An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Creeslough National School

Creeslough, County Donegal

Uimhir rolla: 10062E

 

Date of inspection: 23 October 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 Creeslough National School was undertaken in October 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 Irish, English, Mathematics and History. 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

 

Creeslough National School is a two-teacher, co educational national located in the village of Creeslough in Co. Donegal. The school is under the patronage of the Church of Ireland Bishop of Derry and Raphoe. Enrolment levels have increased slightly in the past three years and are expected to remain so in the medium term. Pupil attendance levels are good. The school participates in DEIS (Delivering Equality of Opportunity in Schools), the Department’s action plan for educational inclusion.

 

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

20

Mainstream classes in the school

2

Teachers on the school staff

2

Mainstream class teachers

2

Teachers working in support roles

2

Special needs assistants

1

 

 

1.     Quality of school management

 

1.1 Characteristic spirit, mission or vision

The mission statement of the school commits to provide a well ordered, caring, happy and secure atmosphere in which the intellectual, spiritual, physical, moral and cultural needs of pupils and staff are recognised, respected and addressed. The characteristic spirit of the school reflects the ethos of the Church of Ireland incorporating a balance of faith and culture. A very pleasant, caring atmosphere is in evidence in the school, where the self-esteem and self-confidence of all pupils, staff and parents alike are nurtured in an atmosphere of mutual respect and appreciation. Teachers have succeeded in cultivating a good work ethic among pupils.

 

1.2 Board of management

 

The board of management manages the school effectively. It is properly constituted and its members display a clear commitment to supporting the work of the school. Members of the board have attended training for their roles and they are very well informed of current legislation and requirements of members of boards of management. The board complies with statutory requirements and departmental regulations. Meetings are well attended and minutes of all meetings are maintained. The agenda items for recent meetings mainly relate to the school accommodation and the new school building which is due to proceed to building stage in the near future. This new building should alleviate the current difficulties which are presenting in this school in relation to classroom and ancillary staff space. Members of the board undertake specific tasks as needs arise, giving generously of their personal and professional skills for the improvement of the school. As areas for development within the school, the board has prioritised the new building, policy development, and auditing and reviewing the code of behaviour as recommended in Developing a Code of Behaviour: Guidelines for Schools, the publication of the Education Welfare Board in accordance with Section 23 of the Education (Welfare) Act 2000.

 

1.3 In-school management

 

The duties of the principal are discharged in a dedicated and professional manner. A very positive school climate is established that is characterised by positive working relationships. The principal is very well supported by the school staff, board of management and parents. Administrative and organisational tasks are undertaken with care and all school records are meticulously maintained. Designated duties have been assigned to the special duties post-holder in the school. Duties currently assigned to the special duties post-holder relate generally to the day-to-day operation of the school and are carried out diligently and effectively. It is now recommended that duties attaching to the post be reviewed in the context of Circular Letter 07/03 and that the development of teaching and learning be at the core of these duties. Specific areas should be prioritised for development and set targets for improvement should be delineated. The part-time secretary and caretaker provide valuable assistance in the day-to-day functioning of the school.

 

1.4 Management of relationships and communication with the school community

 

A strong sense of community is evident in the school and the board of management and teachers strive to foster effective communication between all partners. There are a number of effective channels of communication between the school and its community. These include informal contact, formal parent-teacher meetings, the use of a daily homework journal, the issuing of annual report cards, a regular newsletter which keeps parents informed of the development of the school and the organisation of a number of social events. Clear procedures are in place to deal with issues of concern raised by teachers or parents. The parents’ association supports the school very successfully by fundraising for the new building and for additional resources for pupils. Parents’ representatives reported that they were satisfied with the educational provision in the school. Parents have been very supportive of school initiatives and their efforts to renew the Green Flag in collaboration with teachers and pupils for the third time at the school are commendable.

 

1.5 Management of pupils

 

Pupils’ overall general behaviour is very good, and their high levels of confidence and self-esteem contribute positively to the quality of life in the school. Teachers are very committed to the general welfare and pastoral care of pupils. Pupils are courteous and respectful and co-operate willingly with their teachers during all school activities. They are eager to participate in learning and contribute enthusiastically to discussion.

 

 

2.     Quality of school planning

 

2.1 Whole-school and classroom planning

 

The quality of whole-school planning is good. Policies required by legislation, including enrolment, health and safety and a code of behaviour, have been drawn up and ratified by the board of management and show evidence of being developed as a result of collaboration between the board, the teachers and the parents. The key policies are shared with parents when new pupils are enrolled. Effective aspects of the planning include the identification of timescales for the review of plans. Incorporating an element of action planning into these plans would assist in maximising the impact of planning on practice. Curricular policies have been developed in line with the strands and strand units of the Primary School Curriculum (1999). It is recommended that they be further tailored to the particular context of the school, reflecting the multi-grade nature of mainstream classes.

