A whole-school evaluation of Bigstone NS was undertaken in March 2007. The evaluation covered key aspects of the work of the school in the areas of management, teaching and learning and supports for pupils. The evaluation focused on the quality of teaching and learning in English, Irish, Mathematics and Music. The representatives of parents met with the inspector. The inspector interacted with the pupils, examined pupils’ work, reviewed school planning documentation, observed teaching and learning and provided feedback to individual teachers. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. This report presents the findings of the evaluation and makes recommendations for improvement. 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.

1. Introduction – school context and background

Bigstone NS is a rural two-teacher national school under the patronage of the Catholic Bishop of Kildare and Leighlin. The school was established in 1896 as a two-teacher school. For one short period in the 1970s three teachers were employed. Pupils from a range of backgrounds are enrolled and the school receives a small grant under Giving Children an Even Break. At present 26 pupils are enrolled and future trends suggests that a steady increase in enrolment will occur in the coming years.

The school’s ethos and philosophy is underpinned by a concern for the well-being and all round development of the pupils. Its mission statement recognises that each child is unique and that potential needs will be developed through the implementation of a broadly-based curriculum and a range of teaching strategies. Its vision is to enrich each child’s life now and to lay the foundations for happiness and fulfilment in later education and in adult life. The written mission and vision are successfully realised through caring relationships, the creation of a calm and stimulating learning environment and diligence in delivering a broad and balanced curriculum.

2. Quality of school management

2.1 Board of management

The board of management is properly constituted and meets three or four times each year. It is apparent that board members are very supportive of the principal and staff. Minutes of meetings are carefully maintained and arrangements are currently being put in place to ensure that accounts are certified annually. The board ratifies all school policies devised by the teachers and parents are aware that these are available in the school. A formal note to this effect should be sent to all parents. The board ensures that the school complies with Department guidelines and regulations regarding the length of the school year and of the school day, class size and retention of pupils. As the school serves a small community, regular informal contact between board members and the parents occurs but no formal arrangements are in place for this purpose. The board has been particularly supportive of the teachers in relation to providing a safe, comfortable and attractive learning environment. The chairperson has taken responsibility for overseeing the recent building and refurbishment work and is at present ensuring that the final stages of the project are completed successfully. Maintenance work is conscientiously completed.

2.2 In-school management

The school is efficiently managed and effectively led by a dedicated committed principal. His leadership is characterised by the principles of instructional and shared leadership. As a teaching principal, the implementation of the curriculum and attention to suitable teaching approaches are of primary concern. He is very familiar with the principles, content and methodologies of the Primary School Curriculum (1999) and he discusses all aspects of curriculum provision with the others teachers regularly. School records are accurately and regularly maintained and administrative days are prudently used for this purpose. It is praiseworthy that school records, which are available since the end of the 19^th century, are used as evidence in teaching local history. Responsibility for coordinating the school plan has been delegated to the special duties teacher, who works collaboratively with the principal on this and many management tasks.

2.3 Management of relationships and communication with the school community

All teachers, board members, pupils and their families are well-known to the principal and relationships are characterised by openness. A very positive professional relationship exists between the principal, the class teacher, the learning support teacher and the external tutors. The school has a parents’ association whose role is to support the work of the school. They engage in fund-raising activities and assist at school events such as the Christmas concert and school outings. They also provide transport for events outside the school. Informal contact between teachers and parents occurs on a daily basis and an open-door policy exists if parents wish to meet teachers. At a formal level, the school has devised a number of strategies for home-school communication, including notes informing parents of upcoming events, and forms stating reason for school absence to be completed by parents each time a pupil is absent from school. Formal parent teacher meetings are held each year.

2.4 Management of pupils

The pupils in the school are very well behaved and the teachers are to be praised for the positive rapport they have cultivated with and among the pupils. In all classes the pupils are treated with respect and a calm learning environment is apparent. Within the small school set up, diversity of cultural background and level of ability is respected and pupils support one another and the teachers in creating and maintaining a happy school community.

3. Quality of school planning

3.1 Whole-school and classroom planning

The teachers are to be lauded for the level of planning which has occurred since 1999. The school works collaboratively with a cluster of small schools to develop organisational and curriculum policies. These policies are reviewed on a cyclical basis and support from School Development Planning and from the Regional Curriculum Support Service are sought when necessary. The very detailed curriculum planning documents and the wide range of organisational policies available is a tribute to the diligent work of the group of schools. The plan is presented in one folder with a clear index enabling easy access to documents as required. Evidence of regular review is available within the documents and policies are generally ratified by the board of management and signed by the chairperson. It is recommended that when reviewing each curriculum plan, a simple guide to implementation for this particular school be included.

