An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Saint Mary’s National School

Drung, County Cavan

Uimhir rolla:  16520P

 

Date of inspection: 14 November 2007

 

 

 

Whole-school evaluation

Introduction – school context and background

Quality of school management

Quality of school planning

Quality of learning and teaching

Quality of support for pupils

Conclusion

School response to the report

 

 

 

 

Whole-school evaluation

 

A whole-school evaluation of St Mary’s 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

 

St Mary’s NS is a four-teacher co-educational school located in a rural area in Co. Cavan. The present school building was constructed in 1988 and in addition to classrooms and ancillary accommodation it has a large general purposes room and extensive playing facilities. Enrolment levels have been stable for a number of years and are expected to remain so in the medium-term. Pupil attendance levels are good.

 

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

67

Mainstream classes in the school

3

Teachers on the school staff

4

Mainstream class teachers

3

Teachers working in support roles

1

Special needs assistants

0

 

 

1.     Quality of school management

 

1.1 Characteristic spirit, mission or vision

The school is under the patronage of the Catholic Bishop of Kilmore. The mission statement of the school commits to identifying and addressing the intellectual, spiritual, physical, moral and cultural needs of every pupil and to providing as broad an education as possible. A very pleasant, caring atmosphere is in evidence in the school, where relationships are characterised by mutual respect and where a culture of co-operation and collaboration has been successfully nurtured over many years. Teachers have succeeded in cultivating a good work ethic among pupils.

 

1.2 Board of management

The Board of Management is properly constituted and its members display a clear commitment to supporting the work of the school. Meetings are well attended and minutes of all meetings are maintained. Topics discussed are wide-ranging but commonly relate to the maintenance of the school, fundraising and school accommodation. The functioning of the board would be improved by the provision of a written report by the principal and the treasurer at each meeting. Members of the board undertake specific tasks as needs arise, giving generously of their personal and professional skills for the betterment of the school. The board has prioritised a number of areas for development within the school, including the provision of additional computers and accommodation for a school library and a dedicated learning-support room.

 

1.3 In-school management

The in-school management team comprises the principal, the deputy principal and one special duties teacher. Designated duties have been assigned to each post-holder and the culture of team-work that is a characteristic of the staff ensures that all post-holders participate in the management of the school. The principal fosters close collaboration among the staff and clearly values the contribution individual teachers make to ensure the smooth running of the school. Duties currently assigned to post-holders relate generally to the day-to-day operation of the school and are carried out diligently and effectively. It is recommended that duties attaching to posts be reviewed in the context of Circular 17/00 (Appointments to Posts of Responsibility) and that the development of teaching and learning be at the core of duties. The part-time secretary and caretaker provide valuable assistance in the day-to-day functioning of the school.

 

1.4 Management of relationships and communication with the school community

Effective working relationships between all partners in the school are founded on mutual respect and clarity about their respective roles. Officers of the parents’ association reported that the general parent body is very supportive of the school and contributes significantly to the provision of an extensive variety of extra-curricular activities. A school magazine is produced biennially, giving the wider school community an opportunity to share and celebrate the work of pupils. Parents report that they are satisfied with the quality of education being provided for their children, and that issues raised by parents are dealt with promptly and efficiently by the staff. Opportunities to discuss their children’s progress are provided during annual parent-teacher meetings, and written reports are sent to parents at the end of each school year.

 

1.5 Management of pupils

The mutual respect evident among all members of the school community underpins the approaches to managing pupils, both in the classrooms and at recreation time. Pupils are well supervised at playtimes, and have a variety of surfaces on which to play. The recent provision of fencing around the school playground is reported to have enhanced the level of safety provided for young pupils. The code of discipline promotes positive behaviour and clearly outlines procedures for dealing with breaches of the code. The high standard of behaviour evident among pupils attests to the effectiveness of the operation of the code of discipline.

 

 

2.     Quality of school planning

 

2.1 Whole-school and classroom planning

The quality of whole-school planning is generally good. Policies have been drafted by the teaching staff, and ratified by the board of management following discussion. A wide range of administrative policies has been developed to facilitate the smooth running of the school and to respond to the requirements of relevant legislation. To ensure compliance with current equality legislation the board should review aspects of the enrolment policy that relate to the enrolment of pupils with special educational needs and the criteria for the allocation of places.

 

Whole-school policies have been drawn up for Gaeilge, English, Mathematics, Music and learning support. The approaches recommended in the Primary School Curriculum (1999) underpin these policies. The learning-support policy is comprehensive. It clearly delineates the roles and responsibilities of all those involved in supporting pupils with special educational needs and was devised on a collaborative basis by the teaching staff, in consultation with parents. A review of policies for specific subject areas should identify aspects of the curriculum to be covered at each class level and focus on linking school plans with individual teacher planning through identifying strategies that facilitate an on-going review of policy implementation.

