An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Monaseed NS
Monaseed, Gorey, Co. Wexford
Roll number: 15937U
Date of inspection: 09 March 2006
Date of issue of report: 29 June 2006
1. Quality of school management
2.1 The school planning process and the content of the school plan
2.2 Implementation and impact of the school plan
3. Quality of learning and teaching in curriculum areas
3.3 Social, Environmental and Scientific Education (SESE)
3.6 Social, Personal and Health Education (SPHE)
3.7 Assessment and achievement
4. Quality of support for pupils
4.1 Provision for pupils with special educational needs
4.2 Provision for pupils from disadvantaged backgrounds
4.3 Provision for pupils from minority groups
5. Findings And Recommendations For Further Development
This Whole School Evaluation report
This report has been written following a whole school evaluation of Monaseed NS. It presents the findings of an evaluation of the work of the school as a whole and makes recommendations for the further development of the work of the school. During the evaluation, the inspector held pre-evaluation meetings with the principal, the teachers and the school’s board of management, including parent representatives. The evaluation was conducted over a number of days during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with pupils, examined pupils’ work, and interacted with the class teachers. The inspector reviewed school planning documentation and teachers’ written preparation, and met with the in-school management team. Following the evaluation, the inspector provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. 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.
Monaseed National School is a four-teacher school, situated in the parish of Craanford, north-west of Gorey town. It is a Catholic school under the patronage of the Bishop of Ferns. The school opened as a two-classroom school in 1913, with major refurbishment and a third classroom being added in 1992. It became a four-teacher school in 2002. The school caters for the educational needs of boys and girls from junior infants to sixth class. The last school report was issued in 1995.
The school’s enrolment of 30 September 2005 was 87 pupils. The average attendance for the previous school term is very good and the strategies being implemented to promote pupil attendance are praised. Pupils are drawn primarily from the Monaseed area. Monaseed, like other areas in the greater Gorey region, has experienced increased housing development and a greater diversity of population in recent years. This growth is reflected in enrolment trends in the school. On completion of their primary education, a significant number of pupils has traditionally transferred to Gorey Community School. Pupils also transfer to Coláiste Bríde, Carnew and FCJ Secondary School, Bunclody.
In its mission statement, Monaseed National School confirms that it strives to provide a well-ordered, caring, happy and secure atmosphere in which pupils’ intellectual, spiritual, physical, moral and cultural needs are identified and addressed. It also outlines that it endeavours to promote the personal and professional development of its teachers and encourage the involvement of parents. This characteristic spirit is in evidence throughout the school and is exemplified in the positive school and classroom climate and in day-to-day school practices. Its successful implementation is attributable to the shared commitment of the board of management, principal and staff, pupils and parents.
The board of management is properly constituted and meets on a termly basis. The chairperson is a regular visitor to the school and it is reported that regular consultation is engaged in with individual board members between scheduled meetings. Minutes of meetings and accounts of expenditure are maintained. Such accounts should be externally audited at appropriate intervals. A review of the minutes of meetings confirms that a range of issues is addressed and that the board makes a positive contribution to the successful operation of the school. In particular, the ongoing development of the school building and grounds is noteworthy, as is the productive liaison being engaged in with the local community development association. Positive relations with the teaching staff are reported and consultation is engaged in with the general parent body on relevant matters.
The board of management plays an important role in the consideration of a range of school policies. Its statutory obligations are fulfilled, including the provision of an enrolment policy, a code of behaviour, an anti-bullying policy, a substance use policy, a health and safety statement, a pupil attendance policy and a child protection policy. In relation to transfer of pupils to second level, significant concern was expressed by the board of management at the recent exclusion of Monaseed National School from the catchment area of Gorey Community School. It is further recommended that all organisational polices and curriculum plans being considered be formally ratified and dated on an individualised basis. Department of Education and Science guidelines regarding the length of the school year and day, the deployment of teachers, class size and the retention of pupils are duly complied with.
