An Roinn Oideachais agus Eolaíochta
Department of Education and Science
REPORT
Saint Michael’s National School
Donaghmoyne, Carrickmacross, County Monaghan
Uimhir rolla: 15142E
Date of inspection: 6 December 2007
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of St Michael’s
Introduction – school context and background
St Michael’s
|
|
Number |
|
Pupils enrolled in the school |
56 |
|
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
St Michael’s
1.2 Board of management
Minutes of the outgoing board of management have been carefully maintained and include detailed written financial reports. An analysis of the minutes indicates that almost all matters discussed pertain to the functioning and general organisation of the school, while discussion of school policy took place at one meeting. It is unclear if the outgoing board has had sufficient opportunity to support the ongoing drafting, ratification and review of the full range of school policies now adopted in support of teaching and learning. In supporting the principal and teachers into the future, it is recommended that the incoming board closely consults the newly-published guidelines of the Catholic Primary Schools Managers’ Association (CPSMA) and that members consider participating in training courses that the CPSMA provides.
1.3 In-school management
An atmosphere of openness exists in the school. The principal consults with his colleagues on an ongoing basis and has cultivated a collaborative working relationship among the staff. He discharges his administrative duties in a responsible and thorough manner and the deputy principal works in close cooperation with him. Through this collaboration all pertinent responsibilities are discharged competently and appropriately. School policy provides opportunities for mobility among teachers, facilitating the extension of their professional experiences. Enrolment registers and school records are maintained carefully. The overall quality of classroom display is good with many specific elements being of a high standard.
1.4 Management of relationships and communication with the school community
The quality of communication between school and home is good. Teachers and parents work closely to ensure that valuable co-curricular and extra-curricular experiences are provided for pupils. The parents’ association plays a very active role in supporting school functioning. Officers of the parents’ association reported parents’ satisfaction with the quality of education provided. They specifically highlighted their satisfaction with the quality of teaching and the respectful relationship cultivated with the home, premised on collaborative principles. The enthusiastic involvement of parents in the life of the school was affirmed by both staff and parents’ representatives. Parents expressed their desire that school accommodation be expanded, as classrooms are small by modern standards.
1.5 Management of pupils
Pupils are well behaved, confident and attentive and interact respectfully with one another. The positively-stated code of discipline and behaviour works successfully within the school’s caring environment and all school rules are implemented in an equitable manner. Pupils’ safety is a clear priority for the staff. Among proactive measures adopted in this regard has been the staggering of recreation times in the playground.
2. Quality of school planning
2.1 Whole-school and classroom planning
Good quality whole-school planning is in evidence. Organisational plans are clearly stated and facilitate the smooth operation of the school. They have been drawn up carefully to ensure compliance with current pertinent legislation. Curriculum statements are comprehensive and practical. Teachers have identified clear priorities for learning across the curriculum and are to be commended for the collaboration and reflection in which they have engaged in devising whole-school curricular plans.
A range of approaches is in evidence in classroom planning with all teachers supplying short-term and long-term planning in accordance with Rule 126 of the Rules for National Schools. Personal planning is comprehensive and prepared conscientiously. Many plans reflect the design of the Primary School Curriculum (1999) and make clear reference to the resources used to support teaching. In some instances where forward planning is overly based on textbooks a greater focus on the progression of skills development is recommended. A variety of monthly evaluation record sheets is in use and consideration could be given to using a uniform document to record the progress of lessons taught.
