An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Glenmaquin National School

Letterkenny, Co. Donegal

Uimhir rolla:  09748I

 

Date of inspection:  10 May 2007

  Date of issue of report:  17 January 2008

 

 

 

 

Whole-school evaluation

1. Introduction – school context and background

2. Quality of school management

3. Quality of school planning

4. Quality of learning and teaching

5. Quality of support for pupils

6. Conclusion

 

 

 

 

Whole-school evaluation

 

A whole-school evaluation of Glenmaquin National School was undertaken in May 2007. The evaluation covered key aspects of the work of the school in the areas of management, teaching and learning and supports for pupils. The evaluation focused on the quality of teaching and learning in English, Irish, Mathematics and Physical Education. A representative of the parents’ association met with the inspector. The inspector interacted with the pupils, examined pupils’ work, reviewed school planning documentation, observed teaching and learning and provided feedback to individual teachers. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. This report presents the findings of the evaluation and makes recommendations for improvement.  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.

 

 

1. Introduction – school context and background

 

Glenmaquin is a small country school located some nine kilometres from Letterkenny, Co. Donegal. The pupils are drawn from the local area and present as happy and content children, enjoying their educational experiences. School attendance figures are satisfactory. The school receives additional resources under the Delivering Equality of Opportunity in Schools (DEIS) rural plan. A strategic plan for the DEIS programme is to be drawn up in the near future.

 

The following table provides an overview of the current enrolment and staffing in the school:

Total number of pupils enrolled

20

Total number of teaching staff

2

Number of teaching staff working in support teaching roles

2

Number of mainstream classes

8

Number of special needs assistants

0

 

The pupils are divided equitably between the two teachers, one who teaches the junior classes and the other the senior classes. One staff member has provisional recognition from the Department of Education and Science and is employed in a temporary capacity in the school. The learning support teacher and the Giving Children an Even Break (GCAEB) co-ordinator are based in neighbouring schools. The board employs a part-time caretaker and a cleaner together with a part-time secretary two mornings per week. A part-time classroom assistant is employed by the board to assist the teacher with the nine pupils in the junior room. It is difficult to see how the small class numbers in this section justify this post. It is recommended that the board reviews this use of resources with a view to increasing the secretarial support available to the teaching principal.

 

Pupil numbers have declined by 50% since the last school inspection, which was held in 1996. It is reported that numbers should remain stable into the future. The board has appointed a principal teacher in the last school term. The post had been vacant for a considerable length of time and this had been a challenging time for the board and school community. It is evident that the newly appointed principal has the strong support of the board and parents. The principal has a clear vision for the development of the school. Improving the pupils’ literacy skills is her main priority. Strong curriculum leadership will therefore be important in the future development of teaching and learning matters in the school.

 

The school building dates from 1865 and is an attractive, very well maintained building. The work of the caretaker and of the cleaner is now acknowledged. The school is located at a busy, dangerous crossroads. There is limited parking and no safe pupil drop-off facilities. The board, as a matter of priority, should look to improve this hazardous situation. There are two permanent classrooms, one of which is quite small by modern classroom standards. The parents’ association has provided funding for a prefabricated room to house the learning support teacher and the GCAEB co-ordinator. There is no staff room. Neither are there administrative facilities. Pupils have to leave the junior room to make their way through the senior classroom to access the toilets. The board is reviewing this unsatisfactory situation and plans are in place to rectify it. It is now recommended that the board makes application to the Department for grant aid under the small schools initiative to enhance the current facilities available to the school community.

 

2. Quality of school management

 

2.1 Board of management

 

Glenmaquin National School is under the patronage of the Presbyterian Church. The board of management is properly constituted in accordance with Section 14 of the Education Act 1998. The board meets at appropriate intervals, agenda are provided, minutes are taken and policies are discussed and ratified. The board supports the work of the school and through the chairperson maintains close contact with the school principal. There is evidence of positive, collaborative working relationships between the board, staff and parents. The chairperson and the treasurer have attended training conferences and have an understanding of the legal responsibilities of school management. The treasurer capably manages the school’s financial accounts and audited accounts are presented to board members at management meetings. The current priorities of the board are ensuring that the school remains the focal point of the community and the development of the school’s facilities.

