An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole-School Evaluation
REPORT
Bruckless National School
Bruckless, County Donegal
Uimhir rolla: 16664Q
Date of inspection: 5 February 2009
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of Bruckless National School was undertaken in February 2009. This report presents the findings of the evaluation and makes recommendations for improvement. The evaluation focused on the quality of teaching and learning in Irish, English, Mathematics and Drama. 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
Bruckless National School is a two-teacher, co-educational school located in the village of Bruckless in Co. Donegal. The school is under the patronage of the Catholic Bishop of Raphoe. Enrolment has been stable in the past three years with a small decrease in the current school year and current projections indicating an increase in enrolments for September 2009. The attendance record of the majority of pupils is very good. Both mainstream teachers and one of the support teachers have taught in the school for many 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 |
26 |
|
Mainstream classes in the school |
2 |
|
Teachers on the school staff |
2 |
|
Mainstream class teachers |
2 |
|
Teachers working in support roles |
2 |
|
Special needs assistants |
0 |
A part-time secretary and cleaner provide valuable assistance in the day-to-day functioning of the school.
1. Quality of school management
1.1 Characteristic spirit, mission or vision
The Roman Catholic ethos of the school is evident in the creation of sacred spaces in the classrooms, the daily recitation of prayers, the annual preparation for the First Holy Communion and preparation for Confirmation which is held in the parish every second year. The school participates in other religious celebrations in the community and photographs and project work are attractively displayed in both classrooms. Teachers and support staff succeed in creating a positive learning environment in which all pupils are treated with respect, fairness and equality. There is a caring and supportive, family-like atmosphere evident in the school. The staff facilitates a wide range of curricular and extracurricular activities for the pupils.
1.2 Board of management
The board of management is properly constituted and functions in a competent manner. The chairperson of the board has given long service to this school over the years and the staff acknowledges his support and commitment. Appropriate roles and responsibilities are assigned to board members. In addition, members of the board undertake specific tasks as needs arise, giving generously of their personal and professional skills for the improvement of the school. Meetings are regularly convened, they are well attended and minutes are recorded. Some members of the board have attended training for their roles and the board has indicated its intention to attend further training as it becomes available. The board complies with statutory requirements and departmental regulations. A review of the agenda for recent board meetings indicates that accommodation for support teachers and the staff has been a priority. Currently, a nearby community centre is used as accommodation for the visiting support teachers. It is recommended that space should be reorganised within the main school building until the new classroom is in place for the support teachers. The board supports the work of the school by managing resources and assisting with fund-raising activities. During a pre-evaluation meeting, the board stated that it was happy with how the curriculum is taught in the school and with the overall achievements of pupils. In particular, the board was proud of the school’s provision for Irish, Social and Environmental Studies (SESE), the Visual Arts and Drama. As areas for future development, the board has prioritised the provision of a new classroom and its own active involvement in policy review and development. In particular, it intends to review the school’s code of behaviour in accordance with Developing a Code of Behaviour: Guidelines for Schools (National Educational Welfare Board, 2008).
1.3 In-school management
The duties of the principal are discharged in a dedicated and professional manner. A very affirmative school climate is established that is characterised by positive working relationships. The principal is very well supported by the staff, board of management and parents. Administrative and organisational tasks are undertaken with care and all records are meticulously maintained.
Designated duties have been assigned to the special duties post-holder. These duties relate generally to the day-to-day operation of the school and they are carried out diligently and effectively. It is recommended that duties attaching to the post be reviewed in the context of Circular Letter 07/03 and that development of teaching and learning be at the core of these duties. The teaching staff has identified assessment and creative writing as areas for review. During the post-evaluation meeting it was recommended that set targets for improvement should be delineated for these two areas.
1.4 Management of relationships and communication with the school community
A strong sense of community is evident in the school and the board of management and teachers strive to foster effective communication between all partners. Effective channels of communication between the school and its community include formal parent-teacher meetings, the use of a daily homework journal, the issuing of annual report cards, and a regular newsletter which keeps parents informed of school activities. Clear procedures are in place to deal with any issues of concern raised by teachers or parents. The parent community provides very helpful assistance to the school. Through fundraising activities, the parents’ support extracurricular activities and helps to acquire additional resources for pupils. The parents’ representatives from the board of management reported that they were satisfied with the educational provision in the school. They stated that the general parent body is very supportive of school initiatives and extracurricular activities.
