An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Tombrack NS, Ferns, County Wexford
Uimhir rolla: 15940J
Date of inspection: 5 March 2008
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of Tombrack 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 in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.
Introduction – school context and background
Tombrack is a rural, two-teacher, co-educational national school under the patronage of the Catholic Bishop of Ferns. The school was established in 1908. Enrolments have been steadily increasing in recent years and trends indicate further increases in enrolment in the coming years.
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 |
36 |
|
Mainstream classes in the school |
2 |
|
Teachers on the school staff |
2 |
|
Mainstream class teachers |
2 |
1. Quality of school management
1.1 Characteristic spirit, mission or vision
The school’s ethos is that of a Catholic school which aims to promote the full and harmonious development of all pupils. The school’s mission statement aims to provide a well-ordered, caring, happy and secure environment where the holistic needs of pupils are developed and addressed. Central to the vision and aims of the school is the development of pupils’ self-confidence, their sense of personal and social responsibility and the enablement of their full potential. The characteristic spirit of the school is manifest in the provision of a broad range of educational experiences, in the happy atmosphere and the supportive and challenging learning environment. While attendance levels are generally good, consideration needs to be given to the implementation of strategies for encouraging pupil attendance in accordance with the Education Welfare Act (2000).
1.2 Board of Management
The board of management is properly constituted and all members contributed knowledgeably to discussion on their roles at the pre-evaluation meeting. The board meets once a term and more frequently as warranted. Minutes of meetings are carefully maintained and accounts are certified annually. An area of major concern for the board over a number of years has been the improvement and extension of the school building in light of increasing enrolments. The school is a focal point in the locality and strong links are maintained with the local community. A committee of board, parents and community members is presently organising a schedule of events to celebrate the centenary of the school building. The board is commended for its on-going maintenance of the school building and grounds. A local donation has enabled the board to provide car parking facilities. The board is involved in the development of the school plan. Copies of all policies are circulated to members and discussed and ratified at meetings. It is advised that all policies should be signed and dated on ratification. The board is operating in compliance with departmental regulations regarding the length of the school day, the school year, class size and retention of pupils. It is recommended that the board review the code of behaviour in order to ensure compliance with relevant legislation and the recently published National Educational Welfare Board guidelines.
1.3 In-school management
The principal provides very effective and purposeful instructional and organisational leadership. The quality of teaching and learning and pupil progress is central to her vision for the school and this vision is shared with the special-duties teacher. As a team they are committed to the on-going development of the school. They focus collaboratively on learning styles, teaching and assessment strategies and the outcomes of learning. As reflective practitioners they review and modify provision in response to the changing needs of learners. Continuous professional and personal development is valued and encouraged. Positive relationships with the whole-school community are successfully fostered. Formal staff meetings are held once a year with frequent informal meetings.
1.4 Management of relationships and communication with the school community
During the pre-evaluation meetings the parents’ representatives of the board met with the inspector as there is no formal parents’ association. The parents’ representatives stated that open, positive and clear lines of communication exist between the whole-school community. They are satisfied with the education provided in the school. They noted the teachers’ awareness of the individual strengths and needs of individual pupils, the manner in which the curriculum is adapted to suit individual needs and the focus on enabling pupils to become rounded individuals as particular strengths of the school. Parents are very supportive of the work of the school and assist with school tours, sports activities and school concerts. Regular contact is maintained through letters and the home-work journal. Parents are informed of their child’s progress through annual parent-teacher meetings and a written report while additional meetings are held on request. A second formal meeting is held with parents of pupils in sixth class. Parents of new entrants are invited to an information meeting and are provided with a school information pack. Copies of all school policies are available in the school on request. It is recommended that the board establish a parents’ association on a formal basis.
