An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Robertson National School
Ballintra, County Donegal
Uimhir rolla: 13872I
Date of inspection: 9 November 2007
Date of issue of report: 22 May 2008
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of Robertson National School was undertaken in November 2007. 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 Music. 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
Robertson NS is a co-educational school located in a rural area in Co. Donegal. The present school building which has been refurbished and extended in 2006 has three mainstream classrooms, a learning support classroom, a computer suite and a library room. It has a large general purposes area and extensive playing facilities. Enrolment levels have been stable for a number of years and are expected to remain so in the medium term. Pupils’ attendance levels are very good.
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 |
55 |
|
Mainstream classes in the school |
3 |
|
Teachers on the school staff |
4 |
|
Mainstream class teachers |
3 |
|
Teachers working in support roles |
1 |
|
Special needs assistants |
0 |
1. Quality of school management
1.1 Characteristic spirit, mission or vision
This school is under the patronage of the Church of Ireland Bishop of Derry and Raphoe. The school’s vision is to provide a friendly atmosphere in which all children are encouraged to achieve their full potential. The school has a Church of Ireland ethos and it also has due respect for other faiths. Enrolment patterns in recent years have been stable. Average attendance is very good and the school nurtures a sense of positive values in the pupils to ensure a good learning environment and regular attendance at school.
1.2 Board of management
The board is properly constituted and meets regularly. The board and its chairperson are most supportive of the work of the school. The board is compliant with relevant legislation and with regulations of the Department of Education and Science and it has ensured that comprehensive policies, both organisational and curricular, have been drafted. All school policies are posted on the school’s website for viewing. The board is actively involved in the development of organisational policies, and makes deliberate efforts to involve and engage parents in the development of these policies. It identifies the education of pupils in a safe and healthy environment, the provision of a comfortable and happy school environment and the updating of school policies as its priorities for the future.
1.3 In-school management
The leadership provided by the principal is exemplary. She is effective in ensuring that the staff is involved in collaborative planning and decision-making. She is very successful in placing the main focus of attention in the school on teaching and learning and is very supportive of other members of staff, while monitoring and evaluating the effectiveness of learning outcomes in curricular areas. The in-school management team ensures the smooth day-to-day running and general organisation of school activities. There is a very discernible sense of good order and of a positive work ethic at all times during the school day.
1.4 Management of relationships and communication with the school community
It is evident from the stated school policy and indeed from the meeting with parents’ representatives on the board of management that very effective communication structures exist between the school and the parents. The school has accessed the talents of parents for various projects in the school and there are plans in place to further extend parental involvement in the use of computers. The chairperson of the board meets with parents and gives an annual report on the work of the school. There is a strong sense of mutual respect and team spirit in the whole school community.
1.5 Management of pupils
An ethos of mutual respect is evident in the management of pupils in all classrooms. The pupils’ excellent behaviour contributes to effective learning in the classrooms.
2. Quality of school planning
2.1 Whole-school and classroom planning
The quality of whole-school planning is of a very high standard. There is evidence of a highly organised, collaborative process and parents have been centrally involved in the planning process. There is evidence that there is ongoing monitoring of curriculum implementation followed by evaluation and review. The school plan is being implemented effectively and it is evident that it underpins all classroom practice.
The quality of classroom planning is very satisfactory with definite links to curriculum objectives. All teachers provide comprehensive plans which include differentiated planning in respect of pupils with varying needs. Teachers plan for a broad and balanced programme and the planning for the development of the pupils’ use of Information and Communication Technology (ICT) is particularly noteworthy. Monthly progress records 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
Múintear an Ghaeilge go héifeachtach trasna na scoile. Baintear usáid an mhaith as an nGaeilge mar theanga bhainistíochta ranga agus is inmholta na léaráidí, na luaschártaí agus an cló prionnta shaibhir atá ar taispeáint sna seomraí ranga agus ar fud na scoile chun cur le héifeacht an teagaisc. Tá acmhainní breátha curtha ar fáil do mhúineadh na Gaeilge agus baineann na hoidí úsáid chliste astu chun ábhar na gceachtanna a chur in oiriúint do spéis agus do chumas na ndaltaí. Sna hardranganna, baintear usáid inmholta as teicneolaíocht an eolais i bhfoirm clár bán idirghníomhach chun spéis agus cruinneas na ndaltaí a fhorbairt. Bunaítear na ceachtanna ar théamaí oiriúnacha agus tá dul chun cinn an-mhaith á dhéanamh. Cuirtear na ceachtanna Gaeilge i láthair go bríomhar, taitneamhach. Is féidir leis na daltaí i ngach rang labhairt fúthu féin go soiléir as Gaeilge. Éiríonn leis na múinteoirí foclóir na ndaltaí a leathnú go céimniúil tríd an scoil.
