An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Saint Joseph’s Primary School

Macroom County Cork

Uimhir rolla: 10047I

 

Date of inspection: 24 November 2008

 

 

 

 

Whole-school evaluation

Introduction – school context and background

Quality of school management

Quality of school planning

quality of learning and teaching

quality of supports for pupils

Conclusion

 

 

 

 

Whole-school evaluation

 

 

A whole-school evaluation of St Joseph’s Primary School was undertaken in November 2008. This report presents the findings of the evaluation and makes recommendations for improvement. The evaluation focused on aspects of the school’s provision including management, teaching and learning, planning and supports for pupils, with a particular focus on the provision of English, Mathematics and English as an Additional Language (EAL).  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 – school context and background

 

St Joseph’s Primary School is a Catholic Convent school under the patronage of the Bishop of Cloyne and administered by the Sisters of Mercy. The school serves boys from infants to first class and girls from infants to sixth class (in line with traditional rural town enrolment practices).

 

The school which was built in 1974 is in an excellent state of repair due to the diligence of successive boards of management in successfully operating a structured annual school maintenance programme during the summer vacation periods. Currently, there are 296 pupils enrolled in the school of which 68 receive instruction in English as an Additional Language. Attendance levels are generally high and the average percentage attendance for the last academic year was 92%.

 

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

 

 

Number

Total number of teachers on the school staff

19

Number of mainstream class teachers

11

Total number of teachers working in support roles

3

Number of language support teachers

4

Special needs assistants

3

Total number of pupils enrolled in the school

296

Number of pupils with English as an additional language

68

 

 

1.     Quality of school management

 

1.1   Characteristic spirit, mission or vision

 

In support of the charitable ethos of the Sisters of Mercy the practice of this school is to operate an open door policy with regard to enrolment and they strive to, ‘…integrate Christian principles of faith and action with good academic programmes to satisfy the challenging demands of the modern world and to provide for individual differences and needs whilst encouraging personal responsibility and cultivating self-directed, life long learning.’

 

A spirit of caring and inclusiveness is evident in the daily practices and routines of the school and there is an obvious focus on school improvement.

 

1.2 Board of management

 

The board of management of the school is properly constituted and fully cognisant of its role and responsibilities. The work of the board is characterised by commitment and efficiency. This is evident in the quality of whole school planning, in the resource provision in support of teaching and learning and in the general care and maintenance of the school premises and grounds. Following discussion and dialogue the board has ratified school policy documents and these are generally in compliance with Departmental guidelines and best practice. Board members exhibit an understanding of the strengths and challenges of this school and they acknowledge and affirm the work of the principal and staff and the co-operation of the parents. Members  are very aware of the unique challenges of managing the effective inclusion of newcomer pupils and of providing them with adequate supports in order that they achieve their potential whilst at the same time not compromising the values and traditions of the overall school population.

 

The board meets regularly and adequate records are kept. Advice was given to the board with regard to best practice in the annual certification of school accounts.

 

 

1.3 In-school management

 

The quality of leadership in the school is exemplary and the principal models good practice in leading and directing the work of the school. She is a central figure in the development of whole school teaching and learning methodologies, in the provision of appropriate intervention strategies in support of EAL pupils and she assumes the role of instructional leader of the school community with enthusiasm and commitment. She is supported in that work by the Deputy Principal, an Assistant Principal and six special duties post-holders. Their duties have been assigned in accordance with agreed practice and in the best interests of the pupils and the general school community. In addition to their prescribed duties the in-school management team members assist in communicating with the diversity of parents, the community and relevant other agencies and stakeholders.

 

The work of the EAL team, under the direction of the principal, is structured and developmental and their success to date is evident in the integration of newcomer pupils and their families and in the growing levels of cognitive language proficiency amongst newcomer pupils in senior classes.

