. The school has won a lot of prizes and cups in drama exhibitions. Drama skills are being developed imaginatively through the medium of poetry in particular. The creative talent of the students is developed as well as self-confidence and emotional vocabulary during the lessons through the approach that was seen during the evaluation. Drama is currently being used as well to internalize curriculum subjects.

 

 

4.6 Physical Education

There is a very good variety in Physical Education activities. The lessons are steered in an orderly way and the students enjoy them and benefit from them. Emphasis is placed on developing skills during the work. It is evident from the teachers’ work accounts that ball games, school-yard games and team games are taught. It is reported that the students from the school participate in sports’ leagues in the area. Swimming is taught in a swimming pool in a local hotel during one term of the school year. Physical Education is taught outside in the school-yard when the weather is suitable.

 

4.7 Social, Personal and Health Education

The positive and respectful atmosphere that is noted in the school is of great benefit, as a basis for developing the students’ social and personal skills and for their understanding of a healthy way of life. This development is consistently promoted on an informal basis in different aspects of the curriculum. Beyond that, specific lessons are taught in every class and they are based on a range of resources. The way in which learning in this aspect is linked to other subjects in the curriculum is very effective. The lessons are presented in an encouraging manner and the students’ participation is fostered competently. There is a very good variety of learning activities and an enjoyable learning atmosphere during the work.

 

4.8 Assessment

The staff uses various methods to assess work progress. Standardized tests are used to ensure the progress of the students in English and Mathematics and to plan accordingly. The teachers have their own tests which they give to the students regularly and the results are recorded. Through the close examination of the teachers they gain an understanding on how well the individual students are progressing in their learning. In every class folders with samples of the students’ work are retained. Written work is regularly monitored. It is recommended that the staff continue with developing the assessment system on a whole-school basis in order to focus on the requirements of every student and in order to add to the effects of short-term planning, English in particular. A clarification of the teaching and learning objectives in the work plans will assist this approach. A full assessment across the curriculum is retained in some classes. Written work is suitably monitored but a record of the common mistakes should be kept and a lesson at the end of every teaching unit should be based on them, English in particular.

 

 

5. Quality of support for students

 

5.1 Students who have special education needs

A coherent whole-school policy has been drafted by the staff on the provision of education for children with special learning needs. A very definite and gradual approach is set out in relation to recognising students with difficulties early on and designing a support plan for them. In this planning attention is focussed in particular on class correlation, on recording achievements and on assessment criteria in order to ensure that the students are succeeding. In the class teachers’ work plans more attention needs to be paid to the needs of a certain amount of students in English. 

 

The learning support teacher and the resource teacher attend to those with learning needs very satisfactorily and very effectively. Literacy and mathematical skills are developed as well as long-term social skills. A laudable emphasis is placed on language development and vocabulary development which is necessary for the children in their lives. Excellent care is given to developing the students’ reading skills. The students’ morale and self-confidence are lifted accordingly. The individual learning plans are in close accordance with the psychologists’ recommendations and they have been designed jointly by the class teacher and parents. The teachers have a suitable provision of teaching and learning facilities as well as a comprehensive collection of assessment results which assists them in tackling the writing and reading difficulties. It is recommended to provide additional support to the students and to develop the suitable planning for this with the class teachers. It is evident from reports of the students’ progress that the students attending the learning support and resource service are making satisfactory and continuous progress.

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

At the time of the report a home/school/community liaison coordinator had been appointed for the area in which this school is situated and the school staff was anticipating the commencement of this service. This is one of the areas that has been recognised by the staff as a priority for development in the school plan. Under the DEIS initiative a healthy lunch is provided for the students on a daily basis.

 

 

6. Summary of findings and recommendations for further development

 

The following are the main strengths recognised in the evaluation:

 

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.