1.5 Management of pupils
Pupils’ overall general behaviour is very good. They are courteous and respectful and co-operate willingly with their teachers during all school activities. The pupils’ high levels of confidence and self-esteem contribute positively to the quality of life in the school. They are eager to participate in learning and contribute very well to discussion. Teachers are very committed to the general welfare and pastoral care of pupils.
2. Quality of school planning
2.1 Whole-school and classroom planning
The quality of whole-school planning is good. Policies required by legislation, including enrolment, health and safety and a code of behaviour, have been drawn up and ratified by the board of management. There was collaboration between the board, the teachers and the parents in drafting several of the school’s policy documents. The key policies are shared with parents when they enrol their children in the school. School plans are reviewed as the board and staff deem necessary. However, the specific identification of timescales for review would make the planning process more effective. There is a very good action plan in place for Irish which is impacting very well on the teaching and learning of the subject. Incorporating an element of action planning into all plans would maximise the impact of planning on practice. Curricular policies have been developed in line with the strands and strand units of the Primary School Curriculum (1999) and they are tailored to the context of the school, reflecting the multi-grade nature of mainstream classes.
The quality of classroom planning is very good and reflects the desire of teachers to provide pupils with rich learning experiences which encompass a broad and balanced curriculum. A review of the short-term plans indicates that there is a clear line of development in the provision for pupils’ learning. Monthly progress records are compiled by teachers and are maintained centrally by the principal.
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
Cuirtear plean uile–scoile ar fáil do theagasc agus d’fhoghlaim na Gaeilge ina n-áirítear aidhmeanna an chláir teagaisc chomh maith le cur síos ar fheidhmeanna teanga, ar na modhanna múinte, ar úsáid áiseanna agus ar mhodhanna measúnachta.
Baintear feidhm an-mhaith as rainn, amhráin, scéalaíocht agus cleachtaí éagsúla oiriúnacha chun scileanna éisteachta na ndaltaí a fhorbairt. Úsáidtear an Ghaeilge go neamh-fhoirmiúil i rith an lae leis na daltaí. Cuidíonn líofacht agus dearcadh dearfa na n-oidí féin i leith na teanga chun suim na ndaltaí a mhúscailt chun a gcumas cumarsáide a shaibhriú. Baintear úsáid an-mhaith as an scéalaíocht, ach go háirithe ag baint úsáide as leabhair mhóra ag an bhun roinn. Déantar cómhtháthú éifeachtach ar na snáitheanna éisteacht, labhairt, léamh agus scríobh sa bhun roinn. Déantar tógáil go córasach ar na heiseamláirí agus ar na struchtúir theanga do na hilranganna san ard roinn. Léiríonn na daltaí sa bhunroinn tuiscint mhaith ar an ionchur teanga agus tá sé ar chumas mórchuid na ndaltaí abairtí shaibhir a chumadh ó bhéal agus iad a úsáid i suímh éagsúla. San ard roinn, déantar forbairt ar chumas na ndaltaí chun abairtí iomlána a chruthú chomh maith le comhrá leanúnach a dhéanamh bunaithe ar an teanga a múineadh cheana féin agus ó fhoclóir níos leithne.
Tá sé ar chumas mórchuid na ndaltaí léitheoireacht Ghaeilge a dhéanamh le taitneamh, le luas agus le cruinneas an-mhaith. Déantar fogharluach na litreach a fhorbairt go h-an mhaith sa bhun roinn agus baintear úsáid as raon leathan d’ábhair léitheoireachta san ardroinn. Cuirtear scáfláil an-mhaith ar fáil do na daltaí trí thimpeallacht phrionta shaibhir a chur ar taispeáint sa dá roinn.
Cuirtear ar chumas na ndaltaí scríbhneoireacht fheidhmiúil agus chruthaitheach a chleachtadh. Scríobhann siad abairtí agus téacsanna gairide atá bunaithe ar théamaí maraon le cleachtaí feidhmiúla as leabhair shaothair agus déantar monatóireacht chruinn rialta ar an obair. Baineann na daltaí caighdeán an-mhaith scríbhneoireachta amach agus tugann na hoidí comhairle struchtúrtha dóibh ina gceartúcháin. Ní mór plean cuimsitheach uile scoile a athbhreithniú agus a chur i bhfeidhm do phróiseas na scríbhneoireachta ionas go dtabharfaí deiseanna breise do na daltaí a gcuid oibre a phleanáil, a dhréachtadh agus a eagrú ina n-aonair, ina mbeirteanna agus ina ngrúpaí chun an scríbhneoireacht chruthaitheach a fhorbairt níos faide agus ag baint úsáide as teicneolaíocht an eolais agus na cumarsáide.
