An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Scoil Naomh Pádraig
Clonbullogue, Tullamore, County Offaly
Uimhir rolla: 15325M
Date of inspection: 25 February 2008
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of Scoil Naomh Pádraig, Clonbullogue was undertaken in February 2008. 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 Geography. 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
Scoil Naomh Pádraig is a small country school in the parish of Clonbullogue, Co. Offaly. The school was constructed in 1983 and the building and grounds are well presented and in very good condition. The board of management, teachers and pupils are commended for their efforts in maintaining the school to its present high standards.
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 |
118 |
|
Mainstream classes in the school |
4 |
|
Teachers on the school staff |
5 |
|
Mainstream class teachers |
4 |
|
Teachers working in support roles |
1 |
|
Special needs assistants |
2 |
1. Quality of school management
1.1 Characteristic spirit, mission or vision
The school is a Catholic school under the patronage of the bishop of Kildare and Leighlin. The school’s ethos is clearly articulated and there is a very strong sense of common purpose among the school community. The roles of parents, teachers and pupils in creating and fostering a school spirit and a sense of belonging, as well as in providing the highest possible standards of learning, are clearly delineated.
1.2 Board of management
The board of management provides strong and effective leadership for the school. It is properly constituted and it meets on a termly basis. Detailed minutes of meetings are maintained. Individual roles and responsibilities are clearly outlined and assigned duties are effectively undertaken. Board members are supportive of the school’s mission and vision. The work of the board is compliant with statutory requirements and departmental guidelines. Finances are carefully managed.
The board is actively involved in the whole-school planning process. Plans and policies are discussed, approved and ratified at meetings. Decision-making procedures are open, clear and effective. Parental involvement is actively sought to assist the board in focusing on areas in need of development. The provision of an extension to the main building is the immediate priority. This is necessary in order to accommodate the appointment of a fifth mainstream teacher in September 2008.
1.3 In-school management
The in-school management team consists of the principal, deputy principal and the special duties post-holder. The principal’s work in leading and managing the school is highly effective. He actively promotes a culture of team-work and collaborative decision-making. He cultivates an environment of accountability and openness and is ably assisted by the deputy principal in providing very effective curriculum leadership. The in-school management team is fully committed to the development of the school. They meet frequently, giving freely of their time, and contribute successfully to sustaining the positive climate and relationships within the school community.
1.4 Management of relationships and communication with the school community
The parents’ association plays a very active role in the school and their contribution is appreciated and valued. Through the association, parents are afforded opportunities to make proposals and submissions on all school policies. They are positively encouraged to communicate with the school about their children’s progress and opportunities to consult with teachers are readily available.
1.5 Management of pupils
Pupils are valued members of the school community and are treated with fairness and respect. They show great enthusiasm for school and are eager and willing to learn. Standards of behaviour and discipline are excellent.
2. Quality of school planning
2.1 Whole-school and classroom planning
The quality of whole-school planning is excellent. Comprehensive plans for all curricular areas and for the organisation of the school have been formulated collaboratively by the teachers, parents and board members. The consistency of presentation and structure of the plan contributes to its effectiveness. Self-evaluation, focussed on school improvement, is embedded in the school’s culture. Constant monitoring and evaluation of teaching, as well as assessment information about the progress in learning, guides the on-going review process. Priorities for developing teaching and learning have been identified and incorporated into the school’s action plan.
The quality of classroom planning is excellent. All class teachers provide thorough plans for all curricular areas which take full account of the content and principles of the curriculum while reflecting the school’s context and the individual learning needs of its pupils. Clear learning outcomes are identified. Comprehensive monthly records, which include reflections on the extent to which the pupils have engaged with and mastered concepts in individual subject areas, are maintained.