 

2.2 In-school management

 

The principal teacher and her assistant teacher have cultivated good supportive working relationships. Very satisfactory levels of co-operation are exhibited between the support staff and mainstream colleagues. The committed teaching principal manages the operation of the school on a day-to-day basis satisfactorily, carrying out administrative and organisational duties competently. Significant effort has been invested in the review of school policies and in the development of curricular plans. There had previously been limited whole school curriculum planning undertaken. The principal maintains custody of the monthly progress records. The template used by both teachers, however, could be further developed to assist with the monitoring of curriculum implementation. Duties across a range of curricular, administrative and pastoral areas have been allocated to the temporary special duties post-holder. These duties are conscientiously undertaken and should be formally recorded in the school plan when sanctioned by the board. A system of review should also be incorporated. The two staff members meet regularly after school to discuss school business and to plan for upcoming events. Staff meetings are held regularly in accordance with Departmental guidelines.

 

The board is to be commended for the investment made in teaching resources and equipment to support and enhance the pupils’ learning across the curriculum. There is an admirable range of mathematical equipment available in both classrooms. These resources are well utilised during teaching and learning activities. Library provision is good. The acquisition of additional large-format books (and their corresponding small-format versions for pupils’ use), comprehension kits, headphones and flip charts should be considered, as resources permit. Additional investment in information and communication technology (ICT) should also be considered to promote the pupils’ technological skills and to allow for further integration of ICT into teaching and learning matters in the school. Both classrooms have attractive displays of the pupils’ work. A satisfactory selection of physical education resources has been secured and is used effectively. Consideration should now be given to the lining out of the playground for physical activities and minor games.

 

2.3 Management of relationships and communication with the school community

 

Glenmaquin National School has been the focus of the local community for almost 150 years and is used as a meeting place for the community after schools hours. Very positive relations are fostered with parents and a commendably high level of parental involvement is a feature of the school. The wider community supports the school generously and significant fundraising activities including the school bazaar have, for many years, supplemented Department grants in the provision of a wide range of resources and supported extra-curricular activities for pupils. Significant parental funding has also been invested in maintaining the school building and playground. The parents’ association is very active, though not affiliated to the National Parents’ Council. Meetings are held every two months and both mainstream teachers attend these meetings. A parent representative cited the dangerous entrance / exit to the school, the lack of car parking facilities, the need for an extension to the school to include provision for enhanced toilet facilities for pupils and an increase in learning support hours as the main priorities of the parents at present. He also spoke of the difficulties of pupils transferring from this small school to the larger post-primary school. It is reported that parents are now satisfied with the education provided in the school. They were, however, most dissatisfied with the frequent turnover of unqualified staff in the junior section in the school year 2005-2006. There is evidence that the principal communicates with parents through the regular circulation of letters and newsletters. Information on school activities is also conveyed to parents through their representatives on the board of management. It is reported that the homework diary is used as an effective communication tool between home and school. Formal parent meetings are held annually and parents are also welcome to discuss pupils’ progress at any time during the school year. Written reports on pupils’ progress are issued to parents annually. The GCAEB co-ordinator also visits homes regularly.

 

2.4 Management of pupils

 

Very warm, positive, encouraging pupil-teacher relationships are in evidence in the school. All learning environments are orderly and pupils are eager participants in learning activities. However, pupils in the senior section tend to answer together and speak out of turn on occasions. Strategies should be developed to help pupils break this habit. The fostering of proper speaker-listener skills is an important area for development across the school. The board and the teaching staff have devised and implemented both a code of behaviour and an anti-bullying policy.

