An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Darley National School

Cootehill, County Cavan

Uimhir rolla: 12312L

 

Date of inspection:  21 February 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

 

 

 

 

Whole-school evaluation

 

A whole-school evaluation of Darley National School was undertaken in February 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 English, Irish, Mathematics and Science. 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

 

In recent years, Darley National School has experienced a steady increase in enrolment figures. Pupils’ attendance levels are very good. Within the school there is a unit for hearing-impaired pupils.

 

The school building has recently been extended and renovated. The principal, already a member of staff, was appointed to the position of principal in the current school year. The two additional mainstream teachers are newly appointed to the school with one appointment being on a temporary basis to cover the absence of a permanent member of staff.

 

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

 

Total number of pupils enrolled

59

Total number of teaching staff

5

Number of teaching staff working in support teaching roles

2

Number of mainstream classes

3

Number of special needs assistants

1

 

 

1.     Quality of school management

 

1.1   Characteristic spirit, vision or mission

A strong sense of community is shared by the teachers, parents and board of management. A sincere and keenly felt regard for pupils’ welfare and their educational progress is manifest in the sense of purpose and commitment that characterises daily life in this school.

 

1.2 The board of management

The board is constituted correctly, meets regularly and functions in accordance with agreed procedures and protocols. The board is assiduous in ensuring that communication from the Department of Education and Science is acted upon. The school building has been recently renovated and extended and the board is to be commended for the pro-active approach it has taken to the funding and overseeing of this work. There are plans in place for the development of the school grounds and this will add to the high quality of facilities and resources available for pupils.

 

1.3 In-school management

The principal is to be commended for the interest, enthusiasm and commitment he shows to creating a stimulating and purposeful learning environment within the school. A warm and people-centred approach to management has ensured that a collegiate working environment has been developed between all sectors of the school community. Under the direction of the principal, a dynamic approach is taken to planning and administration which ensures momentum for the on-going development of pupils’ learning in the school.

 

The in-school management team comprises the principal and the deputy principal. Duties have been clearly specified for both roles and these duties generally meet the requirement that they encompass curricular, organisational and pastoral responsibilities. Duties are carried out with enthusiasm and conscientiousness. There is scope for greater consideration to be given to how the curriculum leadership work being undertaken by post-holders impacts on the quality of teaching and learning in the school. It is suggested that the school now examines ways in which this could be further developed.

 

1.4 Management of relationships and communication with the school community

There are a number of very 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, the publication of a monthly newsletter, the holding of an annual meeting between the staff and the parents’ association and the organisation of a number of social events.

 

Representatives from the parents’ association report that there is ample opportunity for parents to discuss their children’s progress and that teachers are very receptive to listening and acting on specific concerns that parents might raise. These representatives also report great satisfaction with the range and accuracy of the information contained in the school reports issued on pupils. They indicated that they are very satisfied with the quality of education provided in the school.

 

1.5 Management of pupils

There is a mutually respectful relationship between teachers and pupils and behaviour is very well managed. Well-structured and well-delivered lessons contribute to the creation of a very productive, affirming learning environment in the school.

 

 

2.     Quality of school planning

 

2.1   Whole-school and classroom planning

The quality of whole-school planning is satisfactory. 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. Effective aspects of planning include the identification of timescales for the review of plans and the development of a planning diary. However, it is not clear how the school ensures that planning impacts on teaching and learning. Incorporating an element of action planning into these plans would assist in maximising the impact of planning on practice.

 

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.  A review of short-term and long-term plans indicates that there is a clear line of development in the provision for pupils’ learning and that careful consideration is given to meeting the needs of all pupils.

 

2.2 Child protection policy and procedures

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 (DLP) and a deputy DLP have been appointed in line with the requirements of the Departmental guidelines.