Aithrisíonn agus canann na daltaí uile rainn, dánta agus amhráin as Gaeilge. Forbraítear an léitheoireacht go héifeachtach ó rang a dó ar aghaidh. Cuirtear téacsanna oiriúnacha ar fáil chun an léitheoireacht a fhorbairt agus baintear usáid oiriúnach as na téacsanna. Léann an chuid is mó de na ndaltaí go líofa agus freagraíonn siad ceisteanna go cumasach bunaithe ar an léitheoireacht. Aithníonn mórchuid na ndaltaí focail dúshlánach trí úsáid a bhaint as scileanna fonaiciúla, comhthéacs agus briseadh síos focail i siollaí. Déantar obair inmholta sa scríbhneoireacht, go háirithe scríbhneoireacht pearsanta na ndaltaí sna meánranganna agus sna hardranganna. Léiríonn na samplaí atá curtha i gcrích ag na daltaí sna cóipleabhair go bhfuil éagsúlacht réimsí sna cleachtaí agus déantar próiseas na scríbhneoireachta a chur chun cinn. Tá ardchaighdeán le sonrú i gcóipleabhair na ndaltaí agus déantar monatóireacht an-struchtúrtha ar shaothar scríofa na ndaltaí. Déantar suim na ndaltaí a fhorbairt go cumasach trí ghníomhaíochtaí suimiúla a bhunú ar théamaí na gceachtanna agus is léir go bhfuil na daltaí ag baint taitnimh agus tairbhe as na himeachtaí ar fad.
Irish
Irish is taught effectively across the school. The language is used informally and resources are used to augment the teaching in this area. The interactive white board is used to good effect in the senior section to develop pupils’ interest and accuracy in the language. Lessons are theme based and are presented in a stimulating fashion and pupils can describe themselves very well through the medium of Irish. All pupils recite a variety poems and songs in Irish. Reading is developed effectively from second class onwards. Appropriate texts are presented to pupils and most pupils read with fluency and they can answer questions based on the texts. Most of the pupils use contextual cues to identify challenging words. High quality written work is completed in pupils’ copybooks and this work is regularly monitored. Pupil’s interest in various themes is developed very well. Pupils enjoy, and benefit from, the various learning activities.
English
Overall, the quality of teaching and learning in English is very good. Discrete oral language lessons ensure that all pupils are given opportunities to discuss a range of topics. All strands of the curriculum are embedded in oral language activities and, consequently, pupils in all classes present as confident and articulate in making oral contributions to lessons. Teachers use a variety of stimuli and approaches to encourage pupils to discuss, debate and share opinions and ideas. In particular, teachers make excellent use of visual stimuli, drama, ICT and role play to foster and develop the pupils’ oral language. Through the use of probing and higher order questioning, teachers challenged pupils to use their imaginations and engage actively in classroom discussions.
Pupils show a keen interest in reading and do so with fluency. The school and classroom libraries are well stocked and offer pupils a wide selection of reading material. It is now recommended that further consideration be given to the display of library books with a view to increasing their attractiveness to pupils. Each teacher adopts a number of approaches to developing the pupils’ reading abilities, including an emphasis on basic sight vocabulary, the structured and systematic development of the pupils’ phonological awareness, the development of word attack skills and the development of the pupils’ comprehension strategies. In the junior classes, such a multi-pronged approach is further enriched by a strong emphasis on pre-reading activities and phonological development.
The school has been very proactive in developing print rich-environments both within individual classrooms and on school corridors and notice-boards. Pupils’ written work is displayed and celebrated throughout the school and commendable standards are achieved. Teachers place appropriate emphasis on grammar and spelling throughout all classes. The quality of presentation of pupils’ work and the quality of pupils’ penmanship are of an excellent standard. Pupils write in a variety of genres such as poetry, letters, news items, diaries, reviews and stories.
