An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Saint Michael’s National School
Rackwallace, County Monaghan
Uimhir rolla: 16954C
Date of inspection: 16 October 2008
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of St Michael’s National School was undertaken in October 2008. 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 History. 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 Michael’s National School, a three-teacher school under Roman Catholic patronage, serves the rural community of Ardaghey, Co. Monaghan. Enrolment at the time of this whole school evaluation was 32 pupils. School enrolment has remained consistent over the last number of years and no major change in this situation is expected. The school environment is welcoming and the building and grounds have been maintained very well.
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 |
32 |
|
Mainstream classes in the school |
2 |
|
Teachers on the school staff |
3 |
|
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’s mission statement seeks to promote a caring learning environment which facilitates the nurturing of each pupil’s educational potential. During the evaluation there was evidence that this was being achieved in the daily life of the school; most particularly, in the enthusiasm for learning that pupils demonstrated and in their evident regard for one another.
1.2 Board of management
The board of management is constituted properly and meets regularly. The board fulfils its role in ensuring the school is managed in accordance with the regulations and guidelines of the Department of Education and Science. The board upholds the school mission statement and is very supportive of the work of the staff. It supports the school development planning process actively through discussing, ratifying and reviewing policies. The board provides substantial support to the principal and teachers in respect of practical aspects of school organisation and maintenance. Meetings are productive and it is reported that discussion during meetings is forthright and that all members contribute. There is a very good relationship between the board and the staff.
At the time of the evaluation a few pupils were retained at their grade levels for the current school year with one of these pupils only having an individualised plan of work. In accordance with Circular Letter 32/03 all retained pupils should have an individualised programme that records precisely what new approaches will be used and what the expected educational benefits for the pupil will be. The board and staff should ensure that these programmes are drawn up.
1.3 In-school management
The principal teacher was appointed to this role in an acting capacity in 2002. She has worked diligently in carrying out the administrative functions of the school since that time. Her unobtrusive style of management is productive and a high level of organisation characterises daily school activity. Teachers’ duties in respect of the organisation and management of the school are well defined. Curriculum development responsibilities are shared equally and the teachers clearly work collaboratively. School records including its enrolment registers are maintained very methodically. The school has a range of very good quality teaching and learning resources, including a range of information and communications technology (ICT) equipment. All classrooms have very good quality educational displays. Colourful teacher-prepared exhibits, flashcards, commercial charts, maps and good-quality samples of pupils’ work were in evidence during the evaluation.
1.4 Management of relationships and communication with the school community
A parent-teacher association has been established in St Michael’s National School. The association takes an active role to support the provision of education in the school. During a pre-evaluation meeting, parents’ representatives recorded parents’ very great satisfaction with the quality of education provided to their children in the school. They reported that parents would welcome greater communication generally between the association and the board of management. In particular they would like to explore how parents could take a more active and formal role in supporting policy development and review.
Evidence considered during the inspection indicates that avenues for clear communication have been established. In the past number of years parents have been consulted through a questionnaire. Newsletters are sent home regularly and a further comprehensive annual newsletter informs the school community clearly about school functioning and activities and provides details about policy review. The pupils’ contribution to school life and achievements in extra-curricular activity are celebrated. Features of the newsletters circulated worthy of particular commendation are the acknowledgements of pupils’ individuality and the respect accorded to pupils’ own opinions about school and about learning.
1.5 Management of pupils
During the evaluation the pupils’ behaviour was found to be very good and it was evident that there is a positive atmosphere in the school. Attendance levels among the pupils are very good.
2. Quality of school planning
2.1 Whole-school and classroom planning
Good quality whole-school planning has taken place. All policies required by statute have been developed. These are detailed and address school needs. Some review of the school enrolment policy is required so that it reflects fully the provisions of equal status legislation and Departmental Circular letters in respect of special educational needs. A wide range of other administrative policies address the needs of the school and all are clearly stated. A range of detailed whole-school plans for all subjects of the curriculum has been developed. These plans are of good quality and can facilitate the development of pupils’ learning as they advance through the school. All curricular policies are stated clearly and are subject to ongoing monitoring and review. At the time of the inspection a separate policy on Relationships and Sexuality Education (RSE) had yet to be developed. A working group from the school community should be created to draft such a policy which should then be agreed and ratified by the board. An action-planning approach has been adopted in the school. This provides for structuring the review of organisational and curricular policies and of management responsibilities in a very satisfactory manner.