 

 

3.     Quality of learning and teaching

 

3.1 Language

 

Gaeilge

Tá cáilíocht na foghlama agus an teagaisc sa Ghaeilge go maith. Sa phlean scoile cláraítear eiseamláirí teanga a bheadh feiliúnach do gach rang leibhéal mar bhunús don Ghaeilge neamhfhoirmiúil sa scoil. Is breá an tslí ina stiúrtar ceachtanna Gaeilge sna ranganna trí Ghaeilge amháin. Cuirtear raon deas acmhainní oiriúnacha ar fáil agus baintear feidhm éifeachtach as na háiseanna chun suim na ndaltaí a mhúscailt agus a chothú. Leathnaítear foclóir na ndaltaí go córasach agus tá stór leathan foclóra ar eolas acu. Sna ranganna sóisearacha, baintear úsáid éifeachtach as munlóireacht chun struchtúir theanga a mhúineadh.  Tá daltaí tríd an scoil in ann ceisteanna a chur chomh maith le ceisteanna a fhreagairt agus múintear bun-struchtúir theanga go cumasach. I gcuid de na ranganna, baintear feidhm mhaith as obair bheirte chun deiseanna cumarsáide a thabhairt do dhaltaí. B’fhiú don fhoireann anois iniúchadh a dhéanamh ar na gníomhaíochtaí foghlama éagsúla chun deiseanna breise a chur ar fáil do dhaltaí páirt a ghlacadh i ngníomhaíochtaí fíorchumarsáide. Tá stór breá rannta ar eolas ag na daltaí agus aithrisíonn siad iad go taitneamhach. Sna meanranganna agus sna hardranganna, tá dul chun cinn oiriúnach á dhéanamh ag na daltaí maidir le scileanna léitheoireachta agus scríbheoireachta agus tá dea-shamplaí scríbhneoireachta le feiceáil sna seomraí ranga. Cleachtar gníomhaíochtaí foirmeálta éisteachta  ar chaighdeán oiriúnach mar chuid den chlár oibre. Chun saibhreas teanga na ndaltaí a fhorbairt b’fhiú, áit níos larnaí a thabhairt don scéalaíocht agus don fhilíocht tríd an scoil.

 

Irish

The quality of teaching and learning in Irish is good. The school plan identifies appropriate language structures for each class which are to be used as the basis for informal Irish in the school. It is particularly commendable that Irish lessons throughout the school are conducted solely through the medium of Irish. A suitable range of teaching resources is provided and these are used effectively to stimulate and to nurture the pupils’ interest. The pupils’ vocabulary is developed systematically and they have a wide store of words. In the junior classes, effective use is made of modelling in the teaching of language structures.  Pupils throughout the school are able to ask as well as answer questions and basic language structures are well taught. In some classes, good use is made of pair work as a means of providing communication opportunities for pupils. The staff could now explore the potential in the various learning activities to extend opportunities for pupils to engage in authentic communicative activity. The pupils have learned a good range of rhymes and they recite these with enjoyment. In the middle and senior classes good progress is being made by pupils with regard to the development of reading and writing skills and good examples of writing are on display in the classrooms. Formal listening activities, at an appropriate standard, feature as a part of the programme of work. To enrich pupils’ language a more central role could be afforded to story-telling and poetry throughout the school..

 

English

The quality of teaching and learning in English is good. Specific provision is made for the development of pupils’ oral language skills. Very effective use of open questions was observed in the junior classroom where both the cognitive and the competence aspects of oral language were developed. It is effective practice that pupils in the middle class are encouraged to prepare and make oral presentations. The fact that specific guidelines are given to parents in terms of how to assist their children with this activity adds to its effectiveness. There is a need, however, to optimise the potential of each lesson in every curriculum area to be a language lesson, particularly in the case of younger pupils. To this end, incorporating more pair work in all curriculum areas is suggested. It is also suggested that, in the school plan for English, the school expands upon the role of poetry as a means of further developing pupils’ oral language skills.

 

Reading is taught systematically with an effective balance being achieved between the use of a reading scheme, class novels and library books. Pupils’ different reading levels are well-addressed.  Sufficiently comprehensive records of pupils’ progress in reading are maintained. The local library is visited weekly.

