An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
St. Brigid’s National School
Station Road, Bagenalstown, County Carlow
Uimhir rolla: 13105L
Date of inspection: May 2008
Introduction – school context and background
Quality of learning and teaching
Summary of findings and recommendations for further development
Whole-school evaluation
This report has been written following a whole-school evaluation of St Brigid’s National School. 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 inspectors 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 inspectors visited classrooms and observed teaching and learning. They interacted with pupils, examined pupils’ work, and interacted with the class teachers. They reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspectors 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 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.
1. Introduction – school context and background
St. Brigid’s National School is a seven-teacher, Catholic primary school located in the town of Bagenalstown, Co. Carlow. It caters for boys from second to sixth class, most of whom have previously attended Queen of the Universe National School in Bagenalstown from junior infants to first class. The original school building was constructed in 1865 and extended in 1961, with some refurbishment in recent years. The school’s enrolment was 122 at the time of inspection. It is expected to increase slightly over the coming years. Overall pupil attendance is very good.
The school’s stated mission is “to provide a well-ordered, caring, happy and secure atmosphere in which the intellectual, spiritual, physical, moral and cultural needs of the pupils are identified and addressed.” The promotion of a Catholic ethos, the professional development of teachers, the involvement of parents in the life of the school, the fostering of gender equity, and the promotion of the Irish language are also stated aspects of the school’s mission. In interviews during the inspection, management and staff identified the provision of a happy and secure environment in which the holistic development of the boys is catered for as a key aim of the school. Evidence of their commitment to that aim was apparent in classroom interactions and in their contributions to organising and facilitating extra-curricular sports activities.
2. Quality of school management
2.1 Board of management
The board of management is properly constituted and meets at least once per term. Brief minutes of its meetings are maintained. Board members have availed of training provided by the Catholic Primary Schools Managers Association. The board keeps in regular contact with the school through informal meetings and other communications between the chairperson and principal. It also fosters communication with parents through the production of a twice-yearly newsletter informing parents of school matters. The board supports the work of the school through making additional resources available to the school when requested and by dealing with discipline, curriculum and general policy issues as they arise. Among its stated management priorities is the maintenance of the school building and, in this regard, it has funded and overseen electrical works, the painting of the school building and some minor refurbishments. Those works, while important, do not adequately address the significant accommodation needs of the pupils and staff of this school. It is recommended that the board review the existing school accommodation and take the necessary steps to ensure that proper accommodation for pupils and staff that allows for the full implementation of all aspects of the curriculum is provided.
The board’s practices in relation to the management of financial accounts require review. Currently, its approach is not in accordance with section 18 of the Education Act 1998 which requires accounts to be either audited or certified annually. It is recommended that the accounts be dealt with in accordance with statutory requirements.
The board complies with its statutory requirements in relation to the publishing of an admission and enrolment policy, a code of discipline, and school attendance strategies. It ensures that the school fulfils its obligations with regard to the length of the school year, the length of the school day, and the retention of pupils. A challenge for the board now is to support the realisation of all aspects of the school’s stated mission. In this regard, the board’s support for effective whole-school planning, the full implementation of the curriculum and on-going school review with a focus on pupil attainment, will be especially important.
2.2 In-school management
The in-school management team comprises a teaching principal, a deputy principal and two special duties teachers. The principal has established warm, professional working relationships with all staff members. He affirms the teachers’ contributions to the school. He liaises frequently with the parent body and is generous in his commitment to the provision of extra-curricular sports activities. He interacts positively with the pupils, parents and board. A number of significant leadership challenges exist. Specifically, strong, purposeful guidance is required in relation to whole-school curriculum planning and implementation. Leadership in relation to the monitoring of pupil attainment and pupil progress on a whole-school basis is also required.
The deputy principal and special duties teachers fulfil their currently assigned duties effectively. Review of the responsibilities assigned to them is necessary to ensure firstly that opportunities for curriculum leadership are exploited as fully as possible and secondly, that all posts include a curricular, organisational and pastoral dimension in line with Circular 07/03. The holding of formal, regular, in-school management meetings is recommended. The documenting of decisions taken at those meetings is advised.
2.3 Management of resources
In addition to the principal and deputy principal there are three other mainstream class teachers, one learning-support teacher and one resource teacher. The rotation of classes among teachers is facilitated approximately once every four years. Currently, there is a significant differential between the largest and the smallest class in the school with two of the five mainstream classes exceeding Department guidelines regarding class size. It is recommended that pupils in mainstream classes be distributed equitably and in line with Department guidelines on class size. Five special needs assistants (SNAs) are employed, one on a part-time basis. They work co-operatively with the class teachers and fulfil their responsibilities competently. The school secretary diligently attends to administrative matters and effectively manages the scheduling of communications between the principal and other parties. A daily cleaning service is provided. There is no school caretaker. An external tutor funded by the parents’ association provides tuition in recorder playing to all pupils once a week.