The in-school management team serves as a significant resource to the school and consists of the principal, the deputy principal and one special duties teacher. The principal demonstrates significant commitment to the pupils, staff, the board of management and parents of Monaseed National School. The principal maintains a keen interest in the educational standards being achieved and in pedagogic matters in general. The principal has successfully progressed a range of curricular and organisational priorities through fostering teamwork and collaboration.
The duties of post of responsibility holders are clearly defined and include a range of curricular and organisational responsibilities. Their fulfilment makes a noteworthy contribution to the effective functioning of the school. In reviewing the curriculum-related responsibilities attached to post holders, it is suggested that they be assigned an enhanced curriculum co-ordinating role, in addition to the valuable role they currently play in the sourcing and upkeep of resources. It is further advocated that a periodic review of posts of responsibility be conducted in response to the evolving needs of the school. Meetings of the teaching staff occur through school-based planning days and biannual staff meetings. A review of the minutes maintained confirms the use of such meetings to progress a range of curricular and organisational priorities. Consideration should now be given to the scheduling of staff meetings on a termly basis.
The school’s code of behaviour outlines the manner in which pupil behaviour is managed. The positive approach to behaviour management is commendable, in particular the communication of expectations of personal responsibility and the rewarding of positive pupil behaviour. The success of the code of behaviour was strongly in evidence throughout the evaluation process through the respectful pupil exchanges observed with peers, teachers and inspectors.
Effective systems of day-to-day administration, record keeping and filing are in evidence in the school. The procurement of secretarial assistance to assist in these tasks, in tandem with the provision of the required accommodation, would enhance and consolidate the existing efficient administration.
The teaching staff is appropriately deployed to both mainstream and support teaching contexts. The principal engages in discussions regarding class allocation with each teacher on an annual basis. Further consideration might now be afforded at a whole-school level to the provision of opportunities for increased staff mobility and the greater sharing of staff expertise. The teaching staff is currently participating in national in-service as provided by the Primary Curriculum Support Programme (PCSP). It has also availed of the PCSP Cuiditheoir service and the School Development Planning Support (Primary) service in response to the assessed needs of the school. Individual staff members have availed of professional development opportunities, and the area of dyslexia has been highlighted as a future priority at a whole-staff level. Positive and practical support for newly appointed teachers is provided by the principal and staff, and the quality of such assistance is commended. The school also employs a part-time drama tutor.
Department of Education and Science grants for the purchase of curricular resources are appropriately deployed. A range of materials is available across the curriculum and in the main, such resources are effectively employed to support pupils’ active engagement in their learning. In considering future resource provision, priority should be afforded to augmenting resources in Mathematics, Science and Music. In recent times, the school has also significantly developed its resources in the area of Information and Communication Technology (ICT). It is advocated that additional consideration be given to the manner in which this technology will be practically and effectively employed as a learning tool within the classroom.
The current accommodation consists of three permanent classrooms and one temporary classroom, with adjacent access to toilet and cloakroom facilities. The entrance area to the original school building has been attractively converted into a learning support/resource teaching room. The school has access to a small staff room and a staff toilet, as well as indoor and outdoor storage areas. The current growing accommodation requirements of the school should now be given further consideration by the board of management to seek ways of meeting the evolving needs of the school. The pupils have access to significant outdoor play space, including a tarmacadam area/basketball court, as well as hardcourt and grass areas. The grounds are well maintained, with evidence of ongoing maintenance and upgrade work being completed. Regular use is also made of Monaseed Hall and the pitches at Craanford. The attractive physical learning environments in evidence in many classrooms are praiseworthy, in particular the stimulating displays of pupils’ work and teacher-generated materials.
In the main, the initial drafting of the school plan is devised through the collaborative activity of the principal and the teaching staff. Staff meetings and school-based planning days are usefully employed to advance a range of curricular and organisational policies. The board of management also plays a role in the consideration of many school policies. The role of the principal and teaching staff in the review of a range of curriculum plans and organisational policies is praised, as is the availability of the school plan to parents generally.