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
Is léir go gcaitheann na hoidí machnamh leis na modhanna múinte a úsáidtear chun cumas teanga na ndaltaí sa Ghaeilge a fhorbairt. Baintear úsáid an-mhaith as an nGaeilge ar bhonn neamhfhoirmiúil agus tá tuiscint bhreá ag na daltaí ar an teanga labhartha a oireann dá rangleibhéil. Tá caighdeán oiriúnach cumarsáide bainte amach i measc na ndaltaí agus baineann siad sult as an gcluichíocht a ghabhann leis an bhfoghlaim. Ag leibhéal na naíonán múintear amhráin go héifeachtúil chun foclóir dhaltaí a shaibhriú agus úsáidtear pictiúir agus samplaí súl ar chaoi mhachnamhach chun tuiscint ar an teanga a fhorbairt. Tá sé ar chumas na ndaltaí iad féin a chur in iúl trí abairtí iomlána dea-struchtúrtha a úsáid ó na luathbhlianta ar aghaidh.
Spreagtar foghlaim le cabhair puipéad, cairteacha suimiúla agus gníomhú tríd an scoil. Cleachtar rólghlacadh, cluichí fiúntacha teanga i mbeirteanna agus drámú go rialta agus go héifeachtúil. Leagtar béim bhreá ar chothú scileanna na héisteachta mar bhuncloch do chumarsáid nádúrtha. Sna ranganna sinsireacha, bunaítear gníomhaíochtaí éisteachta go hoiriúnach ar eispéiris na ndaltaí. Aithrisíonn na daltaí rímeanna agus dánta le cruinneas agus le brí. Is léir go bhfuil eilimintí díscréideacha den ghramadach, agus na briathra go háirithe, múinte i gcomhthéacs. Cuireann eolas na ndaltaí ar bhunrialacha gramadaí lena féin-mhuinín in úsáid na Gaeilge.
Stiúrtar ceachtanna sa léitheoireacht go fuinniúil agus go feidhmiúil. Tacaíonn úsáid luaschartaí a léiríonn abairtí iomlána le heispéiris luathléitheoireachta a sholáthar sna ranganna cuí sóisearacha. I dteagasc foirmeálta na léitheoireachta cleachtar léitheoireacht ó bhéal, agus cíortar ábhar an téacs trí cheistiúchán forásach. Múintear gnéithe den bhfogharluach go nádúrtha i gcomhthéacs na ngníomhaíochtaí foghlama. Bunaítear cuid mhaith de na ceachtanna áfach ar leabhair shaothar ina bhfuil teanga teoranta. Chun taithí léitheoireachta na ndaltaí a fhairsingiú agus chun deis a thabhairt dóibh dul i ngleic le saibhreas teanga, moltar feidhm a bhaint as fíorleabhair agus foclóir nua a mhúineadh le cabhair áiseanna cuí comhthreomhara. Déantar cúram breá de cheachtanna sa scríbhneoireacht a chomhtháthú le gnéithe eile den churaclam Gaeilge. Éiríonn leis na daltaí tascanna scríbhneoireachta feidhmiúila agus cruthaitheacha a dhéanamh agus sonraítear saothair oiriúnacha á scríobh acu.
Irish
It is evident that teachers reflect on the use of appropriate methodologies to develop pupils’ facility in Irish. Very good informal use is made of Irish and pupils have a good understanding of the language appropriate to their class levels. An appropriate standard in communication has been achieved among the pupils and they enjoy the play that accompanies learning. At infant level songs are taught effectively to enrich pupils’ vocabulary and pictures and visual examples are used reflectively to develop an understanding of the language. The pupils are able to express themselves using appropriately-structured full sentences from early years onwards.
Learning is stimulated throughout the school through the use of puppets, interesting charts and movement. Role-play, valuable language games in pairs and dramatisation are practised regularly and effectively. Good emphasis is placed on developing listening skills as a cornerstone for natural communication. In senior classes listening activities are suitably based on pupils’ experiences. Pupils recite rhymes and poems accurately and energetically. It is evident that discrete grammar elements and verbs in particular, are taught in context. Pupils’ confidence in using Irish is underpinned by their knowledge of basic grammar rules.
