An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Scoil Náisiúnta Bhaile na Créige

Carn Domhnach, Co. Dhún na nGall

Uimhir rolla: 16880W

 

Date of inspection: 14 November 2007

Date of issue of report:  22 May 2008

 

 

 

 

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

 

 

 

 

Whole-school evaluation

 

 

A whole-school evaluation of Scoil Náisiúnta Bhaile na Créige 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; a response was not received from the board.

 

 

Introduction – school context and background

 

Scoil Naisiúnta Bhaile na Créige is located some four kilometres from Carndonagh, Co. Donegal. The boys and girls are drawn mainly from the local area and present as enthusiastic, bright and happy pupils. School attendance figures are satisfactory. Pupil numbers have increased by 35% since the last school inspection, which was held in 1995. The school receives additional resources under the Delivering Equality of Opportunity in Schools (DEIS) rural plan.

 

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

61

Mainstream classes in the school

3

Teachers on the school staff

3

Mainstream class teachers

3

Teachers working in support roles

3

Special needs assistants

0

The board also employs a cleaner and a part-time secretary. All members of staff contribute to the smooth functioning and happy, positive learning environment that characterise this rural school.

 

 

1.     Quality of school management

 

1.1   Characteristic spirit, mission or vision

 

Scoil Náisiúnta Bhaile na Créige is a Catholic school under the patronage of the Bishop of Derry. The school aims to provide a well ordered, caring, happy and secure atmosphere where the intellectual, spiritual, physical and moral needs of the pupils are nurtured. The school is fulfilling this aim and the school motto “Mol an óige agus tiocfaidh sí ” is very much in evidence in all classrooms.

 

1.2 Board of management

 

The board of management at the time of this evaluation was nearing the end of its term of office and provision was being made to put a properly constituted, new board set in place in accordance with Section 14 of the Education Act 1998. The board meets at appropriate intervals, agendas are provided, minutes are taken and policies are discussed and ratified. The board recognises the strength of this school to be the positive, co-operative relationship that exists between parents, teachers and pupils. The board supports the work of the school and, through the chairperson, maintains close contact with the school principal. There is evidence of positive, collaborative working relationships between the board, staff and parents. The treasurer has attended training conferences regarding her role and the school’s financial accounts are managed capably and audited annually. While the board ensures, in general, that the school complies with Department of Education and Science regulations and circulars, it is noted from the school register that, contrary to the provisions of Circular 32/03, a number of pupils have, in the past, repeated junior infants. This practice should now be reviewed. The priority of the board at present is the securing of additional accommodation and the further development of the school car park. The board is to be commended for the work undertaken in 2005 with regard to the refurbishment of the old two-room school building and the development of the playground. The growth in enrolment now necessitates further additional classroom accommodation. The accommodation currently available to the middle classes and to the pupils with special educational needs is unsatisfactory. An application for temporary accommodation has been submitted to the Department.

 

1.3 In-school management

 

The principal communicates very well with the board of management and parents and discharges the duties of the post of principal in a professional manner. He has held this role for twenty-six years and performs administrative tasks capably, ensuring that official records are carefully and consistently maintained. The principal is to be commended for the positive sense of teamwork he has established among school staff and for the care and attention he pays to his pupils and colleagues. He promotes the school as a happy learning community with the aim of ensuring that “No one is a failure” and ensuring that all pupils have successful learning experiences on their journey through the school. The long-serving deputy principal retired at the end of the last school year and her contribution to the school is now acknowledged. This post, however, still remains vacant. The board should fill this as a matter of priority. A schedule of duties to include areas of curriculum responsibility should be drawn up. Duties should be reviewed periodically by the board.