Irish
A whole-school plan for the teaching and learning of Irish exists which outlines the aims of the teaching programme, as well as a description of the language functions, methodologies, use of resources and approaches to assessment.
Rhymes, poetry, storytelling and other strategies are used very well to develop pupils’ listening skills. Irish is used informally throughout the day. The teachers’ fluency and positive attitude towards the language helps to stimulate the pupils’ interest and contributes to the enrichment of communication during the Irish lessons in particular. Storytelling and big books are used very well at the junior section to extend pupils’ vocabulary. The strand units of listening, speaking, reading and writing are integrated very well at the junior section of the school. Language exemplars and structures for multi-grade classes are systematically developed in the senior section. Pupils in the junior classes are helped to understand new vocabulary and some pupils are capable of structuring advanced sentences and of using them in different contexts. This practice is extended in the senior classes where pupils can form full sentences and engage in continuous communication using the vocabulary already taught during lessons and from their own wider vocabulary.
The majority of pupils read in Irish with enjoyment, fluency and accuracy. Due emphasis is placed on the development of letter and word sounds in the junior section and a range of materials are used to develop reading skills in the senior section. A print-rich environment is created in both classrooms to scaffold the pupils’ reading.
Pupils are enabled to write functional and creative texts. They write short sentences and texts based on themes, alongside more formal activities from work books. Pupils’ written work is very well monitored and structured advice is given by the teachers. A high standard is achieved in the pupils’ writing in both classrooms. It is recommended that teachers also implement the process approach to writing so that pupils plan, draft, and edit their work individually, in pairs and in groups using information and communications technology.
English
Pupils’ oral language skills are developed during a range of talk and discussion activities across the curriculum and during discrete language lessons. A very good range of teaching methodologies is used to develop pupils’ receptive and expressive skills. During the evaluation, lessons were very well structured and content was suitably chosen for the age and range of ability of the pupils. The emphasis on skills development was commendable. Some of the work observed was carefully integrated with other areas of the curriculum. In general, it is evident that class discussions are well managed and all pupils are encouraged to participate. Effective use of language experience charts and large-format books in the junior classes establishes a firm basis for oral language development. In the senior classes, pupils are provided with a range of opportunities to extend their expressive language. Higher-order thinking skills are actively developed during class discussions. Debating is very well developed at the senior classes. Most pupils in both classrooms speak confidently, articulately and knowledgeably and they are keen to engage in oral discussion on a variety of topics.
Suitable emphasis is placed on reading-readiness activities in the junior classes. There is good work underway in respect of the conventions of print, basic sight vocabulary, word identification and the promotion of phonological and phonemic awareness. Reading skills are developed further in the senior classes and every effort is made to extend pupils’ reading experiences across the curriculum. The majority of pupils read with fluency and high standards are achieved by most pupils on reading attainment tests. Novels and a variety of reading materials are used appropriately in both classrooms and pupils can summarise books which they have read very well.
Pupils’ response to and appreciation of poetry is actively nurtured and they regularly compose their own poetry. The majority of pupils’ write very well and engage in a range of functional writing tasks. The teachers provide the pupils with very good opportunities to write in a variety of genres. The presentation of writing tasks is of a high standard and there is systematic correction of pupils’ work. The teachers provide ongoing and helpful suggestions to the pupils about how to improve their writing. Some examples of the pupils’ writing across the curriculum are displayed in the classrooms. It is advised that a whole-school approach to the use of information and communications technology be adopted to enhance the work undertaken in developing creative writing.
3.2 Mathematics
The quality of teaching and learning in Mathematics is very good. The pupils experience a broad and balanced programme. Lessons are well designed, appropriately paced and differentiated to meet the needs of the pupils. Resources including mathematical equipment are used very well to assist in learning. The teachers present their lessons well and facilitate experiential learning. They use discussion, collaborative learning and pair work effectively. Emphasis is placed on developing estimation and problem-solving skills. Very good work in the development of mental arithmetic was noted in the junior classroom. In both classrooms, the pupils participate enthusiastically in lessons and the majority of pupils are achieving very well in the subject. Their written work is of a high standard. Teachers systematically assess progress through the use of checklists, tests and observation.