Very good quality long-term classroom planning and good short-term planning were found. Teachers use an agreed approach in which the content objectives and skills taught to each grade level are laid out clearly and where exact methodologies and resources are specified. Evidence shows that plans are prepared methodically. Planning demonstrates that teachers are aware of the importance to differentiate their teaching approaches. There is need however for greater clarity in the detail of short-term plans about differentiation. Currently, plans list general principles of differentiation only, such as differentiating by time or through reducing the amount of tasks. In accordance with the school plan, short-term plans should show how content and skills are taught differently according to pupils’ needs and how different specific tasks are provided, where necessary, to reinforce and extend learning.
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
Ba ar chaighdeán an-bhreá mar a bhí an cumas labhartha Gaeilge a nótáileadh i measc na ndaltaí le linn na meastóireachta. De réir fianaise le linn na cigireachta tá tuiscint fhíor-bhreá ag an gcuid is mó de na daltaí ar an nGaeilge labhartha. D’fhreagair siad le muinín agus cumas le linn ceistithe. Léirítear go bhfuil sé curtha ar chumas na ndaltaí abairtí a struchtúrú go cruinn le linn cainte. Tugann siad le muinín faoin chaint leanúnach agus déanann siad cur síos ar ábhair le stór leathan foclóra. Léirigh na daltaí dearcadh an-dearfach i leith na teanga.
Tá achmhainn mhaithe roghnaithe agus in úsáid go rialta le linn ceachtanna mar thacaíochtaí chun foclóir nua a mhíniú do dhaltaí agus chun a gcuid foghlama a thacú. Nótáiltear drámaíocht léirithe agus obair i mbeirteanna in úsáid go tairbheach le linn na hoibre ó bhéal. Nótáileadh ceistiú as Béarla in amanta le linn teagaisc agus ba cheart é seo a sheachaint. Bheadh sé cabhraitheach anois am sa bhreis a chaitheamh sa tréimhse réamhchumarsáide, béim a leagan ar mhúnlú frásaí agus drámaíocht simplí a úsáid ar bhonn níos leithne, spleodrach. Aithrisíonn daltaí cnuasach an-deas filíochta go taitneamhach agus le dea-fhuaimniú.
Tá an scoil ullmhaithe mar thimpeallacht saibhir prionta sa Ghaeilge. Bunaítear na ceachtanna agus cleachtaí léitheoireachta ar shleachta ó théacsleabhair agus ar fhíorleabhair nua-fhaighte. Léigh cuid breá de na daltaí os ard go sásúil le muinín agus tuiscint acu ar an téacs. Nótáileadh frustrachas i gcás líon eile maidir le haithint focal agus tuiscint ar shleachta agus d’fhill cuid acu ar úsáid an aistriúcháin go Béarla. Ba cheart athbhreithniú a dhéanamh anois ar dhúshlán na bhfíorleabhar agus béim a leagan anois ar chur chuige foghrach a úsáid sa léitheoireacht Ghaeilge.
Ba struchtúrtha torthúil mar a bhí struchtúr na scríbhneoireachta a sonraíodh le linn na meastóireachta. Léirítear ó chóipleabhair na ndaltaí caighdeán maith sa scríbhneoireacht laethúil bunaithe ar raon tascanna agus topaicí Gaeilge.
Irish
A very fine standard was noted among the pupils’ ability to use spoken Irish during the evaluation. Evidence found during inspection shows that most pupils have a truly fine understanding of the Irish language. They answered with confidence and ability during questioning. It is shown that pupils have been enabled to structure sentences exactly during conversation. They engage confidently in extended conversation and talk about subjects with a broad vocabulary. The pupils demonstrated very positive attitudes to the Irish language.
Good resources have been chosen and are used regularly during lessons as supports when teaching new vocabulary to pupils and when supporting their learning. Dramatic portrayals and work in pairs are used to benefit pupils during oral work. Questioning through English was observed at times during lessons and this should be avoided. It would now be helpful to spend more time in the pre-communicative phase, to place emphasis on modelling of phrases and simple drama to be used in a more broad and spontaneous way. The pupils recite a very nice selection of poems attractively and with good pronunciation.
The school is prepared as a print-rich Irish environment. Irish reading lessons and activities are based on passages from textbooks and newly-acquired authentic Irish books. A good amount of pupils read aloud satisfactorily, with confidence and with understanding of the text. Frustration was noted in the case of some others in respect of word recognition and understanding of passages and some of them reverted to the use of translation to English. The levels of challenge of authentic books should now be reviewed and emphasis now be placed on using a phonic approach during Irish reading.
The approach to teaching writing was observed to be structured and fruitful during the evaluation. Pupils’ copybooks demonstrate a good standard during daily writing based on a range of Irish tasks and topics.