 

 

1.4    The management of resources

 

The allocation of resources for EAL provision is impressive and the individual teachers concerned have embraced the challenges with enthusiasm and in a spirit of service and mutual support. A combination of methods is used to good effect and EAL teachers were observed to be effectively engaged in group withdrawal methods and in subtle but focused in-class and whole class teaching in support of individual pupil and group needs. The observed variety, adaptability and the collaborative nature of EAL teaching in the school was admirable as was the range and availability of appropriate teaching resources. The evolution of practice to include more structured in-class support is commendable.

 

Prior experience in similar settings was a factor in the allocation of EAL duties to teachers but no formal training has been provided to date. The up-skilling of the overall teaching staff has occurred in the context of ordinary staff meetings and in differentiating practice in support of individual newcomer pupils. This process has been assisted by the provision of necessary resources and underpinned by dialogue and collaboration. Advice was given with regard to the need to disseminate EAL expertise and knowledge throughout the whole school community.

 

The quality of accommodation throughout the school is impressive and EAL teachers have appropriate and well resourced teaching areas in all cases. The school is committed to providing the best possible resources and continues to add to its impressive list of EAL resources which are free of stereotype and cultural bias. The school supports cultural diversity and inclusion through the celebration of various national traditions, language and practices in a sensitive and caring atmosphere.

 

Advice was given to the principal and EAL team with regard to the development of cognitive academic language proficiency as well as social language and the significant benefits of peer learning between newcomer children using their native tongue. It was recommended that school practice with regard to providing cover for extra personal vacation day absences be reviewed in the context of the relevant Departmental circulars.

 

 

1.5  Management of relationships and communication with the school community

 

The quality of parental involvement in the life of the school is impressive. All parents and guardians are acknowledged as the primary educators of their children and their support and involvement in school life is encouraged.

 

EAL parents were central to the successful presentation of an Intercultural Day in which difference was celebrated through food, costumes and dance and every effort is made to involve them in usual school routines and practices. Some EAL parents attend the Parents’ Association meetings and one parent provides a translation service in an effort to overcome any barriers to effective communication between EAL parents and the school. The quality of relationships observed is facilitated by regular communication, information sharing and underpinned by mutual respect between partners and stakeholders.

 

 

1.6  Management of pupils

 

The management of pupils in St Joseph’s primary school is exemplary and an atmosphere of care and consideration was evident throughout the school at the time of the evaluation. EAL pupils have integrated well and appeared to be fully engaged in all aspects of school life. It is policy in the school to place all EAL pupils age-appropriately and provide them with the necessary supports with which to develop cognitive academic language proficiency.

 

The principal and EAL team, in collaboration with class teachers, continue to refine and review practice with a view to optimising the successful induction and integration of all newcomer pupils.

 

 

 

 

 

 

2.     QUALITY OF SCHOOL PLANNING

 

2.1 Quality of whole-school planning

 

The quality of whole-school planning is a commendable strength of St Joseph’s Primary school and an impressive range of documentation was made available during the course of the whole-school evaluation process. Documents were comprehensive and specific in nature, had been developed collaboratively and were relevant to the daily work of the school. The whole school planning process was underpinned by consistency of implementation, constant review and agreed school documents were an important guide to individual teacher preparation. Whole school planning was observed to have been influential in the development of focused and effective individual teacher preparation which positively influenced practice in the context of teaching and learning across the curriculum. Curricular plans with regard to English, Mathematics and EAL were very effective and provided coherence and guidance to the work of the principal and staff.

 

2.2 Quality of whole-school planning for EAL

 

Whole-school planning for EAL is evolving in line with expanding pupil needs and changing school circumstances. Practice is guided by the available advice and expertise and is evolutionary in nature. The EAL team remains flexible and adaptable and uses a variety of appropriate methodologies to maximise the instructional value of the work. Levels of collaboration between EAL teachers and mainstream class teachers are purposeful and appropriate. The importance of literacy skills to promote learning is appropriately emphasised in general school planning and practice is adapted in line with the changing and evolving needs of EAL pupils. Due attention is paid to testing procedures and record keeping practices with regard to individual pupils assist in the collaborative and commendable efforts that are being made at all levels within the school. Effective and comprehensive record keeping provides a solid bank of relevant data on individual pupils which informs teaching and learning.

