An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Killegney NS
Clonroche, Enniscorthy, County Wexford
Uimhir rolla: 15883A
Date of inspection: 05 March 2008
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of Killegney NS was undertaken in March 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 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
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 |
25 |
|
Mainstream classes in the school |
2 |
|
Teachers on the school staff |
2 |
|
Mainstream class teachers |
2 |
|
Teachers working in support roles (part-time ) |
1 |
|
Special needs assistants |
0 |
1. Quality of school management
1.1 Characteristic spirit, mission or vision
Killegney National School is under the patronage of the Church of Ireland Bishop of Cashel and Ossory. Enshrined in the school’s mission statement is a commitment to developing the individual talents of all students and the inculcation of a sense of respect and responsibility for themselves and others. Positive and supportive relationships exist between the staff, board of management and parents’ association.
1.2 Board of Management
The board of management is properly constituted and is very supportive of the work of the school. Meetings are convened five times per year and more often if required. The chairman is highly committed to his role and maintains regular contact with the school between meetings. Roles within the board are clearly defined and appropriately assigned to individuals. A range of effective functioning procedures is adopted which includes minutes of all meetings being documented and agreed. The decision taken in the recent past to submit the annual accounts for certification in line with Section 18(1) of the Education Act 1998 is commended.
The board addresses its statutory obligations in relation to policy formation, which include the development of an enrolment policy, a code of behaviour, an anti-bullying policy and a health and safety statement. The board has officially ratified all documents and the chairman has signed them. With regard to the admissions policy, it is recommended that further consideration be given to the section dealing with the enrolment of pupils with special education needs to ensure that it is in compliance with relevant legislation and also with the Department of Education and Science (DES) procedures for granting resources in this context. DES guidelines regarding the length of the school year, length of the school day, the deployment of teachers, class size and the retention of pupils are duly complied with.
1.3 In-school management
The in-school management team consists of the principal and the special duties post holder. The principal undertakes the duties inherent in the post in an enthusiastic manner and succeeds in promoting a positive atmosphere in the school. He is ably supported by the special duties post holder. Formal organisational duties attaching to this post are combined with a range of daily incidental tasks and these are carried out conscientiously and enthusiastically. The school has identified the establishment of a contract for special duties posts in accordance with departmental guidelines as a priority for the future. Formal staff meetings are generally held once during the school year and informal and incidental meetings are a feature of daily practice. It is advised that consideration be given to availing of the facility for staff meetings in accordance with the conditions contained in circular 25/03 and that a minutes book detailing decisions taken at these meetings be maintained. This would provide further opportunities for formal reflection, collaboration and planning.
1.4 Management of relationships and communication with the school community
The school has an active parents’ association which is affiliated to the National Parents’ Council (NPC). In addition to meetings which are convened for specific purposes in the school, the parents are highly commended for the innovative use of skype technology to facilitate the participation of parents in monthly meetings from their homes. The association makes a significant contribution to school life and provides support and enhanced supervision for a range of school activities. They organise a number of fundraising events annually and also arrange guest speakers for parents on various issues relating to education. The parents have contributed to the development of a number of the school’s administrative policies. They are kept informed of the pupils’ progress through incidental meetings and annual parent-teacher meetings. At the pre-evaluation meeting they stated that they are satisfied with the quality of education provided in the school.
1.5 Management of pupils
The management of pupils is effective, with very positive relations noted both between pupils and staff and amongst the pupils themselves. Golden time and a positive approach to behaviour management are features of the junior classes. The use of the Durbar system in the middle and senior classes which provides a forum for pupils to offer their opinions on all aspects of their school experience at regular intervals is commended. The positive school climate helps create a pleasant atmosphere in all classrooms and pupils are very well-behaved.
2. Quality of school planning
2.1 Whole-school and classroom planning
The quality of whole-school planning is satisfactory. An extensive suite of administrative policies has been formulated through the collaborative efforts of the education partners. Curriculum policies have been developed for Gaeilge, English, Mathematics, Science, Visual Arts, Music and Social Personal and Health Education. Draft plans for Physical Education and History and Geography have also been developed. Annual planning diaries detail the general organisational and curricular areas to be addressed. In the context of the ongoing review of the school plan, it is recommended that a focus be placed on refining the whole school curricular idea into specific targets for all pupils, in each class, and then to review its effectiveness with the entire range of abilities in mind. This would enable staff to translate the aims of the school plan into more specific actions which should include prioritising aspects of subjects for priority attention and also reviewing the teaching methodologies which are employed in some contexts.
Teachers have adopted individual templates to facilitate the mediation of the curriculum at classroom level. Practice varies from formulating specific learning objectives for the pupils, to listing the content to be addressed with them in each subject area. It is recommended that consideration be given to adopting an agreed template for classroom planning which devotes particular attention to identifying the specific learning objectives for each of the subjects being taught in all classes.