The quality of individual planning is commendable. Class teachers provide detailed planning for implementation of the curriculum and long-term plans are consistent with and guided by the school plan. These contain aims, an outline of the curriculum programme for each class, ensuring the delivery of a broad and balanced curriculum, and reference to teaching approaches and assessment. Comprehensive short-term schemes indicate the content to be achieved at each class level. Regular and accurate monthly progress reports are recorded and these are maintained in a school file. Individual education programmes are prepared for pupils attending learning support and these, along with suitable schemes of work, guide learning in this regard.

Evidence was provided to confirm that the board of management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 1999, updated issue May 2004) and Child Protection Guidelines for Primary Schools (Department of Education and Science, April 2001). Evidence was also provided to confirm that the board of management has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of the Departmental guidelines.

4. Quality of learning and teaching

The importance attached to learning in the school is manifest in the involvement of teachers in on-going professional development. Teachers have undertaken ECDL computer courses, and diplomas in the teaching of modern languages at primary level and in special education. The school is to be praised for the delivery of a broad and balanced curriculum enabling all pupils to work to their potential through a range of teaching approaches. The breadth of learning experiences provided for the pupils including the wide use of computers, project work, learning through Drama and the introduction of French, along with the additional skills provided through the external tutors is commendable, as is the support provided on an individual basis to pupils within classes as required.

4.1 Language

Gaeilge

Éiríonn go breá leis na hoidí dearcadh dearfach i leith na Gaeilge a chothú. Léirítear san ullmhúchán scríofa go ndírítear aire ar na tréimhsí cumarsáide chun forbairt a dhéanamh ar scileanna na ndaltaí. Bunaíonn na hoidí na ceachtanna ar théamaí ón gcuraclam agus cuireann siad ábhair na gceachtanna in oiriúnt d’aois agus de shuim na ndaltaí. Múineann siad foclóir nua agus nathanna cainte go coinsiasach agus ceistíonn siad na daltaí go rialta. Cuireann agus freagraíonn na daltaí ceisteanna agus tugann siad treoracha le líofacht chuí i gcomhthéacs cumarsáide. Baintear úsáid as cairteacha, áiseanna agus bileoga oibre chun tuiscint a chothú agus bíonn na daltaí gníomhach agus páirteach i ndrámaíocht le linn na foghlama. Is léir go bhfuil forbairt á ndéanamh ar thuiscint teanga ó rang go rang agus go bhfuil stór leathan focail ar eolas ag na daltaí. Is inmholta an tús a cuirtear le scríbhneoireacht pearsanta agus le léitheoireacht sna ranganna sóisearacha trí leabhairíní beaga a chruthú. Leantar le dea-chleachtadh léitheoireachta agus scríbhneoireachta sna meán agus sna hard ranganna. Léann na ndaltaí le líofacht, le cruinneas agus le tuiscint óna leabhair saothair agus cumann an t-oide scéalta bunaithe ar na téamaí chun cleachtadh breise a thabhairt dóibh. Moltar úrscéalta a sholáthair chun spéis sa léitheoireacht Gaeilge a chothú agus chun tuilleadh dúshláin a thabhairt dóibh. Cleachtar éagsúlacht tascanna scríofa feidhmiúla agus pearsanta sna meán agus sna hard ranganna agus cabhraíonn sé seo le scileanna scríbhneoireachta na ndaltaí a fhorbairt. Feictear samplaí de scéalta, litreacha, dánta agus abairtí sna cóipleabhair. Tá ard-mholadh tuillte ag na hoidí as an mbéim a cuirtear ar an bhfilíocht tríd na scoile agus aithrisíonn na daltaí i ngach rang cnuasach breá de rainn agus de dhánta go bríomhar. Tugtar deiseanna freisin dánta a chumadh, a chur ar taispeáint agus a léamh ós ard. Baintear úsáid éifeachtach as ríomhairi le linn na hoibre seo.