 

The quality of classroom planning is very good and reflects the desire of teachers to provide pupils with rich learning experiences, encompassing a broad and balanced range of the curriculum. Further emphasis should be placed on pupils’ learning outcomes and achievement in literacy in particular, thus contributing to the review of short term plans in terms of concepts and skills development. Monthly progress records are compiled by teachers and are maintained centrally by the principal.

 

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

 

Cuirtear plean uile–scoile ar fáil do theagasc agus d’fhoghlaim na Gaeilge ina n-áirítear aidhmeanna an chláir teagaisc chomh maith le cur síos ghearr ar fheidhmeanna teanga, ar na modhanna múinte, ar úsaid áiseanna agus ar mhodhanna measúnachta. B’fhiú forbairt a dhéanamh ar an bplean scoile chun gnóthachtáil na ndaltaí a chinntiú thar raon na scileanna teanga ag gach rang leibhéil, ach go háirithe san ard roinn. Bhain an scoil tairbhe as seirbhísí agus tacaíocht an chuiditheora Ghaeilge ón chlár Forbairt Phroifisiúnta d’Oidí Bunscoile na Roinne i rith na scoilbhliana.

 

Baintear feidhm an-mhaith as rainn, amhráin, scéalaíocht agus cleachtaí éagsúla oiriúnacha chun scileanna éisteachta na ndaltaí a fhorbairt. Cuirtear an ceol agus an cultúr Gaelach chun cinn trí theagasc a thabhairt do na daltaí in amhráin thraidisiúnta a chanadh agus trí fhoinn thraidisiúnta a sheinm ar an fheadóg stáin. Úsáidtear an Ghaeilge go neamh-fhoirmiúil i rith an lae leis na daltaí. Baintear úsáid an-mhaith as an scéalaíocht, ach go háirithe ag baint úsáide as leabhair mhóra ag an bhun roinn. Baintear feidhm as scileanna teanga an chúntóra riachtanais speisialta, ar cainteoir dúchais í, chun saibhriú a dhéanamh ar na ceachtanna Gaeilge. Déantar cómhtháthú éifeachtach ar  na snáitheanna éisteacht, labhairt, léamh agus scríobh sa bhun roinn. Cé go ndéantar gach iarracht ábhair léirithe ar leith a úsaid ag an ard roinn chun tuiscint agus comhrá a spreagadh ó na daltaí, b’fhiú breis pleanála a dhéanamh chun tógáil go córasach ar na heiseamláirí agus ar na struchtúir theanga do na hilranganna san ard roinn. Léiríonn na daltaí sa bhunroinn tuiscint mhaith ar an ionchur teanga agus tá sé ar chumas roinnt daltaí abairtí simplí a chumadh ó bhéal agus iad a úsaid i suímh éagsúla. San ard roinn, is gá, áfach, forbairt a dhéanamh ar chumas na ndaltaí chun abairtí iomlána a chruthú agus comhrá leanúnach a dhéanamh bunaithe ar an teanga a múineadh cheana féin.

 

Tá sé ar chumas roinnt de na daltaí léitheoireacht Ghaeilge a dhéanamh le taitneamh, le luas agus le cruinneas áirithe. Déantar fogharluach na litreach a fhorbairt go maith sa bhun roinn agus baintear úsáid as raon leathan d’ábhair léitheoireachta san ardroinn. Cuirtear scáfláil an-mhaith ar fáil do na daltaí trí thimpeallacht phrionta shaibhir a chur ar taispeáint sa dá roinn.

 

Cuirtear ar chumas na ndaltaí scríbhneoireacht fheidhmiúil agus scríbhneoireacht chruthaitheach a chleachtadh. Scríobhann siad abairtí agus téacsanna gairide atá bunaithe ar théamaí maraon le cleachtaí feidhmiúla as leabhair shaothair agus déantar monatóireacht chruinn rialta ar an obair. Tá gá le breis forbartha ar scileanna neamhspléacha scríbhneoireachta na ndaltaí. Ní mór plean cuimsitheach uile scoile a leagan amach agus a chur i bhfeidhm do phróiseas na scríbhneoireachta ionas go dtabharfaí deiseanna breise do na daltaí a gcuid oibre a phleanáil, a dhréachtadh agus a eagrú ina n-aonair, ina mbeirteanna agus ina ngrúpaí .