A comprehensive school plan has been developed, including a statement of the school’s mission for its pupils, teachers, parents and wider school community. Detailed plans for a range of primary curriculum areas are included: Gaeilge, English, Mathematics, Science, Visual Arts, and Social, Personal and Health Education. Significant progress has also been made in preparing whole-school plans for Music and Physical Education. A wide range of organisational policies has been put in place in response to relevant educational legislation and the evolving needs of the school. 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, 2004) and Child Protection: Guidelines and Procedures (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. In order to enhance current planning practices further in the school, it is recommended that consideration be given to the usage of an action planning approach in addressing areas that have been highlighted for development.
The implementation of the school plan is primarily undertaken by the principal and teaching staff, with the support of the board of management and parents. Each class teacher prepares a long-term and a short-term plan of work to guide teaching and learning at individual class level. The development and utilisation of whole school planning templates is praised. In the main, such planning is detailed and provides a constructive overview of the content to be addressed in each curricular area. In some instances, it is also purposefully linked to the primary curriculum and to the school plan. However, in other settings, such links should be further strengthened. Class teachers also maintain monthly records of the progress of learning generally. Overall, the level and quality of curricular planning impacts positively on the breadth of curricular provision and consequent learning outcomes for pupils. The clarity of organisational planning also contributes to the smooth and effective operation of the school, thus contributing to the achievement of the school’s objectives.
Gaeilge
Tá plean scoile leagtha amach le haghaidh múineadh na Gaeilge, bunaithe ar aidhmeanna agus ar bhunphrionsabail churaclam na bunscoile agus cuireann gach oide plean ar fáil dá rang féin. Is inmholta í an úsáid a bhaintear as an teanga go neamhfhoirmiúil go tráthrialta i rith an lae i roinnt ranganna. Moltar anois an cur chuige seo a leathnú tríd an scoil. Cuirtear an t-ábhar teagaisc in oiriúint do raon aoise agus suime na ndaltaí agus glacann siad páirt go fonnmhar san obair. Múintear an Ghaeilge labhartha go struchtúrtha. Tá foclóir leathan ag formhór na ndaltaí agus leagtar béim oiriúnach ar struchtúr na teanga. Déantar sár-iarracht cumarsáid a chothú eatarthu. Baintear sár-úsáid as cómhrá beirte agus drámaíocht agus tá dul chun cinn suntasach le feiceáil ina gcumas cumarsáide. Úsáidtear flúirse fearais go héifeachtach agus tá an timpeallacht focal ar na ballaí le moladh chomh maith. Tá cnuasach rann agus amhrán ag na daltaí agus aithrisítear iad go taitneamhach, bríomhar, go háirithe sna bunranganna.
Tá tús maith curtha leis an léitheoireacht Ghaeilge. Léann formhór na ndaltaí go líofa agus is féidir leo ábhar na léitheoireachta a phlé go cumasach. Moltar anois raon níos leithne d’ábhair léitheoireachta a chur ar fáil dóibh, chomh maith leis na téacsleabhair atá in úsáid. Saothraítear an scríbhneoireacht fheidhmiúil go sciliúil tríd an scoil agus moltar cumas na ndaltaí chun nuacht phearsanta agus scéalta beaga a scríobh a fhorbairt a thuilleadh i roinnt ranganna.
English
A detailed plan has been developed for English, which takes due cognisance of the strand and strand units of the English curriculum. The principles of language learning are given positive consideration, in particular the employment of an integrated approach. The significant importance placed on the development of pupils’ oral language skills is strongly evident in practice. In particular, positive emphasis is placed on enriching pupils’ vocabulary and on developing their higher-order thinking and expressive skills as they engage with a broad spectrum of discussion themes and topics.
The print-rich environment in many classrooms is commendable. Story is regularly and effectively employed, particularly in junior classes. Pupils display a positive understanding of reading conventions and story chronology, and effective teacher modelling of reading results in significant pupil interest and engagement. Competent reading standards are in evidence throughout the school and the emphasis on developing pupils’ phonological and phonemic awareness, in tandem with a range of word identification strategies, is praised. Novels are very usefully employed in senior classes, with the productive exploration of a range of texts resulting in well-developed critical and analytical abilities. To extend pupils’ capacities further, consideration should now be afforded to the more regularised reading of newspaper and related texts. The encouragement of pupils’ engagement in extensive personal reading is praised and they demonstrate engagement with a wide range of authors and reading genres. In many classes, they are purposefully exposed to a breadth of poetry and rhyme, including opportunities for hearing poetry being read, as well as reciting and composing poetry.