Irish

The teachers succeed admirably in cultivating positive attitudes to Irish. Written preparation indicates that attention is paid to the stages of communication in developing the pupils’ skills. Lesson content is based on themes from the curriculum and is suited to the age and interest of the pupils. Vocabulary and phrases are conscientiously taught and pupils are regularly questioned. The pupils question, answer and give directions with appropriate fluency in a communicative context. Charts, resources and worksheets are used to foster understanding and pupils partake actively in tasks and drama. It is apparent that pupils’ understanding is being developed progressively and that they have acquired a wide vocabulary. The introduction to personal reading and writing through the creation of personal booklets in junior classes is praiseworthy. The good practice in reading and writing is continued in middle and senior classes where pupils read with fluency, accuracy and understanding from workbooks and from supplementary stories composed by the teacher based on the themes. It is recommended that simple novels be purchased to provide further challenge. Pupils’ writing skills are developed in middle and senior classes through a variety of functional and personal writing tasks. Samples of stories, letters, poems and sentences are available in copies. The teachers are to be highly praised for the emphasis placed on poetry throughout the school. Pupils recite a wide range of rhymes and poems and they are provided with opportunities to compose, display and read their own poetry. Computers are effectively used in this regard.

English

Comprehensive planning has occurred for the teaching of English and this ensures that all aspects of the curriculum receive attention. Of particular note both in planning and in practice is the level of exposure to poetry, both in terms of reading, learning and reciting poems and as a form of writing and expressing ideas. Pupils’ oral language skills are developed through a range of curriculum areas and respectful listening habits are cultivated in all pupils. In junior classes, there is evidence of the use of a published programme for oral language and in senior classes the content of novels and class readers forms the basis of oral language development. All pupils demonstrate the ability to discuss issues of interest to them. In senior classes, pupils’ ability to articulate opinions, to describe events and to recount aspects of work undertaken is good. Participation by all pupils in annual plays and concerts enhances their confidence in expressing themselves orally. A formal approach to discussion and debate, particularly related to topical issues, would further enhance this aspect of provision. The level of attention paid to the development of reading skills is praiseworthy. Ongoing review of approaches to teaching reading ensures that up-to-date programmes are effectively used. At present, pupils in infant and junior classes receive a firm grounding in word recognition skills. Phonological awareness, onset and rime and sight vocabulary are systematically developed. A print-rich environment is created and a suitable library, including a range of big books is available. The use of computers and the internet for reading related to research and project work is noteworthy. In junior classes pupils retell stories with enthusiasm and in sequence and they display good knowledge of initial phonological work. While reading is organised on a class basis with all pupils at each level using the same text books, individual support is provided when required. Reading is regularly monitored and pupils read with appropriate levels of fluency and understanding. An extensive range of library books is provided and class novels are used effectively in middle and senior classes to stimulate interest in reading. Pupils describe characters, retell events and explain settings accurately and in detail. Consideration should now be given to organising reading groups based on ability rather than on class level. Junior classes record personal news on a daily basis and independent writing is encouraged at an early age. Workbook exercises provide opportunities to write in a variety of genres and simple sentences and story-writing feature in copies which are neatly maintained and diligently monitored. As pupils progress through middle and senior classes the quality of written work and especially of creative and imaginative writing is high. Opportunities to write for a variety of purposes, including stories, poems, letters and project work, along with comprehension work from text books and workbooks, are provided and the structure of writing in these genres is meticulously taught. The speed and quality of work, the very effective use of ICT, the wide range of samples of written work on display and the overall standard achieved in senior classes is commendable. Due attention is paid to spelling and handwriting.

4.2 Mathematics

The comprehensive planning for the teaching of Mathematics and regular reviewing of the plan ensures that all strands of the curriculum are taught effectively. A range of resources has been purchased and are used regularly to support learning. Charts, text-books and additional workbooks are also effectively used to support teaching and learning at senior level. The teaching of Mathematics in the multi-grade situation is organised on a class-group basis and ongoing individual support is provided as required. Concepts are well explained, pupils are encouraged to estimate, to think through problems and to work independently. Suitable computer programs are used to reinforce learning. Pupils participate willingly in tasks and they are positively disposed towards Mathematics. At infant level, pupils engage in early mathematical activities including matching and pattern-making and at all levels the concept of number and of place value is well taught. Pupils display appropriate levels of knowledge and understanding of time and money, of shape and of lines and angles. They can relate the concepts to their environment and they are willing to make reasonable efforts to solve problems. In senior classes, pupils demonstrate good ability to work independently and to persevere in order to solve problems. The teachers are to be complimented for the attention paid to the standards reached by all pupils and for their diligent collaboration with the learning support teacher to ensure that the needs of all pupils are met. It is recommended that grouping by ability within the multi-grade classes be considered to further meet the varying needs of pupils. The use of games and of active approaches to enhance thinking and logical skills should also be contemplated.