 

3. Quality of school planning

 

3.1 Whole-school and classroom planning

 

The quality of whole-school planning undertaken is satisfactory. The school has had the support of a number of cuiditheoirí and facilitators from national in-service training initiatives and this support and advice has contributed to the school planning process. A clear developmental plan outlines the school planning priorities for the next three years. The school’s organisational plan is clearly laid out and includes a range of relevant policies and procedures. The school’s vision and aims are outlined at the outset and are formulated with the specific needs of the school in mind. Parents make a meaningful contribution to the planning process, their opinions and suggestions being sought prior to policy ratification. The current policy being formulated with the support of the parents is the Relationships and Sexuality Education policy. Board members read and discuss all policies before ratification. 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, 1999, updated issue May 2004) and Child Protection Guidelines for Primary Schools (Department of Education and Science, April 2001). Evidence was also provided to confirm that the board of management has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of the Departmental guidelines.

 

Whole school plans were available for inspection for the teaching of English, Mathematics and Physical Education. The physical education plan is comprehensive and is being implemented to a satisfactory degree in the absence of appropriate facilities. The mathematics plan is satisfactory and is being implemented to good effect. The English plan requires further attention particularly with regard to the emergent reading, writing and language experience programme for the junior section. The school plan for English refers to the creation of a print-rich environment and the use of big books in the emergent reading programme in the junior section. This approach was not in evidence in classroom practice. It is critical that the school plan informs classroom planning and approaches used in teaching emergent literacy skills. A section as to how parents will be helped to scaffold and nourish their children’s early language and literacy skills should also be included in the English policy. The absence of whole-school plan for Irish results in poor standards in the teaching and learning of Irish in this school. It is recommended that planning for a whole school approach to the teaching and learning of Irish be immediately commenced.

 

The quality of classroom planning is satisfactory in the senior section. Here there is close alignment between the school plan and the primary school curriculum. Both long-term plans and short-term schemes are laid out in a comprehensive manner. The use of curriculum objectives in short-term planning is now recommended. Monthly progress reports are maintained with satisfactory detail. There is evidence of inadequate long-term and minimal short-term planning in the junior section. Of particular concern is the approach adopted to planning for English. Insufficient detail is provided as to the programme to be delivered across the three curriculum strands. There is evidence that commercial workbooks are directing teaching as opposed to the curriculum objectives. There is a lack of familiarity with the content and principles of the English curriculum as it pertains to junior classes. This situation urgently needs review. There are pupils presenting with difficulties in literacy in both sections. It is now recommended that classroom planning should incorporate differentiated approaches and targets to cater more effectively for such pupils.

 

4. Quality of learning and teaching

 

4.1 Language

 

Gaeilge

Tá teamaí teagaisc leagtha amach ag na hoidí do mhúineadh na Gaeilge sa scoil agus múintear ceachtanna go rialta bunaithe ar na teamaí seo. Úsáditear an scéim “Treo Nua” agus na háiseanna teagaisc atá ag baint leis an scéim seo. Déantar iarracht modh cumarsáideach a chur i gcrích sna ceachtanna. Baintear úsáid as púipéid, as pictiúir agus as cluichí teanga chun cumarsáid a fhorbairt. Tá an iomarca Béarla in úsáid sa teagasc afách. Cé go bhfuil dearcadh dearfach i leith na teanga ag na daltaí tá foclóir cúng ag a bhformhór acu. Léiríonn na daltaí tuiscint áirithe ar ábhar atá á phlé sa rang. Tá sé deacair ag an chuid is mó dóibh sna hardranganna abairtí a chumadh ná na briathra a láimhseáil. Is léir go bhfuil caighdeán Gaeilge íseal bainte amach ag formhór na bpáistí. Léann cuid de na daltaí na téacsanna ranga sna ranganna sinsireacha le deacracht agus tugtar faoi deara gur beag tuisceana atá acu ar a bhfuil á léamh acu. Moltar an léitheoireacht a mhúineadh ar bhonn níos struchtúrtha ionas go mbeidh daltaí in ann foclóir dúshlánach a aithint agus brí a bhaint as téacs. D’fhéadfaí taithí a thabhairt do na daltaí réimse níos leithne de chineálacha difriúla téacsanna a léamh. Moltar gramadach na teanga a mhúineadh go foirmeálta ionas go mbeidh tuiscint ag na páistí ar an mbealach ina n-oibríonn struchtúr na teanga. Bhí cleachtaí scríbhneoireachta le feiceáil sna cóipleabhair sna ranganna sinsearacha; ceisteanna á fhreagairt, bearnaí a líonadh agus abairtí simplí a chumadh a bhí mar bhunús don obair sin. Moltar an chlár scríbhneoireachta a fhorbairt níos mó trí réimse éagsúla téacsanna a chruthú mar shampla; nuacht, nótaí, cártaí, litreacha. Ní bhaineann na hoidí mórán úsáid as an nGaeilge mar theanga chaidrimh. Moltar, anois, an Ghaeilge a úsáid go rialta lasmuigh den rang Gaeilge chun breis deiseanna éisteachta a thabhairt do na daltaí agus chun comhthéacs fírinneach a chruthú don teanga. Moltar béim sa bhreis a chur ar fhorbairt na héisteachta ar bhonn uile scoile agus úsáid níos fairsinge a bhaint as scéalta, téip taifeadáin, agus béim a chur ar éisteacht le caint leanúnach. Moltar níos mó filíochta, amhráin agus nathanna cainte a chur ar eolas de ghlan mheabhair ag na daltaí. B’fhiú do na múinteoirí plean gníomhach do laidríu na Gaeilge sa scoil a fhorbairt go práinneach.