 

1.4 Management of relationships and communication with the school community

 

There is very good communication between home and school and there is an active parents’ association which is commendably supportive of the work of the school. During the evaluation the inspectors met with a parents’ representative who reported that the parent body is happy with the work of the school and that teachers were meeting the needs of the pupils. Like the board of management, the current priorities of the parent community are improving classroom accommodation and the further development of the car park to allow a safer one way traffic system at the entrance to the school. Parents make additional financial contributions to support the work of the school. They also provide transport to inter-schools sporting fixtures and are always ready to support extra-curricular activities. Formal parent-teacher meetings are held annually and satisfaction with the willingness of teachers to facilitate further meetings whenever required is reported.

 

1.5 Management of pupils

 

The teachers are commendably committed to the pastoral care and general welfare of their pupils. The school’s code of discipline and anti-bullying policy are being effectively implemented. Positive behaviour is reinforced and a commendable emphasis is placed on the development of the pupils’ self esteem. Mutually respectful relationships are in evidence.

 

 

 

 

 

2.     Quality of school planning

 

2.1 Whole-school and classroom planning

 

The quality of whole-school planning is good. The school has availed of the support of Primary Curriculum Support Programme (PSCP) cuiditheoirí and School Development Planning Initiative (SDPI) facilitators and this support and advice has contributed to the collaborative planning process. A range of relevant organisational policies are outlined in the school plan and a number of the plans so far have been ratified by the board. Management should ensure that ratification dates area recorded on all school policies and plans. Whole school plans were available for inspection for the teaching of English, Mathematics, Irish and Music.

 

The quality of classroom planning ranges from very good to excellent practice. Where practice is excellent, there is a clear outline of strands and strand units, stated curriculum objectives and strategies for differentiation and assessment. It is recommended that this good practice be shared throughout the school. Monthly progress reports are maintained with satisfactory detail.

 

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 yet to be appointed in line with the requirements of the guidelines. It is recommended that these appointments be made as a matter of priority and recorded in the school plan.

 

 

3.     Quality of learning and teaching

 

3.1 Language

 

Gaeilge

Tá plean scoile ullmhaithe ag an fhoireann teagaisc don Ghaeilge chun na prionsabail atá rainaithe sa churucalam Ghaeilge a chur i gcrích. Tá na feidhmeanna teanga leagtha amach go sóiléir sa phlean. Moltar anois na feidhmeanna teanga a roinnt amach idir na ranganna chun go bhfuil sé mar sprioc ag gach leibhéal cuid de na feidhmeanna a fhoghlaim agus a chleachtadh. Tá pleanáil shásúil ag na hoidí iad féin agus tá dea-iarracht á déanamh acu timpeallacht Ghaelach a chruthú tré thaispeántais agus lipéidí cuí a chur suas ar an ballaí sna seomraí ranga. Moltar anois, níos mó abairtí iomlána le cur ar thaispeántais sna meánranganna agus sna hardranganna chun scafláil a thabhairt d’fhorbairt scileanna léitheoireachta agus scríbhneoireachta na ndaltaí. Déanann na hoidí uile iarracht gníomhachtaí bríomhara a chur os comhair na ndaltaí sna ceachtanna agus clóitear leis an Ghaeilge go tairbheach i ngach seomra mar theanga theagaisc. Tá modh na cumarsáide in úsáid agus tugtar aird in-mholta do thréimshí an cheachta sna bunranganna is sna méanranganna, ach go háirithe. Úsáidtear an drámaíocht, púipéid agus an scéalaíocht go tairbheach mar sprioc don fhoghlaim agus chun fíor chumarsáid a spreagadh. Tá scileanna léitheoireachta na ndaltaí á bhforbairt go rialta. Baintear úsáid an-éifeachtach as teicneolaíocht an eolais sa teagasc sna hardranganna sa chlár léitheoireachta.