 

2.4   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    Teaching of English and English as an Additional Language

 

A comprehensive whole-school plan for English clearly influences the practice of all teachers. The quality of provision in English is of an impressive standard throughout the school.

 

The teaching of receptive and expressive oral skills is very well emphasised in English language lessons and in teaching and learning across the curriculum. The five contexts for oral language are used effectively to promote understanding and fluency of expression. Pupils express their opinions and feelings articulately and confidently on a wide range of topics. Poetry is recited with enthusiasm and responded to with commendable insight. Imaginative and engaging use of story was observed in a number of classes and print-rich environments stimulate creativity and interest. Language games, brainstorming and drama are used frequently to enhance language development. Teachers ensure that discrete time is timetabled for oral language lessons. Particular emphasis is placed on the development of the social communication skills of newcomer pupils. This is achieved through differentiation of activities and the particular use of sport and games to develop confidence.

 

Standards achieved in Micra-T tests and evidence gathered during this evaluation indicate high levels of success in the teaching of reading. Phonological and phonemic awareness is systematically developed throughout the school. Word games, word walls, phonics games, matching activities and flashcards are very effectively used, particularly in junior classes. Literacy Links forms the basis of a graded, individualised approach to reading from infants to second class. A class reader is used from third to sixth classes and suitable extra reading material is provided in class libraries and through visits to the local public library. Dual language books are used increasingly to assist newcomer pupils in the acquisition of reading skills. Silent reading, shared reading, peer tutoring, book fairs and book week are among the many strategies used by teachers to encourage and promote reading. The use of newspaper articles and class novels as reading material is also commended.

 

Writing and handwriting are given appropriate attention in the school. Much effort is expended to ensure that pupils acquire a fluent cursive style and their written work is presented neatly. Pre-writing skills, proper pencil grip and correct letter formation are central to this work. The staff might now consider a progression in the acquisition of a cursive style. The promotion of the writing process has many commendable aspects across all levels. Pupils write in a variety of genres and considerable attention is paid to the conventions of grammar, punctuation and spelling, which are appropriately taught in context. EAL pupils are included in a meaningful and beneficial way in all aspects of the English programme.

 

The staff has identified spelling as an area for further development and this evaluation concurs with that proposal. It would be worthwhile in this context to use an appropriate test instrument to establish base line levels of spelling competency in all classes.

 

3.2  Mathematics

 

The quality of teaching in Mathematics is undertaken competently in all classes. Age-appropriate methodologies are used and a comprehensive range of equipment and mathematical aids is available in all classes. Early mathematical activities, such as matching, classifying, comparing, ordering, and recognition of numbers and shapes, are covered comprehensively in infant classes. Pupils’ skills of reasoning, estimating, predicting, calculating and problem-solving are extended developmentally in middle and senior classes. Senior pupils displayed commendable competence in recalling number facts, solving problems and applying relevant mathematical language to explain processes and mathematical concepts. Appropriate emphasis was placed on the language of mathematics and on problem solving throughout the school. The cumulative efforts of the staff were particularly evident in the senior classes where highly structured practice was observed in relation to problem solving.

 

Whole school planning for Mathematics emphasised consistency of approach and standardisation of procedures and processes through the effective use of teacher-guided discovery methods. Understanding of mathematical concepts is consistently developed in all classes through the effective use of concrete resources and meaningful discussion. EAL students were integrated successfully during mathematics lessons. Appropriate in-class supports were in place in certain circumstances but in general EAL pupils appeared to have little difficulty reaching the standard required in their respective classes or in achieving the cognitive academic language proficiency to do this. Results of standardised testing indicate achievement in Mathematics commensurate with age throughout the school. The quality of mathematics teaching observed during the course of the whole-school evaluation was high and the pupils demonstrated impressive levels of understanding with regard to basic concepts and adequate mastery of the relevant strands and strand units of the mathematics curriculum. The presence of significant numbers of EAL pupils in all classes has not impacted negatively on mathematics achievement in this school which remains consistent with national norms.