English
In the English lessons observed, the teaching was consistently affirming and enthusiastic. Lessons were structured and purposeful. Questioning of pupils was clear and it was spread satisfactorily among the learners. Discrete oral language lessons are taught in both mainstream classrooms. Teaching was observed to be well planned and during the evaluation pupils demonstrated very good ability to describe and discuss themes and topics. Infant and junior pupils were observed engaging in vocabulary activities in pairs, many of which were appropriately challenging and encouraged pupils to use descriptive language. Pupils in middle and senior classes demonstrated very good ability to discuss and articulate their own ideas. They recited a good range of poems aloud in all classes during the evaluation. Pupils are observably enthusiastic about learning poetry.
Classrooms have been prepared carefully as print-rich environments. Charts displayed around classrooms support recall of phonemes and phonic rules learned. Good sight vocabulary games and word recall activities were observed in use. Good-quality large-format picture books are used to support the development of early reading skills. A good quality large-format picture book was observed in use in a structured and purposeful manner with infant pupils to introduce them to the concept of print. Given the importance of large-format picture books for younger pupils the range of good quality large-format picture books in the school should be expanded.
Pupils have opportunities to read from different genres. Very good quality passages that interest the pupils are chosen as resources for reading. Reading for a purpose is emphasised very satisfactorily. A range of higher-order comprehension questions was addressed to pupils; these included questions requiring interpretation and prediction. During reading activity inspected many pupils were successful when reading for information, indicating clearly that they engage in this activity regularly. While many pupils read confidently and comprehend what they read readily evidence indicates that some require ongoing support during reading lessons with word recognition and comprehension. During some lessons skill development activity was observed taking place at a remove from the context of actual reading. Each reading lesson taught should provide for word recognition, decoding practice and modelling of comprehension elements in context, most especially to support less able pupils. This would be particularly beneficial if it took place through small group work.
Pupils have written in a variety of different genres and have opportunity to write regularly about topics that interest them. The creative writing evaluated during the inspection was of very good quality. Most writing samples inspected and tasks given during the evaluation demonstrated good use of vocabulary, very good ability to organise passages and structure ideas coherently and clear understanding of writing conventions. Penmanship among the pupils generally was found to be of a high standard. Pupils’ writing is monitored carefully and feedback is provided to pupils through written comments.
3.2 Mathematics
Teachers prepare carefully and choose enjoyable activities for mathematics teaching and learning. The teaching approaches used are good and are in accordance with the guiding principles of the Primary School Curriculum (1999). All teaching during the inspection was clear and lessons were characterised by good pace and purposeful oral mathematics activity. Very good emphasis was placed on oral mathematics which encouraged pupils’ thinking. The teaching of the language of mathematics is methodical. The use of good quality stories and number rhymes to consolidate number facts and very good oral activities, when recalling mathematical facts, are valuable. Appropriate use was made of pictorial examples and structured mathematical apparatus during the lessons inspected. There is good focus placed upon real-life experience and social contexts when teaching concepts. Good quality class activities are used appropriately during the reinforcement of learning.
Most pupils demonstrated very good understanding of the concepts taught to them and of mathematical language appropriate to their grade levels. Achievement levels are good overall. Analysis of the patterns of attainment and other evidence obtained from tasks indicates that a few pupils continue to require regular individual attention in Mathematics. When designing the structures of lessons, it is recommended that the time spent working with less able pupils be increased generally. Pupils’ written work is of very good quality and teachers monitor it very carefully. Good quality displays are used to support mathematics learning in classrooms.
3.3 History
A good range of stimulating topics is used for the teaching of History and pupils demonstrate a clear enthusiasm for the subject. Very good quality learning outcomes were observed overall. Pupils demonstrated a detailed understanding of the range topics that have been studied and recalled facts with very good levels of accuracy. They demonstrated good levels of insight into underlying themes and the ability to articulate their own ideas.
The history teaching evaluated was characterised by very good quality discussion. Pupils engaged well with their teachers and demonstrated interest during discussion by the questions they asked. Good attention was paid to teaching topics that are related to pupils’ real-life experience and to using good quality real-life resources. These approaches aid in developing pupils’ concept of the passage of time. Consideration of monthly progress records indicates that a balanced programme of topics is delivered and a good range of teaching methodologies used. A range of approaches is used to help pupils to record their learning.
Pupils have engaged in good-quality project work. The collaborative project work inspected incorporated comprehensive and stimulating pupil-pupil discussion. Good quality written work has been produced through project work and analysis of records shows that a range of appropriate themes have been covered through this method. During questioning the pupils demonstrated very good interest and understanding of their projects. In general, pupils’ written work is neat and suitably completed.