 

Tá oide amháin le haitheantas sealadach ag múineadh sa scoil gan an Scrudú Cailíochta sa Ghaeilge. Tá freagracht ar bhord bainistíocta na scoile atá leagtha síos in imlitir 25/00, go mbeadh teagasc éifeachtach sa Ghaeilge ag dul ar aghaidh sa rang. Ag am na tuairisce seo ní raibh aon tacaíocht le fáil don rang seo agus bhí caighdéan teanga an-íséal bainte amach ag na daltaí. Moltar anois go ndéanfaí abhreithníu ar an easnamh seo go práinneach.

 

 

Irish

The teachers in the school lay out teaching themes to direct the teaching of Irish. Lessons are regularly taught based on these themes. The “Treo Nua” programme and associated resources are used. An effort is made to use a communicative approach in the teaching of Irish. Pictures, puppets and language games are used to help develop communication. There is too much English used in the teaching, however. Despite the fact that the pupils are positive in their approach to Irish, the majority of them have a very narrow vocabulary. The pupils display varying abilities regarding the comprehension of topics that are discussed in class. The majority of pupils in the senior section have difficulty with the composition of sentences and with their use of verbs. It is clear that the majority of pupils have low standards of Irish. Some pupils in the senior section read class texts hesitantly and it is noted that they have little understanding of what they are reading. It is recommended that reading be taught in a more structured manner to enable pupils recognise challenging words and to derive meaning from the text. A wider reading experience should be provided for pupils through the use of a greater range of reading genre. It is recommended that formal grammar lessons be taught to allow pupils understand how language structures work. Written exercises in evidence in the copies of the senior pupil, included comprehension work, cloze procedure and the writing of simple sentences. It is recommended that the writing programme be developed to include the creation and use of a variety of texts, for example news, notes, cards and letters. The teachers do not sufficiently use spoken Irish in social interactions. It is now recommended that Irish be regularly used outside of the Irish lesson to give additional listening opportunities to the pupils and thus create a true context for the use of the language in a communicative way. Further development of the listening strand is recommended on a whole school basis. There must be increased use of story, tape work and emphasis on listening to fluent conversation It is further recommended that the pupils learn more poetry, songs and sayings by rote. The teachers should develop an action plan urgently with a view to strengthening Irish in the school.

 

There is one teacher who has provisional recognition teaching in the school without the Scrudú Cailíochta sa Ghaeilge. There is a responsibility on the board of management of the school as laid out in the Department Circular 25/00 to ensure that effective teaching in Irish is undertaken. At the time of this report no support was being given to this class and the pupils have a very low standard of Irish. It is now recommended that this shortcoming be reviewed urgently.