1.5 Management of pupils
The management of pupils is very good. Pupils are very well behaved, motivated and demonstrate interest and pride in all school activities. An atmosphere of mutual respect is successfully cultivated. Pupils are affirmed and encouraged in their learning and in the goal of maximising their potential. Progress and achievement are celebrated and acknowledged through formative feedback and whole-school displays and celebrations. A productive learning environment conducive to teaching and learning is effectively created. The school’s supportive and familial atmosphere is effective in facilitating the development of pupils’ self-confidence and self-belief.
2. Quality of school planning
2.1 Whole-school and classroom planning
The quality of whole-school planning is satisfactory. Staff members have engaged with the school support services and local peer networks in the development of the whole-school planning process. The school plan includes a mission statement, vision and aims of the school. Whole-school curriculum policies are available for all subject areas and an appropriate range of administrative and organisational policies has been formulated. Policies are devised collaboratively. Curriculum policies provide general guidance to teachers in relation to long-term and short-term planning. Some policies detail a comprehensive range of resources and include specific details to guide planning and teaching. For example, the Mathematics policy provides clear guidance on approaches, methodologies and consistency in relation to mathematical vocabulary and thinking strategies. To build on the work to date there is a need for greater linkage between the school plan and individual teacher planning to provide comprehensive guidance for teaching and learning and to fully reflect current practice and the context of the school. It is also recommended that a strategic plan be devised for the continuing development and systematic review of the implementation and impact of the school plan.
The quality of classroom planning is satisfactory. All teachers provide long-term and short-term programmes of work and monthly progress records. There are varied approaches to planning undertaken. Some programmes of learning provide guidance in relation to the teaching of specific curriculum objectives and to the provision of differentiated learning opportunities while other programmes are primarily content-focused. Planning does not fully reflect the good practices observed during the evaluation. These include an integrated, spiral approach to learning and provision for the varying needs of individual pupils. A whole-school approach to teachers’ planning and to the maintenance of progress records is advised. The adoption of a consistent approach to the recording of monthly progress will facilitate monitoring of the implementation and impact of school planning and contribute to the school’s on-going evaluation process.
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
Múintear an Ghaeilge go héifeachtach tríd an scoil agus labhraíonn na hoidí an Ghaeilge go leanúnach le linn na gceachtanna. Bunaíonn na hoidí na ceachtanna ar théamaí ón gcuraclam. Cothaítear scileanna éisteachta na ndaltaí go héifeachtúil trí ghníomhaíochtaí éisteachta agus scéalta. Baintear leas as modheolaíochtaí taitneamhacha éifeachtacha. Úsáidtear acmhainní, gníomhaíochtaí ról-ghlacaidh, drámaíocht, cluichí, obair bheirte agus ceistiúcháin go torthúil chun an t-ábhar a mhúineadh go héifeachtach. Aithrisíonn na daltaí cnuasach deas filíochta go taitneamhach. Is léir go bhfuil forbairt ag teacht ar chumas labharta na ndaltaí agus tá sé ar a gcumas ceisteanna a chur agus a fhreagairt agus roinnt mhaith briathra a úsáid. Bunaítear an léitheoireacht ar an iomlán ar shleachta agus ar na leabhair shaothair. Léann na daltaí an scéim léitheoireachta le tuiscint agus líofacht. B’fhiú machnamh a dhéanamh ar éagsúlacht ábhar léitheoireachta a sholáthar agus a úsáid ag gach rang leibhéal chun léitheoireacht neamhspleách na ndaltaí a fhorbairt. Múintear scileanna scríbhneoireachta go dícheallach. Chleachtann na daltaí scríbhneoireacht fheidhmiúil don chuid is mó agus tugtar roinnt deiseanna dóibh scríbhneoireacht phearsanta a chumadh. Chun chur leis an dea-obair moltar athbhreithniú a dhéanamh ar an bplean scoile agus ábhair agus scileanna teagaisc níos soiléire a leagan amach.