Letter formation and handwriting skills are keenly developed in junior classes and the early introduction of personal writing is commended. A wide range of written activities is engaged in on a school-wide basis and pupils’ work is regularly monitored. An appropriate emphasis is placed on the development of comprehension, grammatical and spelling skills. The range of writing genres engaged in and the attractive displays of pupils’ personal writing in some classes are admirable. It is advocated that engagement in the breadth of writing genres, for a range of purposes and audiences, be engaged in on a more regularised basis. Consideration should also be afforded to the provision of increased opportunities for pupils to edit, redraft and publish their work, including the increased usage of ICT. The quality of senior pupils’ work in their recent involvement in the Write a Book Project is highly praised.
A detailed plan for Mathematics has been prepared and the recording of whole school, agreed approaches to the teaching and learning of mathematical language and number processes is noteworthy. To enhance this plan further, consideration should be given to the inclusion of the range of teaching and learning approaches in use throughout the school. Individual teacher planning is strand and strand unit based and the clarity of learning outcomes for pupils is praised. Well-structured talk and discussion are effectively employed on a school-wide basis to explore a broad range of mathematical concepts. The pupils are introduced to accurate mathematical language, with meaningful opportunities being provided to utilise the language taught. Teachers purposefully avail of opportunities to link activities to an exploration of the pupils’ own environment. An appropriate range of manipulatives is employed, including teacher-generated materials, to ensure a hands-on approach to learning in many classrooms. Further consideration might now be afforded to building on existing mathematical resources.
The majority of pupils demonstrate positive understanding of a variety of mathematical concepts and an ability to use this understanding in a range of computational and problem-solving scenarios. Pupils’ approaches to problem solving in many classrooms are praised, in particular their ability to consider and discuss the processes involved. Positive achievement levels are in evidence in number, shape and space, and measures. A review of pupils’ written activity confirms engagement in an appropriate range of activities, including regular teacher monitoring. The provision of a maths-rich environment in many classrooms is a noteworthy feature of provision, in particular the displays of pupils’ work.
Geography
A whole-school plan for teaching and learning in Geography has not been prepared to date due to the ongoing implementation of national in-service in this area. The pupils’ interest and enthusiasm are actively fostered in Geography lessons. Engagement with a variety of geographical topics is in evidence from classroom displays and many pupils demonstrate praiseworthy understanding of work previously completed. Positive attitudes to issues of environmental awareness and care are practically and usefully cultivated throughout the school. A constructive emphasis is placed on the development of pupils’ graphicacy skills. However, an increased focus on developing their understanding of their own natural environment is recommended, as is a review of the manner in which textbooks are used.
History
In the context of the implementation of national in-service and curricular changes in this subject area, a school plan for teaching and learning in History is also currently being considered. Pupils display a positive interest in History and speak knowledgeably about the themes and topics covered. Their engagement in recording their personal histories, through the consideration of photographic evidence and artefacts and their co-operative engagement with family members is noteworthy. Photographic evidence is also very effectively employed to consider periods of important national significance. The emphasis on developing pupils’ skills to work collaboratively as historians is a praiseworthy feature of provision. Interesting work in relation to the study of local History is noted in some classrooms and it is advocated that this focus be further extended throughout the school. Opportunities for pupils’ engagement in project activity are also usefully employed in some classrooms.
Science
Significant progress has been made in developing the Science plan. The school’s ongoing engagement with the PCSP Cuiditheoir service, which has helped to ensure a developmental approach to the implementation of the Science curriculum, is commended. This in turn will facilitate more appropriate planning at individual classroom level. In this context, further consideration should also be afforded to the manner in which textbooks are currently being used to support pupils’ learning Opportunities are provided for pupils to engage in experimentation activities. During such endeavours, talk and discussion are effectively employed and serve to constructively build on pupils’ existing knowledge. It is recommended that this activity-based approach be a more regularised feature of provision and that sufficient Science resources are made available to ensure the active participation of all pupils. The attractive Science areas in many classrooms are praised, as are the opportunities provided for integrating Science activities with other curricular areas.
