An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Faugher National School
Dunfanaghy, County Donegal
Uimhir rolla: 16903I
Date of inspection: 28 November 2007
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of Faugher 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 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.
Introduction – school context and background
Faugher NS is a two-teacher school in Dunfanaghy comprising a junior section catering up to and including second class and a senior section. The school building was extended in 1999 and in 2001 the playground was developed. A Trust was set up by parents and school management in 2004 and subsequently, a building adjacent to the school was purchased in the name of Sheephaven Autism Trust to enhance provision for pupils with special educational needs in the school. The Department has committed to the renting of this building as a classroom for the current year and the next two years to use as an additional classroom for support teachers. Enrolment and projection patterns appear to be stable for next four 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 |
44 |
|
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 |
1 |
1. Quality of school management
1.1 Characteristic spirit, mission or vision
The school is under the patronage of the Catholic Bishop of Raphoe. While the school clearly has a Roman Catholic ethos it also respects the religious beliefs of others. The school’s mission statement as outlined in the school plan ‘seeks to promote a safe, happy, relaxed, stimulating working environment’. The characteristic spirit of the school as stated in vision statement is ‘to celebrate the uniqueness of the environment and to foster in the pupils a desire to preserve and improve it’. The school’s vision as exemplified in the general atmosphere throughout the school is one of caring inclusiveness.
1.2 Board of management
The board of management provides strong and effective leadership to the school. Board meetings are convened regularly and records of proceedings and finances are kept. While a financial report is presented at each board meeting it is recommended that, to comply with Section 18(1) of the Education Act 1998, the board should ensure that the accounts are audited annually. The board plays an active role in ratifying school policies and approving plans which are available on the school’s website for viewing. There is effective communication between board, staff and parents. In recent years, the board has actively focused on the provision of resources across the curriculum, the implementation of the health and safety policy, the maintenance of high academic standards in the school and support for the continuing professional development of staff members. A wide range of information and communication technology (ICT) is provided in the school. The major priorities of the board for the future are the development of the school building and facilities for Physical Education.
1.3 In-school management
The in-school management team consists of the teaching principal and the deputy principal. The principal is dedicated, diligent and committed; he fulfils his role with enthusiasm. His approach to the work of the school is exemplified in the high expectations which have been set for the staff and the pupils in all their daily routines. He creates a positive school climate and leads teaching and learning by monitoring pupil progress regularly. His particular expertise in integrating ICT effectively to enhance the pupils’ learning across the curriculum is noteworthy. The deputy principal who is also highly committed to her role works closely and supports the principal in the day-to-day running of the school. While both teachers hold informal meetings daily, formal meetings of all staff including shared staff do not take place. It is now recommended that formal staff meetings are held once per term in line with the Circular Letter 14/04. While teachers plan collaboratively in an informal way on a regular basis, these meetings are necessary to allow all staff including the shared staff to plan collaboratively in a formal setting. .
1.4 Management of relationships and communication with the school community
It was evident from the meeting with the parent representative on the board of management that effective communication structures and positive relationships exist between school staff and the parents. Parental support is particularly strong with regard to the development of pupils’ early literacy skills. The school has established valuable means of communication including an information booklet for parents and occasional newsletters. The principal in consultation with staff and pupils has developed a school website which displays school-related activities including the school’s proactive work in the Green Schools Initiative, scientific and environmental work and community-related school activities. Regular parent-teacher dialogue is facilitated through the homework journal. The parents and the board organise fundraising events for additional resources and supports for pupils. Parental involvement is encouraged in the Green Schools Recycling Programme. The school secretary organises an initiative under which parents take in refuse for recycling which provides funding for the school as well as promoting recycling in the school community. Parents can discuss their children’s progress at the annual parent-teacher meeting. While parents do have these opportunities, it is now recommended that a written school report be issued to all parents at the end of the school year.
1.5 Management of pupils
Positive behaviour is reinforced in classrooms and emphasis is placed at all times on developing pupils’ self esteem. Pupils respond in a very respectful and caring manner to one another, to staff and to visitors and demonstrate high levels of and self esteem. The board of management, staff and parents have devised a code of behaviour and anti-bullying policies that are being implemented consistently throughout the school. The high standards of pupil behaviour that exist in the school contribute to effective learning in the classrooms.
