An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Saint Patrick’s National School
Castletara, County Cavan
Uimhir rolla: 14073G
Date of inspection: 18 February 2009
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of St Patrick’s National School, Castletara 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 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
Saint Patrick’s National School is located in the parish of Castletara, seven kilometres north east of Cavan town. The spacious, new school building with its extensive outdoor facilities was officially opened in 2008. The addition of a new permanent classroom has been sanctioned to accommodate the school’s rapidly increasing enrolment which has grown from forty-nine to eighty-five pupils in recent months. An additional mainstream teacher was appointed in November 2008. A significant number of newcomer pupils were welcomed among the recent pupil intake by this developing school and a temporary resource teacher was appointed very recently to help meet the language needs of these pupils. The series of contextual changes experienced by this school includes the appointment of a new principal in September 2008. Pupil attendance levels are generally very good and the school implements appropriate measures where absenteeism is a concern.
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 |
85 |
|
Mainstream classes in the school |
4 |
|
Teachers on the school staff |
5 |
|
Mainstream class teachers |
4 |
|
Teachers working in support roles |
4 |
|
Special needs assistants |
0 |
1. Quality of school management
1.1 Characteristic spirit, mission or vision
The school operates under the patronage of the Catholic Bishop of Kilmore. The motto of the school is “Is féidir Linn.” Positive, purposeful interactions between staff, parents and board members reflect high aspirations and a strong sense of community. The principles of inclusiveness and respect articulated in this school’s mission statement permeate all aspects of practice within its community. The holistic development of the child is nurtured through the provision of a well-ordered, affirming and stimulating environment.
1.2 Board of management
The board of management fulfils its administrative duties conscientiously and discharges its overall responsibility to support the work of the school in a positive and proactive manner. The management body and whole school community are commended for their determined efforts which brought about the completion of the new school building with impressive indoor and outdoor facilities. The work of the previous principal in securing these facilities is acknowledged. Considerable attention has been directed towards the provision of a safe, well-ordered environment for pupils and staff. The board has also facilitated a collaborative school development planning process and engages in policy review on a regular basis. The establishment of sub-committees to pursue priority issues is commended. It is recommended that the board of management issues an annual report on the operation of the school with particular reference to the achievement of objectives prioritised within the school plan.
1.3 In-school management
The newly appointed principal has succeeded in gaining the support of staff and in nurturing a strong sense of purpose and community within the school. He carries out his responsibilities with commendable efficiency and it is evident that he has managed recent changes with great sensitivity. He demonstrates a high level of engagement with curriculum development and has played a pivotal role in advancing the process of collaborative whole-school development planning. He is committed to the provision of a holistic education for all pupils, to the attainment of high standards and to the welfare of staff. The provision of a wide range of extra-curricular activities within this school community is enhanced by his enthusiasm for various sporting initiatives.
The deputy principal and the special duties teacher carry out their duties conscientiously and work tirelessly to support the principal and the whole-school improvement plan. A recent review of post of responsibilities has ensured a close alignment between the duties and the current needs of the school. The distributed leadership evident in this school includes all members of staff as each member has accepted responsibility to lead change in a specific curricular area. Clear communication and regular whole-staff discussion contribute to the effectiveness of this committed team’s work within the school community.
1.4 Management of relationships and communication with the school community
Considerable attention has been given to the cultivation of positive working relationships between all partners involved in the pupils’ education. Regular parent-teacher meetings take place and parents are issued with annual reports regarding their children’s progress. Information booklets for parents have been compiled and circulated recently and regular newsletters are issued. The development of a school website, the parents’ notice board and the establishment of a number of working groups with parental representation reflect the commitment of the school to extending parental involvement in the life of the school. A very active parents’ association has supported the work of the school for many years. Significant fundraising has been carried out by the parents’ association over the years and the work of the sub-committee which focused on the development of the new school building must be commended. The parents’ representatives report high levels of satisfaction with the quality of education being provided for their children and the manner in which issues raised by parents are dealt with promptly and efficiently. They also welcomed the range of extra-curricular activities provided for the pupils.
1.5 Management of pupils
Teachers demonstrate a very strong commitment to the general welfare and pastoral care of the pupils. Very good levels of behaviour and pupil interest in learning were in evidence throughout the evaluation. Pupils interact with each other, with staff and with visitors with a courtesy and enthusiasm that is admirable.
2. Quality of school planning
2.1 Whole-school and classroom planning
Overall, the quality of whole school planning is very good. Significant effort has been invested in the recent review and development of whole-school organisational and curricular policies. Rigorous whole-school self-evaluation and insightful analyses of assessment data impact positively on the quality of the planning processes. The comprehensive nature of the plans, which outline detailed methodologies, strategies and success criteria, support the effective implementation of a broad and balanced curriculum. The involvement of the parent community and the board has enhanced the process of planning.