The school building is inadequate for the implementation of the Primary School Curriculum 1999. Several classrooms are small and cramped and do not allow for easy implementation of active learning strategies or group work. Display areas are limited. Storage facilities are inadequate. There is no school hall. A converted classroom is used for storage of furniture and the physical education (PE) programme. A problem with dampness in the staff room and other parts of the school persists. An adjacent field and a nearby community hall previously used by the school are no longer available to it. The school has a relatively large hard-surface play area. Parts of this area are in poor condition. It is recommended that the board devise an action plan to address the significant accommodation needs of the pupils and staff so that the full curriculum can be implemented in an appropriate, safe and stimulating environment.
Teaching and learning resources are available largely in relation to mathematics, science, music, literacy, PE and ICT. Some resources are inadequate, out of date, or stored in a manner that is not sufficiently cognisant of health and safety requirements. It is recommended that the school compile an inventory of existing resources, identify those that are required in every curriculum area, and make provision for the purchase, renewal, and safe and accessible storage of all resources.
2.4 Management of relationships and communication with the school community
Good channels of communication exist between the school and the parents’ association and between the school and the board. Parents are involved in fundraising and in the provision of extra-curricular activities. They are kept informed of school matters through newsletters, school notices and annual written school reports. They express satisfaction with the school’s approach to managing pupils. It is recommended that parents be provided with more opportunities to be involved in the life of the school. In particular, formal opportunities for greater parental involvement in policy making are required.
2.5 Management of pupils
The relationship between the pupils and the school staff is very positive. Interactions are respectful and courteous. Pupils are treated fairly and their efforts, both curricular and extra-curricular, are praised and celebrated. Positive pupil behaviour management strategies are successfully applied throughout the school. The pupils present as happy and content in school.
3. Quality of school planning
3.1 School planning process and implementation
During the inspection, documents covering whole-school policies on a range of administrative matters and whole-school plans for most curriculum areas were provided. A range of styles and approaches to planning at whole-school level was evident. Some plans and policies were recently reviewed, others were out of date. It was not clear which policies had been formally ratified by the board. The adoption of an approach to whole-school planning, policy making, and curriculum implementation that is customised to the precise needs of this school and its pupils is necessary. Whole-school assessment strategies for each curriculum area are needed.
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.
3.2 Classroom planning
All teachers provide long-term and short-term written plans of work. In general, those plans are clearly referenced to the curriculum for the particular class levels they are teaching. The challenge for the school with regard to classroom planning now is to ensure that that planning is related to the curriculum as mediated through a customised school plan that takes account of the particular needs and abilities of the pupils in this school. In that regard, adequate planned provision for differentiation for individual pupils within classes is also important and should be included in all classroom planning. Monthly records documenting overall class progress in each curriculum area are maintained by all teachers.
4. Quality of learning and teaching
4.1 Overview of learning and teaching
There are examples of high quality teaching and learning in several classrooms in several curriculum areas. It is now necessary for the school to ensure that the methods of the Primary School Curriculum 1999 are used in each curriculum area in each classroom in the implementation of that curriculum as mediated through the school plan. It is also necessary to ensure that there is regular review of curriculum implementation in the light of the achievement of relevant pupil learning targets.
4.2 Language
Gaeilge
Tá difríochtaí le sonrú ar na modhanna múinte atá in úsáid maidir le múineadh na Gaeilge. I roinnt ranganna, tá béim inmholta leagtha ar fhorbairt scileanna cumarsáide na ndaltaí trí mheán na hoibre i ngrúpaí, i bpéirí, sa drámaíocht, sa cheol, le dlúthdhioscanna agus cluichí, agus scoth na Gaeilge liofa á labhairt ag oidí na ranganna sin le linn dóibh bheith ag teagasc. Ar an iomlán, freagraíonn daltaí sna ranganna sin ceisteanna as Gaeilge go heolach agus go muiníneach. I ranganna eile, tá an iomarca béime ar cheisteanna an oide ag stiúradh na foghlama agus easpa seansanna ag na daltaí chun an Ghaeilge a labhairt ar bhonn cumarsáide. Ar an iomlán, tá na caighdeáin sa léitheoireacht Gaeilge go maith. Tá máistreacht na ndaltaí ar an bhfilíocht Gaeilge le moladh go hard. I roinnt ranganna, tá fianaise ann a léiríonn go bhfuil dul chun cinn maith á dhéanamh ag na daltaí ó thaobh na scríbhneoireachta Gaeilge de. Moltar go gcuirfí i gcrích cur chuige scoile uile i leith theagasc na scríbhneoireachta Gaeilge agus go ndéanfaí monatóireacht ar dhul chun cinn na ndaltaí sa scríbhneoireacht. Moltar chomh maith go dtabharfaí faoin mheasúnacht sa Ghaeilge go ginearálta ar bhonn scoile uile maraon le córas a dhréachtadh agus a chur i gcrích chun dul chun cinn na ndaltaí aonar a chlárú ar bhonn scoile uile.
