This report has been written following a whole school evaluation of Shielbaggan National School, Co. Wexford. 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 representatives of the parents’ association. The evaluation was conducted over a number of days during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with pupils, examined pupils’ work and interacted with the class teachers. The inspector reviewed school planning documentation and teachers’ written preparation, and 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.

Introduction

Shielbaggan National School is a two teacher co-educational school under the patronage of the Bishop of Ferns. It is one of three schools serving pupils in the parish of Ramsgrange. The school enjoys the strong support of the parents in its catchment area and enrolment has remained constant over a number of years. School attendance is excellent and the high level of consultation that takes place among parents, teachers of the school and visiting teachers from post-primary schools is instrumental in ensuring that all pupils make informed choices when transferring to post-primary schools.

The aims of the school are clearly outlined in its ethos statement. The statement emphasises the importance of the moral and intellectual development of the pupils and the need to achieve a balance between the development of literacy and numeracy skills of pupils, their artistic development, their physical development and the development of the pupils’ environmental and community responsibilities. This balance is very much in evidence through the delivery by the teachers of a broad and balanced curriculum and the observable interest of the pupils in all classes in developing their environmental awareness through active engagement with the local environment, both at school level and in the wider locality. The school’s mission statement is to be commended, and in particular, the focus it places on the importance of providing a happy and inclusive learning environment where children feel safe and secure. The display of the statement in both classrooms and the staffroom acts as a daily reminder to school personnel of the importance of this ideal.

1. Quality of school management

1.1 Board of management

The board of management of the school functions most effectively and plays a significant role in the management and development of the school. The board meets once a term and an examination of minutes indicated that a range of core issues is addressed including health and safety issues, class allocation and enrolment. The board has also been active in ratifying many of the policies for which it has statutory obligations and ensures there is compliance with departmental rules and regulations. Evidence was provided to confirm that the board of management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, September 1999) and Child Protection: Guidelines and Procedures (Department of Education and Science, April 2001). There is now a need for the board of management to formally ratify these policies. A designated liaison person has been appointed in line with the requirements of the guidelines of the Department.

The principal submits a formal report to the board at each meeting while the parent representatives report back to the parents’ association on matters agreed by the board. The quality of the communication ensures that a good working relationship exists between the board, the parents and the teachers in the school.

The financial management of the school is most prudent and relevant accounts are carefully maintained. These will be certified in future to comply with section 18 (1) of the Education Act, 1998.

1.2 In-school management

The principal offers outstanding leadership and, with the full support of the special duties teacher, has succeeded in creating a strong sense of community within the school. As a result the principal receives a high level of co-operation from staff, pupils and parents. The principal attends to administrative duties in a meticulous manner, and in collaboration with the assistant teacher, has been most successful in facilitating curricular development within the school.

Staff meetings are held once a term and comply with departmental regulations. Staff meetings are also held outside of school hours when deemed necessary. One of the noteworthy features of these meetings is the willingness of the staff to discuss and to propose particular interventions that promote the welfare and educational well-being of all pupils in the school.

The duties attached to the special duties post relate to organisational responsibilities and these duties are discharged most competently. It is recommended that these duties be reviewed with a view to covering curricular and pastoral responsibilities. This would be in keeping with the provisions of circular 07/03.

The school’s code of behaviour reflects a positive approach to behaviour management and its successful implementation is evident in the high standards of behaviour observed among the pupils. Good order is maintained throughout the school and all pupils are courteous and show a respect for each other, for school personnel and for the school environment. A copy of the code is made available to all parents. The support the school receives from the parents in its implementation contributes significantly to its success.

1.3 Management of resources

Teaching personnel in the school consists of the principal and the special duties teacher. The school also has the services of a special education teacher (SET) who is shared with a neighbouring school, a part-time resource teacher and a full-time special needs assistant. Their workloads are competently managed and regularly reviewed.

As this is a two-teacher school the organisation of classes is based on the principle of achieving, as near as possible and without splitting individual classes, an equal number of pupils in each classroom. This approach has proved successful in creating an equitable workload for each staff member.

The school is exceptionally well resourced in all the curricular areas. All resources are regularly used to enhance teaching and learning. The school is very progressive in its use of information and communication technology (ICT). The school has been networked and pupils constructively use its nine computers to develop their research skills, presentation skills in writing and as a learning tool.

The new school building which was opened five years ago is exceptionally well maintained and both classrooms provide a comfortable and stimulating environment for the pupils. The old school building, which is adjacent to the new school, is used to provide accommodation for the SET and for the school secretary. The accommodation here needs to be upgraded as it is not energy efficient. The board should address this problem. All outside areas are most attractive and well kept.