 

English

 

There is evidence that both teachers are committed to developing the oral language abilities of their pupils. Language games and circle work are used to develop the pupils’ speaking skills and to enrich vocabulary. Reading is promoted in both classrooms and a programme of Reading Buddies has been introduced recently. The pupils in the junior room enjoy the experience of the senior pupils helping them with their reading. All pupils follow a structured reading scheme which is supplemented by parallel readers and class novels. A review of how reading is taught in the infant classes is recommended. The use of formal reading books with the infant pupils should be reconsidered and a language experience approach should be central to the work of this section. The development of a print-rich environment in the junior section will scaffold and encourage the younger pupils’ emergent reading skills. Organised reading folders, containing the class reader and the parallel readers for home use together with a clear reading record for each pupil is now strongly recommended for the pupils beyond the emergent reading stage. There is evidence that most of the pupils’ writing activities in the junior section are centred on workbooks and the regular writing of “My News”. There is scope for development of the writing programme here. Consideration should be given to developing a structured emergent writing scheme and to developing the younger pupils’ independent writing skills. The regular use of dictation exercises is recommended. A commendable approach to process writing is adopted in the senior section and samples of the pupils writing in a variety of genres are on display. ICT is used effectively to present the pupils’ work. It is now recommended that pupils are taught to review their own writing in a structured manner and that writing folders be introduced. Project work across the curriculum is effectively used in the senior section to enhance pupils’ literacy skills. Poetry and nursery rhymes in particular are an important aspect of the pupils’ programme in the infant classes. Pupils in the senior classes read poetry, particularly humorous poetry with enthusiasm. Pupils beyond the infant classes do not to recite poetry by rote. This should be addressed. The merits of exploring a wide range of poetry with a view to enriching the language experience of the pupils together with introducing them to a number of contrasting poets and poetic styles were discussed at the post evaluation meeting.

 

Pupils display an enthusiasm for reading in both classrooms. Some read with fluency, but a significant number are less confident and are hesitant readers, displaying weak word attack skills and rather unclear articulation. Teaching the pupils strategies for dealing with unknown words through the use of a range of comprehension and cloze procedure activities will raise reading standards. The use of a single, structured phonological programme across the school should also be prioritised. All discretionary time should be devoted to literacy work across the school. The standard of the pupils’ penmanship varies throughout the school. Careful consideration should be given to the writing tools used in the infant classes and the order and sequence in which letter formation is taught. Promoting higher standards in the presentation of the pupils’ written work is now recommended.

 

 

4.2 Mathematics

 

The quality of teaching and learning in Mathematics is of a good standard in the school. Lessons are well taught with appropriate attention given to the use of concrete materials to assist with the pupils’ conceptual development. The language of Mathematics is given due attention, particularly in the senior room. Consideration should now be given to the increased display of mathematical language in the junior room. This, together with a large wall number line, will enhance the mathematics environment of the junior section. Practical assignments that engage the pupils in active exploration and problem solving activities are to be commended. Opportunities to integrate lesson themes with other curricular areas are exploited carefully. The teachers are to be commended for their regular use of maths teasers, which consolidate the pupils’ learning across the curriculum.

 

The pupils engage enthusiastically in Mathematics lessons displaying confidence in their learning. Counting and predicting skills are very good among the younger pupils while the senior pupils display very satisfactory recall of number facts. Pupil performance in standardised assessments is generally satisfactory. The pupils’ copybooks and workbooks are monitored carefully. However, the presentation of the pupils’ work could be improved upon in the senior section.