Irish
Approaches to the teaching of Irish vary. In some classes, commendable emphasis is placed on the development of the pupils’ communication skills through group work, paired work, drama, music, CDs and games with the teachers in those classes modelling rich, fluent Irish in their teaching of lessons. Pupils in those classes generally answer questions in Irish with competence and confidence. In other classes, there is an over-reliance on teacher-directed questioning of pupils with inadequate opportunities for pupils to use the language to communicate. Overall reading standards in Irish are good. The pupils’ knowledge of Irish poetry is impressive. In some classes there is evidence of good progress by the pupils in Irish writing. The implementation of a whole-school plan for the teaching of Irish writing and the monitoring of pupil progress in writing is recommended. It is also recommended that a whole-school approach to assessment in Irish generally and the documenting of individual pupil progress in Irish be devised and implemented.
English
Overall provision for the teaching of oral language in English is good. In most classes effective use is made of group and paired work to develop spoken language skills. A good standard of English reading was noted in a number of classes during the inspection. In several classes very good work is undertaken in the reading, exploration, analysis and enjoyment of class novels. The challenge now facing the school in progressing English reading is to analyse the results of the standardised tests in English that are administered annually in order to identify the pupils who require additional planned focussed help in the development of their reading skills. Pupils in some classes are provided with excellent teaching of English writing and they produce high-quality work in a variety of genres including some commendable project work. In other classes pupils are not showing the expected progress in their writing and engage mainly in functional writing tasks with few creative elements. To address this it is necessary for a whole-school plan for the teaching of personal writing in English to be implemented so that pupils in all classes are enabled to write creatively in a range of genres as appropriate. It is recommended that the potential of ICT in the teaching of English writing be explored more fully. Attention to penmanship skills is also advised. English poetry is well taught at all class levels.
4.3 Mathematics
Mathematical language and the strand of number are thoroughly taught. At all class levels, the pupils demonstrate a very good ability to use and apply mathematical language. They achieve high standards in number operations. Problem-solving skills are well developed in most classes. A mathematics-rich environment is created in a number of classrooms. Some teachers make very good use of group teaching methods in their exploration of the various strands of the mathematics curriculum. In order to develop mathematics provision in this school, it is necessary for a greater balance between the five strands of the mathematics curriculum to be maintained at all class levels. Furthermore, it is recommended that greater use be made of group teaching and paired work and that a mathematics-rich environment be created in all classrooms. The analysis of the results of the annually administered standardised tests in mathematics is also advised in order to inform planning for the teaching of all strands and the implementing of differentiated mathematics programmes to meet individual pupil need.
4.4 Social, Environmental and Scientific Education
History
A history-rich environment was evident in the school during the inspection with a balance between local, national and international history matters apparent in classroom and corridor displays. In a number of classrooms, timelines are used effectively to develop the pupils’ sense of chronology. The use of timelines in all classrooms is advised. The predominant method used in the history teaching observed was that of whole-class, teacher-directed learning. The extension of this approach to include group work, paired work, and project work is recommended in order to develop the pupils’ skills as historians. The development of procedures to assess and document pupil progress in history is also recommended.
Geography
Impressive examples of geography teaching and learning were observed during the inspection. Among the praiseworthy features of practice were the skilful use of maps, projects, visual aids and ICT to develop the pupils’ understanding of geography concepts, careful correction of geography assignments, meaningful integration of geography with other curriculum areas, excellent use of story and music, and ongoing assessment of pupil achievement in the subject. When questioned, the pupils demonstrated a very good understanding of the strands taught to date. It is recommended that opportunities for sharing existing good practice in geography teaching among all teaching staff be provided so that pupils in all classes have an opportunity to experience the geography curriculum in an active and progressive way.