2. Quality of school planning

2.1 The school planning process and the content of the school plan

Staff members of the school have drawn up a range of comprehensive plans covering all the curricular areas. These plans significantly inform the short-term and long-term planning of the teachers. The plan for English has recently been amended in response to the additional support material provided to schools by the National Council for Curriculum and Assessment
(NCCA) during the current year. This is indicative of the importance attached by the staff to reviewing and amending plans on a regular basis. Policies have also been drawn up covering the administrative and organisational areas. These policies are of a very high quality and comply appropriately with statutory requirements. Parents played a significant collaborative role in the drawing up of the policies on substance use and Relationships and Sexuality Education (RSE). All plans are readily accessible to parents on request.

2.2 Implementation and impact of the school plan

Comprehensive short-term and long-term schemes of work are prepared which are based on curricular objectives and which outline the educational outcomes to be achieved. Planning also takes into consideration the differences between pupils and the multi-class situations that exist in the school. Monthly records are centrally kept and assiduously used to monitor the progress of the curriculum in the school.

3. Quality of learning and teaching in curriculum areas

3.1 Language

Gaeilge

Tá plean cuimsitheach leagtha amach don Ghaeilge. Leagann an plean seo béim ar an labhairt agus ar an éisteacht go speisialta agus tugtar aird freisin don léitheoireacht agus don scríbhneoireacht. De bharr na pleanála seo, tá ag éirí go breá leis na múinteoirí dul chun cinn creidiúnach a dhéanamh sa chumarsáid, sa léitheoireacht agus sa scríbhneoireacht. Baintear feidhm éifeachtach ar bhonn scoile as éagsúlacht straitéisí agus modhanna múinte spreagúla chun cumas cumarsáide na bpáistí a fhorbairt agus déanann na hoidí tagairt don phlean seo le linn a gcuid pleanála féin.

Sna ranganna naíonáin agus sna bunranganna léiríonn na daltaí go bhfuil cumas agus muinín acu in úsáid na Gaeilge. Leagtar an-bhéim ar thuiscint a chothú sna ranganna sin trí an Ghaeilge a labhairt go neamhfhoirmiúil. Leantar ar aghaidh leis an dea-obair seo sna meánranganna agus sna hardranganna agus moltar go speisialta an t-aitmaisféar taitneamhach gan bhrú a sholáthraíonn na múinteoirí do na ceachtanna comhrá. Cé go n-úsáidtear scéimeanna tráchtála sna ranganna mar spreagadh don teagasc, úsáidtear bealaí éagsúla chomh maith le linn na gceachtanna chun na daltaí a spreagadh chun cainte, mar shampla i bhfrásaí na seachtaine, i gcaint neamhfhoirmiúil, i ról-imirt agus i gcluichí teanga. Dá bharr sin tá formhór na ndaltaí in ann caidreamh sóisialta a dhéanamh, dul i gcion ar dhuine nó ar dhaoine eile, eolas a thabhairt agus a lorg agus struchtúr a chur ar chomhrá. Tá tús maith curtha le múineadh na léitheoireachta sna bunranganna agus tá an timpeallacht focal ar na fallaí le moladh. Leantar leis an dea-obair seo sna méan agus sna hardranganna. Léann na daltaí le cruinneas agus tá formhór acu in ann ábhar na léitheóireachta a phlé ar bhealach sásúil. Sonraítear forbairt bhreá i múineadh na scríbhneoireachta tríd an scoil. Tugann na daltai faoi na tascanna scríbhneoireachta go toilteanach. Bunaítear an obair seo ar ábhar an chomhrá agus ar ábhar na léitheoireachta agus ar spéis phearsanta na ndaltaí. Tá cnuasach rann agus dánta Gaeilge ag na páistí i ngach rang a aithrisítear go taitneamhach agus go fonnmhar.

English

The delivery of the programme in English is most impressive and the content of lessons reflects the overall curricular planning which has taken place in this subject area. Oral language development is emphasised at each level in the school through the teaching of formal discrete lessons and through integration with other curricular areas. Pupils therefore receive opportunities to extend their vocabulary, to develop their listening skills and to use language in a variety of contexts. The results of this work are praiseworthy and pupils in all classes speak confidently and possess appropriate language to express themselves in a concise manner.

A wide and varied range of reading material is available to pupils in each classroom. Class libraries and reading areas are available to the pupils and these are productively utilised to foster an interest in reading among the pupils while all classrooms provide a print-rich environment. Emergent reading skills are developed effectively in the infant section of the school and the structured approach to the teaching of phonics enhances the word identification strategies of the pupils. The participation of parents in a paired reading programme is praised. The work is successfully built upon in the junior section of the school where pupils are encouraged to engage with a wide variety of text. Material of increasing complexity is presented to the pupils in the middle and senior classes where pupils read competently with meaning and expression. Aspects of the reading programme are effectively linked to the writing programme through pupil participation in various activities including the writing of resumés and reviews of novels read.

