An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

St. Brigid’s NS

Coon, Co. Kilkenny

Uimhir rolla: 17174E

 

Date of inspection:  08 November 2007

 

 

 

 

 

 

Whole-school evaluation

Introduction – school context and background

Quality of school management

Quality of school planning

Quality of learning and teaching

Quality of support for pupils

Conclusion

 

 

 

 

Whole-school evaluation

 

A whole-school evaluation of St. Brigid’s NS, Coon 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 History.  The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; a response was not received from the board.

 

 

Introduction – school context and background

 

St. Brigid’s is a co-educational primary school located in the rural village of Coon, seven kilometres east of Castlecomer in Co. Kilkenny. The children attending the school come from the surrounding area and the levels of pupil attendance are excellent.

 

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

48

Mainstream classes in the school

03

Teachers on the school staff

04

Mainstream class teachers

03

Teachers working in support roles

01

Special needs assistants

01

 

 

1.     Quality of school management

 

1.1 Characteristic spirit, mission or vision

This is a catholic school under the patronage of the Bishop of Ossory. A clear vision for the school is articulated at the beginning of the whole school plan.  This vision includes a commitment to providing a well-ordered, caring, happy and secure atmosphere where the intellectual, spiritual, physical, moral and cultural needs of the pupils are identified and addressed.  Observation during the evaluation reveals that the realisation of the ideals contained in this statement is central to the work of all the education partners in the school.

 

1.2 Board of management

The board of management is properly constituted and its members are supportive of the work of the school. The board meets termly and additional meetings are convened as the needs arise. The chairman of the board is highly professional and very committed to his role. He maintains very close contact with the school between meetings and is to be commended for the proactive manner in which he promotes positive relations amongst all members of the school community. The board adopts a variety of effective functioning procedures. All roles are clearly defined and appropriately assigned and minutes of meetings are carefully recorded. An annual financial report is compiled, certified and presented to the patron’s office. The parent representatives on the board of management are also on the parents’ association and this facilitates high levels of communication between both bodies.

 

The board addresses its statutory obligations in relation to policy formation, which include the development of an admissions policy, a code of behaviour an anti-bullying policy, an attendance strategy and a health and safety statement. In the context of the school’s admission policy, it is advised that the section dealing with the enrolment of children with special education needs be reviewed to ensure that it complies with relevant legislation and with Department of Education and Science criteria for dealing with applications in this context. There is currently a pre-school facility located in the school building for three mornings each week. This has resulted in the school experiencing an accommodation deficit particularly in the area of special education needs provision. In this context, it is advised that immediate consideration be given to addressing this issue. It is imperative that priority is given to the accommodation needs of the school children before extending the facilities to outside agencies.

 

1.3 In-school management

The principal of the school is very hard-working and attends to the diverse range of duties inherent in the post with commitment and dedication. She continuously strives to ensure that structures are in place to promote good communication and a culture of team work amongst the staff. All staff members enthusiastically share their expertise and their individual skills and talents to enhance the ongoing development of curricular and organisational issues in the school.

 

The principal is ably supported in her role by the in-school management team. There is a clear range of duties attached to these posts which includes specific curricular, pastoral and organisational responsibilities. In addition to these duties, all staff members attend conscientiously and enthusiastically to a wide range of incidental tasks that present themselves on a daily basis. It is advised that review dates be placed on all special duties contracts to ensure their continued relevance to the emerging needs of the school into the future.

 

1.4 Management of relationships and communication with the school community

A very active parents’ council has been in existence in the school for a number of years. Meetings are convened on a regular basis and members report very good levels of communication with the principal and the board of management. The parents devote commendable energy to the organisation of a wide variety of fundraising initiatives. These occasions have the dual benefit of serving as occasions for social meetings of the partners in education and also of ensuring that the association is in a position to financially support co-curricular initiatives in the school. The parents are given opportunities to contribute to the development of a number of school administrative policies at the drafting stage. When finalised, key policies are circulated to parents and a list of all other policies which are available in the school is also circulated to parents via the school newsletter. Highly impressive work has been completed on the school website and the staff is to be commended for this. Extending its capacity further to include school plans and policies is advised.  Instances of class meetings being convened for parents, to provide information on specific aspects of curriculum mediation, are highly commended. Further extending this approach to familiarising parents with curriculum content and whole-school methodologies is advised and initiating closer links with the education centre to support this process is recommended.  Parents are kept informed of aspects of their children’s progress through a formal parent-teacher meeting held annually and through written reports which are sent home on two occasions each year. The staff is commended for the development that has taken place in school reporting templates in recent times and ongoing collaboration with the education partners regarding the continued development of these templates is advised. Parents are also invited to make appointments to meet with the principal or class teachers to discuss any matters of concern as the needs arise.