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
Oibríonn na hoidí go dúthrachtach chun dearcadh dearfach i leith na Gaeilge a chothú agus tá ardchaighdeán sroichte ag na daltaí i ngach gné den ábhar seo. Baineann an-éagsúlacht le cur i láthair an teagaisc agus bíonn na daltaí lántoilteanach an teanga a úsáid le linn na n-imeachtaí. Éiríonn le formhór na ndaltaí dea-thuiscint a ghnóthú ar réimse leathan teanga sula bhfágann siad an scoil. Bíonn ar a gcumas labhairt faoi raon cuí topaicí agus cuireann siad iad féin in iúl go muiníneach. Dírítear aird ar chruinneas sa léitheoireacht. Léann na daltaí go líofa le tuiscint. Baintear feidhm chuí as scéalta sna hardranganna chun spéis a chothú agus déanann na daltaí plé fiúntach ar ábhar na léitheoireachta. Forbraítear scileanna scríbhneoireachta na ndaltaí go cumasach agus déanann siad iarracht chreidiúnach ar shliochta a scríobh. Is féidir leis na daltaí i ngach rang réimse leathan de rainn, dánta agus amhráin a aithris go muiníneach taitneamhach. Tá an timpeallacht focal saibhir i bprionta atá cruthaithe timpeall na scoile le moladh. Tá moladh ar leith tuillte ag na hoidí freisin as ucht an slí in a seoltar an Ghaeilge isteach i ngnáthchaint an lae.
Irish
The teachers work very diligently to promote a positive attitude towards Irish in the school and the pupils have achieved a high standard in all aspects of this subject area. There is great variety in the presentation of the teaching and the pupils are very willing to use the language during activities. The majority of pupils succeed in achieving a good understanding of a wide range of language before they leave the school. They are able to speak on an appropriate variety of topics and they express themselves confidently. Attention is focused on accuracy in reading. The pupils read fluently with understanding. Suitable use is made of stories in the senior classes to cultivate interest and the pupils can discuss the subject of the reading purposefully. The pupils’ writing skills are being developed competently and they make credible efforts to write passages. The pupils in every class can recite a wide variety of verses, poems and songs confidently and pleasantly. The print-rich environment that has been created throughout the school is praiseworthy. Special praise is also earned by the teachers for the manner in which they introduce Irish into everyday speech.
English
The overall quality of learning and teaching in English is very good. At infant level very commendable work is underway in expanding pupils’ oral language abilities, through the implementation of a broad and balanced curriculum. This includes the purposeful development of phonological awareness which forms the basis for the cultivation of emergent reading and writing skills. At junior level the focus on oral language development is continued and pupils display a credible level of vocabulary and fluency when discussing the wide range of books read. Personal writing skills are well developed. In the middle classes interesting work is underway in developing creative writing in a variety of genres which allows for differentiated learning for the pupils. Proper attention is given to the on-going development of reading skills. The developmental and spiral nature of the authentic whole-school approach to English culminates at senior level where pupils are enabled to engage in independent research using the internet and other resources, to read for meaning and to discuss topics using higher-order thinking skills. This work is supported by quality instruction and by the use of proficient questioning skills to check for understanding and to extend the pupils’ input and involvement. A correct balance is achieved between the teaching of functional literacy skills and the imaginative and creative aspects of the subject. Good links are maintained with the local library service and class libraries are very well stocked. The school presents as a print-rich environment and the pupils’ written work is celebrated in portfolios and through inventive displays on the corridors and classrooms. The planned review of the school’s policy regarding penmanship is timely.
3.2 Mathematics
The level of attainment in Mathematics is very good. Pupils at infant level are engaged in a variety of well-resourced, child-centred mathematical activities which make learning both enjoyable and purposeful. The active participative approach places the pupil as central to the learning experience in accordance with best practice. At junior level good use is made of educational resources to underpin the mathematical concepts being taught. As a result, pupils’ understanding of concepts is well developed. In the middle classes the good work is continued as pupils are given opportunities to engage in hands-on learning wherein the skills of estimation and deduction are being developed. At senior level purposeful practical activities are undertaken to enable discovery learning. The work is further differentiated through rigorous questioning and clear instruction. In general, very good use is made of precise mathematical language during instruction, which results in high levels of mathematical understanding among the pupils. The implementation of the curriculum in multi-class settings is very well managed and organised. Pupils are interested in the subject area and they demonstrate very good reasoning and problem-solving skills when questioned. Their ability to make connections between mathematical topics taught in class and real-life situations is praiseworthy.