3.3 Drama
A whole-school plan informs provision for pupils in this area of the curriculum. Pupils’ imaginative potential is developed appropriately during drama activities. In the lessons observed, effective use was made of warm-up drama games and pupils engaged enthusiastically in the process of improvisation and exploration. They were facilitated appropriately in enacting various scenes during which they developed fictional relationships spontaneously. They were also successfully encouraged to cooperate and communicate with others in helping to shape the drama. Very good emphasis was placed on post-drama discussion. Drama is also incorporated into many aspects of the school’s curriculum and provides a significant educational opportunity to reinforce language.
3.4 Assessment
The policy on assessment indicates that a range of modes is in use. These include teacher-observation, monitoring of pupils’ work, the maintenance of portfolios and teacher-devised tests. Teachers maintain an individual folder for each pupil containing records of learning outcomes. A range of assessments is used to identify the specific learning needs of pupils requiring additional support. Standardised tests are administered in literacy and numeracy annually. Currently, the results are shared orally with parents at parent-teacher meetings. It is now recommended that the results of standardised assessment tests should be sent in writing to parents at the end of the school year. Pupils’ work is very carefully monitored throughout the school. Staff should consider extending assessment modes to include all curriculum areas as is outlined in Assessment in the Primary School Curriculum, Guidelines for Schools (National Council for Curriculum and Assessment, 2007).
4. Quality of support for pupils
4.1 Pupils with special educational needs
A whole-school policy on learning support is in place. The pupils in receipt of learning support are making suitable progress. Very high quality collaborative planning is undertaken and individual profile and learning programmes have been prepared. Learning targets are carefully set, appropriate teaching strategies are in place and the learning outcomes as recorded by class teachers and support teachers are very good. Structures are in place to review learning targets at the end of each instructional term. There is very good communication with parents in relation to setting targets for learning and parents are kept informed of their children’s progress. The interactions observed in the supplementary teaching setting were very affirming and encouraging of the pupils. Further planning is recommended so that the in-class support model as discussed at the post-evaluation meeting is developed. It is advised that both support teachers attend formal staff meetings when learning-support and resource provision is on the agenda in order to facilitate further discussion and development in this area. The supports provided by the Special Education Support Service (SESS) and the Primary Professional Development Service (PPDS) will be of assistance to the school in planning for an in-class support model for pupils with special educational needs.
4.2 Other supports for pupils: disadvantaged, minority and other groups
The quality of support for disadvantaged pupils is very good. The inclusive environment of the school ensures that all pupils have equality of access to the full range of school activities. The Tír Boghaine Community Group for South West Donegal facilitates courses for pupils and their parents in easing the transition from pre-school to primary school and from primary to post-primary level.
5. Conclusion
The school has strengths in the following areas:
· There is a caring and supportive, family-like atmosphere evident in the school.
· The board of management functions in a competent manner.
· The duties of the principal are discharged in a dedicated, professional and committed manner and the special duties post-holder ably assists with the overall smooth running of the school.
· Parents are very supportive of school initiatives and their efforts in supporting extracurricular activities are commendable.
· Very good standards in literacy and numeracy have been achieved by the pupils.
· The quality of teaching and learning in Irish is of particularly high standard. The teachers are very successful in promoting the communicative approach and the pupils are achieving very well in this
subject area.
· Support teachers are commended for their dedication and commitment to ensuring the pupils’ progress and for their purposeful review of learning targets at the end of each instructional term.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· It is recommended that duties attaching to the special duties post be reviewed in the context of Circular Letter 07/03 and that the development of teaching and learning be at the core of these duties.
· The pupils’ results in standardised tests should be sent in writing to their parents at the end of the school year.
· There is scope for development in the use of ICT in promoting process writing in Irish and in English.
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 2009
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 are pleased with the WSE report. The evaluation and the report were thorough and detailed. We acknowledge and appreciate the professional and courteous manner in which the inspector carried out the evaluation.
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 recommendations of the report have been welcomed by the board of management and staff. These are in the process of being implemented.