 

1.5 Management of pupils

 A very positive relationship exists between the teacher and pupils and amongst the pupils themselves in this school. In all classes, the pupils are enthusiastic and motivated in their learning. Samples of collaboratively agreed classroom rules are a feature of provision and the children’s behaviour is excellent. This approach to involving the children in relevant decision making is further evidenced in the school’s participation in the Green School initiative and this is also commended.

 

 

2.     Quality of school planning

 

2.1 Whole-school and classroom planning

Whole-school planning in this school is of a high standard. Comprehensive documents have been developed for the implementation of the curriculum and for the organisation of the school. The plan is developed in a collaborative manner with the staff, board of management and the parents all actively involved at various stages in the development process. The school is commended for the effective use that is made of the support services in the whole-school planning process. Post holders and other staff members assume responsibilities for the co-ordination of specific aspects of the whole-school plan and their commitment to the ongoing review and development of all documents is highly commendable.

 

The quality of classroom planning is good with all teachers providing long and short-term schemes of work which are closely linked to the curriculum and the whole-school plan. In general, the teachers plan for a range of learning strategies and resources to cater for pupils’ learning needs and styles. The teaching strategies outlined include: some opportunities for the children to work in group activities, opportunities to engage in active and participative learning, sustained shared thinking, whole class teaching and guided discussion. Monthly progress reports identifying the sections of the curriculum that have been addressed in each class are compiled and maintained by each teacher. In order to further develop the effective work that is undertaken in this area, it is advised that consideration be given to agreeing a whole-school template to facilitate classroom planning and the compilation of monthly progress reports. It is also recommended that these reports be collected and retained centrally in the school for at least one complete school year after the completion of the year to which they relate.

 

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 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

The quality of teaching and learning throughout the school is good. A variety of teaching approaches is employed and a positive learning atmosphere is in evidence in all classrooms. Maintaining a close correlation between specific teaching methodologies and expected learning outcomes is advised in some contexts. The pupils display a positive attitude to learning in all classes and are challenged and stimulated by the activities provided for them. Supportive relationships are in evidence between teachers and pupils and the pupils are provided with regular opportunities to work collaboratively and co-operatively.  Differentiated teaching to attend to the diverse range of children’s needs and abilities was in evidence in some curricular areas and extending this approach in junior classes is advised. Shared and team teaching are a feature of provision in the school and this is highly commended. High levels of pupil participation were noted in all learning activities and good levels of pupil achievement are in evidence.

 

3.1 Language

 

Gaeilge

Is mór is fiú an obair atá ar siúl sa scoil chun suim na bpáistí sa Ghaeilge a chothú. Is léir go mbaineann na páistí taitneamh as gnéithe éagsúla de mhúineadh agus d’fhoghlaim na Gaeilge agus go bhfuil meon dearfach i leith na teanga á chothú ina measc. Sna ranganna uile, baineann na hoidí triail as raon straitéisí agus modhanna múinte agus baintear úsáid as áiseanna úsáideacha chun foghlaim na Gaeilge a éascú agus a bhuanú. Ar an iomlán, tá na daltaí in ann ceisteanna bunaithe ar théamaí agus ar thopaicí éagsúla a chur agus a fhreagairt go muiníneach. Chun chur leis an dea-obair seo, moltar béim níos mó a chur ar bhreis deiseanna cumarsáide a sholáthair do na paistí le linn na gceachtanna, i ranganna áirithe. Tá raon leathan dánta agus amhrán ar eolas ag na páistí sna meánranganna agus sna ranganna sóisearacha agus b’fhiú anois an obair seo a fhorbairt a thuilleadh sna hardranganna.

