An Roinn Oideachais agus Eolaíochta

 

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Scoil Náisiúnta Mhuire

Stratford-on-Slaney, Baltinglass,

Co. Wicklow

Uimhir rolla: 16027J

 

Date of inspection:  23 May 2007

  Date of issue of report: 17 January 2008

 

 

Whole-school evaluation

1.     Introduction – school context and background

2.     Quality of school management

3.     Quality of school planning

4.     Quality of learning and teaching

5.     Quality of support for pupils

6.     Summary of findings and recommendations for further development

 

Whole-school evaluation

 

This report has been written following a whole school evaluation of Scoil Náisiúnta Mhuire. 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, the school’s board of management, and representatives of the parents’ association. 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 various staff teams, where appropriate. Following the evaluation visit, 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.

 

 

 

1.     Introduction – school context and background

 

Scoil Náisiúnta Mhuire is a four-teacher, co-educational primary school in the village of Stratford-on-Slaney, Co. Wicklow. This Catholic school is under the patronage of the Bishop of Leighlin and Ferns. The building dates from 1909 and was originally built as a two-teacher school.  The school serves a growing, predominantly rural, local community. The aims of the school are outlined in its mission statement.  Its mission is to provide the children with a holistic education which respects the individual and the environment.  This balance is evident in the commitment of the staff to providing a broad and balanced curriculum and to promoting the pupils’ active involvement in environmental awareness and civic responsibility. There are 62 pupils enrolled and enrolment figures are steady.   School attendance is excellent. 

 

 

2.     Quality of school management

 

2.1 Board of management

The board of management is properly constituted and functions effectively. It is supportive of the work of the school and its duties are carried out in an efficient manner.  It meets approximately five times a year and maintains minutes of these meetings. All board members have received training for their management roles and they display a high level of awareness of and commitment to their legislative duties. The board ensures that policies required by statute are in place and ensures compliance with departmental rules and regulations. Its accounts are certified externally and it fulfils its obligations regarding the promotion of school attendance as required by the Education (Welfare) Act 2000. The board is actively involved in developing policies which govern the organisation of the school. It takes a keen interest in ensuring that procedures and guidelines are in place for the staff, the parents and the school community. Curriculum plans, devised by staff, are discussed at board level and ratified.  The board’s current priority is the maintenance of the school building and grounds.  It is concerned about the condition of the school building and its prefabricated rooms. It is recommended that the board of management take appropriate steps to upgrade the school building. The board maintains a good level of communication with the parents in the community through the parents’ representatives who sit on the board.  The principal submits a report at each meeting regarding the work of the school.

 

 

2.2 In-school management

The in-school management team comprises the principal, the deputy principal and a teacher with special duties. The principal provides strong leadership.  With the support of all the staff, she has succeeded in nurturing a strong sense of purpose and community within the school.  She has a long-standing association with the school and attends to her duties in a capable and thorough way. She carries out her administrative duties most attentively.  She demonstrates a high level of engagement with curriculum developments and plays a dynamic role in advancing the process of collaborative, whole-school development planning.  She is committed to the attainment of high standards and to the provision of a holistic education for all pupils.

 

The deputy principal and special-duties teacher provide strong support to the principal in the management and the development of the school.  Their duties are clearly defined and address a balanced range of responsibilities. Their work is carried out effectively and competently. These posts are reviewed informally from time to time; it is advised that a formal review process be established.

 

2.3 Management of resources

The teaching staff comprises a teaching principal, two mainstream teachers and two shared special education teachers, one based in this school. Department guidelines regarding class size are observed and teachers are afforded the opportunity to teach in a variety of class settings.  The school endeavours to ensure that arrangements for multi-grade teaching and class allocations are in the best interests of the education of the pupils. A secretary and special needs assistant, both part-time, provide a high level of support to the school. Football coaching, funded by the GAA, is provided to pupils from first class upwards. Drama classes and pottery workshops are provided to all pupils with funds from the board and from the relevant Department grants. The teachers undertake educational courses on a regular basis and avail of the support provided by the School Development Planning (SDP) service and the Primary Curriculum Support Service (PCSP).