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
Déantar iarracht choinsiasach an Ghaeilge a chur chun chinn sa scoil agus ar an iomlán tá éagsúlacht ins an gcaighdeán atá bainte amach ag na daltaí. Cleachtar raon de mhodhanna múinte sna bunranganna agus tá dearcadh dearfach á chothú i measc na ndaltaí ag an leibhéal seo. Baintear dea-úsáid as cluichí cainte, drámaíocht agus acmhainní mar phuipéid chun na scileanna éisteachta agus tuisceana a chothú agus deiseanna a thabhairt do na daltaí an teanga a úsáid i gcomhthéacsanna réalaíocha. Aithrisíonn siad rainn agus amhráin le brí agus le fuinneamh. Tá stór foclóra ar eolas acu agus is féidir leis an gcuid is mó díobh ceisteanna simplí a chur agus a fhreagairt. Ta tús oiriúnach curtha ar fhorbairt scileanna scríbhneoireachta agus léitheoireachta ag na ndaltaí i rang a dó. Sna meán agus sna hard ranganna, tá múineadh na Gaeilge bunaithe ar na téacsleabhair. Cuirtear béim ar leathnú foclóra agus baintear úsáid as drámaíocht chun cur chuige cumarsáide na ndaltaí a chothú. Ar an iomlán, tá sé ar chumas na ndaltaí an foclóir agus réamhfhocail bhunúsacha a úsáid i gcomhthéacsanna simplí. Bunaítear an léitheoireacht agus an scríbhneoireacht ar na téacsleabhair. Chun dul chun chinn a dhéanamh sa Ghaeilge sna ranganna seo b’fhiú anois plean cuimsitheach a leagan amach chun a chinntiú go bhfuil spriocanna cinnte bunaithe ar théamaí an churaclam á mbaint amach ag na daltaí. Chomh maith le seo, tá gá le plean gníomhaíochta a chur le chéile ina leagfaí amach spriocanna cinnte ó thaobh forbairt fhoclóra de agus ó thaobh forbairt na cumarsáide de ach go háirithe. B’fhiú réimse leathan de théacsanna suimiúla a chur ar fáil do na daltaí chomh maith chun suim a spreagadh sa léitheoireacht. B’fhiú freisin aird a dhíriú ar dheiseanna a thabhairt dóibh chun raon níos leithne scríbhneoireachta a chleachtadh.
Irish
A conscious effort is made to advance the pupils’ competence in the Irish language and the standard of achievement in this subject area varies throughout the school. In the junior classes, a variety of teaching methodologies is employed and the pupils display a positive attitude towards the language at this level. Good use is made of games, drama and resources in advancing the pupils’ listening and comprehension skills and in providing realistic contexts within which to practise the language. They recite rhymes and songs enthusiastically. They have a good store of vocabulary and display competence in asking and answering simple questions. The pupils in second class have made an appropriate start to reading and writing. In the middle and senior classes, the teaching of Irish is based on commercially produced schemes. The primary emphasis is on extending the pupils’ vocabulary and some use is made of drama in order to advance the pupils’ communication skills. In general, the pupils display some competence in using basic vocabulary and prepositions in simple contexts. Reading and writing are based on textbooks. In order to progress the teaching of Irish there is a need for a comprehensive plan to be developed to ensure that the pupils are achieving clearly defined objectives based on the curricular themes in these classes. In this context, the staff should develop an action plan in which there will be specific targets for vocabulary extension and more particularly the development of the pupil’s communicative skills. It is recommended that a more stimulating store of books be procured to nurture greater enthusiasm for reading and pupils should be given opportunities to write in a wider variety of genres.
English
In general, the standard of teaching and learning in English is satisfactory. Pupils are given regular opportunities to discuss topics and to give their opinions across a range of curriculum areas. Discrete oral language lessons incorporating a variety of strategies and focusing on the development of specific oral language skills are praiseworthy features of provision in the infant and junior classes. In the middle and senior classes, effective use is made of whole class discussions and project work. While receptive language skills are good throughout the school there is scope for development of the pupils’ expressive language, particularly in the middle and senior classes. It is advised that the whole school plan be reviewed to ensure that oral language is afforded a pivotal role in the provision for English in accordance with the curricular guidelines.
Reading is taught effectively throughout the school. A good foundation of basic reading skills is laid down in the infant and junior classes where the pupils’ phonological and phonemic awareness are systematically developed. A graded reading scheme is used in the junior classes only. In the middle and senior classes, pupils access a broad range of books from the extensive classroom library and are afforded opportunities to read for a variety of purposes. The extent to which this library is banded to ensure that pupils engage in reading at an instructional level is praiseworthy. The standard achieved in reading in the school is high. The pupils in the junior and middle classes are exposed to a wide variety of rhyme and poetry which they recite with enthusiasm and expression. It is advised that these opportunities be extended to all pupils in the school.
In general, pupils are encouraged to write in different genres and for a range of purposes. The writing process is appropriately emphasised and good use is made of ICT in presenting pupils’ work. A whole school approach to handwriting and greater attention to the presentation of work is advised in some contexts.
