An Roinn Oideachais agus Eolaíochta
Department of Education and Science
REPORT
Scoil an Chroí Naofa
Léim Uí Dhonnabháin, Contae Chorcaí
Roll number:
11245R
Date of
inspection: 7 June 2007
Date of
issue of report: 6 December 2007
1.
Introduction – school context and background
2.
Quality of school management
2.4 Management of
relationships and communication with the school community
3.1 School
planning process and implementation
4.
Quality of learning and teaching
4.3 Social, Environmental and
Scientific Education
4.6 Social, Personal and
Health Education
5.
Quality of support for pupils
5.1 Pupils with special
educational needs
6.
Summary of findings and recommendations for further development
Whole-school evaluation
This report has been written following a whole school
evaluation of SN an Chroí Naofa. 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 an inspector visited classrooms and observed
teaching and learning. He interacted with pupils and teachers, examined pupils’
work, and interacted with the class teachers. He 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.
1.
Introduction – school context
and background
Scoil an Chroí
2. Quality of school management
2.1 Board of management
The board is correctly constituted and manages the
school with great care. Meetings are convened at least once a
term or more frequently as the need arises. Due care is taken in
relation to the school’s financial affairs and audited accounts are submitted
annually. A commendable maintenance programme is in place which has involved
major remedial work on the roof. Additional work is now planned regarding other
aspects of the building. The board is to be highly commended for its continued
efforts in this regard.
In keeping with best practice the board is involved
with important aspects of the whole-school planning process. It is now
recommended that such involvement be further developed regarding the curricular
aspects of the planning process. The board’s support for the recently
established Parents’ Association is to be commended.
Key
concerns for the board at present relate to enrolment. It was also noted during
the evaluation that one pupil has been absent for more than 20 days during the
current school-year. This matter was discussed and advice was
provided.
2.2 In-school management
The principal has successfully created a school
atmosphere that is characterised by respect and collaboration. She discharges
her duties in a caring manner and deserves much credit for her commitment to
the school. She also facilitates a shared sense of leadership in some key
areas.
The principal is capably assisted by a committed and
well-motivated staff. Such qualities facilitate significant levels of teamwork
in the overall functioning of the school.
2.3 Management of resources
As noted above the school benefits from the services
of 3 mainstream teachers, two shared learning-support teachers and a part-time
Special Needs Assistant. The combined levels of expertise are effectively
managed and clearly benefit the educational provision in the school generally.
The school’s physical environment is very well managed
and maintained and the authorities deserve much credit for their efforts in
this regard. Special education provision is available in an attractive
environment and a General Purposes’ room is available. Attractive external
playing facilities are also available.
The staff is to be
complimented for their efforts in providing stimulating learning environments
for the pupils. The school has a fine variety of teaching resources which are
used to good effect in supporting the learning process. The centres of interest
are also of central importance in this regard. Each classroom is equipped with
an attractive variety of reading material in English. The provision for
additional reading material in Irish is now recommended.
2.4 Management of relationships and
communication with the school community
A variety
of useful structures is in place to promote positive relations among the school
community and to communicate with parents in relation to their children’s
education. A recent and welcome development in this regard has
been the establishment of a Parents’ Association which has been affiliated with
the National Parents’ Council. It is expected that such developments will
further promote linkages among the school community.
2.5
Management of
pupils
The
management of pupils is very effective and the staff
is to be highly commended for the positive atmosphere which is apparent
throughout the school. The teachers in collaboration with the board have
devised an effective code of discipline and anti-bullying policies. During the
evaluation, positive levels of pupil participation were noted in a variety of
contexts especially when interactive teaching approaches were being used.
3. Quality of school planning
3.1 School planning process and
implementation
The school is actively involved in the whole-school
planning process. A comprehensive overview of the existing position is
available which includes very positive references to the importance of
collaboration and inclusiveness. It also clearly delineates the various areas
of responsibility for work within the school. Among the areas recommended for
development within the planning process is the need to promote further linkage
between assessment and learning. The need for highlighting more fully the needs
of this particular school, including the issue of continuous professional
development, within the parameters of the plan was also discussed during the
evaluation. Advice was also provided regarding the school’s anti-bullying
policy.
