An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Rockcorry National School

Rockcorry, County Monaghan

Uimhir rolla:   06028F

 

Date of inspection: 27 February 2008

 

 

 

 

Whole-school evaluation

Introduction – school context and background

Quality of school management

Quality of school planning

Quality of learning and teaching

Quality of support for pupils

Conclusion

School response to the report

 

 

 

 

Whole-school evaluation

 

A whole-school evaluation of Rockcorry National School was undertaken in February 2008. This report presents the findings of the evaluation and makes recommendations for improvement. The evaluation focused on the quality of teaching and learning in English, Irish, Mathematics and Science.  The board of management was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

 

 

 

Introduction – school context and background

 

Rockcorry National School, a school under Church of Ireland patronage, serves families from the village of Rockcorry, Co. Monaghan and from the surrounding rural area. There are two mainstream teachers and a shared resource teacher on the staff. The school also shares a learning-support post based in a neighbouring school. Enrolment is increasing and it is anticipated that this pattern will continue in the immediate future.

 

The following table provides an overview of the enrolment and staffing in the school at the time of the evaluation:

 

 

Number

Pupils enrolled in the school

36

Mainstream classes in the school

2

Teachers on the school staff

3

Mainstream class teachers

2

Teachers working in support roles

1

Special needs assistants

2

 

 

1.     Quality of school management

 

1.1 Characteristic spirit, mission or vision

The school’s mission statement is child-centred and guided by the Church of Ireland ethos. During the evaluation there was evidence that it was being achieved in the daily life of the school; for example, this ethos was clearly reflected in the very positive interactions among pupils, between pupils and teachers and in teachers’ clear concern for their pupils’ welfare. The principle of equality is promoted fully. Pupils are obviously happy at school and enjoy their schooling. Attendance levels are excellent.

 

1.2 Board of management

The board of management is effective, constituted properly and meets regularly. It provides ongoing support to the principal in the day-to-day management of the school and enriches the whole-school planning process through discussing and ratifying organisational and curricular policies. Practical responsibilities have been assigned to its members who proactively assist the operation of the school. Minutes of board of management meetings are detailed and are maintained carefully. A financial statement is included and school accounts are audited. The board is commended for its commitment to providing a high quality education environment for the pupils and for its support of the principal and teachers. The board of management’s priorities include the extension of teaching and recreation facilities to ensure the health and safety of its expanding cohort of pupils.

 

The board’s level of commitment to date in seeking to improve the educational environment for pupils is praiseworthy and augurs well for the future of the school. The board has ensured that the school building, which dates to famine times, has been updated to modern standards and is maintained carefully. One of the two classrooms is notably small, however, and recreation space is also significantly limited. At the time of the evaluation, the board had made application to the Department of Education and Science for capital grant aid for a new school building and the parish has purchased a site for this purpose. The board is commended for its foresight and its ongoing efforts to plan for the future educational needs of the pupils of the school. The board should now ensure that it has informed the Department of all key information pertinent to its application so that it can receive full and fair consideration.

 

1.3 In-school management

The principal is a strong leader who has fostered a very positive learning climate in the school. Leadership is keenly focused on high quality learning for all pupils and on cultivating positive relationships between teachers, pupils, parents and board. The principal sets high expectation for attainment in all curriculum areas and has guided the school development planning process effectively. Daily school activity is organised very effectively.

 

A strong team spirit is evident in Rockcorry National School. The principal and acting deputy principal work closely together to ensure that organisational and curricular development duties are fulfilled. All curriculum development responsibilities are shared equally. Enrolment registers and school records are maintained methodically. In accordance with best practice it is advised that registers should record enrolment in the two infant classes as separate figures for junior and senior infants.

 

1.4 Management of relationships and communication with the school community

The parents’ association is very supportive of the principal, staff and board. Home-school links are strong and parents report that there are open and effective channels of communication with all teachers. Parent-teacher meetings are convened twice a year, a detailed written report on pupils’ progress is provided annually and school-based assessment results are conveyed to parents each month. A comprehensive information booklet is distributed to parents of new pupils. The principal has worked with the post-primary feeder schools to develop a system of communication that supports pupils’ smooth transition to second-level education.

 

1.5 Management of pupils

Management of pupils is of a high standard and, during the evaluation, pupil behaviour was excellent. The pupils involve themselves fully in the life of the school and their respect and regard for one another is great. Teachers’ concern for both the education and welfare of their pupils was clearly evident during the visit.