3.4 Assessment
During the evaluation the teachers demonstrated a keen awareness of the importance of assessment. They engage in ongoing monitoring of pupils’ learning through the use of a range of assessment strategies and the Micra-T and Sigma-T tests are administered annually to assess levels of pupils’ attainment in English reading and Mathematics. Very careful analysis of pupils’ standardised assessment results takes place and pupils’ progress is tracked carefully. Detailed assessment records are maintained for all pupils individually that contain important information about their learning, including profiles of strengths and needs.
4. Quality of support for pupils
4.1 Pupils with special educational needs
The whole-school policy on the provision of learning support is comprehensive and focuses clearly upon the roles and responsibilities of the different members of the school community and the strategies and supports to be used. Provision is made for use of suitable screening measures and a range of diagnostic tests and diagnostic teaching strategies in the learning support context. Comprehensive individual education plans are developed. Detailed short-term notes are also prepared. Very good quality records, including records of learning experiences, attainment of targets and pupils’ attendance during support teaching, are maintained.
Very good quality resources are used to support the teaching of pupils with special educational needs. Good use was made of visual resources and authentic and age-appropriate books during lessons. Good-quality games are played to support learning and engage pupils. The work of the special needs assistant is of very good quality.
Early intervention is emphasised and during the evaluation teaching was observed to be stimulating and enthusing. Methodologies observed were engaging and child-centred. Explanation was observed to be clear with, for example, good-quality activity inspected where pupils were supported in using a range of cues during word recognition. Good-quality sentence- level comprehension activity was observed.
The current model provides for all support to be given in the learning support and resource settings. Strong consideration should be given to reviewing the current model and instituting team teaching between mainstream and support teachers to maximise time spent teaching less able pupils. This might focus in particular on further blending practice during literacy work. It would be useful to contextualise almost all mathematical tasks in support contexts in real-life examples. This would enable pupils to observe connections more and use real-life examples as reference points when engaging in mathematical problem-solving.
4.2 Other supports for pupils: disadvantaged, minority and other groups
The principal and staff members have an extensive understanding of the school community which enables them to identify any incidences of educational disadvantage in a sensitive and confidential manner. In these cases grant aid provided by the Department is used to defray costs school activities so that all pupils have equality of access to the full range of school activities.
There are currently no pupils from minority groups enrolled in the school. School policies clearly show, however, that pupils from all cultures have equality of access to the school.
5. Conclusion
The school has strengths in the following areas:
· There is good leadership and management of school life and a high level of organisation characterises daily school activity.
· The teachers are committed to providing a very good quality, broad and balanced education to the pupils.
· The quality of whole school planning and preparation for teaching is very good.
· Tuiscint fhíor-bhreá na ndaltaí ar an nGaeilge labhartha agus an mhuinín a léiríonn siad sa chaint nádúrtha. (Pupils have a very fine understanding of the spoken Irish language and demonstrate confidence during
natural Irish conversation).
· Very good attention is paid to pupils’ oral language development. High levels of competence in expressive language are in evidence among the pupils.
· Comprehensive writing activity encourages independence in learning among the pupils in a commendable manner.
· Pupils have a comprehensive understanding of topics they have studied in History.
· There is a positive learning atmosphere evident in the school and pupils respect one another clearly.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· It is recommended that short-term planning be differentiated clearly in order to maximise teaching matched as closely as possible to pupils’ individual needs. Collaborative team teaching should be instituted in
mainstream classes to maximise the time spent with less able pupils.
· A working group from the school community should be created to draft a separate policy on Relationships and Sexuality Education (RSE) which should then be agreed and ratified by the board.
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 April 2009
Appendix
School response to the report
Submitted by the Board of Management
Area 1: Observations on the content of the inspection report
The BOM would like to thank the inspector for the courteous and professional manner in which the WSE was conducted.
The BOM is delighted that the input of staff, parents and BOM in making St. Michael’s N.S. a very effective school has been recognised. The report portrays an accurate picture of the school and reflects the high standard of education provided for the children. The numerous strengths identified are very pleasing and the recommendations are welcomed. The BOM and staff will consider these and endeavour to work towards further enhancing the school’s effectiveness.
.
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 school’s enrolment policy referred to at paragraph 2.1 has been reviewed as required.
· A RSE policy formation committee has been established with the aim of devising a RSE policy for the school.
· Team Teaching workshops organised by Monaghan Education Centre will be attended by staff.
· Strategies for differentiation will be discussed at staff meetings with the intention of implementing these during the next school year.