 

The main school building has a pleasing façade and well maintained grounds.  The school is kept in an orderly way and is cleaned regularly. The quality of the interior of the school is unsatisfactory. The two classrooms have inadequate space for the effective implementation of the methodologies of the curriculum.  The school’s electrical system requires significant upgrading in the interests of the health and safety of staff, pupils and visitors. The main building contains a small staff room, an administrative area and basic toilet facilities. There are two prefabricated structures on site which are in need of upgrading. These comprise a mainstream classroom and two special education rooms, one containing a suite of six computers. A school yard, a sheltered area, a green area and a nearby school garden complete the external facilities available.

 

The school is well resourced for the implementation of a broad curriculum.  It has a good range of electronic equipment, sport and gardening resources, science and music kits and well-stocked class libraries. These resources are accessible and used on a regular basis. Classrooms are attractive and welcoming.  In many classrooms, a print-rich and a mathematics-rich environment is promoted; this should be extended to all classrooms. There are many quality samples of the pupils’ written and artistic work on display in the entrance area and around the school. There is an appropriate level of resources for special education provision. The school secretary provides support for pupils in using Information and Communication Technology (ICT) and oversees pupils as they undertake tasks and games on the school’s suite of computers. It is advised that the staff set out specific programmes of work for the use of ICT in supporting the curriculum for each class level. 

 

 

2.4 Management of relationships and communication with the school community

The parents’ association, which is affiliated to the national parents’ council, is active in its support for the school.  The parents are committed to ensuring that pupils access a broad co-curricular programme. Significant efforts and monies are channelled towards the funding of an aquatics programme for pupils after school. The parents support the work of the school through the hosting of various fund-raising and social events throughout the year. While no formal policies exist to encourage and facilitate parental involvement, the current level of collaboration and the established communication channels are good. There are regular school newsletters sent to parents. The parents association keeps the community informed of its work through local notices and the parish newsletter. Annual parent-teacher meetings are held to communicate and discuss the pupils’ progress and end-of-year reports are provided for all pupils.  Informal contact with teachers throughout the year is facilitated. It is advised that the school devise a policy to support and extend the role of parents in their children’s education.

 

2.5 Management of pupils

The school is to be commended for the manner in which it promotes a positive approach to discipline.  The pupils are managed in a capable and effective way.  There are warm and respectful relations between staff and pupils and a caring and supportive environment is nurtured successfully. It is evident that the school community has shared expectations regarding the pupils’ behaviour, application and learning goals.  The implementation of the school’s code of behaviour and anti-bullying policy is very much in keeping with the principles and tenets of the Equal Status Act 2000.

 

 

3.     Quality of school planning

 

3.1 School planning process and implementation

The school planning process reflects a high level of collaboration among staff and a commitment to providing up-to-date, relevant documents which reflect the current good practices within the school. This work has been carried out systematically by the staff through the capable leadership of the principal and with significant contributions from the board. The staff engage with the process of action planning, strategic planning and regular collaborative review to ensure that school targets are monitored and addressed.  The teachers convene regular staff meetings in order to work toward the cohesive implementation of the curriculum.

 

A wide range of planning materials is available. These documents provide clear, detailed programmes, policies and statements governing many areas of organisational and curriculum provision. The organisational policies address the school’s legislative and departmental obligations and also outline areas of procedural importance. The school publishes a school booklet which informs parents about these policies and procedures in summary form. Curriculum plans are in place for most areas of the curriculum and many provide an appropriate level of detail and guidance for teachers.  The commitment to reviewing these plans on a regular basis to ensure progressive programmes of learning is praiseworthy.

 

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, 1999, updated issue May 2004) and Child Protection Guidelines for Primary Schools (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.

