An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Corratober National School

Arva, County Cavan

Uimhir rolla: 12713G

 

Date of inspection: 4 February 2009

 

 

 

 

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 Corratober National School was undertaken in February 2009. 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 Drama. 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

Corratober National School is a two-teacher school which is situated between the towns of Arva and Gowna in County Cavan. The school was originally built in 1884 and extensions were added in 1996 and again in 2008. The new improved facilities include a general purpose room, an additional classroom, a learning support room, an office and resurfaced out-door play areas. The attendance patterns in the school are very satisfactory.

 

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

21

Mainstream classes in the school

2

Teachers on the school staff

2

Mainstream class teachers

2

Teachers working in support roles

1

Special needs assistants

0

 

 

1.     Quality of school management

 

1.1   Characteristic spirit, mission or vision

Corratober National School is a Catholic primary school under the patronage of the Bishop of Ardagh and Clonmacnoise. Its mission statement focuses on supporting the holistic development of each child. The school is the focal point for the local community and the vibrant home-school partnership reflects the strong spirit of teamwork and community which is espoused in the mission statement. Mutual respect and a sense of purpose characterise interactions between all partners within this learning community.

 

1.2 Board of management

The board of management is properly constituted, it meets regularly and it has adopted effective functioning procedures to ensure careful management of financial matters and conscientious record keeping. The board is commended for its sustained efforts to provide the best educational facilities possible for the pupils. Vigilance regarding health and safety issues was also noted during the period of evaluation. The work of the part-time cleaner and part-time secretary is very much valued by the board members. Board members support the work of the school through their promotion of whole-school collaborative planning and also through their active involvement in curricular and extra-curricular activities. Current priorities for the board include further developing the school’s recreational facilities, sustaining enrolment and planning a programme of events to celebrate the school being in operation for 125 years. To meet the requirements of Section 20 of the Education Act 1998, the board of management could consider issuing a yearly report to parents on the operation of the school with particular reference to the achievement of objectives identified within the school plan.

 

1.3 In-school management

The principal has worked diligently throughout her long career to create a rich, integrated learning experience for pupils. She has demonstrated commendable commitment to the enhancement of the school’s physical environment while also embracing her role as an instructional leader with dedication and enthusiasm. Her co-ordination of school developmental planning and monitoring of curriculum implementation is particularly praiseworthy. The principal carries out her administrative duties with conscientious efficiency. She places considerable emphasis on facilitating regular communication with all members of the school community. The principal, together with her staff, creates a nurturing, positive school climate which reflects high aspirations for pupil fulfilment and welfare.

 

The special duties teacher shares her talents for sport and art willingly within the school although the specific duties attached to the post pertain to supervision duties only. There is a need to review the formal description of the duties assigned to this post so that it appropriately and accurately reflects the duties actually being performed in this two-teacher school. Also, the duties attached to this post should span curricular, organisational and pastoral areas and they should be reviewed periodically to reflect the changing needs of the school.

 

1.4 Management of relationships and communication within the school community

The relationships between the parent community and the school are characterised by strong effective collaboration and mutual respect. The very active parent association, which is affiliated to the National Parents’ Council (Primary), has been functioning very successfully for a long number of years. Parents support and endorse the work of the school through a range of activities which includes a very effective healthy eating programme called Fruity Fridays. Parents give generously of their time to assist with curricular activities such as sports, music and paired reading programmes. The opportunities provided by the school to involve parents in policy review and in school-based activities are valued by the parent community. Parent representatives report very high levels of satisfaction with the quality of curricular provision and the range of extra-curricular opportunities provided for their children. Information about pupil progress is communicated regularly and appropriately through parent-teacher meetings and written school reports.

 

1.5 Management of Pupils

There is a strong sense that pupils are valued members of the school community and it is evident that they interact with each other and with their teachers with confidence and respect. The familial and enthusiastic styles of the teachers together with stimulating lessons ensure pupils are well motivated towards learning. Supervision is undertaken conscientiously and the teachers are commended for their organisation of recreational activities, referred to as ‘Busy Breaks’, to promote pupils’ appreciation of healthy living habits.

 

 

2.     Quality of school planning

 

2.1 Whole-school and classroom planning

The quality of whole-school planning is good. The school has participated in school development planning workshops with a cluster of local schools and has also drawn on the support of cuidítheoirí from the Primary Development Support Service. The process of whole school planning is highly collaborative, involving the parent community and board members. The board has a development plan for the current school year and it is recommended that this should now be extended to span a period of at least three years. The board is encouraged to include the development of a policy and an action plan on information and communications technology (ICT) for the school. Consideration should be given to clarifying school policy in relation to the current transport arrangements for pupils to and from activities such as swimming and to the development of a critical incident response plan. The board is aware of the need to amend the school’s enrolment policy to ensure equal access for all pupils and, in particular, to meet the requirements of current equal status legislation. The curricular plans devised have informed the implementation process within the school and the staff is to be congratulated for its commitment to the effective implementation of curricular change. Some curricular policies highlight differentiated outcomes for pupils as they progress from class to class. Staff members are commended for the comprehensive nature of this planning and are encouraged to extend this approach to other curricular areas when engaging in future curricular review.