4.3 Music

The school employs a part-time tutor, funded by parents, to provide musical education for all pupils. A structured programme is followed to ensure that all the strands of the curriculum are appropriately implemented. Pupils are exposed to a wide variety of musical pieces in the listening strand; they compose rhythmic patterns in response to the listening; and they perform their compositions using percussion instruments. The music is appropriate to the age range within the classes and elements of music such as rhythm, pulse, dynamics and tempo are introduced. Pupils from senior infants to sixth class learn the tin whistle and this enables the development of their music literacy skills. Progress in their playing ability is apparent from junior to senior classes. The class teachers teach a wide range of songs in Irish and English to their pupils and they use recorded accompaniments to encourage singing at correct pitch. Pupils sing with enthusiasm and words and rhythm are well known. A school concert is held annually and this opportunity for performing in public is praiseworthy.

4.4 Assessment

A clear, concise assessment policy indicates the importance attached by the teachers to ongoing formal and informal monitoring of each pupil’s progress. The use of test results along with careful observation to identify needs, to inform teaching and learning and to determine action is commendable. In practice, class and learning support teachers assess the learning of all pupils diligently and provide appropriate feedback to advance learning. Regular monitoring of written work in copies and workbooks is undertaken, and a wide variety of teacher-designed tasks are carefully corrected. Folders of pupil work in junior classes and results of weekly and termly tests and quizzes in middle and senior classes are maintained. The annual administration of standardised tests in reading and Mathematics from first class and the use of screening tests for infants are admirable. Conscientious attention to assessment coupled with the effective collaboration between teachers ensures that the results of assessment are properly used to inform planning and further learning for pupils. Progress made by pupils is reported to parents at annual parent-teacher meetings and through end of year reports.

5. Quality of support for pupils

5.1 Pupils with special educational needs

A school policy on learning support outlines arrangements for supporting pupils with special needs within a cluster of schools. The cluster, which was formed in 1998 and realigned in 2005 with the introduction of the general allocation model of support, now needs further review at Department level as enrolment in the schools is increasing. The flexible and collaborative approach to learning support between the three schools in the cluster is laudable. Regular review occurs ensuring that appropriate support is available for pupils. Observation, screening and results of standardised tests are used to determine those needing additional support. A staged approach is working effectively at present and early intervention occurs as appropriate. A comfortable learning environment is provided for learning support and a suitable range of resources is available. Individual education programmes are prepared by the learning support teacher in consultation with class teachers and parents. Pupils are withdrawn for support on an individual basis; a variety of methodologies and a multi-sensory approach ensures learning suits the needs of pupils; and progress is attentively monitored. ICT is effectively used to enhance learning and stimulate interest. Consideration should be given to providing in-class support to further enhance the current good practice.

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

All pupils are welcome and included in all activities in the school. Very good support is provided for newcomers in the small school environment. Learning support is available in Mathematics, language and literacy as required. The Giving Children an Even Break grant is wisely used to supplement the cost of swimming and music lessons to ensure that all pupils are included.

6. Conclusion

The school has strengths in the following areas:

· The commitment and dedication of the principal and teachers, the support provided by the board of management and parents, and the cultivation of respectful relationships with and among pupils ensures that a positive learning environment is created in the school.

· Effective collaborative whole-school planning in cluster groups leads to the development of detailed policies in a range of organisational and curriculum areas and guides individual teacher planning.

· The approach to teaching Irish fosters positive attitudes, enables effective development of oral vocabulary and leads to good levels of achievement in reading.

· Successful development of reading skills in English ensures that appropriate levels of achievement are reached by all pupils. Commendable development of pupils’ creative and imaginative writing skills occurs and ICT is very effectively used in presenting written work.

· Commendable attention is paid to poetry in Irish and English throughout the school.

· Effective teaching of Mathematical concepts and support provided in small class settings ensures the development of thinking and problem-solving skills and results in good levels of achievement.

· A flexible and efficient arrangement for supporting the learning of individual pupils enables all pupils to work to their ability.

The following key recommendations are made in order to further improve the quality of education provided by the school:

· In reviewing curriculum policies, a simple guide to implementation in this particular school setting should be included.

· The teachers should explore the possibility of organising learning in reading and Mathematics by ability rather than by class, thus exploiting positively the multi-grade class setting.

· The school should continue to develop the active approaches to learning advocated in the curriculum.