Visual Arts
A whole-school plan for the Visual Arts has been collaboratively prepared. In order to enhance its contribution to individual teacher planning further, it is recommended that the content to be addressed at each strand level be further developed through utilising the resources as prepared by PCSP. The attractive displays of pupils’ Visual Arts activity in some classrooms are praised, including drawing, paint and colour, print, fabric and fibre and construction. Well-structured discussion and the use of stimuli as a catalyst for pupil activity are in evidence. The emphasis on the development of individual creativity and responsiveness in some classrooms is commendable and is worthy of extension on a school-wide basis. Pupils engage very eagerly in the range of Visual Arts activities and an emphasis on developing their artistic skills is in evidence in many settings. They display a positive ability to respond to their own emerging works. The development of such approaches should be extended to include the works of more renowned national and international artists.
Music
Progress is being made in the development of a whole-school plan for Music. While individual teacher planning demonstrates cognisance of the range of strands of the primary curriculum, the prominence afforded to song singing in some classes is worthy of review. The pupils themselves demonstrate a very keen interest in Music and engage with enthusiasm in the activities provided for them. In all classes, pupils sweetly and competently sing a wide range of songs in Gaeilge and English. A range of musical elements is purposefully introduced in Music lessons, with pupils displaying a keen ability to engage in a variety of increasingly complex rhythmic activities. Pupils’ tin-whistle playing is most commendable, as are their developing Music literacy skills. The introduction of listening and responding activities is also praised.
Drama
The school currently employs a part-time Drama tutor and Drama is also used as a methodology in some curricular areas, for example Gaeilge and Social, Personal and Health Education (SPHE). With the forthcoming introduction of Drama as a distinct subject area, teachers can enable pupils to develop their Drama skills more systematically and use them as a further support to active learning in other areas of the curriculum.
Extensive work has been undertaken in drafting the school’s plan for Physical Education and appropriate emphasis is placed on the implementation of a broad and balanced programme of learning. In the main, this emphasis is also reflected in individual teacher planning. Physical Education lessons are very well structured and highly participative. A positive emphasis is placed on the acquisition of skills and the utilisation of such skills in a broad range of collaborative activities. Pupils perform tasks to the level of their individual ability and the organisation of lessons allows for partner and group work. A wide variety of equipment is effectively employed to support the development of pupils’ skills. They are provided with regular access to GAA coaching and aquatics training and the benefit of their ongoing participation in a variety of team games is acknowledged.
The school plan for SPHE was formulated by the principal and staff of the school, while a committee representing teachers, parents and board of management devised the relationships and sexuality education policy (RSE). The provision of a caring atmosphere and the development of individual potential are clearly promoted through the positive school and classroom climate, as well as through discrete SPHE time. In teaching SPHE, significant effort is made to ensure the employment of active methodologies, including the use of pictures, story, structured discussion and role play. The pupils demonstrate admirable understanding of the issues being explored and an ability to relate them to their own life experiences. The broad range of themes being addressed is explored in a manner which stimulates pupils’ interest, while also being cognisant of their respective stages of development. A keen emphasis is also placed on the development of pupils’ sense of social responsibility and a respect for human and cultural diversity. This is exemplified in the many initiatives in which pupils become actively involved, including the Trócaire Lenten campaign, fundraising for Bóthar and the making of a quilt for a Romanian orphanage.