 

Tá stór maith de leabhair Ghaeilge ar fáil sa scoil agus léann na daltaí le brí agus le cruinneas. Cothaítear fonn scríbhneoireachta i measc na ndaltaí trí thaithí spéisiúil i scríbhneoireacht fheidhmiúil a sholáthar dóibh. Déantar cúram rialta de na cleachtaí seo. D’fhéadfaí anois raon na scríbhneoireachta pearsanta agus na scríbhneoireachta cruthaithí a fhorbairt agus a leathnú.   B’fhiú aird a dhíriú ar chuspóirí scríbhneoireachta, ar an lucht léitheoireachta agus a gcuid riachtanais agus ar chineálacha difriúla scríbhneoireachta agus taithí a thabhairt do na daltaí scríobh dá réir sin.

 

Irish

Very worthwhile work is undertaken to foster the children’s interest in the Irish language. It is clear that they enjoy various aspects of the programme in the school and that a very positive attitude to the language is being fostered. In all classes, the teachers use a range of strategies and methodologies and a variety of useful resources is employed to advance the children’s learning. On the whole, the children display an ability to both ask and answer questions based on a broad range of topics. In order to further develop the good work that is taking place in this area of learning, it is advised that an enhanced emphasis be placed on the creation of greater opportunities for the children to use the language in various contexts during lessons in some classes. The children in the junior and middle classes recite a broad range of poetry and songs and it is advised that this work be further developed in the senior classes.

 

A good range of Irish books has been procured in the school and the children read with accuracy and understanding. An enthusiasm for writing is nurtured amongst the children through the provision of opportunities for them to engage in a variety of functional activities. These written exercises are closely monitored. The range of personal and creative writing should be extended and developed with particular attention being devoted to specific writing objectives, to the readers and their requirements, and to the provision of opportunities for the children to write in a wide variety of genres.

 

English

A positive commitment to promoting pupils’ receptive and expressive language skills through the use of commercially-produced and teacher-designed materials across a range of subjects is evident in the school. At all class levels, opportunities for developing oral language competence are purposefully integrated with reading and writing activities. While a range of expressive language abilities is in evidence throughout the school, the majority of children are confident and competent communicators. The children in the junior and middle classes are exposed to a wide variety of rhyme and poetry which they recite with enthusiasm and expression. It is advised that these opportunities be extended to all children in the school.

 

Print-rich environments are a feature of all classrooms. Efforts to develop the children’s phonological and phonemic awareness are noted in the junior classes and the children display evolving abilities to use these skills in context. Large format books are effectively employed in junior and middle classes to foster an enthusiasm for reading. Pupils display a keen understanding of reading conventions and opportunities for modelling and collaborative reading are effectively employed. Novels are used in middle and senior classes and provide opportunities for children to experience a shared response to fiction. The pupils demonstrate well-developed capacities to interrogate the reading material including character analysis, summarisation and exploration of themes. In general, satisfactory reading standards are in evidence across the school with the children displaying positive levels of understanding of the material read. Pupils’ interest in personal reading is strongly cultivated through the implementation of a buddy reading programme, the creation of opportunities for engagement in silent reading and the provision of well-resourced class libraries. Consideration should be given, at this stage, to the development of the reading areas in the junior and senior classes to enhance the presence of books in the children’s environment.

 

In junior classes, a keen emphasis is placed on the development of the children’s letter formation and hand writing abilities. In both junior and middle classes, the language experience approach is gainfully used to promote the children’s oral, reading and writing competencies. Some opportunities are provided for children’s engagement in personal writing in the junior classes and further extending this approach is advised. In the middle and senior classes the children are provided with regular opportunities to write in a variety of genres and ICT is used effectively in the publication of this work. In general, the children’s completed written work is of a good standard and is attractively displayed in some classrooms. Extending the creation of distinct writing areas to all classrooms is recommended.