 

3.2 Classroom planning

The quality of individual teachers’ planning is good. All teachers provide detailed long-term and short-term programmes of work.  These planning approaches, while diverse, reflect a thorough engagement with the Primary School Curriculum 1999.  The staff provide comprehensive, differentiated programmes for the varying class levels in their multi-class settings.  Individual education plans are in place for most pupils with special educational needs.  In general, this planning is detailed and specific to the strengths and learning needs of the pupils. Particular consideration is given to the use of appropriate methodologies, resources and assessment tools in addressing specific learning targets for individual pupils.  General progress records are compiled each month by class teachers and these are maintained centrally. It is advised that the staff agree a common approach to the layout and content of these progress records.

 

 

4.     Quality of learning and teaching

 

4.1 Overview of learning and teaching

The teachers display a high level of skill in their approaches to teaching and consequently the overall standard of learning is very good.  Effective whole-class teaching is complemented by the use of focused pair work and group work. The pupils are enabled to work collaboratively and independently while undertaking learning tasks which provide an appropriate level of challenge. The emphasis on structured, active-learning opportunities is a feature of all classrooms.  Teachers prepare and use appropriate resources, including some ICT. Most classrooms host an appropriate range of visual and physical teaching resources, incorporating investigation areas, curriculum displays, the promotion of print and Mathematics and the celebration of the pupils’ academic and artistic work.

 

4.2 Language

 

Gaeilge

Éiríonn le na hoidí caighdeán maith a bhaint amach i múineadh na Gaeilge agus is léir go bhfuil gach duine ar chomh céim maidir le cur i bhfeidhm na prionsabail agus ábhar an churaclaim. Leagtar béim inmholta ar chumarsáid sa Ghaeilge agus ar rannphártaíocht na bpáistí. Glacann na páistí páirt ghníomhach i rith na gceachtanna agus baineann siad sult agus tairbhe nach beag as a bheith ag obair i bpéirí agus i ngrúpaí.  Baintear úsáíd éifeachtúil as na téamaí ón gcuraclam chun cumas cumarsáide na bpáistí a fheabhsú agus tá dul chun cinn suntasach le feiceáil tríd an scoil. Úsáideann na múinteoirí raon leathan de mhodhanna spreagúla idir dhrámaíocht, ceol, amhráin, rainn, cluichí cainte, tascanna éisteachta agus agallaimh.  Cuireann na hiarrachtaí siúd go mór le héífeacht na gceachtanna. Tá ceangal cuí idir an obair ó bhéal, an léitheoireacht agus an scríbhneoireacht.  Léann na páistí le cruinneas agus éiríonn leo an téasc a phlé go tuiscineach. Tá moladh tuillte ó thaobh múineadh na foghraíochta agus aithrisíonn na páistí raon leathan rann agua amhrán le beogacht. Tugtar deiseanna do na daltaí scríbhneoireacht pearsanta a dhéanamh agus tá a saothair breátha le feiceáil timpeall na scoile.

 

Irish

The teaching of Irish is good and it is evident that the content and the principles of the curriculum are implemented consistently by all teachers.  Praiseworthy emphasis is placed on promoting the pupils’ participation in lessons and on developing their ability to communicate through Irish. The pupils are actively engaged during lessons and they enjoy and benefit significantly from working in groups and pairs. Effective use is made of the themes of the Irish curriculum to enhance the pupils’ communication skills and there is sustained progression through the school. A wide range of motivating methodologies is utilised which encompasses drama, music, songs, poems, language games, listening and conversation tasks. These endeavours contribute to the effectiveness of the lessons. Suitable links are fostered between the oral, reading and writing tasks. The pupils read with accuracy and can discuss the texts with understanding. The teaching of phonetics is deserving of praise and the pupils recite many songs and poems in a lively manner. Opportunities are provided for the pupils to engage in creative writing tasks and good examples of their work are exhibited around the school.