A range of assessment tools is in evidence at individual class level and includes teacher observation, monitoring of pupils’ written activity, checklists, portfolios and teacher-designed and textbook-designed tasks and tests. The Middle Infant Screening Test is administered in senior infants, with standardised assessment in English and Mathematics being engaged in from first to sixth classes. The results of standardised assessment are usefully shared between the learning support/resource teacher and class teachers. Assessment results are also communicated to parents through annual parent-teacher meetings, informal parent-teacher meetings and the issuing of annual reports. Overall the range of assessment modes in use provides valuable information on the progress of individual pupils and on the progress of learning generally. The central storage of records of individual pupil progress is praised. In order to further develop assessment practices at a whole-school level, additional consideration should be afforded to the range of modes currently in use at individual class level and to the extension of existing good practices, including increased opportunities for peer and pupil self-assessment. Nevertheless, the teachers are to be commended for their keen understanding of the differing ability and achievement levels of their pupils and the consequent provision of appropriately differentiated in-class support. Overall, positive levels of pupil engagement are in evidence across the curriculum.
Support for pupils with special educational needs (SEN) is provided primarily in the areas of literacy and numeracy. School personnel are to be commended for the manner in which they have developed current provision to include distinct prevention and early intervention measures, as well as the affording of support for pupils on both a withdrawal and an in-class basis. A detailed learning support/resource teaching policy has been developed to guide practice in this area and the proposed review of the effectiveness of newly-implemented approaches is praised.
Appropriate screening mechanisms for the identification of pupils requiring early intervention and support teaching are in place. However, it is recommended that a wider range of diagnostic tools be employed to isolate the particular difficulties being experienced by such pupils. Detailed individual education plans (IEPs) have been devised for each pupil in receipt of support. The clarity of both the learning targets and the teaching and learning approaches to be employed is noteworthy, as is the consultation engaged in with pupils’ parents and class teachers in their development. Teachers have engaged in appropriate short-term planning and recording of pupil progress.
Lessons for pupils with SEN are well designed and are clearly linked to the learning targets devised, while also being cognisant of pupils’ individual areas of interest. They are characterised by very positive levels of pupil engagement and significant teacher encouragement and affirmation. A wide range of resources, including teacher-generated and ICT resources, is effectively employed to support learning. It is advocated that such resources continue to be developed in response to the assessed needs of pupils and the school generally. The attractiveness of the physical environment of the SEN room is also praiseworthy, in particular the pleasant displays of pupils’ work. Pupils’ overall progress is reviewed at suitable intervals during the school year. Interaction with the pupils and a review of their work confirms that positive progress is being made in relation to their individual learning needs.
Monaseed National School receives a small amount of annual funding under the Department of Education and Science’s Giving Children an Even Break by Tackling Disadvantage initiative. This funding is used to subsidise the participation of pupils in a range of co-curricular activities, including swimming and drama. It is also used to subsidise the funding of psycho-educational assessments as necessitated. The principal and staff are to be commended for their awareness of and commitment to meeting the needs of pupils from less advantaged socio-economic backgrounds.
Currently, a very small number of pupils of Irish and international ethnic minorities attend Monaseed National School. Such pupils experience being educated in an inclusive learning environment. In the context of an increasingly diverse Irish society, consideration could be afforded to the provision of intercultural education opportunities when reviewing elements of the school plan.
Monaseed National School is characterised by its welcoming climate. It is reported that parents are very supportive of the work of the school and play an active role in many aspects of school life, including support for extra-curricular activities and fundraising events. They are also regularly consulted on a range of matters, for example, the school’s policies on healthy lunches and the wearing of school uniforms. While the school does not have a parents’ association presently, the willingness of school personnel to support the establishment of a parents’ association is acknowledged, should parents wish to do so. This matter should be pursued by school management with the parent body.
A meeting of parents of incoming junior infants is held annually in May. A diverse range of issues of interest to parents is addressed. This is complemented by the issuing of a booklet for parents, which addresses a range of practical issues to support their child’s transition to school, while also detailing a range of policies of particular interest to parents. Parents are also consulted regarding ongoing school events through regular written communications and the placing of notices on the school’s website. Formal parent/teacher meetings to discuss pupils’ progress are held each November. Additional informal meetings are facilitated as necessitated and the openness of the principal and staff to engagement in regular consultation with parents is praised. Individual written progress reports are issued annually.
The following are the main strengths identified in the evaluation:
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
Post-evaluation meetings were held with the staff and the board of management at which the draft findings and recommendations of the evaluation were presented and discussed.