The quality of classroom planning is good. All teachers plan effectively according to curriculum strands. Some short term planning of a particularly high standard was observed where emphasis was placed on differentiated outcomes. Further development of this good practice throughout the school is encouraged. There is a close alignment between the whole-school plan and teachers’ short term planning. Monthly reports are used to monitor curriculum implementation and to inform future planning
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
Tá dearcadh dearfach i leith na Gaeilge sa scoil agus cuireann líofacht na n-oidí go mór le dea-cháilíocht an teagaisc. Déantar scileanna éisteachta na ndaltaí a chothú go rialta agus tá raon maith amhrán agus dánta ar eolas ag na daltaí. Forbraítear cumas tuisceana na ndaltaí go hoiriúnach trí úsáid thorthúil a bhaint as ábhair léirithe, fearais agus trí gheaitsíochtaí. I ranganna áirithe cuirtear béim inmholta ar obair bheirte agus tugtar deiseanna do na daltaí ceisteanna a chumadh agus a fhreagairt. B’fhiú an dea-chleachtas seo a roinnt agus a leathnú ar fud na scoile ar bhonn córasach chun cumas labhartha na ndaltaí a fhorbairt a thuilleadh. Moltar anois breis béime a chur ar shaorchruthú na teanga i gcomhthéascanna dífriúla chun líofacht cainte na ndaltaí a chur chun cinn ag gach leibhéal. is inmholta mar a dhéanann foireann na scoile fogharluach na bhfocal a fhorbairt agus léann fórmhór na ndaltaí le cruinneas. Ba thairbheach raon níos leithne d’úrscéalta agus de fhíorleabhair a chur ar fáil chun eispéiris léitheoireachta na ndaltaí a shaibhriú. Cothaítear scileanna scríbhneoireachta ar bhonn chéimniúil sa scoil agus is léir óna samplaí d’obair scríofa agus de leabhair chruthaitheacha atá curtha le chéile ag na daltaí go bhfuil caighdeán maith sroichte acu de réir a rang leibhéal.
Irish
There is a positive attitude towards Irish in this school and teachers’ fluency contributes to the good quality of teaching. Pupils’ listening skills are developed regularly and pupils have learned a good range of songs and poems. The pupils’ understanding of Irish is appropriately developed through productive use of visual aids, equipment and actions. A praiseworthy emphasis is placed on pair-work in certain classes and pupils receive opportunities to form and answer questions. It would be worthwhile to share this good practice and to extend it throughout the school with a view to developing pupils’ speaking skills further. To improve pupils’ fluency further it is recommended that additional emphasis be placed on promoting the pupils’ independent creative use of Irish in a variety of different contexts. The teachers are commended for their development of phonological awareness and the majority of pupils read with accuracy. The pupils’ reading experiences would be enriched if a broader range of authentic reading material was provided. Pupils’ writing skills are developed in a progressive way throughout the school and it is clear from samples of pupils’ work and from the creative writing books which they have compiled that a good standard has been attained according to their class level.
English
The quality of teaching in English is of a very good standard and pupils are making satisfactory progress. An appropriate whole-school action plan facilitates the implementation of a range of strategies which addresses the literacy needs of the school on a variety of fronts. Considerable emphasis is placed on the development of pupils’ language skills on a cross-curricular basis together with well-structured, discrete language lessons. Pupil listening, receptive and expressive language skills are effectively developed through a variety of strategies which are well matched to the pupils’ learning needs. To optimise the good practice established in this area, the school is encouraged to monitor the differentiated language outcomes using appropriate language indicators for each class grouping.
A print-rich environment is created throughout the school to develop pupils’ reading and writing skills. The school has introduced a whole-school programme to develop pupils’ word attack skills. Further differentiation of this programme is required to address the wide range of abilities which currently exists within class groupings. The school is encouraged to extend the team teaching model, which is successfully established in infant classes, to other classes. Reading Recovery operates very successfully as an early intervention programme for individual pupils in senior infants and first class. Further extension of reading recovery strategies to the mainstream class situation is now advised to enhance the development of pupil literacy skills. Large format books are used creatively in infant classes. It is recommended that use of the formal reader be delayed until senior infants or until the pupil demonstrates reading readiness. Development of paired-reading programmes is recommended. Significant resources have been invested in the provision of supplementary reading material which is matched to pupils’ needs. Pupils in middle and senior classes discuss the novels which they have read with enthusiasm and understanding. Appropriate emphasis has been placed on the development of pupil comprehension skills throughout the school and the judicious use of a multi-graded reading laboratory in senior classes facilitates effective differentiation in this area.
The language experience approach is used effectively in infant and junior classes to develop early reading and writing skills and pupils are encouraged to write independently from an early age. The development of pupils’ writing skills in a variety of genres throughout the school is particularly praiseworthy. Information and communications technology (ICT) is used regularly to celebrate pupils’ independent writing and to enhance the range of reading material in the well stocked class libraries. Pupils demonstrate good levels of awareness regarding grammar and punctuation. A whole-school approach to the development of spelling strategies is in evidence. Pupils are encouraged to become independent learners through editing activities, use of dictionaries and exposure to research materials for project work.