 

English

The teachers attend to development of the pupils’ oral language skills across all areas of the curriculum. Pupils are encouraged and facilitated to contribute to all lessons through listening, talking and discussing ideas and issues.  The standard of many pupils’ communication skills is very good and they present their opinions with confidence and perspective. Active-learning contexts are well promoted and pupils engage in a variety of engaging cooperative tasks.  In the senior classes, good use is made of role plays and dramatic situations to develop the pupils’ cognitive abilities.  In many classes teachers plan for the delivery of discrete, oral language lessons for the development of specific communication skills. The provision of a structured, progressive oral language programme in all classes is advised.

 

A love of reading is fostered throughout the school and the pupils have access to a wide range of books.  They enjoy reading and being read to.  In the early years, the pupils’ emergent-reading skills are taught through the use of flashcards, the teaching of phonics, a graded reading scheme and the development of word-attack skills. The junior infant pupils require extended experience in rhyming and syllabic awareness activities, the use of language experience charts and the use of large-format books to explore the conventions of print. It is recommended that formal reading begin in senior infants and that further emphasis be placed on the development of the pupils’ pre-reading skills, incorporating a specific phonological awareness programme, at junior infant level. The majority of pupils in the middle and senior classes read with fluency, expression and enjoyment. They display competent comprehension skills and they discuss the content of a wide range of reading material, including novels, with insight and understanding. The teachers provide differentiated reading tasks to meet the needs and abilities of pupils. Some very good work is underway in the writing of poetry.  In some classes the pupils recite a good range of poems with expression and sensitivity. The compilation of a core list of poems for recitation by each class is advised.

 

The development of the pupils’ personal writing skills, in a wide variety of genres, is a notable aspect of the English programme in this school.  The quality of the pupils’ writing, in their formal and creative responses, is very good.  Particular attention is given to the layout, content, penmanship and presentation of their work.  Many fine samples of their poems, articles, reports, stories and projects are attractively displayed and imaginatively illustrated. It is advised that the teaching of the writing process be extended to include the use of ICT by the pupils when drafting, editing and improving their work.

 

4.3 Mathematics

The teaching of Mathematics is very good. All teachers provide a balanced programme and due attention is given to all strands.  There is consistency in the teaching of number operations and in the progressive use of mathematical language. Good use is made of mathematical resources and teaching aids to reinforce the pupils’ learning and their concrete application of concepts. In many classrooms, a mathematics-rich environment is promoted and manipulatives, charts, number lines, posters and other visual materials are displayed.  In all classes, extensive use is made of active- learning contexts and pupils are encouraged to work in pairs and groups in focused, well-structured tasks, including mathematics trails. Teachers ensure that lessons are well structured, combining the direct teaching of concepts with opportunities for consolidation and application through differentiated cooperative tasks and problems.  Admirable efforts are made to ensure that the content of lessons is related to the practical, everyday use of Mathematics.

 

Overall, the achievement levels of pupils are high. The pupils in the junior classes engage in appropriate early-mathematical activities and are making good progress in relation to their number work and in actively exploring the strand of Shape and Space.  Most pupils in the middle and senior classes can carry out number operations competently and recall number facts with accuracy. They display excellent understanding of number work in general. Particular attention is given to the development of the pupils’ ability to solve problems and they undertake tasks with confidence in a methodical and independent way. The teachers monitor and assess the pupils’ achievements in relation to each topic covered, using criterion-referenced objectives. This approach is praiseworthy in its endeavour to inform future programmes of learning. 

 

4.4 Social, Environmental and Scientific Education

 

History

Classroom programmes for the teaching of History are drawn primarily from commercial textbooks with some use of additional material. It is advised that the school plan and individual teachers’ planning address topics, events and areas of local interest to complement the programme in use. The pupils are very knowledgeable about the significance of events, characters and topics of national and international relevance. They discuss and reflect upon the topics covered with a good level of insight. In some classrooms stimulating visual and physical resources, including artefacts, photographs, timelines and posters are sourced and utilised effectively. It is advised that pupils in all classrooms be afforded the opportunity to have extended engagement with a variety of resources, incorporating oral and documentary evidence.  Across the school the pupils undertake projects, interviews and fact files and engage in collaborative tasks to deepen their understanding of key themes of the history curriculum.