Science
The overall quality of teaching and learning in science is good. Pupils are enabled to develop many key scientific skills through hands-on activities including experiment work. They have a good understanding of scientific terminology and they competently engage in fair-testing. They demonstrate a very good ability to work collaboratively to solve a problem and they record the outcomes of their scientific investigations clearly. It is recommended that pupils be provided with greater opportunities to engage in designing and making activities that focus on the development of scientific concepts.
4.5 Arts Education
Visual Arts
A rich visual arts curriculum is experienced by the pupils in this school. All strands of the curriculum are represented in the attractive displays on classroom and corridor walls. Impressive work is undertaken in the strand of construction. Lessons in the visual arts are well structured with suitable emphasis on the process of art and the development of technical skill and creativity. Appropriate opportunities for the pupils to look at and respond to art are regularly provided at all class levels. There is judicious integration of the visual arts with other curriculum areas. In a number of classrooms, art portfolios indicating individual pupil progress across the strands are maintained. The extension of this good practice to all classrooms is advised.
Music
In recent times the teachers have recognised the need to develop music as a curriculum area and, to that end, they avail of published music textbooks and schemes to provide balance in and structure to the music programme taught. Tuition on the recorder is provided by an outside tutor to all pupils once per week. The three strands of the music curriculum are represented in varying degrees in the music programmes implemented in individual classrooms. There is, among the staff, notable expertise in relation to music teaching. It is recommended that opportunities to share that expertise through team-teaching be provided so that all pupils in all classes are provided with a broad, balanced, and consistent music education in which all three strands are represented. Consideration should also be given to reviewing existing practices regarding the timetabling of music in order to ensure that all teachers allocate discrete time for music lessons in accordance with the curriculum guidelines.
Drama
One aspect of arts education that requires considerable development is drama. Some teaching of this curriculum area takes place in some classrooms. Those lessons are well paced, well structured and include post-drama discussions in which the pupils analyse their participation in a range of dramatic activities. The challenges for the school with regard to drama are to devise and implement a whole-school drama plan, to timetable drama in accordance with curriculum guidelines, and to make provision for recording pupil progress in drama in the school’s template for monthly progress reports.
4.6 Physical Education
The games and athletics strands of the physical education (PE) curriculum are implemented very successfully in this school. In the teaching of these strands, laudable emphasis is placed on the teaching of specific skills and due attention is given to addressing health and safety issues during the lessons. The pupils clearly enjoy participating in a range of games and athletics and demonstrate very good levels of skill in these strands. The school is commended on its commitment to the provision of extra-curricular sports for the pupils including football, hurling, basketball and handball, and on the pupils’ achievements in inter-school sports competitions. Swimming lessons are also arranged for the pupils. Further development of the PE programme being taught in the school to include all strands of the PE curriculum is now required. In this regard, the upgrading of existing PE facilities in the school is important.
4.7 Social, Personal and Health Education
The characteristic spirit of this school is supportive of the principles of the social, personal and health education (SPHE) curriculum. In the positive interactions in the school, respect for others is effectively fostered. In a number of classrooms, good use is made of circle-time activities in teaching this subject. Guest speakers are invited to talk to pupils on SPHE topics from time to time. The teachers recognise the need for SPHE lessons to have clear, focussed and specific learning objectives that are in line with the curriculum. They have indicated a commitment to reviewing the school plan for SPHE, the strategies used for its implementation, and the assessment of whether teaching and learning objectives in this curriculum area are being achieved. The devising and implementation of a whole-school plan for the teaching of relationships and sexuality education is strongly recommended.
4.8 Assessment
The school’s policy on assessment requires review. Currently, standardised tests in English and in mathematics are administered annually to pupils in all classes and the results of those tests are documented. Other assessment tools used by the teachers include observation, teacher-designed tasks and tests, the monitoring and correction of written work and, in some instances, the compilation of work portfolios for some curriculum areas. Two major challenges exist for the school in its revision of its approach to assessment. One is to extend assessment to all curriculum areas and the other is to ensure that the outcomes of assessment are analysed and used to inform planning for teaching and learning, including the planning of differentiated learning experiences for pupils with particular education needs.
5. Quality of support for pupils
Pupils with special educational needs
The school adheres to Department guidelines regarding the selection of pupils for learning support. Support is provided mainly on a withdrawal basis. Learning support and resource teaching (LS/RT) rooms have bright, print-rich and mathematics-rich environments. LS/RT teachers maintain suitable pupil attendance records. In some special education settings, long-term planning is undertaken through the compilation of each pupil’s Individual Education Plan (IEP). Weekly schemes of work are largely based on the targets set in these IEPs. In other classrooms a yearly schedule, set out in monthly format is organised. It is advised that objectives, approaches, methodologies and provision for differentiation, be included as an essential part of this planning. LS/RT teachers maintain detailed monthly progress records.