3.2 Mathematics
The teaching of mathematics is undertaken diligently throughout the school and pupil attainment is very satisfactory. Teachers adopt a variety of approaches with commendable use of group work, discovery learning and the use of ICT being evident. There are excellent resources in each room to develop concepts and to facilitate active learning opportunities. Pupils clearly enjoy Mathematics and participate readily and enthusiastically in the lessons. During these lessons teachers challenge the pupils to develop their reasoning, estimating and problem solving skills. The school has undertaken very impressive work in developing maths trails in the school environment. Many opportunities are given to pupils to engage in project work in mathematics and to practise mathematical language in other curricular areas. Lesson content is effectively related to the life experience of the pupils and to their environment. Pupils’ written work is of a very high standard and is regularly monitored by the class teachers.
3.3 Music
The quality of teaching and learning in Music is very good. The full involvement of all pupils in the various strands of the programme is ensured through their involvement in activity based exercises such as percussion work. The pupils’ sense of pulse, tempo, pitch and dynamics is developed from an early age and they derive much benefit and enjoyment from the performing and composing exercises. Music appreciation and integration across the curriculum is a feature of classroom practice. A music teacher works collaboratively with the class teachers in the middle and senior section of the school for one hour per week in delivering the music programme. Pupils have a very good repertoire of songs and tunes which they can sing and play on the tin whistle.
3.4 Assessment
There is some excellent practice with regard to assessment of literacy and numeracy. Records of pupils’ assessment indicate very satisfactory pupil performance in Mathematics in particular. While teachers analyse tests results very well in the context of future planning it is recommended that ICT be further utilised to enhance this practice particularly for the monthly progress reports. Teachers use a variety of assessment practices in Irish, English and Mathematics including teacher observation, teacher-designed tasks and tests, the collection of work samples, pupil profiles and standardised tests. Commendable effort is made to monitor pupils’ written work and praise and advice is given as appropriate. Written reports are sent to parents at the end of the school year and parents are facilitated to respond to the school reports.
4. Quality of support for pupils
4.1 Pupils with special educational needs
The quality of provision for the pupils with special educational needs in this school is very good. Collaborative planning, professional development of staff and a wide range of useful resources and a strong commitment to the analysis of pupils’ work and test results are all present. Generally pupils are withdrawn for support and while there is some in-class support, it is recommended that this approach be further developed across the school.
4.2 Other supports for pupils: disadvantaged, minority and other groups
The school’s mission statement identifies its commitment to supporting and welcoming all pupils. The school is particularly effective in supporting pupils from disadvantaged backgrounds by organising a variety of activities during and after school in liaison with the Ballintra/Laghey Youth Project. These include a homework and after-school club, citizenship lessons, outdoor activities and local history projects. The school receives funding under the dispersed disadvantage scheme from the Social Inclusion Unit in the Department. This additional funding is used to increase classroom resources and to provide additional reading materials for pupils’ use.
5. Conclusion
The school has strengths in the following areas:
· The professionalism and commitment of the whole staff is commended.
· The school principal is effective and has developed positive relationships with the whole school community.
· There board of management is commended for supporting the teachers in providing an excellent stimulating learning environment for the pupils, and for the provision of a commendable range of resources.
· The standards in literacy and numeracy are very good.
· There is a highly organised, collaborative planning process in place to cater for all pupils in the school.
· The range of methodologies and the effective use of ICT in teaching and learning across the school is particularly innovative.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· It is now recommended that further consideration be given to the display of library books with a view to increasing their attractiveness to pupils.
· It is recommended that staff members continue with planning for the use of ICT to record monthly progress records.
· The staff should continue to develop in-class support approach for pupils with special educational needs.
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.
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 the Robertson National School is very pleased with the findings of the WSE in our school. We are delighted the report acknowledges the good standards and exemplary behaviour of our pupils, the high quality teaching and professionalism of the staff and the positive and productive working relationship the school has with the parents 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, staff and parents will endeavour to maintain the high standard in the school through the implementation of the recommendations made in the report.