2. Quality of school planning
2.1 Whole-school and classroom planning
The quality of whole-school planning is very good. All teachers play an active role in the planning process for all curricular areas. The plans presented at the evaluation were clear and comprehensive. Care and attention is paid to ensuring that a balance is maintained between the strands and ensuring that there is continuity and progression from class to class.
Classroom planning is of high quality. Teachers undertake effective long term and short term planning and monthly progress records are maintained. Both classes cater for pupils from a number of grades and, in each, there is an appropriate balance between teaching the whole class and teaching groupings according to grade. The planning provides for the varying abilities and groupings in each classroom and ensures that those with special educational needs are involved in mainstream class activities. Teaching and learning resources, including ICT, are well matched to the specific learning objectives and provide high–quality support to classroom practice. Much valuable support has been provided to the teachers by the cuiditheoirí from the Primary Curriculum Support Programme (PCSP) in assisting with curriculum development in the school. While very good planning is in place for pupils with special educational needs it is recommended that further support be sought from the Special Education Support Service (SESS) to assist in the collaborative planning between class teachers and support teachers.
2.2 Child protection policy and procedures
The child protection policy is at a draft stage. During the evaluation staff attended a Stay Safe course provided by the School Development Planning Service (SDPS) to further assist them in developing this policy and plan. It is recommended that the policy be formally adopted as a matter of urgency in compliance with Department of Education and Science Primary Circular 0061/2006, and the Child Protection Guidelines for Primary Schools (Department of Education and Science, September 2001). These child protection procedures should be brought to the attention of management, school staff and parents. A copy of the procedures should also be provided to all staff (including all new staff); and the management should ensure that all staff are familiar with the procedures to be followed. A designated liaison person (DLP) and a deputy DLP have been appointed in line with the requirements of the guidelines.
3. Quality of learning and teaching
3.1 Language
Gaeilge
Tá caighdeán ard ó thaobh na Gaeilge a bhaint amach ag na daltaí sa dá rangsheomra. Cothaítear dearcadh dearfa ar úsáid na Gaeilge ar fud na scoile agus le linn an teagaisc in ábhair eile an churaclam. Usáidtear raon leathan d’acmhainní oiriúnacha chun suim na ndaltaí i bhfoghlaim na teanga a spreagadh.Baintear úsáid as ábhair léirithe agus prionnta go sciliúil sna bunranganna chun an comhrá , léamh agus scríobh a fhorbairt go céimniúil agus déantar forbairt éifeachtach ar na struchtúir seo sna hard ranganna. Is ionmholta mar a úsáidtear an teicneolaíocht chun na snáthaonaid a chomhthathú le linn an teagaisc sna hardranganna. Usáidtear an drámaíocht, filíocht, ceol agus gníomhaíochtaí phéire agus ghrúpa go héifeachtach chun cumas cumarsáide na ndaltaí a fheabhsú.
Irish
The pupils in both classrooms have a high standard in Irish. A positive outlook is promoted in the use of Irish throughout the school and in teaching other subjects in the curriculum. A wide range of relevant resources is made available to stimulate the pupils’ interest in learning the language. Illustrative and print materials are used skilfully in the junior section to develop conversation, reading and writing and these structures are broadened effectively in the senior section. Technology is used to very good effect at the senior section during teaching to integrate the strand units. Drama, poetry, singing and pair/group activities are used effectively to improve the conversational ability of the pupils.
English
Teaching and learning standards in English are also of a high standard. All strands of the curriculum are promoted consistently and effectively in both classrooms. Emergent reading and writing skills are well developed in the junior section and there is a very effective focus on the development of higher-order reading and writing skills in the senior section. In both sections, pupils demonstrate a keen interest in reading and very good reading standards, appropriate to pupils’ abilities are in evidence in all classes. Information and communication technology (ICT) is used to a very good effect to promote reading, sentence construction and creative writing. The quality of content and presentation of pupils’ written work is commendable. Pupils are encouraged to discuss, share ideas, listen and write both functionally and creatively. They also display a wide vocabulary in general knowledge.
