An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Edenmore National School
Emyvale, County Monaghan
Uimhir rolla: 16022W
Date of inspection: 16 November 2007
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of Edenmore National School was undertaken in November 2007. 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 Music. The board of management 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
Edenmore National School is under the patronage of the Catholic Bishop of Clogher and serves the parish of Donagh. There are currently 81 pupils attending the school. Over the past three years, there has been a slight but steady decrease in enrolment figures. The board of management is pro-actively seeking to increase enrolment figures. Pupils’ attendance is satisfactory.
The school building has recently been developed and extended. A playschool is located on the school campus. The school receives additional funding and personnel under the School Completion Programme and the GAA Funding and Games Development Scheme. The Rural Social Scheme (an initiative of the Department of Community, Rural and Gaeltacht Affairs) assists with the employment of ancillary staff.
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 |
81 |
|
Mainstream classes in the school |
4 |
|
Teachers on the school staff |
6 |
|
Mainstream class teachers |
4 |
|
Teachers working in support roles |
2 |
|
Special needs assistants |
2 |
|
Other: student support worker funded by the School Completion Programme |
1 |
1. Quality of school management
1.1 Characteristic spirit, mission or vision
A spirit of collegiality and partnership and a desire to create rich learning experiences for pupils permeate the life of this school. These rich learning experiences are evident in the very well- resourced, well-organised and stimulating classrooms where the pupils’ work is very well displayed. Opportunities are provided for pupils to interact on a cross-class basis and their participation in a range of whole-school initiatives enhances the quality of their learning experiences. These initiatives include the ‘Write-a-Book-Project’, paired-reading, the school choir, participation in regional and national drama events, various cross-border projects and fundraising for local charities.
1.2 Board of management
The board of management is properly constituted and undertakes its work with due regard to required procedures and protocols. The board has established clear and effective procedures for communicating with teachers and parents. The board is to be commended for its interest in and commitment to fulfilling its functions. This is particularly evident in the design of the extension to the school building where the board was proactive in visualising and realising a building that optimises learning opportunities for the pupils. A building sub-committee has been set up to oversee the development of the school playground.
1.3 In-school management
The acting principal is a long-standing member of staff and demonstrates an enthusiastic commitment to the school. She is conscientious in discharging her administrative duties and has overseen the development of the school plan with good attention to detail. Due cognizance has been taken of guidelines provided by the School Development Planning Service with regard to establishing a developmental planning process in the school.
The positions of deputy principal and special duties teacher are currently held by two teachers on a temporary acting-up basis. The duties assigned to these post-holders derive from the interests and talents of the incumbent teachers. While there is some evidence of a curriculum leadership dimension to these posts, there is scope for optimising the professional development opportunities they present. The board is advised to consult Circular 17/00 (Appointments to Posts of Responsibility) with regard to duties of post-holders and to the procedures to be followed in their appointment.
1.4 Management of relationships and communication with the school community
Effective channels of communication exist between the school, the board and the parents. The parents’ association works effectively and contributes to the school in terms of fund-raising, assisting with maintenance matters and participating in the policy-making process on issues such as relationships and sexuality education and substance use. Many examples of teachers providing guidelines and information to parents regarding school-related organisational procedures, concepts being taught and pupils’ progress were evident. These include a school booklet, report cards which are issued to all pupils from second to sixth class, the daily use of a homework diary and the maintenance of comprehensive reading records.
1.5 Management of pupils
Pupils are well managed both in and outside of the classroom. The warm and affirming teacher-pupil relationship contributes significantly to the creation of a positive learning environment for pupils.
2. Quality of school planning
2.1 Whole-school and classroom planning
The quality of whole-school planning is good. All required legislative policies are in place and curriculum plans have been drawn up for all areas of the curriculum. Some plans document decisions the school has made with regard to how particular aspects of a curriculum subject are to be taught and these plans are more effective than those which consist only of general statements.
The quality of classroom planning is satisfactory. Some teachers present their long-term planning in time-bound units. This practice could usefully be taken on board by all teachers. Good practice was observed with regard to ensuring that the objectives of the curriculum permeate short-term planning.