Irish
The teaching of Irish is effective and teachers speak Irish continually during lessons. Teachers base lessons on themes from the curriculum. Pupils’ listening skills are effectively cultivated through listening activities and stories. Interesting methodologies are effectually employed. Resources, role-play activities, drama, games, pair-work and questioning are purposefully utilised to teach content effectively. Pupils recite a range of poems with interest. It is clear that the pupils’ communication skills are being progressed and they can ask and answer questions and use a range of verbs. Reading is primarily based on extracts and workbooks. Pupils read the reading texts with understanding and fluency. Consideration should be given to extending the reading material at each class level to enable development of pupils’ independent reading skills. Writing skills are diligently taught. Pupils practise functional writing skills in the main with some opportunities provided for the development of their personal writing skills. To build on the work to date, a review of the Irish plan is recommended to outline clearly identifiable language structures and skills.
English
The quality of teaching and learning in English is very good. Praiseworthy emphasis is placed on the development of pupils’ oral language skills and their use of a wide and varied vocabulary is actively cultivated during well-managed class discussions. Language games are successfully employed in developing pupils’ observational and descriptive skills. Good use is made of novels to study characters, promote reflection and stimulate discussion among pupils. Pupils discuss debate and explore topics articulately and with maturity. They recite a range of poems with interest and enthusiasm. Pupils’ analysis and understanding of poetry studied in the senior classes is particularly impressive.
A print-rich environment has been created throughout the school. In the infant and junior classes, the effective promotion of pupils’ word identification skills and phonological and phonemic awareness create a firm foundation for the development of literacy skills. Pupils are encouraged to read for pleasure and class libraries, a graded-reading scheme and a range of novels are effectively utilised to enrich pupils’ reading experiences. The promotion of paired reading activities with pupils from the junior and infants classes is praiseworthy. Pupils read with confidence and suitable inflection and understanding.
Pupils are encouraged to write in a range of genres for a variety of audiences as they progress through the school. In the infants and junior classes pupils engage in an appropriate range of pre-writing activities and are provided with regular opportunities to develop their personal writing skills. Brainstorming activities are productively utilised in stimulating pupils’ thinking and to build on their existing vocabulary. From junior level upwards, carefully chosen novels are used to instruct pupils in story structure and to become aware of openings, settings, characters, events, and endings. In the middle and senior classes good practice is underway in relation to process writing with pupils drafting and editing their own work. Pupils use dictionaries and thesauruses to extend and develop their vocabulary. ICT is regularly utilised to support teaching and learning. Spelling tests are a feature in all classes and are based on phonics and commonly used words.
3.2 Mathematics
There is a high standard of teaching and learning in Mathematics. Lessons are well structured and paced with clear learning objectives. Concepts are clearly explained. A good range of manipulatives is efficiently employed to facilitate pupils’ active involvement in their own learning and they are enabled to engage in authentic, real-life activities. The acquisition and consolidation of the language of Mathematics and mental mathematical strategies are highlighted in the school plan and are visible in practice. The multi-class situation is used to good effect in the grouping of pupils to work at their own level. Pupils demonstrate positive attitudes to Mathematics and engage in written and oral tasks with interest. They display a positive mastery of topics covered. In the infant classes pupils demonstrate competence and confidence in early mathematical activities. In the junior classes pupils’ estimation skills are successfully fostered. Pupils display good understanding of number facts, extending patterns, measures and shape and space. In the middle and senior classes, pupils’ problem solving and mental mathematical skills are successfully cultivated. Pupils display good comprehension of number, shape and space, measures and data. In reviewing the whole-school plan for Mathematics the school should address the issue of consistency of approach in the teaching of mathematical operations.
3.3 Drama
The teaching of Drama is very good. The high quality interactions and positive classroom atmospheres create a safe environment in which feelings, ideas and experiences can be expressed. Discrete time has been allocated for Drama in accordance with curriculum guidelines. Drama contracts are utilised and space and resources are efficiently employed. Lessons are well structured. The fictional lens is successfully created, improvisational activities are appropriately scaffolded and drama strategies judiciously employed. Pupils participate co-operatively and with interest. They express themselves and reflect on activities with comprehension. A balance is achieved between the process and product of Drama. In the annual school play pupils in the senior classes are provided with opportunities to include their own improvisations and ideas. Drama is effectively integrated with other curricular areas such as Irish and the Visual Arts.