 

 

2.     Quality of school planning

 

2.1 Whole-school and classroom planning

The quality of whole-school planning is very good. A range of policies has been developed, including all of those required by statute. These include a detailed enrolment policy, a positively-stated and pupil-centred code of discipline and behaviour, an effective attendance strategy and a comprehensive health and safety statement. Policies that inform and direct school functioning in other organisational areas have been prepared carefully and are comprehensive and informative. Very good whole-school policies have been prepared for all subject areas. These focus admirably upon skill development, richness in pupils’ learning and describe differentiated learning experiences. Consistent and careful reflection upon pupils’ needs has underpinned their development and the principal and her colleagues are to be particularly commended for this work. The board of management supports the school development planning process through discussing and ratifying policies. In accordance with best practice, all policies contain dates of review in addition to dates of ratification.

 

The quality of classroom planning is very good. Teachers’ personal planning is very comprehensive, with provision made for pupils’ differentiated learning needs. Monthly progress records are maintained carefully. The learning-support and resource teachers plan effectively, to ensure that learning needs are identified carefully, targets are devised and tasks and learning routines are constructed. Comprehensive individual profiles and learning plans are prepared. Very clear short-term planning for pupils’ individualised needs is also made. An appropriate formal consultation process, including discussion among all teachers, consultation with parents and appropriate testing, underpins the planning process for supplementary teaching in literacy and Mathematics.

 

2.2 Child protection policy and procedures

Confirmation was provided that, in compliance with Department of Education and Science Primary Circular 0061/2006, the board of management has formally adopted the Child Protection Guidelines for Primary Schools (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 to all staff (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.     Quality of learning and teaching

 

3.1 Language

 

Gaeilge

Sonraítear caighdeán breá i dteagasc agus i bhfoghlaim na Gaeilge. Baineann tairbhe, spreagadh agus fuinneamh leis na ceachtanna ó bhéal. Ceistítear daltaí go cruinn agus mealltar iad go leanúnach chun abairtí iomlána a chruthú. Baintear feidhm éifeachtúil as spreagthaí súl mar scafaill don fhoghlaim. Cleachtar geáitsíocht, gníomhú agus drámaíocht simplí go tairbheach. Cleachtar eilimintí oiriúnacha den difreálú sa teagasc. Déantar ceistiú a dhifreálú do chumais dhaltaí agus ullmhaítear gníomhaíochtaí difriúla, éifeachtúla chun stór focal na ndaltaí a leathnú. Tá tuiscint mhaith ag daltaí ar an nGaeilge labhartha. Is léir go mbíonn foclóir breá foghlamtha acu faoin am a shroicheann siad na meáin agus na hardranganna agus go mbíonn sé ar a gcumas iad féin a chur in iúl le líofacht chuí. Tá caighdeán breá líofachta bainte amach le caighdeán ard le sonrú i measc líon daltaí. Cleachtar gníomhaíochtaí fiúntacha d’fhorbairt scileanna na héisteachta mar aon le húsáid leathan na Gaeilge i saol nádúrtha na scoile.

 

Feictear prionta á léiriú go fóinteach sna rangsheomraí agus i dtimpeallacht na scoile. Sonraítear cluichí teanga fiúntacha agus straitéisí cuí á n-úsáid mar chabhair do thús na léitheoireachta. Sonraíodh caighdeán maith sa léitheoireacht Ghaeilge i measc na ndaltaí le linn na meastóireachta. Sna ranganna sinsearacha is ar raon fíorleabhar a bhunaítear ceachtanna léitheoireachta. Sna meánranganna léann na daltaí sleachta a chruthaíonn siad féin agus sonraítear deacrachtaí maidir le tuiscint ar fhogharluach na bhfocal i measc líon beag daltaí. B’fhiú anois raon fíorleabhar a chur ar fáil do gach rangleibhéal agus áiseanna struchtúrtha fóineolaíochta a roghnú chun scileanna léitheoireachta na ndaltaí a dhaingniú. Comhtháthaítear scríbhneoireacht fheidhmiúil go fiúntach leis an obair ó bhéal. Daingníonn an modh seo tuiscint ar an nasc idir théacs agus an teanga labhartha, mar bhunchloch na cruthaitheachta. Sonraíodh torthaí saibhre scríbhneoireachta i measc na ndaltaí agus déantar monatóireacht an-chruinn ar dhul chun cinn na foghlama inti.