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
Tá cáilíocht na foghlama agus an teagaisc sa Ghaeilge go maith. Tá plean scoile leagtha amach bunaithe ar mórthéamaí agus fothéamaí an churaclaim. Is gá, áfach, athbhreithniú a dhéanamh ar an bplean seo agus diriú ar ábhar agus modhanna múinte a rianú go sainiúil. Múineann na h-oidí an Ghaeilge le cabhair fearais agus learáidí agus cuireann sé seo le suim na ndaltaí a chothú. Tá stór leathan foclóra ar eolas ag na daltaí. I gcuid ranganna, b’fhiú d’oidí rannpháirtíocht na ndaltaí a shaibhriú trí breis taithí a thabhairt dóibh an Ghaeilge a chloisint, níos mó cainte a dhéanamh agus freagairt ar réimse níos leithne ceisteanna oscailte. Níor mhiste freisin modh an aistriucháin a sheachaint le linn na gceachtanna Gaeilge. Is inmholta an cleachtadh atá le sonrú sna meanranganna maidir le húsáid a bhaint as rólimirt agus drámaíocht chun taithí a thabhairt do dhaltaí na heiseamláir agus na h-abairtí atá foghlamtha acu a úsáid i suímh chumarsáideacha. B’fhiú anois an cur chuige seo a chleachtadh i ngach rang. Bunaítear an léitheoireacht ar ábhar téacsleabhar go príomha agus tá dul chun cinn oiriúnach á dhéanamh ag na daltaí. Déantar cúram cóir de mhúineadh na scríbhneoireachta agus leagtar an obair amach go néata sna cóipleabhair. Aithrisíonn daltaí sna bunranganna cnuasach breá rann go taitneamhach le dea-fhoghraíocht. B’fhiú, áfach, athbhreithniú a dhéanamh ar an gcur chuige do mhúineadh na filíochta chun a chinntiú go dtagann forbairt chuí ar scileanna teanga na ndaltaí le linn na hoibre.
Irish
The quality of teaching and learning in Irish is good. A school plan has been prepared based on the major and related themes of the curriculum. A review of this plan however should focus on specifying the content and teaching approaches to be used. Teachers teach Irish with the assistance of visual resources and other materials which contributes to fostering pupils’ interest. In some classes, there is scope to enrich the participation of pupils through providing them with more opportunities to hear Irish, to speak the language and to respond to a wider range of open questions. The use of translation as a methodology should also be avoided during Irish lessons. The practice observed in the middle classes of using role-play and drama to allow the pupils apply, in a communicative setting, the sentences and structures already learnt is very commendable. This practice should now be extended throughout the school. Reading is principally based on textbook material and pupils are making appropriate progress. Proper care is taken with the teaching of writing and the work is displayed neatly in copybooks. Pupils in the junior classes recite a variety of poems with enjoyment and good pronunciation. The method of teaching poetry could be reviewed however to ensure that pupils’ language skills are suitably developed during the activity.
English
The teaching of English is of a very good standard and pupils’ attainment levels show development as they progress through the school. The school plan in English is sufficiently detailed to ensure its effectiveness in informing teaching and learning in the classroom. Classroom activities place a particular emphasis on developing pupils’ oral language abilities through discrete English lessons and during activities across the range of other curriculum areas. Within this provision, consideration might be given to identifying strategies to meet the learning needs of pupils of all levels of ability. The teaching of reading is very well organised with detailed reading records of pupils’ progress being maintained. Provision for less able pupils is excellent. The range and quality of pupils’ writing is very good in terms of topics, genres and writing conventions. An emphasis is placed on providing an audience for pupils’ writing through compiling samples of their work into books. A differentiated spelling programme provides effectively for individual learning needs. In general, pupils’ written work is regularly monitored. Where monitoring is most effective specific, personalised comments enrich pupils’ learning.
3.2 Mathematics
The teaching of Mathematics is of a good standard. The curriculum is implemented systematically with due regard to providing a balanced programme across all strands and strand units. Whole-class teaching and group-work are used appropriately as teaching methodologies and these are underpinned by the effective use of concrete materials and visual resources. Throughout the school, the role of language in assisting the development of conceptual understanding is given due emphasis and pupils are provided with opportunities to discuss their work. Pupils’ oral and written work demonstrates that they have a good understanding of concepts that have been taught. A specific focus on mental computation and problem-solving as key aspects of every mathematics lesson will further enhance the development of this conceptual understanding. Some very effective examples of matching the work of individual pupils to their particular learning needs were observed. Extending this good practice will ensure that sufficiently challenging learning opportunities are provided for all pupils in the school.