 

Geography

A broad and balanced Geography programme is in place.  It addresses the pupils’ understanding of their locality and the physical and human environments that make up our world.  The quality of teaching is very good. Lessons are well structured and appropriate resources are used effectively to illuminate concepts. The pupils are motivated and knowledgeable about the topics they have learned. A variety of teaching methodologies are used with competence. They include investigative work, the use of the immediate environment and the promotion of active, collaborative-learning tasks. Many examples of the pupils’ research work are attractively exhibited. The school has established links with a school overseas for the exchange of ideas, information and geographical data. The school is to be praised for the way in which it fosters an appreciation of the earth’s natural resources and creditable efforts are evident in relation to recycling, composting and reusing materials.

 

Science

Many aspects of the science curriculum are well taught. In particular there is very good work underway in relation to the strand of Living Things and in Environmental Awareness and Care. In most classes these strands are well promoted through investigation areas, the observation and growth of living things and the use of suitable resources. Very good use is made of the school garden for the purposes of observation, planting and the exploration of nature. The pupils are encouraged to take a hands-on approach to Science and harvest seeds for the purpose of planting.  Lessons are generally well structured and pupils are enabled to develop their scientific skills in a practical way. Good use is made of investigative and experimental work in many classes.  It is advised that pupils undertake more frequent engagement with the strands of Forces and Materials and that the skills of fair-testing be taught systematically and outlined in the school plan. The school has attained the Green Flag and has made notable achievements in relation to its care for the environment and its raising of the pupils’ awareness of the importance of conservation.

 

4.5 Arts Education

 

Visual Arts

The school succeeds in developing the pupils’ skills in making and responding to Art in a progressive way. A variety of challenging activities are regularly provided to all pupils to enable them to explore and work with art materials in all strands of the curriculum.  Pupils explore the language and elements of art and are encouraged to experiment in a range of art media.  Art programmes provide a balance between two- and three-dimensional creations and also attend to the pupils’ ability to respond to works of art. Excellent work in all strands is evident throughout the school and the pupils’ artistic endeavours are displayed imaginatively. The school is collaborating with an artist-in-residence and the pupils’ ceramic works will be installed in the village this year. There is effective linkage and integration of the Visual Arts with many other areas of the curriculum.

 

 

Music

Planning for the implementation of the music curriculum is in its early stages. In developing a whole-school plan for Music it is recommended that the school avail of the cuiditheoir service to facilitate the development of a team-approach to the teaching of all strands. At present, the strands of performing, and to a lesser extent, of listening and responding, form much of the music programme. The standard of song singing is good and many pupils sing tunefully in both Irish and English.  Through the sharing of teacher expertise, pupils in the middle classes are taught the tin whistle and perform a range of songs and tunes rhythmically and capably. Some good individual practice in relation to the strand of Listening and Responding was noted during the evaluation as was the use of percussion instruments to explore rhythm patterns.  The early work in music literacy is promising. It is advised that all teachers provide progressive programmes for the development of the pupils’ skills in composing and in promoting music around the school in general.

 

 

Drama

The use of role play, characterisation, improvisation and play as teaching methodologies is evident at all class levels. The pupils display very good levels of confidence in entering dramatic scenarios and acting in role. Drama as a powerful pedagogical tool is used effectively in the teaching of Irish and in the exploration of themes from the Social, Personal and Health Education (SPHE) curriculum. Lessons in Drama are facilitated with competence. Levels of participation are generally high. The pupils are enabled to enter fictional roles and develop their communication skills in well-organised lessons.  All pupils participate in the annual Christmas concert which is performed in the local church.