 

The quality of classroom planning is good. Long and short term planning provided by the teachers reflect the principles and structures of the Primary School Curriculum (1999). Some praiseworthy practice was noted whereby differentiated learning outcomes were devised to ensure suitably challenging work for pupils with a range of abilities within the multi-class situation. Monthly records documenting progress in each curricular area are maintained by all teachers. Significant work is done by teachers in acquiring and preparing resources to support teaching and learning in mainstream and special education settings.

 

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 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

Tá cáilíocht teagaisc agus foghlama sa Ghaeilge go maith. Is léir go bhfuil dearcadh dearfach i leith na Gaeilge á chothú tríd an scoil. Baintear feidhm éifeachtach as an nGaeilge go neamhfhoirmiúil i ngach seomra ranga. Tá riar maith rannta, dánta agus amhrán curtha de ghlanmheabhair ag na daltaí agus aithrisíonn siad iad le díograis agus le cruinneas. Cothaítear cultúr Gaelach freisin trí cheol traidisiúnta a sheinnt agus glacann banna ceoil na scoile páirt i gcomórtais éagsúla. Fothaítear timpeallacht sna seomra ranga atá fábhrach do mhúineadh agus do fhoghlaim na Gaeilge trí fhlúirse d’ábhair phrionta, fíor leabhair agus leabhair mhóra a chur ar fáil. Is inmholta mar a bhaineann na hoidí úsáid as ábhair léirithe, as nithe coinchréiteacha agus as gníomhfhoghlaim chun tuiscint na ndaltaí a fhorbairt ar mhíniú na teanga. Tá dea-obair ar siúl maidir le forbairt scileanna éisteachta, ach go háirithe leis na naíonáin. B’fhiú, afách, na cluichí teanga a fhorbairt a thuilleadh sna bunranganna chun deiseanna a thabhairt do dhaltaí eiseamláirí nua teanga a chleachtadh agus a scileanna labhartha a chur chun cinn i gcomhthéascanna éagsúla. Is féidir le fórmhór na ndaltaí sna meáinranganna agus sna hardranganna abairtí a chruthú go neamhspleách agus labhairt go leanúnach faoi ábhair oiriúnacha. Tá sé ar chumas tromlach na ndaltaí ceisteanna a chur agus a fhreagairt agus cur síos a dhéanamh ar shraith imeachtaí. Cuirtear tús maith leis na scileanna léitheoireachta sna bunranganna agus léann mórchuid de na daltaí sna meáin agus sna hardranganna le tuiscint. Moltar úsáid níos rialta a bhaint as fíorleabhair chun scileanna léitheoireachta na ndaltaí a fheabhsú a thuilleadh. Tá fianaise ann a léiríonn go bhfuil dul chun cinn maith á dhéanamh ag na daltaí ó thaobh scríbhneoireachta na Gaeilge de. B’fhiú na scéalta agus na dánta a chur i leabhairín ranga chun cur leis an raon d’ábhair léitheoireachta atá ar fáil.

 

Irish

The quality of teaching and learning in Irish is good. It is evident that a positive attitude towards Irish is nurtured throughout this school. Informal Irish is used effectively in each classroom. Pupils have memorised a good range of poems and songs and they recite them with accuracy and enthusiasm. Irish culture is also promoted through traditional music and the school band participates in various competitions. Classroom environments are created which are conducive to the teaching and learning of Irish through the provision of an ample supply of large format books, authentic books and a wealth of written material. Teachers make praiseworthy use of visual materials, concrete objects and activity-based learning to develop pupils’ understanding of the language. Good practice is evident in the development of listening skills, particularly in the infant classes. It would be considered worthwhile to develop the use of language games further in the junior classes to give pupils opportunities to practise new language structures and to improve their speaking skills in a variety of contexts. The majority of pupils in middle and senior classes are able to form sentences independently and to speak continuously about suitable topics. The majority of pupils are able to ask and answer questions and to describe a series of events. Pre-reading skills are well developed in junior classes and the majority of pupils in middle and senior classes read with understanding. It is recommended that greater use be made of the authentic books available to promote pupils reading skills even further. The evidence suggests that suitable progress is being made regarding the development of pupils’ writing skills. It is recommended that pupils’ stories and poems be compiled in booklets to enhance the range of available reading materials.