 

Léiríonn na daltaí suim sa Ghaeilge agus is léir go mbaineann said taitneamh agus tairbhe as na ceachtanna. Léiríonn formhór de na daltaí tuiscint chuí ar an ábhar atá cloiste acu. Tá caighdeán sásúil bainte amach ag cuid mhaith de na daltaí sa teanga labhartha agus éiríonn leo cur síos a dhéanamh ar ábhair atá pléite. Tá foghlaim na filíochta le moladh. Tá réimse iontach de rannta agus dánta ar eolas ag na daltaí sna bunranganna agus sna meánranganna agus déanann said iad a aithris go líofa. Léann cuid mhaith de na daltaí go cruinn. Cé go bhfuil réimse éagsúla d’ábhar léitheoireachta in úsáid ag na múinteoirí sna meánranganna is sna hardranganna, moltar anois scéim léitheoireachta a úsáid freisin, ó rang a dó go rang a sé chun go mbeadh scileanna léitheoireachta na ndaltaí á bhforbairt go struchtúrtha. Tugtar faoi theagasc na scríbhneoireachta go sásúil agus tá samplaí cuí d’obair scríofa na ndaltaí ar fáil sna cóipleabhair. Tá caighdeán sásúil ar an obair seo.

 

Irish

The teaching staff has prepared a whole school plan to implement the principles of the Irish curriculum. A programme for the use of functional Irish is clearly laid out in the plan. It is now recommended that this be divided out between the classes to ensure that each class level has targeted expressions to learn and to practise. All teachers have satisfactory personal planning and make very good efforts through the use of displays and labels to develop an environment that supports the Irish curriculum. It is now recommended however, that further full sentence displays be provided for the middle and senior classes to support the pupils’ reading and writing skills. All teachers use active teaching methodologies in lessons and Irish is solely used as the language of instruction. Communicative methods are used and careful attention is paid to the structure of lessons, particularly in the junior and middle classes. Drama, storytelling and puppetry are used very effectively to inspire learning and to promote real communication. The pupils’ reading skills are regularly developed. Very effective use is made of Information and Communications Technology (ICT) in the reading programme in the senior classroom.

 

The pupils display an interest in Irish and it is obvious they benefit from and enjoy lessons. The majority display understanding of the language. A good number have a satisfactory standard of oral Irish and they can describe subjects previously discussed. The learning of poetry is praiseworthy. Pupils in the junior and middle classes know a wonderful range of poems and rhymes which they recite fluently. A good number of pupils read with accuracy. Even though teachers use a variety of reading materials in the middle and senior classes, it is recommended that a reading scheme should be used from second to sixth class to ensure that the pupils’ reading skills are developed in a structured way. The teaching of writing is undertaken in a satisfactory manner and the pupils’ copies contain appropriate samples of work. This work is of a satisfactory standard.

 

English

There is evidence that a planned structured and co-ordinated English programme is in use throughout the school. Structured oral language programmes are used in each class, and in addition to these, individual teachers plan discrete lessons on themes of interest to the pupils. They are encouraged and facilitated to contribute to all lessons through listening, talking and discussing ideas and issues. It is recommended that further emphasis be placed on the development of pupils’ articulation and enunciation. This will enhance their confidence and competence orally and develop fluent communication skills.

 

Reading is promoted across the school and a structured reading programme is in place. In junior classes, where a print-rich environment is created, pupils display age-appropriate phonological and phonemic awareness. Pupils’ sight vocabulary is extended effectively and they have a good knowledge of frequently used words. A range of effective pre-reading and early reading activities are provided in the junior room. Comprehension skills are fostered effectively through picture interpretation and word identification. In the middle classes the reading programme is effectively supplemented by a parallel reading scheme which differentiates appropriately for a wide range of reading skills. Enthusiasm for reading is obvious and pupils maintain a reading record of all books read to date. This is commendable practice and should be extended to all classrooms. In the middle and senior room, reading lessons are presented in a stimulating fashion and teachers make very effective use of guided reading strategies. Pupils’ skills of contextual analysis and understanding of word meaning are developed using a variety of reading materials. The school takes part in book fairs and pupils have the opportunity to meet authors as part of the programme run by the local library. Whilst pupils are performing to an overall satisfactory standard on standardised reading tests, it is noted that teachers plan to raise literacy standards further. This is commendable. To this end, it is now recommended that a programme of “reading buddies” be introduced as another means of promoting literacy. All classrooms have large quantity of library books. In middle classes, these books are attractively displayed and organised which makes the books easily accessible to the pupils. It is recommended that this effective practice be developed in other classrooms. Commendable emphasis is paid to learning a laudable range of poetry by rote in the junior room. Pupils in the senior classroom read and discuss poetry with enthusiasm. The practice of learning poetry by rote should now be extended across the school.