 

 

4.6 Physical Education

The pupils are provided with a broad physical education.  The grounds of the school, including the grass area, yard and hard court, are used appropriately in the delivery of a range of appropriate learning opportunities. The school has no general purposes room.  The school avails of the local GAA pitch for team sports and for the annual sports day events. Football coaching is provided by the GAA and pupils take part in the Cumann na mBunscoil and small schools’ league games.  Pupils participate in the local community games. Coaching for some of these events is provided by staff members after school. Some pupils receive swimming coaching in extra-curricular programmes arranged by parents.  Lessons in Physical Education are well organised and structured. The pupils display excellent cooperative skills and engage in athletics, games skills, skipping, dance and outdoor pursuits with confidence and enjoyment. 

 

 

4.7 Social, Personal and Health Education

The teachers provide many opportunities, both formal and informal, to foster the personal development, health and well-being of individual pupils. The staff are committed to the creation of good relations, mutual respect and a positive climate between themselves, between staff and pupils and also among pupils. The pupils are enabled to learn skills, values and attitudes to deal with issues such as relationships, personal care and responsibility for the environment. Pupils contribute to aspects of school policy and take on areas of responsibility through their work on the Green School’s committee. The school plan addresses healthy lunches, the promotion of walking to school and a policy to foster links with communities overseas. Teaching methodologies in SPHE are varied and focused on the pupils’ active involvement and engagement with the themes of the programme. 

 

4.8 Assessment

The quality of assessment for literacy and Mathematics is good.  A varied range of assessment approaches is in use and teachers monitor the progress of pupils’ learning consistently. The modes of assessment in use comprise teacher observation, checklists of criterion-referenced objectives, teacher-designed tests and pupil portfolios. The pupils’ written work is monitored and corrected methodically. Standardised tests in English and Mathematics are administered to pupils from first class upwards.  The Middle Infant Screening Test (MIST) and the BIAP is administered to pupils in the junior classes. Detailed records of assessment, particularly in the areas of language and Mathematics, are maintained by all teachers. It is recommended that a whole-school approach to assessment for each curriculum area be agreed.  An individual file is maintained on all pupils with details of their learning achievements and other relevant data. These files inform the contents of the annual pupil reports.

 

 

5.     Quality of support for pupils

 

5.1 Pupils with special educational needs

The special education team (SET) comprises a shared learning support/resource teacher (LS/RT) appointed under the general allocation and a shared learning-support teacher. A comprehensive school policy is in place.  There is special education provision for pupils with low-incidence disabilities and for pupils experiencing difficulties in literacy and Mathematics. Effective learning support and resource provision is made available within mainstream classes and on a withdrawal basis. This support is inclusive in nature combining groups and one-to-one teaching where appropriate. All special education teachers prepare planning documents for their support to individuals and groups. In general, the quality of this planning is very good.  Where individual learning targets are specified in the individual education plans (IEPs), these are focused, relevant and attainable. It is recommended that further diagnostic testing be undertaken to determine the individual learning needs of pupils receiving mathematics support and for the close monitoring of the pupils’ attainment of specific learning targets. Some very good teaching in the special education settings was observed during the evaluation. Aspects of this effective teaching include the preparation of well-structured and engaging lessons informed by clear learning objectives. A good selection of suitable teaching and learning resources is available. These are used effectively. The role of parents in supporting their children with special education needs can be further extended. Greater collaboration between parents, class teachers and other relevant parties in the development of IEPs is advised. 

 

5.2 Other supports for pupils: disadvantaged, minority and other groups

There is a welcoming and inclusive atmosphere in the school.  The staff are committed to providing pupils with a broad and balanced education. The school receives funds through the Giving Children an Even Break grant and uses these monies to provide supports and activities to extend the educational opportunities for all pupils.  The school organises a variety of workshops to support curriculum provision, particularly in relation to the pupils’ arts education and it also provides school outings to areas of local interest.

 

 

6.     Summary of findings and recommendations for further development

 

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 board of management where the draft findings and recommendations of the evaluation were presented and discussed.