 

 

3.3 Assessment

 

 

A broad range of assessment modes is available in this school and assessment practice is guided by a firm belief that early intervention is desirable. The Middle Infant Screening Test (MIST) is used to facilitate early intervention and follow-up diagnostic procedures such as the Aston Index, Neale Analysis, Belfield Infant Assessment Profile and others are administered by the special education team with parental consent, where appropriate. This process is underpinned by meticulous record keeping and the resulting information is acted on collaboratively by class teachers and special education teachers in the interest of individual pupils’ learning programmes. The Primary School Assessment Kit is used to assess newcomer pupils’ language proficiency.

 

All assessment data are used to inform teaching and learning and information on each individual pupil’s levels of attainment is shared with parents and guardians. School policy in relation to parent-teacher meetings is reflective of good practice. It would be possible to further enhance existing good practice with regard to assessment by tracking progress at the level of the individual pupil.

 

 

4.     QUALITY OF SUPPORTS FOR PUPILS

 

4.1 Pupils with special educational needs

 

The quality of whole school planning in relation to pupils with special educational needs is impressive and directs the work of the special education team positively. The special education team consists of two full-time staff that provides support in the area of resource and learning support, a resource teacher for Travellers who is shared with the local boys’ school and a part-time resource teacher who is based in the adjacent boys’ school.

 

The principal, on behalf of the board and in collaboration with classroom teachers and the special education team monitors the development and implementation of appropriate interventions in support of individual pupils and supports classroom teachers in differentiating learning in support of agreed strategies. This staged process is supported by a collective understanding of individual roles and responsibilities, constant review, regular constructive dialogue and meticulous record keeping. The quality of teaching and learning observed was high and all members of the special education team contribute to the quality of provision using a broad range of appropriate methodologies and interventions.

Good assessment practice informs the decision making process with regard to pupils with special educational needs and the effective manner in which this information is used to inform practice results in satisfactory levels of pupil achievement across a broad range of variables.

 

Advice was given regarding the need to ensure that individual timetabling arrangements maximise the use of staff resources in support of special education pupils and that an appropriate balance is achieved between the administrative demands of special education teaching and critical needs of pupils.

 

4.2 Pupils with English as an additional language

 

The delivery of support to EAL pupils is evolving purposefully in line with growing experience and developing expertise in the school. The EAL team presents as a flexible and adaptable team which uses a variety of interventions and collaborate effectively with mainstream class teachers in the best interest of the pupils in their care.  EAL teachers were observed providing support in a variety of settings. This support was observed in a range of different contexts and was purposeful and focused. The EAL team has engaged positively in a wide range of teaching strategies from withdrawal to in-class support to whole class teaching in support of the evolving and changing needs of EAL pupils. The Primary School Assessment Kit is rigorously used to establish initial language proficiency and to monitor progress thereafter. Individual profiles of proficiency are used to record progress and achievement in the skills of listening, speaking, reading and writing. The EAL team places a high value on assessment for learning, maintains comprehensive records and shares important information with all relevant partners and stakeholders.

 

 

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

 

A shared resource teacher for Travellers provides effective support for a minority of pupils using a combination of withdrawal group work and focused in-class support.

 

 

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:

 

·    It would be appropriate at this time for the school to engage further in whole school professional development in relation to EAL provision in order that expertise be shared and internal school capacity be further developed.

·    It would be advantageous for the school to develop a whole school approach to the most effective use of ICT with a view to further improving the quality of teaching and learning in specific curricular areas.

·    It is recommended that the school review timetabling arrangements and staff rotation policies in order to maximise the use and deployment of key resources, such as individual teacher expertise and time, in support of optimum levels of individual pupil achievement.

 

 

 

 

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, March 2009