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,
2004) and Child Protection Guidelines for Primary Schools (Department of
Education and Science, September 2004). 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.
3.2 Classroom planning
Each teacher provides suitable long-term and
short-term classroom planning in addition to the monthly progress records for
teaching and learning. Evidence of well-focused programmes of work was noted
during the evaluation with particular reference to pupils’ learning outcomes.
The development of such good practice was discussed during the evaluation so
that classroom work may be used to clarify expected learning outcomes on a more
systematic basis. The use of planning templates provided by the Support
Services was recommended in this regard.
4. Quality of learning and
teaching
4.1
A range of
effective approaches to teaching was noted at various class levels during the
evaluation. Lessons are generally presented in a purposeful manner and some
highly effective efforts are made to differentiate class programmes in line
with pupil needs. In addition, several high quality samples of pupils’ work are
available in copybooks and on general display. Both mainstream and
learning support areas are attractively organised with visual and print-rich
materials many of which are teacher-generated. The need to further develop
pupil learning outcomes in some cases was discussed during the evaluation.
4.1
Language
Gaeilge
Chonacthas
samplaí fónta de theagasc na
Gaeilge ag leibhéil éagsúla sa scoil
le linn an mheasúnaithe. Is
mór is fiú an cúram a dhéantar den drámaíocht, de theagasc na filíochta, den scéalaíocht agus den chaint chumarsáiderach in áiteanna. Pléadh a dtabhacht seo le linn an mheasúnaithe
agus moladh go ndéanfaí na dea-chleachtais
seo a iomlánú níos mó ar
bhonn scoile feasta. Moltar go ndéanfaí é sin i gcomhthéacs an phlean scoile don Ghaeilge chun ionchur teanga níos soiléire a sholáthar ar bhonn níos
córasaí.
Dírítear ar theagasc scileanna
na léitheoireachta agus na scríbhneoireachta go dícheallach sa scoil. Moltar an úsáid a bhaintear as prionta cuí chun bunscileanna na léitheoireachta a theagasc ach
moltar feasta aire níos mó a dhíriú
ar ábhar léitheoireachta níos nádúrtha agus
ar an léitheoireacht mar chaitheamh aimsire. Is inmholta
go mór an freastal a dhéantar ar an scríbhneoireacht neamhspleách in áiteanna.
Some
samples of the effective teaching of Irish were noted during the evaluation.
The emphasis placed on drama, poetry, story telling and on the teaching of
communicative language at certain levels is particularly praiseworthy. The
importance of these elements in language teaching was discussed during the
evaluation and their further development on a whole-school basis was recommended
.It was recommended that this be done within the parameters of the school plan
for Irish to allow for the provision of clearer language input on a more
systematic basis.
The
skills of reading and writing are taught diligently in the school. Relevant print
is used creditably to teach the basic reading skills. However it is now
recommended that additional attention be paid to more relevant reading material
and also to reading for pleasure. The attention paid to the promotion of
independent writing in some instances is very productive.
English
Key aural / oral skills in English are developed on a
systematic basis throughout the school in the context of purposeful talk and
discussion. Useful opportunities are provided in relation to language enrichment
exercises and also in relation to the promotion of sustained speech among many
pupils. Other curricular areas are also utilised to promote the pupils’ ability
in self-expression.
A fruitful variety of approaches is used to teach the
relevant skills of reading and evidence is available to show that a significant
number of students attain praiseworthy standards. In addition, an attractive
range of additional reading material is also used.
There is evidence of good practice being promoted in
relation to the writing process on a whole-school basis. Accordingly many high
quality samples of pupils’ work in a variety of genres were noted during
the evaluation. Praiseworthy emphasis is also placed on penmanship and
presentation skills.
4.2
Mathematics
The school’s Mathematics plan provides a useful basis
for teaching and learning in this key area of the curriculum. Accordingly it
provides clear guidelines regarding common approaches to central areas such as
number operations, language and problem solving skills. During the course of
the evaluation several examples of good quality practice were observed. Pupils’
capacity to internalise key concepts was carefully monitored and there is
evidence available to indicate that many make creditable progress. The use of
concrete materials feature prominently during well-focused interactive lessons
and linkages to other curriculum areas are purposefully cultivated. A
commendable emphasis is placed on the pupils’ understanding of number facts. It
was recommended during the evaluation that further emphasis be placed on the
practical implications of some mechanical operations.