 

Irish

A whole-school plan for the teaching and learning of Irish is presented which outlines the aims of the teaching programme, as well as a description of the language functions, methodologies, use of resources and approaches to assessment. It is recommended that the plan be further developed to clarify the expected attainment of pupils in all language skills at each class level, in particular in the senior section. The school benefited from the services and support of the facilitator from Primary Professional Development Initiative (PPDS) for Irish during the current school year.

 

Rhymes, poetry, storytelling and other strategies are used very well to develop pupils listening skills. Irish music and culture is promoted in the school through the teaching of Irish traditional songs and the teaching of traditional tunes on the tin whistle. Irish is used informally throughout the day. Storytelling, using big books, is used very well at the junior section to extend pupils’ vocabulary. The language skills of the special needs assistant (SNA), who is a native Irish speaker, contribute to the enrichment of communication during the Irish lessons. The strand units listening, speaking, reading and writing are integrated very well at the junior section of the school.While every effort is made by using visual aids to stimulate the pupils’ understanding and communication, further planning needs to be undertaken for the development of language exemplars and structures for multi-grade classes on a systematic basis for the senior section of the school. Pupils in the junior section understand new vocabulary and some pupils are capable of structuring simple sentences and can use them in different scenarios. This practice must be extended and developed throughout the senior section of the school so that pupils can form full sentences and engage in continuous communication in the language based on the vocabulary taught already during lessons.

 

Some pupils read in Irish with enjoyment, fluency and a certain degree of accuracy. Due emphasis is placed on the development of letter and word sounds in the junior section and a range of materials are used to develop reading skills at the senior section. A print-rich environment is created in both sections to scaffold the pupils reading.

 

Pupils are enabled to write functional and creative texts. They write short sentences and texts based on themes, alongside more formal activities from work books. Pupils’ written work is very well monitored. Pupils require further development of their independent writing skills. A comprehensive whole school plan should be devised and implemented for process writing to enable pupils to plan, draft, and edit their work individually, in pairs and in groups.

 

English

Pupils’ oral language skills are developed during a range of talk and discussion activities across the curriculum and during discrete oral language lessons. In both sections, a variety of activities is organised to develop pupils’ receptive and expressive skills. Class discussions are well managed and all pupils are encouraged to participate. Effective use of language experience charts and big books in the junior section establish a firm basis for oral language development. In the senior classes, pupils are provided with a range of opportunities to extend their expressive language. Higher-order thinking skills are actively developed during class discussions. Most pupils in both sections speak confidently and articulately and are keen to engage in oral discussion on a variety of topics.

 

Suitable emphasis is placed on reading readiness activities in the junior section. This includes the expansion of knowledge of the conventions of print, basic sight vocabulary, word identification strategies and the promotion of phonological and phonemic awareness. Further attention to the development of the phonemic awareness programme is required so that pupils’ word attack skills are consolidated further. Reading skills are developed further in the senior section and every effort is made to extend pupils’ reading experiences across the curriculum. While some pupils read with fluency, there is scope for improvement in standards attained in English reading. Though every commendable effort is made through shared reading and story sacks programmes to promote reading, it is recommended that further action planning with set targets and timescales be put in place by mainstream class teachers, in collaboration with the support teachers, in order to raise standards in reading across the school. Extended experiences and a range of activities and further resources for comprehension are required.    

 

Pupils’ response to and appreciation of poetry is actively nurtured in both sections and they regularly compose their own poetry. Pupils engage in a range of functional writing tasks. Some praiseworthy examples of pupils being afforded opportunities to write in a variety of genres were observed in both sections. Good use is made of information and communications technology (ICT) to facilitate the writing process and to enable pupils to publish their own books. Presentation of writing tasks is of satisfactory standard and work is regularly monitored. Teachers are to be commended for their systematic correction of pupils’ work and for providing pupils with positive and helpful suggestions for improvement. Some examples of pupils writing across the curriculum are celebrated by displaying their work in both sections. It is advised that a whole school approach to the promotion of further writing activities is undertaken to raise standards further in this area.

 

3.2 Mathematics

 

The school has planned to review the policy in Mathematics and the services of the mathematics facilitator which have been requested by the school from the PPDS through the Donegal Education Centre will be of assistance to the school for planning for multi-grade classes. Basic mathematical skills are taught very well in both sections and pupils generally display an ability to apply the concepts they have learnt when carrying out simple mathematical tasks. Appropriate use is made of concrete materials to develop conceptual understanding and computational techniques are clearly explained. Particular focus is placed on teaching and using discrete mathematical language during lessons. Parents are actively encouraged through the Maths for fun programme to support pupils’ learning through the use of mathematical games. Most pupils display an appropriate knowledge and understanding of mathematical concepts and skills. While additional support in Mathematics is provided for pupils by the DEIS coordinator, it is recommended that differentiated learning programmes be further employed to address pupils’ diverse learning needs. Further analysis of the standardised tests results should be considered which should assist in planning differentiated programmes of work.