 

There is scope to develop the quality of classroom planning. Content is based on a variety of textbooks and is generally outlined under the strands of the curriculum. Separate programmes of work are set out for each grade level in English and Mathematics. To enhance the quality of planning teachers should focus on the expected learning outcomes for pupils of differing ability levels, and ensure that all strands of the curriculum in Gaeilge and Music are taught. Teachers should also plan for a variety of teaching and learning strategies to accommodate pupils’ learning styles and levels of ability.

 

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

Baintear úsáid as an nGaeilge mar theanga theagaisc agus is eiseamláir í caint na n-oidí do dhaltaí le fuaimeanna, struchtúir agus dul na teanga a inmheanú. Múintear cnuasach oiriúnach filíochta ag gach leibhéil ranga agus aithrisíonn na daltaí iad le dea-fhoghraíocht. San iomlán, is beag úsáid a bhaintear as gníomhaíochtaí foirmiúla éisteachta tríd an scoil. Ba chóir cur chuige uile scoile a chleachtadh maidir le forbairt teanga tríd an éisteacht agus úsáid a bhaint as an scéalaíocht mar chuid lárnach den chlár foghlama.

 

Breathnaíodh dea-chleachtas maidir le husáid an chur chuige cumarsáide i gcuid seomraí ranga agus rinneadh na gníomhaíochtaí a dhifreálú chun freastal ar na ranganna éagsúla. Is gá a chinntiú go múintear ionchur nua teanga le linn gach ceachta agus go dtugtar deiseanna do dhaltaí páirt a ghlacadh i ngníomhaíochtaí cumarsáide. Léiríonn na daltaí tuiscint oiriúnach ar an bhfoclóir atá faoi chaibidil ach bíonn siad mall abairtí a chruthú bunaithe ar an teanga a múineadh cheana féin.

 

Baintear úsáid as téascleabhair agus leabhair shaothair éagsúla mar bhunús do cheachtanna léitheoireachta. Dírítear an-aird ar bhrí a cheangal leis an fhoghlaim ach moltar aistriuchán a sheachaint le linn na gceachtanna. San iomlán, léann na páistí le cruinneas agus le tuiscint. Níor mhiste áfach scileanna na léitheoireachta a theagasc go foirmiúil. Moltar grúpobair a chleachtadh agus an t-ábhar léitheoireachta a chur in oiriúint do chumais na ndaltaí.

 

Scríobhann na daltaí scéalta le scafláil ón oide sna meánranganna agus sna hardranganna. Treisíonn an cur chuige seo tuiscint na daltaí ar chomhréir na teanga agus úsáid an fhoclóra nua- fhoghlamtha. Moltar áfach breis béime a leagan ar réimse níos leithne tascanna scríbhneoireachta a chleachtadh agus deis a thabhairt do dhaltaí tabhairt faoi scríbhneoireacht phearsanta go rialta. B’fhiú breis prionta a chur ar taispeáint le tacú le neamhspleáchas scríbhneoireachta na ndaltaí.

 

Irish

The use of Irish as a medium of instruction serves as an exemplar for pupils in acquiring the sounds, structures and flow of the language. A suitable collection of poetry is taught at each class level and pupils recite these with good pronunciation. In general little use is made of formal listening activities throughout the school. A whole-school approach should be used to develop pupils’ language skills through formal listening activities where story would play a central role.

 

Good practice regarding the use of the communicative approach was observed in some classes where activities were differentiated to meet the needs of pupils in various class levels. It is necessary to ensure that a new language input is taught during all lessons and that pupils in all classes are provided with opportunities to engage in communicative activities. While pupils display a good understanding of the language in use, they are slow to create sentences based on previously learned language.

 

A variety of textbooks and workbooks is used as a basis for reading activities. While significant attention is paid to ensuring that pupils understand the text, it is advisable to desist from translating the text. In general pupils read with accuracy and with understanding. Reading skills however need to be formally taught. It is recommended that group-work be practised and that reading material be matched to pupils’ abilities.

 

Pupils in middle and senior classes write stories with scaffolding by teachers. This approach reinforces pupils’ understanding of syntax and the newly acquired language. Further variety in writing tasks is recommended and pupils should be given opportunities to engage in regular personal writing tasks. Providing additional print in classroom displays would support pupils’ independence during writing activities.

 

English

Discrete oral language lessons in English are taught in some classes. Good use is made of story, using large format books, to develop pupils’ receptive and expressive language skills. Pupils engage in pair work to practise and reinforce new vocabulary. While oral language skills are developed informally during lessons across the curriculum, it is recommended that discrete oral language activities be a regular feature of English lessons in all classes.

 

Early reading skills are well taught in the junior classes, where significant attention is paid to developing pupils’ phonological and phonemic awareness. In middle and senior classes reading skills are further developed in a structured manner through the use of a range of resources which include a graded reading scheme, a class novel and well-stocked libraries. The cultivation of pupils’ interest in reading for leisure is commendable. Pupils at all levels read with fluency and understanding. Good discussion of reading material was evidenced where pupils’ emotional response to text was fostered. To further develop pupils’ higher-order thinking skills and independent working skills consideration should be given to extending the range of reading activities and practising group-work where all pupils engage in appropriately challenging work.