3.3 Geography
The pupils experience a broad and balanced programme in Geography and the work in the classrooms is of a very high quality. The effectiveness of the school’s approach to the teaching of Geography stems from the use of a variety of techniques and classroom approaches. The pupils engage in experiments and investigations which help them to explore natural environments and to refine their observations, measurements and recording techniques. Map-rich environments have been created throughout the school and an eye-catching signpost at the school’s centre shows its location relative to neighbouring towns. Some very effective early mapping activities were observed in the infant and junior classes while map work is used productively to refine the pupils’ knowledge of the locality and extends to wider environments in the middle and senior classes. An audit of the local area has been carried out and very good use is made of the out-of-classroom environment and fieldwork to support learning and to develop geographical skills. People from the local community visit the school to talk to the pupils about the work they do. The school has been involved in planting trees along its boundary and in creating a community wildflower garden and the pupils have developed a herb garden in the school grounds.
3.4 Assessment
The quality of assessment and recording is excellent. The teachers use a wide variety of assessment techniques to provide information on individual pupil achievement and progress. These include checklists, reading and language indicators, reading logs, spelling and dictation tests, homework assignments, large collections of work samples, portfolios, teacher-designed tests and tasks, and focused teacher observation in all subject areas. Information about the pupils is clearly organised and is used strategically to track their achievements over time. Assessment information is used very effectively to plan for present and future work. Teachers have a thorough knowledge of the pupils, and use informal assessment constantly during the lessons to ensure understanding.
Early screening and profiling of junior pupils’ individual strengths and weaknesses is undertaken through the administration of the Middle Infant Screening Test (MIST) in senior infants. Standardised assessment in English and Mathematics is administered on an annual basis, with the results being used for the selection of pupils for supplementary teaching. The support teacher administers various diagnostic tests to ensure planning programmes are in line with pupils’ educational needs.
4. Quality of support for pupils
4.1 Pupils with special educational needs
The school has one learning-support post. However, to date the board has been unable to replace the previous incumbent with a qualified teacher. Support is currently being provided for twenty-nine pupils in English and Mathematics from senior infants to sixth class on both a withdrawal and an in-class basis. Learning programmes in literacy generally focus on the development of word-attack skills through the enhancement of phonological awareness. Support for pupils experiencing difficulties with numeracy is provided on an in-class basis. It is recommended that the substitutes in this role work directly under the supervision of the classroom teachers until the current position is resolved.
5. Conclusion
The school has strengths in the following areas:
· The strong purposeful and instructional leadership of the principal and post-holders who share a firm commitment to the development of the school and the raising of standards is acknowledged and commended.
· The teachers show a high level of professionalism in catering for the educational needs of the pupils. They openly embrace change and development, and work enthusiastically to provide a broad and balanced range of learning experiences in all curricular areas.
· The staff is to be praised for the work that has been accomplished in providing a comprehensive and user-friendly school plan. The consistency of approach, the layout and format, the spiral nature of the pupils’ curricular development, combined with a clear whole-school approach to the teaching and learning in each subject area ensures continuity and progression as the children move from class to class.
· The reflective and systematic self-evaluation engaged in by the staff alongside the continuous monitoring and recording of each pupil’s progress across all areas of the curriculum contributes significantly to the improvement of the quality of pupils’ experiences and to the high standards of attainment.
· The pupils present as happy and positive, are respectful and friendly and display confidence in their interactions with peers and teachers. They participate eagerly in all aspects of school life and there is a sense of fun and enjoyment in the classrooms.
· The local environment is used extremely effectively to support learning across the curriculum.
· Positive steps are taken to enable all parents to support and participate in the life of the school in a planned and purposeful manner and they are actively encouraged to be partners in their children’s learning in a variety of ways.
The following key recommendation is made in order to further improve the quality of education provided by the school:
· It is recommended that, until a qualified teacher can be appointed to the learning-support area, substitutes work directly under the supervision of class teachers.
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.