 

Writing activities across the curriculum serve to facilitate the development of pupils’ competence and confidence in their ability to write independently. A good range of writing tasks is undertaken in each class. A number of pupils in senior classes are using ICT in order to present their own work in English and in other curricular areas. The standard of the pupils’ handwriting and the general presentation of written work is, however, an area for development. It is recommended that teachers review the whole school approach to handwriting. This review should include the selection of appropriate writing instruments for pupils across the school. It is also recommended that pupils in the middle and senior classes are taught to review their written work in a structured manner, paying particular attention to letter formation, punctuation, letter spacing and use of paragraphs.

 

3.2 Mathematics

 

All teachers plan for and provide a balanced programme in Mathematics. Due attention is given to all strands of the curriculum with an appropriate focus on the balance between curriculum content and skill development. The objectives of the curriculum are used as the basis for teaching and learning in Mathematics. Linkage across the curriculum strands is very effective and opportunities to integrate lesson themes with other curricular areas are particularly praiseworthy. There is commendable use of the pupils’ own environment for problem solving. A focused strategy in support of the pupils’ problem solving skills has been identified and is used effectively in the middle and senior classes. There is a plentiful supply of commercially produced and teacher-designed resources in all classrooms and these are used to create stimulating and lively lessons. The language of Mathematics is given appropriate attention and differentiated tasks and learning outcomes are a feature of effective classroom practice at all levels. Consideration should be given to the display of mathematical language in all classrooms.

 

The pupils engage enthusiastically and confidently in mathematics lessons. In all classes, effective and extensive use is made of active learning and pupils are encouraged to work in pairs and develop co-operative skills. In the junior room pupils display very good counting skills and a sound knowledge of shape. Commendable emphasis is placed on tables, number facts and place value in middle and senior classes. Pupils display a confident, methodical approach in computation skills. Their work is monitored effectively. Pupils should, however, be encouraged to use appropriate sized squared copies to improve the presentation of number work. Teachers devote a significant amount of time to oral work and the revision and consolidation of concepts through the use of teacher designed tasks and end of term tests. Results of standardised tests indicate that pupils achieve a very high standard in Mathematics. Tests results are recorded and analysed. This approach is a highly praiseworthy means of informing future programmes of learning.

 

3.3 Music

 

A school plan has been devised with regard to what teachers will teach in delivering the music programme in each classroom. Consideration should now be given to listing the programme of songs pupils will learn. The programme of music to which the pupils will listen and respond as they progress through the school should also be outlined. The plan should also indicate what melodic instrument and system of musical literacy the pupils will learn and in what class levels this will be introduced. The standard of music teaching observed during this evaluation was commendable. Appropriate time is allocated to the teaching of music and the school is commended for the co-operative teaching practices in evidence. A range of methodologies is in use and lessons are skilfully constructed. There is explicit teaching of the musical elements of across the three curriculum strands. The pupils are exposed to music of different styles, periods and cultures. The pupils learn a satisfactory repertoire of songs and there is evidence of progression and continuity in performance from classroom to classroom. Music is integrated effectively with many areas of the curriculum.