 

3.3 History

 

The teaching of History is commendable. A range of topics is explored to ensure pupils develop a balanced understanding of family, local, national and world history. In the junior section very good emphasis is placed on pupils’ own past and that of their families as part of the change and continuity strand of the curriculum. Creative and purposeful use is made of storytelling and resources in the junior section to develop a sense of chronology. An extensive project on the Remains of the Donegal Railways has been completed by pupils’ in the senior section. This project is commendable and has worthwhile links with other areas of the curriculum including English, Drama and Art. Projects have also been undertaken more recently in collaboration with the National Heritage Council in relation to local history and the environment. Focused discussion, appropriate resources and artefacts, and skilful questioning stimulate pupils’ desire to research historic themes. Development of oral language skills was integrated closely into both history lessons observed and pupils displayed very good ability to discuss topics articulately and knowledgeably.

 

3.4 Assessment

 

Teachers maintain records of learning outcomes in individual pupil folders. A range of assessments is used to identify the specific learning needs of pupils requiring additional support. Both teachers administer a variety of teacher designed tests in spellings and tables on a regular basis. Assessment tests results are sent to parents at the end of the school year and a standard letter is sent to parents outlining the results of the Micra T and Sigma T at the end of first class and again at the end of fourth class. Pupils work is very carefully monitored in both sections. It is recommended that teachers analyse the assessment results further to develop strategies to support the use of evaluation outcomes as a basis for their planning for differentiation. The document, Assessment in the Primary School Curriculum: Guidelines for Schools, published by the National Council for Curriculum and Assessment (NCCA) should be helpful in this regard.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

 

A whole-school policy on learning support is in place. Tuition is provided for pupils in literacy and in the development of a range of social skills. Individual Profile and Learning Programmes (IPLPs) or Individual Education Plans (IEPs) are developed for all pupils availing of supplementary support and these are reviewed at the end of each instructional term. Further collaborative planning is advised so that in-class support programmes can be developed with a focus on raising the reading standards of pupils in the senior section in particular. The Special Education Support Service (SESS) and PPDS will be of particular assistance to the school in planning further strategies for literacy in the school. The interactions observed between the teacher and the pupils receiving supplementary teaching were very affirming and encouraging of the pupils. Records show that pupils are progressing in relation to confidence and oral competency. There is some in-class support for oral language development through Drama and Social Personal and Health Education (SPHE). The teachers reported at the post evaluation meeting that the practice of in-class support by support teachers through the use of team teaching and co-operative teaching approaches, which has commenced since the evaluation took place, is working well. It is recommended that this in-class support model be further developed and monitored regularly to ensure its effectiveness. The SNA, under the guidance of the principal, makes a very valuable contribution to the inclusion and care of a pupil with special needs.

 

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

The quality of support for disadvantaged pupils is very good. The inclusive environment of the school ensures that all pupils have equality of access to the full range of school activities.

 

The Department of Education and Science grants from the Giving Children an Even Break Initiative are discretely used to augment provision for those pupils who are disadvantaged. A commendable range of activities is undertaken with the parent community through the DEIS programme. Supportive home visits are undertaken regularly to the homes of pupils. Good links have been established with parents through the Forward Together Programme. The DEIS co-ordinator provides excellent courses for parents through modelling good practice in literacy and numeracy.  Maths for Fun and Story Sacks has been the focus of the work since the beginning of the school year and have been very successful. Parents are invited into the school during the school day for parental involvement in the programmes. An informative parent friendly booklet Targets for Pupils in Mathematics has been devised by the DEIS coordinator for parents to help them assist their children with mathematics. Close links have been established with the preschool and with post-primary schools to ease the transition for pupils. Links have also been established with the Vocational Education Committee (VEC) to fund courses for parents in Mathematics and in ICT. The Health Service Executive (HSE) provides funding for courses to enhance the SPHE curriculum. Very good strategies have been put in place by the DEIS coordinator to encourage attendance for the full day at school by pupils. Effective feedback is given to teachers on a weekly basis on the progress of pupils and of work undertaken by the coordinator with parents in the school community.

 

 

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 April 2009

 

 

 

Appendix

 

School response to the report

 

Submitted by the Board of Management

 

 

 

 

Area 1:  Observations on the content of the inspection report

 

.

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