The principal plays an integral role in liaising with all the partners in the development of the IEP. Members of the special education team liaise with class teachers in the formulation of each pupil’s draft IEP. The final document is prepared after consultation with parents and older pupils where appropriate. Learning targets are reviewed twice yearly in consultation with the parents. Test results, teacher observation and the needs of other pupils inform decisions regarding the continuation of special education support for pupils. LS/RT teachers collaborate with class teachers to provide satisfactory provision for all pupils with special educational needs.
Other supports for pupils: disadvantaged, minority and other groups
The school, in its mission statement, declares that it strives to provide for the cultural needs of pupils. In practice, it endeavours to ensure that the services of a temporary language teacher are used to address the specific language needs of newcomer pupils. Long-term language plans setting out monthly language targets are prepared. To develop language support for newcomer pupils further, it is advised that a process whereby LS/RT and language-support teachers can work collaboratively in the setting of targets for newcomer pupils with special needs be put in place. The development of a school policy on provision for pupils from disadvantaged, minority or other groups is also advised.
6. Summary of findings and recommendations for further development
The following are the main strengths identified in the evaluation:
· The board keeps in regular contact with the school and fosters effective communication with parents.
· The principal interacts positively with the staff, pupils, parents and board. He is generous in his commitment to the provision of extra-curricular sports activities.
· The deputy principal and special duties teachers fulfil their currently assigned duties effectively.
· Positive pupil behaviour management strategies are successfully applied throughout the school.
· The language of mathematics and the mathematics strand of number are thoroughly taught.
· Impressive examples of geography teaching and learning were observed during the inspection.
· A rich visual arts curriculum is experienced by the pupils in this school.
· The games and athletics strands of the physical education curriculum are implemented very successfully. The school is commended on its provision of extra-curricular sports for the pupils.
· The characteristic spirit of this school is supportive of the principles of the social, personal and health education curriculum.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· It is recommended that strong, purposeful guidance be provided in relation to whole-school curriculum planning and implementation and the whole-school monitoring of pupil attainment and progress. The adoption of an approach to whole-school planning, policy making, and curriculum implementation that is customised to the precise needs of this school and its pupils is recommended.
· It is recommended that the board actively support effective whole-school planning, the full implementation of the curriculum and ongoing school review with a focus on pupil attainment.
· It is recommended that the school accounts be dealt with in accordance with statutory requirements.
· It is recommended that the board review the existing school accommodation and take the necessary steps to ensure that proper accommodation for pupils and staff that allows for the full implementation of all aspects of the curriculum is provided.
· It is recommended that the duties currently assigned to the post holders be reviewed in order to provide curriculum leadership and to include curricular, organisational and pastoral dimensions as required by Circular 07/03.
· It is recommended that pupils in mainstream classes be distributed equitably and in line with Department guidelines on class size.
· It is recommended that the school compile an inventory of existing resources, identify those that are required in every curriculum area, and make provision for the purchase, renewal, and safe and accessible storage of all resources.
· It is recommended that a whole-school plan for the teaching of relationships and sexuality education, drama, and Irish writing be devised and implemented. It is further recommended that a whole-school plan for the teaching of personal writing in English be implemented so that pupils in all classes are enabled to write creatively in a variety of genres as appropriate. It is also recommended that the potential of ICT in the teaching of English writing be exploited more fully.
· It is recommended that the PE programme being taught in the school be developed further to include all strands of the PE curriculum.
· It is recommended that pupils be provided with greater opportunities to engage in designing and making activities that focus on the development of scientific concepts.
· It is recommended that opportunities to share expertise in music teaching be provided so that all pupils in all classes are provided with a broad, balanced, and consistent music education in which all three strands are represented.
· It is recommended that assessment be extended to all curriculum areas. It also recommended that the outcomes of assessment are analysed and used to inform future teaching and learning, including the planning of differentiated learning experiences for pupils with particular education needs.
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.
Published February 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 welcomes the WSE report in its affirmation of the great work being done by the pupils, parents, staff and school community.
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 are actively supporting the full implementation of the curriculum
School accounts have been audited in accordance with statutory requirements
Duties of post holders currently being reviewed
Outcomes of assessment are being analysed and collaborative approaches to provide differentiated reading opportunities are being explored