3.2 Mathematics
The pupils are provided with opportunities to engage in activities across all strands of the curriculum. However, the quality of teaching and learning in this subject area varies throughout the school. The whole school plan clearly identifies the content to be addressed under each of the curricular strands. It is advised that this plan be further extended to incorporate strategies and methodologies for teaching and learning in multi-class settings. In the infant and junior classes, the planning for lessons is comprehensive and informs closely the activities observed. Early mathematical skills such as matching, comparing, classifying, ordering and sequencing are firmly established. Pupils’ immediate context and real-life experiences are used to introduce activities such as counting, analysis of number, recognition and exploration of shapes and measures, and understanding of time and money. Due attention is focused on the development of specific mathematical language and the pupils engage confidently and skilfully with ICT during the lessons. At the middle and senior levels, the class groups engage simultaneously in tasks from different strands of the mathematics curriculum and the provision is very closely linked to the commercial schemes in use. It is recommended that the levels of direct teaching in mathematics lessons be increased at this level and that greater consideration be given to addressing the same topic concurrently with two or more class groupings. Differentiation between the levels can then be managed by adopting a range of methodologies including ICT, integration, problem design and solving in teams and practical work. Variable levels of attainment were noted at this level in the school. A number of pupils lack confidence when carrying out certain number operations and display a deficit in strategies to solve multi-stage number problems. It is recommended that the pupils be given more oral work, particularly in the areas of counting, tables and in creating mathematical sentences as a strategy in problem solving. It is further recommended, at this level, that a more mathematics-rich environment be created by displaying relevant materials on the walls and by ensuring that supplementary aids, such as number lines and 100 squares are readily accessible to the pupils. Some samples of incidental integration of Mathematics into the other subject areas were noted and this is commended. It is advised that this approach be further extended as it provides a greater range of opportunities for the pupils to develop their verbal responses, mental arithmetic and computational skills.
3.3 Drama
A good start has been made to the introduction of Drama as a discrete subject area in the school. Games are used effectively to establish trust and confidence and provide opportunities for the pupils to develop the elements of belief, action and place. Well-chosen props are used to support the pupils in assuming a variety of roles and the further development of characterisation activities is advised in this context. The teachers skilfully facilitate reflection on the dramatic activity and this practice is praiseworthy. All pupils participate in an annual school concert. Recordings of the concert reveal that pupils derive huge enjoyment from their engagement in a broad range of role-playing activities. Building on the work that has already been done in this area, it is recommended that the school ensures discrete provision in this subject area is a feature of the classroom timetables on a weekly basis. It is also advised that drama contracts be developed in each classroom with a view to providing a safe space for the further development of the element of belief which is central to all drama provision.
3.4 Assessment
There is evidence that pupils’ work is monitored informally in all classes through teacher observation and through some teacher-designed tasks and tests. Purposeful checklists track the pupils’ attainment in aspects of the literacy and numeracy programmes in infant classes. A start has also been made to the compilation of pupil portfolios at this level. Project work is used extensively at the middle and senior class levels. In general, copies are well monitored and teacher comments are positive and encouraging. Standardised tests in English and Mathematics are administered on an annual basis. It is advised that the current school policy on assessment be further developed to outline specific approaches to assessment in each subject area. It should also give due consideration to providing opportunities for the pupils to engage in a range of self and peer-assessment activities.
4. Quality of support for pupils
4.1 Pupils with special educational needs
A detailed learning support policy has been developed which outlines the roles of the principal and support teachers in assisting pupils with special education needs. The school has the services of a shared learning support/resource teacher. The pupils are chosen for support on the basis of results on standardised tests, recommendations on psychological reports and through consultation with classroom teachers. In addition to pupils experiencing learning difficulties the school is commended for the provision being made for exceptionally able students. All supplementary teaching is provided on a withdrawal basis. Education plans have been prepared for all pupils receiving support and satisfactory teaching takes place in a positive and reassuring classroom atmosphere. It is advised that the learning support policy be further discussed at a whole-school level to ensure that all teachers are aware of its contents. Further development of this policy should incorporate the staged approach as contained in circular 02/05. It is also recommended that consideration be given to the use of a more comprehensive range of diagnostic procedures to contribute to the setting of specific targets for individual pupils and to facilitate regular review of individual education plans
4.2 Other supports for pupils: disadvantaged, minority and other groups
The school serves pupils predominantly from the Church of Ireland community and the vast majority of pupils reside in the rural environs of the school. The staff members are commended for the extent to which they are aware of the needs and circumstances of all children. Provision is available from within the school’s existing resources to meet the needs of all children.
5. Conclusion
The school has strengths in the following areas:
· The school enjoys the support of a dedicated and supportive board of management and parents’ association.
· The pupils attending the school are motivated and well behaved.
· Information and communication technology is used effectively to enhance teaching and learning.
· Good foundations are laid in the teaching of the core subject areas.
· There are high standards of reading in the school.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· Moltar athbhreithniú a dhéanamh ar mhúineadh na Gaeilge.
· It is advised that a focus be maintained on developing the pupils’ expressive language skills in English.
· The approaches being employed to developing the pupils’ number competencies should be further developed.
· It is recommended that the provision for assessment and differentiation be further extended.
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