 

Irish

A fine standard is observed in the teaching and learning of Irish. Oral language lessons are beneficial and characterised by enthusiasm and energy. Pupils are questioned carefully and are continuously encouraged to convey themselves through full sentences. Effective use is made of, visual examples as scaffolds for learning. Movement and simple dramatization are employed with valuable results. Suitable approaches to differentiation are being practised. Questions are differentiated according to pupils’ abilities and different, effective activities are employed to extend pupils’ vocabulary. Pupils have a good understanding of spoken language. It is evident that they develop a fine vocabulary by the time they reach middle and senior classes and can communicate with suitable fluency. Pupils achieve a fine standard of fluency in general conversation with a high standard observed among some pupils. Valuable listening activities are practised along with the speaking of Irish during the daily life of the school.

 

Print-rich environments are created in corridors and the school corridors. Valuable language games and other strategies are employed to support early reading skills in Irish. A good standard in Irish reading was observed among the pupils during the evaluation. In senior classes reading lessons are based on authentic books. At the current time in the middle grades pupils read passages they write themselves and it is noted that a small number of pupils have difficulty with applying Irish phonics rules. Authentic books should now be provided for all appropriate grades and structured phonic resources chosen to consolidate pupils’ reading skills. Descriptive writing tasks are linked valuably with oral work. This approach strengthens understanding of the connection between text and spoken language as a basis of creative work. Rich writing outcomes were observed among pupils and very careful monitoring of the progression of learning during writing takes place.

 

English

Discrete oral language lessons in English are taught from infants onwards and early learning is enhanced by regular opportunities for free play. Self-initiated imaginative and role play are supported by excellent play resources. Teachers’ use of real-life objects and their planning of sensory activity add to the richness of pupils’ oral language experiences. Older pupils converse readily about a wide range of topics. High quality displays across the curriculum spark pupils’ interests and prompt discussions that reveal understanding of complex themes among pupils.

 

Classrooms are high quality print-rich environments. Big books are used effectively to develop pupils’ reading skills from early years onwards. Pupils’ enthusiasm for reading is very clear. Infant and young pupils have regular opportunities to listen to older pupils reading orally, helping them to internalise and recognise visual text. Early reading skills are being developed effectively. Pupils have very fine phonological awareness and almost all demonstrate that they can apply these skills effectively during reading and spelling. Good attention was given to vocabulary development and practising decoding strategies during lessons observed. Reading is taught with due regard for all pupils’ needs and differentiated suitably to match levels of ability. Class readers and novels are used and, during the evaluation, pupils read with expression, meaning and understanding. Extension of small group teaching during reading would be of additional benefit, especially to ensure that less-able pupils are exposed to modelling of reading skills.

Teachers facilitate high quality cross-curricular creative writing experiences and employ a range of approaches to stimulate pupils’ creativity. Pupils’ writing observed was of very good quality, demonstrating understanding of genres and conventions, fluency, imagination and very good use of vocabulary. Creative writing is monitored regularly. Conferencing among pupils during writing, to sustain the quality of writing, has been implemented. In order to optimise achievement levels of some pupils it is suggested that more formal self checking and peer editing of writing be considered during the final drafting stage.

 

3.2 Mathematics

Mathematics lessons are taught effectively using differentiated strategies and pupil-centred tasks. Verbal explanations were clear, questioning was focused and precise and very good quality oral and mental mathematics activity was in evidence during lessons observed. Very good use is made of concrete material to deepen pupils’ understanding. From infants to senior classes, pupils consistently have opportunities to manipulate structured mathematics resources to consolidate learning and to demonstrate their understanding. In accordance with good practice, senior pupils use calculators to consolidate understanding of number operations and monitor their own work.

 

Positive attitudes to mathematics are in evidence and pupils respond and participate eagerly. Infant and young pupils demonstrate that early years mathematical skills and knowledge have been developed effectively and this understanding is being consolidated appropriately. Older pupils demonstrate good understanding of Mathematics. They display knowledge of different strand areas and very many display ease with a range of problem-solving tasks. Written work is completed neatly and monitored regularly by teachers. The overall quality of learning and pupils’ attainment is commendable.