Lessons in reading are conducted energetically and purposefully. The use of full sentence flashcards aids the provision of early reading experiences in the appropriate junior classes. During the formal teaching of reading, pupils engage in oral reading activities and their understanding of the text is developed through progressive questioning. Aspects of phonics are taught naturally in the context of learning activities. Many reading lessons however are based on workbooks with a limited range of language. To extend pupils’ reading experience and to provide them with an opportunity to engage with a richness of language it is recommended that authentic books be used and that new sight vocabulary be taught through the use of appropriate parallel resources. Good care is taken to integrate lessons in writing with other aspects of the Irish curriculum. Pupils are enabled to complete functional and creative writing tasks and appropriate written work was observed.
English
The teaching in English is good and examples of exemplary practice are evident in some classes. At infant and junior class levels play-based approaches are to the fore with pupils centrally active in language learning. In planning their teaching strategies all teachers demonstrate a keen awareness of pupils’ interests, with the starting points of lessons often based on pupils’ previously-acquired knowledge. In all classes, grade teaching takes place very regularly, work in pairs is a feature of many lessons and teachers attend carefully to the needs of individual pupils during reading activity.
Oral language lessons are purposefully taught. Topics chosen are relevant to pupils’ lives and personal experience and pupils contribute enthusiastically during talk and discussion activities. They express their views and ideas with confidence and competence. The development of pupils’ expressive abilities is also supported through the use of a selection of drama activities. Good quality big books are read regularly and pupils in infant and junior classes clearly derive benefit from them. The display of full sentences and captions assists the internalisation of a sight vocabulary. Phonological awareness is developed through the use of lively and purposeful techniques. Pupils in all classes display a good phonological awareness, which is reinforced through regular oral practice. Attention is paid to the use of contextual clues during reading activities. Purposeful oral and silent reading of a range of texts takes place. Questioning during reading is clear although most questions focus on the recall of detail. Opportunities should now be provided for pupils to regularly experience a greater range of higher-order comprehension questions during reading activities and this should take place in the context of group work. A range of poems in a variety of genres is well taught and pupils engage enthusiastically in recitation.
Letter recognition and formation are taught effectively and pupils have opportunities to write creatively from an early age. Throughout the school good examples of fluent personal writing in a variety of genres are in evidence. Spelling is taught through play-based verbal approaches and good standards are attained. Pupils demonstrate good competency in their functional writing exercises and in handwriting skills.
3.2 Mathematics
A range of physical resources and visual examples is used effectively during the teaching of Mathematics. Pupils manipulate physical materials during lessons to develop their understanding of concepts. In infant and junior classes story, number rhymes and stimulating early number activities are used effectively to support the development of pupils’ understanding of a variety of mathematical concepts. In all classes good emphasis is placed on the importance of estimation, prediction and mental arithmetic. Discrete mathematical vocabulary, appropriate to various class levels, is well taught and the quality of oral mathematical work in the school is good.
From infant to senior classes concepts and mathematical operations are taught in a structured manner often related to pupils’ real-life experiences, and a scheme of textbooks is used judiciously during lessons. The use of mathematical games reinforces and extends the understanding of concepts effectively. Pupils engage in computational tasks and the majority demonstrate a good understanding of concepts taught at all class levels. Pupils’ written work is monitored and corrected carefully and pupils demonstrate an awareness of the importance of reviewing their own work. To further develop pupils’ mathematical abilities an enhanced focus on practical problem solving across the strands of the mathematics curriculum is recommended
3.3 Music
Good resources have been obtained to support the teaching of the music curriculum and particularly to enable the pupils to engage in composing and performing. Teaching takes place in a structured and enjoyable way and positive attitudes towards music are exhibited. Good quality audio resources, recorded in keys appropriate to pupils’ ages, have been obtained. Throughout the school pupils sing a suitably extensive and varied collection of songs in English and Irish with enthusiasm. They remember lyrics very well and sing at an appropriate pitch level. Pupils are provided with opportunities to engage in simple composing. Based upon the structure of songs, rhymes and rhythms, pupils often create their own lyrics and short verses. Visual cues are used effectively during the teaching of rhythm. Pupils play a variety of tunes on the tin whistle melodically, and with enthusiasm and good levels of personal confidence.