 

Early writing skills are well taught, with modelling by the teacher used to develop pupils’ understanding of the conventions of writing. Overall, penmanship skills are of a very high quality. Functional writing activities are generally based on activities in workbooks. Pupils write with accuracy, displaying good spelling and punctuation skills. The recent introduction of short, discrete writing periods in the middle classes is commendable. At some class levels, pupils engage in personal writing activities in a variety of genres. Fine examples of pupils’ writing are celebrated through display. It is advised that a whole-school approach to the promotion of regular personal writing from an early age be developed to foster individual pupils’ writing skills.

 

3.2 Mathematics

Basic mathematical skills are well taught at all class levels and pupils in general display an ability to apply the concepts they have learned when carrying out simple mathematical tasks. Appropriate use is made of concrete materials to develop conceptual understanding and computation techniques are clearly explained during blackboard work. Particular focus is placed on teaching and using discrete mathematical language during lessons. An over-dependence on the use of textbooks however limits the opportunities for pupils to reinforce their learning in a variety of settings. Further emphasis on the use of mathematical games, information and communication technology (ICT) software and the development of problem-solving skills would enhance the quality of pupils’ learning. To ensure that challenging work is provided for all pupils, learning activities should be matched to pupils’ abilities and further use should be made of pair-work and group-work during lessons.

 

3.3 Music

During the evaluation lessons in rhythm patterns, song singing and listening and responding were observed. Pupils demonstrate an interest in Music and engage with enthusiasm in the activities provided. They sing a variety of songs in Irish and in English tunefully and in a suitable pitch. Curriculum guidelines regarding the provision of a broad and balanced programme and the time spent on teaching Music need to be observed at all class levels, however. Early exposure to rhythm should be further developed to ensure progression in pupils’ learning experiences. The wide range of musical instruments available in the school could be used more regularly and efficiently to develop pupils’ musical aptitudes and consideration should be given to the feasibility of introducing the teaching of instrumental playing. The composing strand of the curriculum should be further used to develop pupils’ creativity in making music.

 

3.4 Assessment

Teachers maintain records of learning outcomes in individual pupil folders. A wide range of diagnostic tests is used effectively to identify the specific learning needs of pupils requiring additional support. The Middle Infant Screening Test and the Micra-T test are used to determine individual pupils’ levels of attainment in English reading, and it is proposed to introduce the Sigma-T test to assess pupils’ learning in Mathematics. To comply with the provisions of Circular 0138/2006 (Supporting Assessment in Primary Schools) it is recommended that standardised testing in Mathematics be implemented immediately. Individual teachers administer a variety of teacher-designed tests in spellings and tables on a regular basis. Pupils’ written work is very carefully monitored in all classes. It is recommended that teachers clarify the rationale for assessment, identify suitable assessment tools and develop strategies to support the use of evaluation outcomes as a basis for teachers’ planning. The document, Assessment in the Primary School Curriculum: Guidelines for Schools, recently launched by the National Council for Curriculum and Assessment (NCCA) should be helpful in this regard.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

The effective practice observed during the evaluation is informed by a comprehensive school policy for the provision of learning support. Considerable emphasis is placed on early intervention for pupils, particularly in senior infants. Individual profile and learning plans (IPLPs) are developed for all pupils availing of supplementary support and these are reviewed at the end of each instructional term. This development and review process is undertaken collaboratively between the learning-support teacher and the classroom teacher in consultation with parents. Liaison with local post-primary schools to ensure pupils continue to receive suitable support, if required, is commendable.

 

Support is largely provided in English, with some pupils receiving additional tuition in Mathematics. Intensive, sustained support is targeted at pupils’ needs and is delivered to pupils individually and within groups. A wide range of both teacher-designed and commercial resources, including ICT, is available and utilised effectively to consolidate skills and concepts taught. A warm and safe learning environment has been created and pupils participate actively and purposefully in learning activities. Lessons are well structured and paced and pupils engage in a variety of activities, most notably the development and reinforcement of reading and writing skills. Record keeping is wide-ranging in nature and builds a detailed profile of work completed and targets met by individual pupils. The success of the learning support intervention is evidenced by the fact that only a minority of pupils require ongoing support in middle and senior classes.

 

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

No pupils from minority groups currently attend the school. Teachers’ familiarity with the school community supports their awareness of cases of disadvantage. Assistance with the purchase of textbooks and with participation in a variety of school activities is provided sensitively and discreetly.

 

 

5.     Conclusion

 

The school has strengths in the following areas:

 

 

The following key recommendations are made in order to further improve the quality of education provided by the school:

 

 

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 Board of Management and staff wish to acknowledge the professional and courteous approach of the Inspectorate during the W.S.E.  We are particularly pleased that the report acknowledges the positive work being undertaken in the school.  The Board and staff also welcome the constructive nature of the report.

 

Area 2:   Follow-up actions planned or undertaken since the completion of the   inspection activity to implement the findings and recommendations of the inspection