 

3.2 Mathematics

A broad and balanced programme is implemented in Mathematics and the children participate enthusiastically in a range of learning activities. Lessons are differentiated to accommodate the variety of pupil abilities and needs with impressive examples of shared teaching in evidence.  Mathematics lessons are well designed and implemented. Well-structured talk and discussion are features of all lessons and the quality of teacher questioning is praised. The pupils are introduced to appropriate mathematical language and are provided with opportunities to use this newly acquired vocabulary in a variety of contexts. The effective use of hands-on approaches to learning through engagement with a variety of concrete manipulatives is highly praised. Games, mathematics trails and ICT are used effectively in the middle classes to advance competencies in number and shape. Pupils’ work is well presented in copybooks and workbooks and is regularly monitored. In general, commendable levels of pupil achievement across the strands is in evidence. The recent introduction of The Maths for Fun programme involves parents attending the school on a weekly basis to engage with pupils in a range of well-chosen activities to advance and consolidate the children’s learning in this area.

 

3.3 History

The teachers display a keen ability to stimulate the children’s interest in History, to motivate their learning in this curricular area and to provide opportunities for the development of their skills as historians. In the junior classes, personal and family histories are purposefully explored through the use of discussion, photographs and artefacts. The children display a clear understanding of issues of continuity and change in relation to their own growth and development. Evidence from teacher planning suggests that story is regularly employed to consolidate pupils’ understanding of chronology and to introduce them to a range of Irish legends and story. Opportunities for the children to develop their historical investigation skills are a feature of provision in the middle and senior classes. The quality of teacher questioning and the provision of opportunities for the collaborative examination and investigation of a range of well-chosen artefacts are highly praised. Timelines are used very effectively in all classes to advance the children’s chronological skills and their understanding of significant historical events of local and national importance. The school is highly commended for the attention devoted to local history through inviting local historians to work with the children, the organisation of field trips to areas of local historical interest and the utilisation of well-developed histories of the local area. Samples of project work are a feature of provision in some classes and further development of this approach to learning is advised.

 

3.4 Assessment

The children’s progress in some areas of the curriculum is regularly monitored through teacher observation and teacher-designed tasks and tests, the correction of the children’s written work and assessments linked to commercially-produced schemes. These approaches are complemented by the use of informative anecdotal notes on pupil progress in some classes. Screening tests are implemented on an annual basis in the areas of English and Mathematics. A range of diagnostic procedures is employed in the supplementary teaching context. The extent to which teachers have a good awareness of the abilities and learning styles of all of the children in their care is noteworthy. In the context of further developing provision in this area, a whole-school policy focusing on the development of a broader range of assessment strategies to include checklists, portfolio work, self and peer assessment and individual profiles is advised.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

A comprehensive special educational needs (SEN) policy has been developed which clearly outlines the responsibilities of all of the education partners in providing for children with special education needs in the school. The criteria employed when determining children’s eligibility for this support include teacher observation, results of screening tests and/or recommendations contained in psychological reports. The level of analysis of screening test results which has been carried out in the special education context is exemplary. In addition to this it is planned to use this information to facilitate further development of the approaches to differentiating work in the classroom. The school has recently procured a broad range of diagnostic tests and these are used effectively to target specific areas of learning with the children. Education plans are completed for all children attending supplementary teaching and the provision in teacher planning for the formal involvement of parents, teachers and children in the ongoing development and review of these documents is highly commendable. It is advised however, that a review of these plans focus on further refining the objectives to be achieved during each instructional term to ensure that learning objectives are specific, measurable, attainable, realistic and timed. During the evaluation, samples of the children being withdrawn for intensive tuition and also samples of shared and team teaching were observed. All provision was structured and systematic and very effective and was provided in an affirming and positive atmosphere.

 

 

 

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

Discussions with the teachers during the evaluation reveal that they have an in-depth knowledge of the backgrounds and personal circumstances of the children. All children in this school appear to be fully included in every aspect of school life. There are not currently any children from minority ethnic groups attending the school. However, in the interests of preparing children for the future in a culturally diverse world, it is recommended that the Department of Education and Science Intercultural Guidelines be incorporated into organisational and curricular planning and delivery in the school

 

 

5.     Conclusion

 

The school has strengths in the following areas:

 

 

 

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

 

Post-evaluation meetings were held with the staff and the board of management where the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

 

 

 

Published June 2008