4.3
Social,
Environmental and Scientific Education
History
The school has developed a whole-school plan for
History which ensures breadth and balance in the implementation of the
programme throughout the school. The display of visual and print-rich materials
based on various aspects of the programme, including the local aspect, is of
significant value. It is evident that pupils are provided with many
opportunities to develop important investigative and research
skills.
Geography
There is clear evidence of high quality work
throughout the school in relation to this aspect of the curriculum. Commendable
attention is paid to the immediate and extended environment to allow the pupils
acquire important geographical and literacy skills.
Science
A useful whole-school plan for the teaching of Science
has been prepared. The work observed in class during the course of the
evaluation was very effective and generated significant levels of enthusiasm
among the pupils.
4.4
Arts Education
Visual Arts
The school acknowledges the important role visual arts
education plays in the pupils’ holistic development. Many impressive samples of
their work in a variety of strands are displayed throughout the school and it
is evident that the pupils are afforded many opportunities to explore the
benefits of working with a range of materials.
Music
The principal areas of the Music programme are
competently addressed at a variety of class-levels. The pupils are trained to
sing a suitable variety of songs tunefully in both Irish and English. Due
emphasis is also placed on very appropriate rhythm exercises while instrumental
music is taught to a high standard in certain instances. The pupils clearly
derive much pleasure from these activities.
Drama
Drama has been identified as an area for future staff
development in the school. Nevertheless, some very effective exercises were
noted during the evaluation especially when integrated with aspects of the
music programme.
4.5
Physical Education
It is significant that modern indoor facilities for
Physical Education are available in the school. Accordingly some very
purposeful exercises relating to movement to music and educational gymnastics
were noted during the evaluation.
4.6
Social, Personal
and Health Education
Useful policies have been prepared in relation to
Social, Personal and Health Education and impressive work is undertaken to
promote these important aspects of the pupils’ lives.
4.7
Assessment
A praiseworthy range of standardised tests is
administered within the context of the school plan. These tests include Micra T, Sigma T, MIST, Neale
Analysis and Aston Index. Hence there is clear evidence of a systematic
monitoring of the pupils’ work and the test results are carefully recorded. In
addition, teacher designed tests and checklists are used on a regular basis. It
is now recommended that the linkages between assessment and learning be further
clarified in the school plan.
5. Quality of support for pupils
5.1
Pupils with special
educational needs
There is strong evidence available to indicate that
many effective strategies are employed in relation to provision for pupils with
special educational needs in the school. The school plan incorporates the
staged approach and early intervention is effectively managed. All involved in
these services are to be commended for the high degree of collaboration they
promote with all relevant parties in this key area of school work. A
praiseworthy range of assessment tools is used to ensure appropriate levels of
provision for pupils in need of supplementary teaching.
The special needs team approach their work in a very
professional manner. Individual Profile and Learning Programmes are fruitfully
developed on a multi-disciplinary basis for the relevant pupils and significant
progress is noted. Various models of intervention regarding pupils with special
educational needs were discussed during the evaluation and additional
flexibility in this regard was recommended.
6. Summary of findings and recommendations
for further development
The
following are the main strengths identified in the evaluation
·
The principal
and staff collaborate effectively.
·
The teachers
emphasise the importance of reading for pleasure in English.
·
The board of
management is effective and committed to the further development of the school.
·
Arts Education is duly promoted.
·
Support for pupils with special educational needs is fruitful.
As a means
of building on these strengths and to address areas for development, the
following key recommendations are made:
·
It is
recommended that the board should continue to develop its involvement with the
school planning process.
· It is recommended that the development
of linkages with the Parents’ Association should continue.
· It is recommended that additional
reading material in Irish be provided.
· Ii is recommended that linkages
between assessment and learning be further explored.
Post-evaluation
meetings were held with the staff and board of management where the draft
findings and recommendations of the evaluation were presented and discussed.