 

3.3 Science

The quality of science lessons is very good. A balanced curriculum is taught and care is taken to use scientific terms and language during teaching. Good quality questioning encourages reflection among pupils and a deeper understanding of facts. Active learning is a key element of lesson success with pupils having opportunities to work scientifically, to discuss, predict and collaborate. They regularly manipulate and investigate properties of real materials. Scientific skills of experimentation and investigation are developed consistently and group work is employed effectively in this regard. Teachers ensure that lesson content is differentiated suitably according to pupils’ abilities. In addition, when common themes are explored across class groupings, additional information is presented. Skill development is also differentiated incorporating increasing degrees of challenge according to pupils’ ages and abilities. In the lessons visited, pupils were able to recall facts and details from experiments clearly.

 

3.4 Assessment

The recently-reviewed assessment policy is very clear and outlines a comprehensive and effective model of assessing general ability, reading and mathematics skills. This approach has the potential to inform teachers, parents and pupils about the quality of learning in these areas appropriately. Parents report satisfaction with the quality of information they receive about their children’s learning. As a support to implementing assessment policy teachers are advised to consult Assessment in the Primary School Curriculum, Guidelines for Schools (National Council for Curriculum and Assessment, 2007).

 

The Belfield Infant Assessment Profile (BIAP) is administered annually to junior infants. The Middle Infant Screening Test (MIST) is given to senior infants and first to sixth classes take the Micra-T and Sigma-T annually. A range of diagnostic and other tests used regularly in the school is outlined in the assessment policy. School policy records that teachers meet to discuss pupils’ achievements. This meeting is an element of the staged approach to special educational needs (SEN) provision. The administration of the Non-Reading Intelligence Test (NRIT) is a newly-implemented practice and has very good potential to further inform teaching approaches and to aid in monitoring pupils’ achievement levels.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

The quality of learning support and resource teaching is very good. A shared resource teacher and a shared learning support teacher provide supplementary support in literacy and Mathematics. Mainstream and support teachers often work collaboratively and delivery of support is organised carefully. A high quality whole-school policy for learning support and resource teaching guides it. Very good quality resources support teaching and encourage engagement during learning tasks. In accordance with best practice detailed records, including records of attendance, are maintained and progression in pupils’ attainment of learning targets is monitored carefully.

 

Lessons are purposeful and appropriately-targeted active learning approaches are used often. Language-experience approaches and intensive discussion are also practised. Developing word recognition skills, writing skills and oral mathematics skills along with learning and applying key mathematical concepts in real contexts are prioritised. Activities based on real life are observed in use during learning and the reinforcement of concepts. Good quality computer software, appropriate to pupils’ needs, aids in reinforcing learning and pupils have regular opportunities to use computers. They achieve very satisfactorily in accordance with their abilities and their successes are affirmed very actively. Greater balance between work on mathematics concepts and development literacy during early intervention should be considered. This could be achieved where practicable through emphasising mathematics in any extension of team teaching.

 

The work of the special needs assistants in the school is very good. These staff members enable pupils with special educational needs to access the curriculum and work effectively on their own initiative in close cooperation with teachers. Through funding provided by a charitable trust, the board employs a part-time speech and language therapist. Where judged necessary, pupils receive speech and language support and it is reported that this support plays an important role in successful language learning during these pupils’ early years in school.

 

4.2 Other supports for pupils: disadvantaged, minority and other groups

At the current time there are no newcomer pupils or pupils from minority groups enrolled. School policies clearly show that all pupils have equality of access. The board receives a small amount of targeted grant aid to support pupils from disadvantaged backgrounds. The principal and staff members deploy this in a sensitive and confidential manner to ensure equality of access to all school activities.

 

 

5.     Conclusion

 

The school has strengths in the following areas:

 

 

 

 

 

 

 

 

The following key recommendations are made in order to further improve the quality of education provided by the school:

 

 

 

 

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

 

 

 

 

Published November 2008

 

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

 

 

Area 1:  Observations on the content of the inspection report

 

We would like to thank the Inspector for the efficient manner in which the WSE was carried out. We feel that the report is constructive and a fair reflection of the work and dedication of the management, staff, parents and pupils of the school.

 

Area 2:   Follow-up actions planned or undertaken since the completion of the   inspection activity to implement the findings and recommendations of the inspection

 

The BOM has met with a senior official from DES and has given him a detailed presentation of all key information pertinent to our application for a new school. As yet, no formal response has been received.

Additional Irish novels and class readers are now in use in the Senior Room.

All classes are being guided in the extension of self checking and peer editing strategies in process writing.