 

4.3 Physical Education

 

The absence of a general-purposes room hinders the comprehensive implementation of the physical education curriculum. A varied programme of Physical Education is, however, delivered to the pupils. Aquatic is a significant element of the school programme for pupils from first to sixth class during the winter months. Dance is a strong element of the programme in the senior room. Recently purchased gymnastic equipment has allowed for development of this aspect of the curriculum. The yearly plans of both teachers indicate provision in the area of games, athletics and outdoor adventure activities. The physical education lessons observed during this evaluation were well taught. Lessons were appropriately structured and a suitable range of warm up and cool down activities used. Teachers are conscious of pupil safety. Opportunities are exploited to make links with other curricular areas during lessons; however, there is room for the further use of the Irish language. The lessons observed during this evaluation were held in the classrooms. The furniture was removed in advance. This is a particularly precarious operation in the junior room, in particular. The use of the Active Schools web site to demonstrate folk dances to the pupils is particularly praiseworthy. Consideration might now be given to the use of visiting coaches from the FAI, the GAA or the IRFU to supplement the school’s physical education programme. Provision of further inter-schools sports activities will be important in helping pupils of this small school develop friendships with pupils in other small schools that will ease transition to post-primary school.

 

The pupils demonstrate a very positive attitude to Physical Education and the level of pupil participation is excellent. Pupils enjoy exploring and experimenting in gymnastic activities and demonstrate an understanding of the skills involved in dance activities. Girls and boys have equal access to all activities and generally all pupils demonstrate satisfactory balance and control of body movements.

 

4.4 Assessment

 

Teacher observation, homework assignments, weekly spelling tests, project work and standardised tests are the main assessment tools currently employed by teachers to assess pupils’ progress. The pupils’ copybooks and workbooks are corrected regularly and encouraging, affirming comments are noted. Individual pupil profiles are maintained and these contain samples of the pupils’ work across the curriculum. In English there is a need to develop further in-class assessment modes, for example checklists with regard to the monitoring of word, letter and sound recognition in the junior section and the use of techniques such as miscue analysis in the senior section. The use of regular teacher-designed tasks and tests in Mathematics is also recommended in the senior section. Micra T and Sigma T standardised tests are administered in English and Mathematics on an annual basis. The Middle Infant Screening Test (MIST) is administered to senior infants, alerting teachers to the need for early intervention to tackle learning difficulties. The results of the standardised tests are filed centrally and are used to assist in the identification of pupils needing supplementary support. It is now recommended that the scores of individual pupils be tracked and analysed from year to year to ensure that pupils are progressing as expected. Comparing the performance of pupils in the school with national norms is further recommended. The records of pupils’ assessment indicate satisfactory performance in Mathematics. Results are less satisfactory with regard to the pupils’ performance in reading assessments where the level of attainment is low in some classes. Additional support should be sought from the following support agencies: Primary Curriculum Support Programme (PCSP), National Educational Psychological Service (NEPS) and the Special Education Support Service (SESS) with a view to supporting the pupils experiencing learning difficulties further.

 

5. Quality of support for pupils

 

5.1 Pupils with special educational needs

 

Provision for pupils with special educational needs and for pupils attending learning support teaching is good. The learning support teacher spends nine hours in the school and attends four days per week. Six pupils are currently withdrawn for additional support in literacy in small group contexts. Supportive and very positive teacher-pupil interactions are in evidence. Lessons are very structured and a range of suitable approaches is used effectively during teaching sessions. Access to ICT equipment and literacy reinforcement packages will enhance current provision. All support teaching is organised around the withdrawal system at present. It is now recommended that the school should explore alternative methods of delivering learning support to include team teaching and in-class provision, particularly in the junior section of the school. This approach will be important in the provision of a comprehensive early intervention programme. Comprehensive planning and preparation is conscientiously undertaken and individual profiles are developed for each pupil. Appropriate short-term records are retained of material and activities covered with the children. Individual education plans (IEPs) are in place for all pupils. These are developed arising from the results of a wide range of screening tests and include input from the class teachers. These are reviewed every two months. It is now recommended that further diagnostic assessment be undertaken to pinpoint with greater accuracy the pupils’ specific processing difficulties. Additional training to familiarise personnel in the administration of such testing will be important. It is further recommended that copies of the IEPs should be given to the class teachers and to the parents to elicit their support in their implementation. Management is now asked to review the current caseload of the learning support teacher to ensure that pupils presenting with scores of below the 12% in Mathematics are in receipt of additional support as envisaged in the Department’s Learning Support Guidelines.