 

There is a good line of development in pupils’ writing skills as they proceed through the school. Pupils in the junior and middle classes have created their own spelling dictionaries which assist in the development and application of spelling skills. As a result of the attention paid to the development of the pupils’ writing skills as they proceed through the school, creative writing in the senior classes is of a very high standard with evidence of well-structured and interestingly phrased stories which demonstrate style and imagination as well as a good knowledge of writing conventions.

 

3.2 Mathematics

The teaching and learning of Mathematics is good. The mathematics curriculum is implemented in a broad and balanced fashion with due attention being paid to all aspects of the curriculum. Concrete materials are used effectively to assist pupils in developing conceptual understanding. Mental arithmetic of a sufficiently challenging nature is in evidence. Good examples were observed of pupils being encouraged to discuss their learning and describe how they completed their written work. Pupils’ written work is well corrected with appropriately personalised comments adding to its impact for pupils.  In the teaching of non-number concepts, there is scope to further develop the potential in the multi-class context to provide challenging learning experiences for pupils as they engage in learning activities on a cross-class basis.

 

3.3 Science

The teaching and learning of Science is good. In all classes, lessons observed were interesting and appropriately challenging for pupils and there was an effective emphasis placed on the acquisition of correct terminology and vocabulary. Pupils demonstrated an appropriate ability to apply previous learning to new learning. Throughout the school pupils engage in scientific experimental work with enthusiasm. It is good practice that pupils are encouraged to record the results of their experiments. There is scope, however, to further develop the pupils’ writing skills through encouraging more independent writing. Greater emphasis should be attached to consolidating pupils’ learning during and after experimental work. The use of open questions, the writing up with pupils of a synopsis chart of what has been learnt and the identification with pupils of possible new areas of learning arising from the lesson would assist with this consolidation.  In order to maintain pupils’ momentum and curiosity, consideration could also be given to teaching a new topic every fortnight rather than every month.

 

3.4 Assessment

The quality of assessment in the school is good. There is a sufficiently comprehensive range of assessment modes in use within the school. These include teacher observation, the monitoring of pupils’ written work, teacher-designed tasks and tests, standardised tests and diagnostic tests.  Standardised tests are used well in English and Mathematics to monitor pupils’ progress generally whilst also identifying pupils who may require additional support. Test results are recorded and filed with appropriate care. While the results of these standardised tests are analysed according as the tests are administered, there is scope to expand upon this analysis to identify trends that might be emerging over a number of years and to adapt planning and teaching as a result. Pupils’ written work is very well corrected with detailed and appropriately personalised comments optimising the impact on pupils’ learning. Annual report cards are issued to parents. The information contained in these reports is comprehensive and detailed. The school is to be commended for creating a tracker file for each pupil which contains samples of their work across the curriculum and documents their progress.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

Provision for the teaching and learning of pupils with special educational needs is very good. All provision for pupils with special educational needs is well structured and characterised by flexibility so that it can be responsive to pupils’ needs. Lesson planning and delivery is well structured and affirming of pupils’ ability and progress. Effective collaboration between class teachers and support teachers results in a co-ordinated programme being delivered to pupils. Examples of open questions and activities which encourage pupils to see the application of their learning are in evidence in all support settings.

 

In addition to providing supplementary teaching to pupils requiring learning support there is a dedicated class for hearing-impaired pupils within the school.  The needs of these pupils are very well met in the small-group context of the special class, in the larger classroom context and through the support of a special needs assistant.  Additionally, careful consideration is given to choosing the most appropriate classroom setting for learning according to the learning activities being undertaken. This approach ensures that the personal and social needs of these pupils are being well addressed, in addition to the development of their academic abilities. The flexibility of all staff in supporting these arrangements contributes to the effectiveness of the school’s provision for these pupils.

 

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

A small number of pupils requiring additional support are enrolled in the school. The interest demonstrated by all teachers in each individual pupil’s welfare and progress ensures that the needs of these pupils are identified and met with due care and sensitivity.

 

 

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:

 

 

 

 

 

Published October 2008