3.2 Mathematics
The quality of teaching in Mathematics is very good and overall, pupils present good learning outcomes. Pupils demonstrate age-appropriate concepts of number and place-value in all classes. Pupils recall number facts with ease and it is evident that mental arithmetic is promoted as a priority within the school. Well-structured lessons facilitate effective group work and team teaching has enhanced the quality of differentiated learning outcomes. All teachers are commended for their sustained emphasis on activity-based learning in Mathematics. Further use of concrete equipment in infant classes is recommended to strengthen pupils’ classification skills. There is consistent use of mathematical language for number-related procedures throughout the school. Effective use of mathematical games and ICT resources was observed during the evaluation. Commendable use is made of the pupils’ own experiences and school environment to consolidate mathematical learning. Significant attention has been directed towards the development of pupils’ estimation skills. Purposeful use of a school mathematics trail to promote collaborative problem solving in senior classes was noted and further development of this good practice is recommended. Further development of problem-solving strategies is recommended to improve pupil attainment in this particular area.
3.3 Drama
The quality of teaching and learning in Drama is very good. A wide range of strategies is used to create authentic learning experiences for the pupils in discrete drama lessons. Purposeful integration with other curricular areas facilitates pupil immersion in contexts which allow them to explore emotions and to respond with conviction. Careful and competent facilitation of individual and of group improvisation was identified as a whole-school strength and pupils display the ability to co-operate with their peers in the creation of dramatic scenes. Ample opportunities are provided for pupils to reflect on what they have created. Teachers are urged to engage in drawing up drama contracts with each class grouping to support the process of de-briefing and disengaging from the drama experience and lesson.
3.4 Assessment
A broad range of assessment modes is effectively utilised in this school to support teaching and learning. These include teacher observation, teacher-devised tests, monitoring of pupils’ work, standardised and diagnostic tests in literacy and numeracy. Early screening of infant pupils’ individual strengths and weaknesses is undertaken through the administration of the Middle Infant Screening Test. (MIST). All assessment information is carefully recorded and used to track pupils’ progress, challenge under-achievement and provide intervention programmes for pupils who need specific support. Support teachers administer diagnostic tests judiciously to ensure planning programmes are in line with pupils’ educational needs. Praiseworthy formative assessment practice was observed in the middle classes where pupils are trained to engage in self-evaluation of their own learning. Sharing of such good practice within the school is encouraged.
4. Quality of support for pupils
4.1 Pupils with special educational needs
The quality of teaching and learning for the pupils receiving learning support is very good and is underpinned by a comprehensive whole-school policy. Support is provided in both literacy and numeracy where required. Some supplementary tuition is provided by withdrawal and teachers are encouraged to extend the very successful in-class team teaching model further. The special education team currently consists of two shared learning support teachers and one part-time teacher who provide a total of twenty hours of supplementary support to pupils in St Patrick’s National School. The co-ordination of the work in this area is organised with great clarity to ensure maximum cohesion and complementary methodologies within the special education team and between the special education team and the class teachers. Well-planned and collaborative programmes have been devised to inform the work with pupils and discussion with parents forms an integral part of the process. Learning targets are established following appropriate assessment and consultation and they are closely aligned to pupil need. Commendable emphasis is placed on the development of the pupils’ self-confidence and positive levels of pupil participation and achievement were observed during the evaluation. The strengths of the provision include effective early intervention programmes such as Reading Recovery and the dedicated interest of the staff.
4.2 Other supports for pupils: disadvantaged, minority and other groups
In recent months the school has welcomed a number of newcomer pupils and this has resulted in the appointment of a resource teacher for English as an additional language (EAL). The quality of teaching provided throughout the school for pupils who have EAL needs is very good. A range of teaching methodologies is used effectively to develop pupils’ basic interpersonal communication skills while also ensuring pupils’ language frameworks are developed to promote cognitive learning in other curricular areas. A range of co-curricular and extra curricular activities reflects the spirit of genuine interculturalism which is nurtured in this school.
5. Conclusion
The school has strengths in the following areas:
· The zealous commitment of the principal and staff to the ongoing improvement of this school together with their diligence and capacity to embrace change ensures a positive, stimulating and
inclusive learning environment for pupils.
· Rigorous school self-evaluation contributes to the very good quality of school developmental planning.
· The quality of teaching is consistently very good throughout the school.
· Effective co-ordination of special education provision and English as an additional language ensures positive learning experiences for pupils with particular learning needs.
· The hardworking board of management and parents’ association are committed to the development of the school.
· A wide range of reading materials and the effective use of ICT enhance pupils’ learning experiences.
· The school is commended for the provision of spacious, attractive indoor facilities with extensive recreational playing areas.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· Further development of differentiated teaching approaches is recommended to develop literacy skills across the wide range of pupil abilities which currently presents in classroom groupings.
· Pupils’ problem-solving skills require further development.
· Moltar anois breis béime a chur ar shaorchruthú na teanga i gcomhthéascanna dífriúla chun líofacht cainte na ndaltaí i nGaeilge a fhorbairt.
(It is recommended that pupils’ fluency in spoken Irish be developed through placing a stronger emphasis on their independent, creative use of the language in a variety of different contexts.)
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