 

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

 

The programme of work undertaken by the GCAEB co-ordinator in this school is an effective support for pupils from disadvantaged backgrounds. The co-ordinator attends one day per week. Although there is no overall school policy in place in relation to educational disadvantage, the activities undertaken by the GCAEB co-coordinator with pupils, parents and teachers are commendable. Very close working links have been established with both staff members. The co-ordinator has a keen understanding of the pupils’ strengths and areas for development. Comprehensive planning and preparation is in evidence and short-term records of activities undertaken with the pupils are maintained. Pupils are withdrawn for small group teaching. Excellent support of the pupils’ language skills is undertaken as well as activities to develop the pupils’ self esteem. A file containing the completed work of each pupil is maintained. It is reported that there has been a history of early school leaving in this area. A commendable school leavers’ programme is in place for the senior pupils. Consideration should now be given to linking with the pupils in a neighbouring small school for some joint activities to help pupils network and establish relationships with other pupils prior to transferring to post-primary school. Inviting the local post-primary school to nominate second level teachers to visit the pupils in the primary school setting prior to transfer would also be a significant support for the pupils. Supportive home visits are undertaken regularly by the GCAEB co-ordinator. The small parents base makes it difficult to organise viable courses for parents. Linking with a neighbouring school to this end should also be explored. As literacy is the priority area for development in the school, undertaking some paired reading training for parents should also be considered.

 

6. 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:

 

·         There should be prioritisation of the teaching and learning in literacy in the school with a strong emphasis being placed on raising reading standards. An action plan with specific literacy targets should be put in place as part of the school’s DEIS programme. All discretionary curricular time should be devoted to literacy; oral work, reading and writing.

·         The school should review how reading is taught in the junior section. A language experience approach should be adopted.

·         Further in-class assessment modes should be used by teachers to monitor pupils’ progress in English including the use of checklists with regard to the monitoring of word, letter and sound recognition in the junior section and the use of techniques such as miscue analysis in the senior section.

·         Further opportunities should be exploited for engaging with parents in support of the younger pupils’ early language and literacy development. A programme of paired reading should be initiated.

 

 

 

  

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

 

 

 

 

 

 

Area 1:  Observations on the content of the inspection report

The Board of Management of Glenmaquin N .S. accept this inspection report as a fair and accurate picture of the school's performance at the time of the W.S.E. The report has proved helpful in identifying the problems which need to be addressed and the required educational standards. The B.O.M also wish to record their appreciation of the courteous and constructive manner in which the W.S.E. was conducted.

 

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

 

A.                  A new fully -qualified Permanent Teacher has been appointed to take charge of the Junior Room and the resulting improvement in teaching practice and organisation is already improving the pupils’ educational progress.

B.                   The B.O.M. intend to apply for grant aid under the small schools initiative to extend the school's size. To this end an architect has drawn up plans for the construction of an additional classroom, a new Staff Room and an improved toilet block.

C.                   The hours of the part-time assistant have been reduced by 33% and the Board intend to re-direct these resources to increase the secretarial support.

D.                   The B.O.M are attempting to procure safe car parking facilities. Agreement has been reached with a neighbouring landowner to obtain a long-term lease on land adjoining the school playground. Unfortunately, historically the lease of the school was never vested in the Patron, who therefore could not appoint Trustees for the school. Trustees are legally necessary to sign this lease agreement. Vesting of the lease is currently being dealt with by the Patron's solicitors and involves dealings with the Land Registry Office with the delays this entails.

E.                    The Board of Management has continued their investment in teaching resources by funding the acquisition of large format books, Gaeilge readers, books on CD and CD players. We also plan to invest in at least one laptop for use by the pupils.

F.                    In the junior Room, the Jolly Phonics Programme is now being implemented and a new reading scheme is in use, as advised.

G.                   From Term 2, we plan to introduce a Paired Reading Programme, while Reading Buddies has continued in class.

H.                   Work on the School Plan continues with particular emphasis on Curricular areas. The formulation of an Irish Policy has been prioritised for the 07 -08 year .