Assignments in writing are generally preceded by extensive oral work and the use of various techniques including brainstorming and webbing. Pupils actively engage in the writing process and are most adept at writing in different genres and for different audiences. Presentation of work is highly commended as is the quality of the penmanship skills. ICT is constructively used in the delivery of the writing programme. Due consideration is given by the staff to meeting the differing needs of all pupils when planning for this area of the curriculum.

3.2 Mathematics

A whole school planning document has been developed for this curricular area which focuses on providing the pupils with a mathematical education which is developmentally appropriate as well as socially relevant. Activities are engaged in under each of the strand units of the Mathematics curriculum and all pupils are enabled to use mathematical language effectively and accurately. A good range of concrete manipulatives has been procured to support the teaching of a number of strands of the curriculum throughout the school.

In the infant and junior classes children displayed a good understanding of the conservation of number and displayed an ability to investigate, recognise, classify and describe the properties of two-dimensional and three-dimensional shapes. Sandpaper numerals and other concrete materials are effectively used in the mediation of the curriculum. In the middle and senior classes the children engage confidently in a range of computational operations. They demonstrate an ability to classify and represent data using diagrammatic, graphical and pictorial representation and show a good understanding of the various aspects of the programme for measure. The manner in which pupils are encouraged to use calculators and ICT to develop their mathematical understanding is praised. Pupils display excellent problem solving abilities.

It is now recommended that a greater focus be placed on meeting the common learning needs of pupils in a four classroom situation by grouping classes for some activities especially in the measure areas. This would improve the classroom dynamics and lead to increased peer discussion on mathematical topics.

3.3 Social, Environmental and Scientific Education (SESE)

Geography

Geography topics are focused closely on the pupils’ immediate surroundings. They are designed to foster knowledge of the physical and human geography of the locality and to inspire in the pupils a sense of pride in their environment and the people within it. Lessons are successfully integrated with other aspects of the SESE programme in the infant and junior classes. Pupils’ use of directional and locational language is also being appropriately developed in these classes. Impressive examples of project work which has been completed with senior classes and involving research on European countries are on display in the classroom. Pupils display a comprehensive knowledge of all the material covered. This is to be commended.

History

A wide variety of historical themes and topics, including local, national and international themes, are explored at each class level throughout the school. The children are particularly knowledgeable about the history and traditions of their own immediate area. Learning in History is integrated successfully with the writing programme in English. Activities, including interviewing people from the community and producing books about ancestors, have successfully introduced the pupils to the skills of working as historians. It has also enhanced the community awareness of the pupils. Pupils also engage in studies of some of the more important aspects of political and historical change in Ireland and Europe. Their knowledge of these events is admirable.

Science

A whole-school plan has been formulated for the introduction of the Science curriculum in the school. The plan details the broad aims and objectives of the programme and gives precise details of the content to be delivered at each level of the school. The plan is being successfully implemented. Pupils acquire appropriate knowledge, skills and attitudes to enable them to develop a critical understanding of social, environmental and scientific issues and during the course of the evaluation actively involved themselves in discussions on environmental issues. Pupils also display the ability to ask questions, hypothesise, plan, analyse and evaluate results. Science equipment is plentiful and put to efficient use.

3.4 Arts Education

Visual Arts

A whole school planning document has been developed for the implementation of the Visual Arts curriculum in the school. Its main focus is on providing a breadth of artistic experiences for the pupils across all the strand areas of the curriculum. Pupils are provided with purposeful and enjoyable experiences of different art media and are given every opportunity to explore, imagine and design pieces using these media

Pupils in the infant and junior classes participate enthusiastically in well-organised activities using fabric and fibre, clay and paint and colour. All lessons are skilfully managed to promote the language development of the pupils and to cultivate an appropriate language of art among them. In the middle and senior classes, pupils explore colour using a variety of materials and media including paint and crayons. All work is attractively displayed in each classroom and in the entrance area of the school.

The school has successfully participated in the Art Alongside project which is funded by Wexford County Council. Pupils are also encouraged to visit local art galleries. Both these activities have had a significant influence on pupils’ understanding and appreciation of art.

Music

The staff developed a whole-school plan for the implementation of the Music curriculum during the previous school year. The plan informs all work in this curricular area and ensures that the three curricular strands, performing, listening and responding and composing, are equally emphasised in the delivery of the programme.

In the infant and junior classes pupils imitate with accuracy rhythmic and melodic patterns using the voice and body percussion. This work is continued in the middle and senior classes and pupils delight in singing to the accompaniment of their own percussion using various instruments and techniques. Pupils also receive the opportunity to learn the tin whistle and perform a nice repertoire of Irish tunes.