 

English

The teaching of English is undertaken competently throughout the school. Pupils’ oral language skills are skilfully developed through effective questioning and scaffolding techniques in all classes. Judicious teacher-pupil interaction during infant play activities promotes pupils’ cognitive development through language. Pupils readily engage in discussion, debates, brainstorming and their confident articulation of ideas, procedures and reasoning is very impressive. Creditable emphasis is placed on the development of pupils’ abilities to appreciate, discuss and recite a wide range of poetry and rhyme. A very good programme in reading is organised throughout the school from the emergent reading stage to senior levels. Admirable attention is paid to the development of pupils’ phonological and phonemic awareness. Appropriate consideration is given to the development of sight vocabulary and word attack skills at every class level. Effective use of large format books and supplementary readers support the development of literacy skills in the junior classroom. It is recommended that this good practice be extended further and that the use of a formal reading text for junior infants be delayed until the children reach senior infants. Class novels are used very effectively in middle and senior classes where pupils demonstrate appropriate levels of fluency and comprehension in reading. A wide range of reading material is provided within class libraries and the use of information and communications technology (ICT) to promote literacy skills is commendable. A shared reading programme, Children and Parents Enjoying Reading, (CAPER) has operated very successfully within the school. Pupils’ pre-writing skills are suitably developed in the infant classes. It is recommended that the balance between functional writing and creative writing be reviewed in infant and junior classes. The further development of these pupils’ personal and creative writing skills through team teaching and using the First Steps programme as a resource is advised. Practical experience is provided for pupils in middle and senior classes in the process of drafting, editing and rewriting in a variety of genres with appropriate attention given to the conventions of writing. ICT is used to good effect to present pupils’ work and to optimise good practice in this area. Consideration might be given to involving senior pupils in the production of a school newsletter or magazine. Due emphasis is placed on spelling strategies throughout the school and this is reflected in the high attainment levels of the pupils in the Drumcondra spelling tests.

 

3.2 Mathematics

The quality of teaching and learning in Mathematics is of a very high quality across all strands of the curriculum. Work is well differentiated for pupils and effective use is made of a wide range of resources to support constructivist methodologies. ICT resources were used purposefully to enhance pupils’ mathematical learning during the evaluation. Mental and oral mathematics are key features of all lessons and consistency in the use of mathematical language was observed. The staff is to be commended for its initiative in compiling a booklet which will facilitate a sharing of information with parents regarding the language and approaches used within the school to develop key concepts and skills. Pupils recall basic number facts with ease and demonstrate appropriate understanding of place value. The majority of pupils estimate with great accuracy and discuss rationale for mathematical problems with clarity. The local environment and pupils’ day-to-day experiences are used to consolidate learning in Mathematics in praiseworthy ways.

 

3.3 Drama

The comprehensive curricular plan for Drama supports its effective implementation. The teachers use a variety of strategies to stimulate and guide the pupils in their exploration and expression of emotions. Pupils demonstrate great resourcefulness and co-operation when creating drama sequences and scenes. Pupils are provided with a range of opportunities to reflect on their experiences in Drama through the appropriate relaxation activities at the end of the lessons and through purposeful integration with other curricular areas such as art and history. The school’s long tradition in Drama has included artist in residence programmes and regular concert performances for the parent community.

 

3.4 Assessment

The Non Reading Intelligience Test (NRIT) and standardised assessments in English and Mathematics are administered to all pupils annually. The results of these tests are recorded and used to inform teaching and learning through whole-school analysis of skill development and individual pupil progress tracking. The Middle Infant Screening Test (MIST) is used in senior infants to identify pupils who may need additional support in the development of literacy skills. Extended use of diagnostic testing is recommended to enhance the design of specific learning programmes for pupils with learning difficulties. Other assessment tools used by teachers include observation, teacher designed tasks, the monitoring of written work and in some instances the compilation of work portfolios and checklists.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

A shared learning support teacher currently provides supplementary tuition by withdrawal from the classroom for a small number of pupils in literacy and numeracy. The quality of teaching is very good and it is evident that the pupils benefit greatly from the well-paced and well-structured lessons. Considerable emphasis is placed on the development of strategies which assist in the consolidation and transfer of learning to other contexts. Very effective use of a wide range of teacher-prepared resources to support pupil learning was observed during the evaluation. It is recommended that consideration be given to providing some in-class learning support provision to enhance the benefits of the supplementary tuition delivered on a withdrawal basis to the targeted pupils and the others within the class. The individual profile and learning programmes prepared have focused learning outcomes and are formulated in consultation with parents and class teachers. To optimise this good practice, the school are encouraged to share a copy of the documentation with parents to help them support their children in achieving the prioritised targets.

 

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

There are currently no pupils from minority groups attending the school. The inclusive, compassionate environment of the school ensures appropriate provision is made for all pupils.

 

 

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 June 2009

 

 

 

 

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 Cortober N.S. welcomes the findings of the WSE Report and wishes to convey their gratitude to the inspector for the professional and courteous manner in which the WSE was conducted.

We welcome the affirmation of the work done by the teachers, pupils, parents, the school community and the Board of Management.

 

 

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

 

 

 

The Board of Management in consultation with teachers and parents will continue to implement all the other findings and recommendations in this report.