3.4 Assessment
Formal parent-teacher meetings take place once a year and written reports on pupils’ academic progress are provided to parents twice annually. The school uses Micra-T, Sigma-T and the Drumcondra Primary Reading tests in assessing levels of pupils’ attainment. A variety of diagnostic tests is used to select pupils for supplementary support and to identify their learning needs. The Non-Reading Intelligence Test (NRIT) is also used to assess how well pupils are achieving their potential. Teachers also employ their own class based tests to inform them of pupils’ progress and to identify aspects of the work that require additional attention.
4. Quality of support for pupils
4.1 Pupils with special educational needs
Learning support and resource teaching is provided to an appropriately-sized cohort of pupils. Screening measures are used effectively and pupils are withdrawn for support on an individual or small group basis. Teachers in mainstream settings differentiate their teaching in appropriate ways to seek to address the range of abilities and learning styles in their classes. The learning-support teacher interacts positively and in an affirming manner with pupils. Supplementary lessons incorporate reading activity, functional writing work and spelling practice.
A very good range of resources is provided to support learning. High quality children’s literature, real books in a variety of genres and educational games have been selected carefully and are worthy of particular commendation. These could now be used with greater frequency to derive maximum benefit from them. Picture books help develop early reading and sequencing skills. Physical materials are used to support learning during spelling practice and dictionary work and worksheet-based activities also feature during lessons. Structured phonics programmes are in use and pupils are suitably reminded orally of phonic conventions when decoding new words. It is reported that graded reading books are sent to parents to support reading in the home.
Individualised forward planning is provided and, in accordance with the Learning Support Guidelines, the instructional periods for which these plans are made should now be shortened. Teachers are clearly committed to supporting pupils with learning needs but there remains a need to review school structures and policy so that maximum benefit can be derived from the support teaching service. Currently almost all support is provided in literacy. The staff should give strong consideration to grouping pupils for supplementary teaching by learning needs rather than by grade level and support should take place within mainstream classes, in addition to provision in the withdrawal setting. In this way regular support could be given in Mathematics to pupils who require it.
4.2 Other supports for pupils: disadvantaged, minority and other groups
The school is not in receipt of targeted resources to support pupils from disadvantaged backgrounds. However, where and when appropriate, pupils in need are supported sensitively to enable their full access to all school activities. There are no pupils from minority groups or newcomer pupils enrolled, but school policies clearly show that all pupils have equality of access to the school.
5. Conclusion
The school has strengths in the following areas:
- There is a positive and caring ethos in the school and this is readily evident in all interactions between teachers and pupils.
- The teachers ensure that broad and balanced educational experiences are provided for pupils, and the use of active learning methodologies promotes high levels of participation among pupils.
- The evident collaboration and reflection of teachers in devising whole-school curriculum policies and setting action plans is commendable.
- Very good attention is paid to oral language development and pupils express their thoughts and ideas with confidence and clarity.
- The active parents’ association and the general parent body provide strong support to the teachers in serving the needs of the pupils.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· Further emphasis on the systematic development of higher-order thinking skills during reading lessons in English is required to enhance pupils’ cognitive development through language.
· Is cóir feidhm rialta a bhaint as fíorleabhair le linn ceachtanna léitheoireachta Gaeilge chun saibhreas teanga na ndaltaí a fhorbairt. (Regular use should be made of authentic books during reading lessons in Irish to enrich pupils’ language).
· A greater focus on problem solving across the strands of the mathematics curriculum is recommended.
- In order to support the principal and teachers the incoming board of management should closely consult the newly published guidelines of the Catholic Primary Schools Managers’ Association (CPSMA) and members should consider participating in CPSMA training courses.
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 November 2008