Drama

Speech and drama lessons for the pupils are funded by the parents’ association. Trips to the theatre and cinema are also part of the programme in the school. Participation in these lessons and activities has resulted in the successful nurturing of pupils’ confidence and self-esteem and during the course of the evaluation pupils at each class level showed very positive levels of interaction with their teachers and their peers.

3.5 Physical Education (PE)

The absence of a general purposes area in the school has impeded the delivery of all aspects of the Physical Education programme. The school nonetheless succeeds in providing a range of appropriate learning opportunities for the pupils and uses its games pitch and hard court to advantage in developing games skills among the pupils. Pupils therefore display good physical skills and excellent co-ordination. Parents are very supportive of all PE activities and have been most generous in defraying the cost of the implementation of the aquatics programme.

3.6 Social, Personal and Health Education (SPHE)

The personal development of all pupils in the school, their health and their well-being are being well catered for in the SPHE programme and all pupils engage in activities which enable them to develop skills and attitudes necessary for participating in groups and in society A positive and supportive atmosphere has been created in the school by the staff. Pupils display a sense of care and respect for themselves and others and this is strongly reflected in the mannerly and courteous interactions which take place among all pupils in the school. Resources used in the delivery of lessons include Walk Tall, Bí Folláin, Stay Safe and Alive O. Active methodologies are used including drama activities, co-operative games and discussion to promote pupil interest in this curricular area. ICT is also used to great effect. The Relationships and Sexuality Education (RSE) programme is also being actively implemented.

3.7 Assessment and Achievement

A comprehensive assessment policy has been devised and is being actively implemented. The policy allows for a range of assessment approaches including teacher-devised tests and tasks, portfolios of work samples including projects and the use of curriculum profiles. Standardised literacy and numeracy attainment testing takes place from second class onwards, while senior infants are annually screened using the Middle Infant Screening Test (MIST).

The outcomes of all testing are closely monitored and used to inform teaching strategies at individual pupil level and at class level. Information is stored on individual pupil files which are updated each year. Relevant information is relayed to parents at parent-teacher meetings and in the annual report which is furnished on all pupils at the end of the school year.

Examination of classes and observation of learning indicate that in both class groupings pupil achievement is commensurate with their ability levels and in line with expected attainment at the particular stage of learning. In each class, pupils display complete and enthusiastic engagement with all the curricular areas.

4. Quality of support for pupils

4.1 Policy and provision for pupils with special educational needs

An effective policy on the educational provision for pupils with special educational needs has been developed by the staff of the school. It places strong emphasis on the early identification of pupils with special learning needs and the provision of appropriate interventions based on programmes with specified targets and timeframes.

Nine pupils currently receive learning support in either English or Mathematics or in both subjects, where necessary. Appropriate methodologies are used during instruction and include the use of a variety of resources and the effective integration of ICT. Class teachers support the implementation of programmes and communicate regularly with the personnel in the pupil support service concerning pupil progress. There is a strong emphasis in learning support on the development of oral language skills. This has had a subsequent positive effect on the development of meaningful reading skills among pupils. The emphasis placed on the development of social skills and practical mathematics in the delivery of some programmes is praised.

It is recommended that the school explores ways of implementing Circular 02/05 and its recommendation that schools allow for in-class as well as out-of-class teaching support by the learning-support/resource teacher.

4.2 Home-school partnership

The school enjoys the support of a very active parents’ association. The parents’association has been responsible for fundraising and for the provision of many co-curricular and extra-curricular activities for the pupils. Among these activities are swimming lessons, drama lessons and participation in games.

Relationships between the staff of the school and the parents are excellent. While no formal policies exist to encourage and facilitate parental involvement, the present level of collaboration and the existing good relationships should be documented. At the pre-evaluation meeting the officers of the parents’ association were most praiseworthy of the open and inclusive environment that had been created in the school by the principal and staff. The availability of the school for meetings was also commended.

5. Findings and recommendations for further development

The following are the main strengths and areas for development identified in the evaluation:

The principal and staff are totally committed to ensuring effective and efficient teaching and learning in the school.

The high quality of classroom atmosphere provides all pupils with a sense of belonging and security.

Significant support is given to the school by the board of management, the parents and the community in general.

Staff members deliver a broad and balanced curriculum to all pupils in the school.

There is a need to balance withdrawal with in-class provision with in the delivery of the special education learning support

There is a need to review duties attached to the special duties post.

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

The minutes of staff meetings should be recorded.

There should be a regular review of duties attached to the special duties post and this review should include an appropriate balance of duties to cover organisational, curricular and pastoral areas.

In-class support for special needs pupils is advocated.

The grouping of classes in the multi-class situation in Mathematics to address common curricular material might be considered.

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