3.4 Assessment
Teachers are commended for the importance placed on assessing learning outcomes and the recording of pupils’ progress. A praiseworthy record keeping and reporting system is in place. Teachers demonstrate a clear understanding of individual pupils’ progress and this information is effectively employed to guide teaching and in the provision of differentiated learning opportunities. Pupils’ progress is monitored consistently and carefully. Some excellent examples of formative assessment practices particularly in literacy and numeracy are maintained. Data from pupils’ assessments along with feedback from parents and pupils are monitored to evaluate learning. Standardised tests are administered annually in Mathematics and English to pupils from first to sixth classes. A standardised test in Irish is administered to pupils from third to sixth classes. Consideration should be given to the further provision of pupils’ self assessment opportunities and the use of standardised spelling results in guiding phonics and spelling programmes.
4. Quality of support for pupils
4.1 Pupils with special educational needs
A special education needs policy, a learning support policy and a resource policy have been formulated in relation to provision for pupils with special educational needs. Support for pupils with special-education needs is provided by a part-time learning support-resource teacher (LS/RT) for five hours per week. Support for pupils is provided through a combination of in-class and withdrawal depending on individual pupils’ needs. Provision for pupils with special education needs is very good. Lessons are well-structured and interactions are supportive and encouraging and pupils engage purposefully in activities. ICT is efficiently utilised. The LS/RT liaises with local secondary schools and supports pupils in this transition. A range of screening and diagnostic tests is administered to pupils. Individual Education Plans (IEPs) are in place for all pupils and are formulated in consultation with class teachers and parents. Provision is reviewed regularly and is modified in response to the changing needs of pupils. The involvement of pupils, particularly at senior level, in the development of IEPs is good practice. The use of a more comprehensive range of diagnostic tests and resources to contribute to the setting, implementation and reviewing of specific targets for individual pupils is advised. A review of the special education needs policy is recommended. This review should include documentation of existing practice in relation to in-class provision, guidelines on the staged approach as outlined in circular 02/05 and a policy on supporting the very able pupils.
4.2 Other supports for pupils: disadvantaged, minority and other groups
The school’s commitment to the inclusion of all pupils is outlined in its mission statement and discernible in the inclusive, supportive learning environment. Currently, a very small number from minority groups attend the school. Support is provided by the part-time LS/RT. Provision focuses on the pupils’ individual needs and clear progress is being made in accordance with ability.
5. Conclusion
The school has strengths in the following areas:
· Leadership and management of the school are very effective and are underpinned by a shared vision and proactive team approach where the focus lies firmly on continuous improvement in practice.
· The commitment and support of the board and parents to the development of the school is praiseworthy.
· The pupils are very well behaved and motivated and an atmosphere of mutual respect is successfully cultivated.
· The quality of support for pupils provided by the school staff and the support team is very good.
· The quality of teaching and learning in the school is very good.
· Pupils at all class levels are encouraged to work collaboratively in active-learning contexts.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· It is recommended that the board of management establish a parents’ association on a formal basis.
· It is recommended that a strategic plan be developed for the continuing development and systematic review of the school plan. A whole-school approach to planning and the establishment of greater linkage between the school plan and classroom planning to reflect current practice should form part of this process.
· It is recommended that the special education policy be reviewed and a more comprehensive range of diagnostic tests and resources employed.
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
Appendix
School Response to the Report
Submitted by the Board of Management
Area 2 Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection
- Code of behaviour has been reviewed and amended so as to insert relevant legislation and welfare board guidelines
- A detailed time table for review of all policies over the next five years has been set in place