3.2 Mathematics
The quality of teaching Mathematics is very good and pupil attainment is very satisfactory. There are excellent resources in both classrooms to develop concepts and to facilitate active learning opportunities. The interactive white-board and ICT is used to very good effect in the senior section of the school to facilitate concept development. The integration of mathematical concepts with other curricular areas is given due attention, particularly in the senior section. Fruitful emphasis is placed on coherent approached to the language of Mathematics, number operations and to problem–solving skills. High quality teaching approaches was noted in both sections during the evaluation and careful attention was paid to the internalisation of key concepts. Regular revision is undertaken and the pupils record their work neatly and accurately. Pupils display very good computational ability and problem solving skills. Mathematics activities are linked very effectively to the immediate environment.
3.3 Music
All strands of the music curriculum are taught. Links are established with other curricular areas by developing the reading of words of songs from the interactive white board and the integration of history and culture during the lessons. Pupils sing a wide repertoire of songs in Irish and English. Much work is carried out on rhythm and pulse and percussion instruments are used to good effect. A music teacher works collaboratively with the class teachers in delivering the music programme in the school. The tin whistle is taught from first class upwards and other musical instruments are taught in the senior section of the school. An impressive standard of musical performance is presented in both sections of the school. Christmas musicals are organised and the pupils share their talents by participating in carol singing in the local community. Pupils’ individual talents in music are identified and they are encouraged to share these talents with other pupils during lessons.
3.4 Assessment
A range of assessment tools including teacher observation, monitoring of written work, teacher-designed tests and homework is used by the teachers to inform the teaching and learning in the school. Pupils’ work is regularly corrected and comments made by teachers on pupils’ copies are positive and affirming and point the way towards improvement. The administration of a range of standardised tests is carried out on an annual basis and records of pupils’ assessment results indicate a very satisfactory pupil performance in Mathematics and English. The results are analysed and reviewed and the relevant supports and strategies are designed to enable the achievement of quality outcomes. Pupils are also involved in self-monitoring as a means of assessing their own work. The range of assessment modes used in Music could be extended. Assessment results are usefully shared between class teachers and support teachers.
4. Quality of support for pupils
4.1 Pupils with special educational needs
The quality of provision for the pupils with special educational needs in this school is good. The special needs assistant is involved in this provision and works very effectively to assist pupils in their learning experience. Highly effective early intervention strategies are in place and pupils’ needs are met through a range of different approaches. Class teachers, special education teachers and the special needs assistant liaise regularly on agreed specific targets. However, formal staff meetings including support staff should be used to discuss further learning targets for pupils on a whole school basis. Pupils with the most significant levels of learning support are identified and given intensive support. The work being carried out for these pupils is relevant, targeted and achievable. Progress records are maintained.
4.2 Other supports for pupils: disadvantaged, minority and other groups
The school’s mission statement outlines its commitment to supporting and welcoming all pupils. The school understands its responsibility in relation to the inclusion of pupils from minority groups.
5. Conclusion
The school has strengths in the following areas:
- This school is led by a principal who displays good leadership qualities, he is very dedicated and committed and he promotes a culture of high expectations in the whole school community.
- The board of management, teachers and parents are committed to ensuring that this school functions in a manner which promotes the uniqueness of each child.
- The standards of teaching and learning in Irish, English, Mathematics and Music are high. Teaching in these subjects is structured, purposeful and particularly creative in the use of ICT in teaching and learning.
- The school is characterised by a strong sense of community which creates a caring and familial atmosphere for pupils.
The following key recommendations are made in order to further improve the quality of education provided by the school:
- The policy on child protection should be formally adopted by the board of management as a matter of urgency.
- Formal staff meetings should be held once per term in line with Circular Letter 14/04 to allow staff to plan collaboratively.
- It is recommended that school’s accounts be audited annually.
- It is recommended that written school reports be sent to parents once a year.
- It is recommended that the staff should liaise with the Special Education Support Service to assist teachers and shared support staff further in their collaborative planning.
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