3.3 Music
The teaching of Music is satisfactory. A commercially produced scheme forms the basis for the delivery of the music curriculum. This provision is enriched by regular school concerts and visiting groups such as the Armagh Mummers which provide pupils with a context for and an opportunity to apply their learning. During a performance by the school choir, under the direction of the student support worker, pupils were observed to sing melodically and with enthusiasm. While teachers demonstrate an understanding of the elements of a music lesson, further development of the school plan for Music could guide teachers in structuring and pacing lessons and in providing for listening and responding activities that foster pupils’ learning. The effective combination of skill teaching and concept application that was observed during the evaluation could usefully provide the school with a starting point for reviewing the structure of music lessons.
3.4 Assessment
Modes of assessment used in the school include a range of teacher-devised tests, standardised tests and diagnostic tests. The results of standardised tests are carefully recorded and analysed in order to identify pupils requiring support teaching. It is clear that teachers know their pupils well and this provides them with a valuable foundation on which to plan for learning. To enhance the quality of learning programmes, the analysis of assessment outcomes should focus on individual pupils’ learning needs and form the basis for differentiated learning activities for all pupils.
4. Quality of support for pupils
4.1 Pupils with special educational needs
Provision for pupils with special educational needs is excellent. The Reading Recovery Programme is used as an early intervention strategy to support the development of literacy skills in English. Significant thought has been put into the location and the creation of a stimulating, learning environment. Lesson planning and delivery are focused on the needs of pupils, are very well structured and very affirming of pupils’ abilities and progress. There is evidence of liaison between support teachers and class teachers and the benefit of this collaboration was observed in the mainstream setting.
4.2 Other supports for pupils: disadvantaged, minority and other groups
The School Completion Programme provides the school with the services of a student support worker. This enables the school to provide for infant supervision at the conclusion of lessons, the running of a homework club and additional assistance to pupils in general. The work of the student support worker is suitably timetabled and well organised.
5. Conclusion
The school has strengths in the following areas:
· The building, facilities and resources available to the pupils are of a very high quality.
· Teachers have a warm and positive rapport with pupils.
· There is excellent provision for pupils with special educational needs.
· A range of additional co-curricular activities is available to pupils which enriches the provision for learning.
· The active involvement of the board of management and parents is integral to the creation of a vibrant school community.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· Greater attention should be paid to ensuring that teaching and learning activities are sufficiently differentiated and challenging to meet the needs of all pupils.
· There should be an enhanced focus in curriculum planning on identifying teaching strategies and specifying practices that optimise pupils’ learning.
· Sna ceachtanna Gaeilge, is cóir rannpháirtíocht na ndaltaí a shaibhriú trí breis deiseanna a thabhairt dóibh an teanga a chloisint agus a labhairt. ( In Irish lessons, the participation of pupils should be enriched through providing them with more opportunities to hear and speak the language.)
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 June 2008
Appendix
School Response to the Report
Submitted by the Board of Management
Area 1: Observations on the content of the inspection report
· The In – School Management Team have taken great care in defining and assigning the duties of the post holders. The post holders own expertise and talents in different areas have been taken into consideration and each post holder has responsibility for three curricular areas in addition to organisational and pastoral duties. These duties will however be reviewed in line with Circular 17/00 as advised.
· The School feels that the area of Music is one of its strengths. Whilst it does make use of a commercially produced scheme this does not dictate what is taught in music. From the pre-evaluation meeting the teachers felt that what was required was a snapshot of all four strands rather than a normal structured music lesson. The report did not reflect fully the excellent music programme which is in place.
· Great care is taken to ensure that teaching and learning activities are sufficiently differentiated to meet the needs of all pupils and the school will continue with this practice in each classroom.
Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection
· The Drumcondra Profiles have now been purchased as recommended in the oral post-evaluation report. These will be used to inform future planning.
· The core subject plans will be reviewed to identify areas that can be improved in order to optimise pupils’ learning.
· Ways of providing more opportunities to hear and speak the Irish Language are currently being examined. The School Completion Programme have been approached for support with this.
· The school will continue to build on its strengths and will implement the recommendations of the Whole School Evaluation to the best of its ability.