 

There is commendable pupil engagement and participation in music lessons. The pupils are particularly confident singers in the junior classes and they display very satisfactory rhythmic skills. They are very much aware of the pulse of the music and display appropriate levels of confidence in maintaining a steady beat. In the middle classes commendable work is carried out on the study of traditional Irish music. The senior pupils display commendable ability in composing, recalling and performing rhythmic patterns on percussion instruments. They enthusiastically record these rhythmic patterns using appropriate graphic notation. They display commendable awareness and control of the musical elements; pulse, rhythm, tempo, timbre, structure and dynamics.

 

3.4 Assessment

 

Teachers use a comprehensive range of assessment tools to evaluate pupils’ progress. The Middle Infant Screening Test (MIST) is administered at senior infant level, identifying pupils who are at risk and alerting teachers to the need for early intervention. Individual and class scores in standardised tests are tracked and analysed from year to year. The Drumcondra Oral Language Indicators are used across the school and this is to be commended. Formative and summative results are used to inform planning for teaching and learning. It is now recommended that a whole school policy on assessment should be drawn up to reflect the commendable assessment practices in place in the school. The recently published guidelines by the National Council for Curriculum and Assessment (NCCA) Assessment in the Primary School will be a useful reference point for staff in this process. All teachers maintain commendable, in-depth reports on the progress of individual pupils. These should be now used to inform annual written progress reports to be sent to the parents of all pupils.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

Conscientious support for pupils with learning difficulties and special educational needs is provided by a shared learning-support teacher and a part-time resource teacher. The standard of teaching and learning for pupils with special educational needs is very good. Individual Education Plans (IEPs) for pupils with special needs are developed arising from diagnostic tests and appropriate input from parents and class teachers. Commendable emphasis is placed on the identification of clear learning targets for all priority areas identified. The pupils are very aware of their learning targets and this is praiseworthy. Sustained talk and discussion form an important part of daily interaction and very supportive and extremely positive teacher-pupil interactions are in evidence. A range of suitable approaches, using both visual and concrete materials is used effectively during support sessions. There is evidence of close collaboration and ongoing communication with the class teachers and Health Service Executive (HSE) personnel regarding the progress of pupils with special educational needs.

 

The learning-support system is functioning well and the Department’s Learning Suppport Guidelines being implemented. The school has access to the National Educational and Psychological Service (NEPS) and commendable structures have been put in place regarding the early identification and staged support of pupils with learning difficulties. Diagnostic testing is undertaken and the priority learning needs of pupils identified. Team-teaching practices have been initiated and this is having positive benefits for pupils experiencing difficulties. A number of pupils are being given literacy support on a one-to-one basis while others are supported in small group contexts in both literacy and Mathematics. Individual Profile and Learning Programmes (IPLPs) are available. Literacy support is structured and some good programmes are in use for the development of phonemic awareness. Consideration should now be given to the use of a structured reading scheme within the support setting that will allow for practice in reading texts that contain a good proportion of phonetically-regular words so that pupils can apply new phonics skills. This, in turn, will build confidence and fluency in reading skills.

 

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

The DEIS co-ordinator spends one day per week in the school and is actively supporting the implementation of the schools’ three year DEIS plan. Some very solid in-school support of the literacy and numeracy programme is conscientiously undertaken. Activities are inspired by the analysis of the pupils’ test results and identified areas of difficulty. Commendable, collaborative relationships have been established with the principal and the class teachers. Supportive home visits are undertaken regularly to the homes of all infant and sixth class pupils and to the homes of pupils in need of additional support. Very fruitful links have been established with parents of senior infant pupils in undertaking the “Forward on Together Programme”. Plans are in place to hold a “Maths for Fun” course for parents. A successful parental shared reading programme initiated for parents in the last school year will again be in operation in the current year. Other literacy projects such as Story Sacks will be very beneficial to the parents of younger pupils. Commendable emphasis is placed upon the transfer programme to post-primary school. It is now recommended that an annual report be provided to the staff and the board outlining the activities, progress and targets of the DEIS programme.

 

 

 

 

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:

 

·         The standard of the pupils’ handwriting and the presentation of the pupils’ written work should be improved through a whole school review of penmanship.

 

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.