An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Donoughmore National School
Liscooley, County Donegal
Uimhir rolla: 17241Q
Date of inspection: 3 December 2008
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of Donoughmore National School was undertaken in December 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 Visual Arts. 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
Donoughmore National School is situated in the village of Liscooley, Co. Donegal and serves pupils from a wide rural area. The school is under the patronage of the Presbyterian Church. Pupil attendance is very good. Enrolment has declined somewhat since the last school inspection in 1996. However, it has increased in the current year and pupil numbers are likely to remain constant into the future.
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 |
39 |
|
Mainstream classes in the school |
2 |
|
Teachers on the school staff |
2 |
|
Mainstream class teachers |
2 |
|
Teachers working in support roles |
0 |
|
Special needs assistants |
0 |
The school also shares a learning-support teacher who is based in a neighbouring school. A part-time school secretary and a part-time cleaner/caretaker provide significant support to the teaching principal and the assistant teacher.
1. Quality of school management
1.1 Characteristic spirit, mission or vision
Donoughmore National School aims to nurture the all-round development of the child and to produce confident, competent, enthusiastic individuals who are able and eager to learn. Significant emphasis is placed on the spiritual development of the child. The school provides regular opportunities for the pupils’ involvement in a wide range of co-curricular and extracurricular activities.
1.2 Board of management
The board of management is properly constituted; it meets regularly and minutes are taken of all proceedings. Roles and responsibilities have been delegated and members undertake these responsibilities very effectively. The board reviews curriculum plans and organisational policies presented for ratification and facilitates the communication of draft policies to the parent body for comment. It is now recommended that parental input be sought through working group meetings at the policy review stage, before revised policies are finalised to ensure that parents have a sense of ownership of and commitment to all school policies and procedures. Effective systems are in place for the tracking of school income and expenditure. The board invests significantly in resources for teaching and learning. The provision of some additional information and communications (ICT) equipment might now be considered, subject to available resources. The continuing professional development of teachers and the maintenance of the school building and the playground are ongoing priorities. The board complies with statutory requirements and Department of Education and Science guidelines. Current priorities of the board include the safety of the pupils on entering and exiting the school. Members are liaising with the National Roads Authority and Donegal County Council in this regard. Securing an extension to the school to include a learning-support room and administrative space is also a priority and the board has been proactive in this regard. Links with the local church are particularly beneficial in that the school has the use of the church hall and tennis court for Physical Education. The board currently facilitates a visiting music tutor who teaches tin whistle to pupils. The practice of pupils paying for instruction that takes place during the school day should be reviewed.
1.3 In-school management
The principal works diligently in leading and managing the school. She is committed to providing a broad educational experience for the pupils. Pupils are divided equally between the two classrooms and there is a system of periodic teacher rotation in place. Excellent displays in both classrooms and along the corridor support the pupils’ learning across the curriculum. The school’s long participation and commitment to the Green-Schools Programme is highly commendable. The principal is very open to professional development and networks effectively with colleagues in a local cluster of neighbouring small schools. Curriculum advisors and other outside facilitators have been used to develop teaching and learning methodologies.
The special duties post holder is a significant support to the principal. Tasks are delegated and there is evidence that both colleagues work together to ensure that all organisational and curricular duties are fulfilled. The board should review the duties of the post-holder on a regular basis to ensure that the duties assigned are in line with the changing needs of the school. Whilst the daily attendance of pupils is appropriately monitored, it is now recommended that yearly attendance figures for pupils are recorded in the school registers in line with Rule 123 of the Rules for National Schools.
.
1.4 Management of relationships and communication with the school community
The parents’ association is highly committed to the school. Its members are active fundraisers and have made significant contributions towards improving resources for the school. Parents participate fully in school events, meetings and extra-curricular activities. There are arrangements in place to allow parents meet with teachers as necessary. While appropriate information is provided to parents about the routines and practices of the school, further information about the curriculum and programmes of learning in each of the classrooms should be provided. This would enable parents to contribute more fully to their children’s educational provision.
1.5 Management of pupils
A code of behaviour and an anti-bullying policy are in place and pupils are supervised appropriately. Pupils generally demonstrate satisfactory confidence and self-esteem and participate well in curricular activities. Whilst pupils are eager and motivated in their learning, additional attention should be paid to the development of the pupils’ listening skills and to establishing respectful speaker-listener relationships. In this regard, further engagement with the Social Personal and Health Education (SPHE) curriculum is now recommended. The use of the circle time methodology would improve the pupils’ listening skills and further promote respectful and caring relationships. Giving consideration to the views of pupils in an audit and review of the school and classroom rules and ensuring that positive behaviour is promoted through the tone and emphasis of rules and regulations would also bring about improvements in this area.
2. Quality of school planning
2.1 Whole-school and classroom planning
The quality of whole-school planning is commendable. There is coherent planning for the organisation of the school and for all areas of the curriculum. Policies are updated to reflect changes in practices and current legislation. A long term developmental plan is in place which indicates the school’s organisational, curricular and resource priorities. The principal and the assistant teacher have worked diligently to implement comprehensive curricular plans which reflect the principles of the Primary School Curriculum(1999).
The quality of classroom planning is highly commendable. All teachers provide comprehensive planning for all areas of the curriculum. It guides the teachers’ work in the classroom and it is contributing to successful learning experiences for the pupils. Comprehensive monthly progress reports are maintained. Copies should be maintained centrally by the principal and used in the future review of curriculum plans. The quality of the classroom planning in the learning-support setting is highly commendable. A collaborative approach to planning for pupils with learning difficulties is evident.
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 and school staff; 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. The school policy should now be disseminated among the parents.
3. Quality of learning and teaching
3.1 Language
Gaeilge
Tá roinnt straitéisí gníomhachtaí agus modhanna teagaisc éifeachtacha in úsáid sna ceachtanna Gaeilge sna bunranganna agus sna hardranganna. Déantar iarracht réasúnta an Ghaeilge a labhairt le linn an teagaisc. Moltar anois an Ghaeilge a úsáid go rialta mar theanga bhainisteoireachta sna seomraí ranga chun scileanna éisteachta na ndaltaí a bhforbairt a thuilleadh agus chun an chumarsáid a threisiú. Baintear úsaid chuí as amhráin chun foclóir na ndaltaí a leathnú. Léitear roinnt scéalta agus cnuasach filíocht agus rainn freisin. Ba chóir cur chuige uile-scoile a chleachtadh maidir le forbairt teanga tríd an éisteacht agus úsáid a bhaint as scéalaíocht mar chuid lárnach den chlár foghlama. Múintear ábhar cinnte ó théamaí teagaisc an churaclaim sna ceachtanna agus cuirtear foclóir, frasaí agus stuchtúir oiriúnacha os comhair na ndaltaí. Baintear úsáid as an gcur chuige cumarsáideach sa dá sheomra. Moltar anois níos mó deiseanna a chothú do na daltaí, i bpéirí, nó i ngrúpaí chun an Ghaeilge atá foghlamtha acu a chleachtadh. Tacaíonn an timpeallacht spreagúil ranga le suim na ndaltaí a bhforbairt i bhfoghlaim na Gaeilge. Cé go nglacann na daltaí páirt in imeachtaí an ranga go sásúil, b’fhiú níos mó béime a chur ar chumarsáid idir na daltaí trí Ghaeilge amháin. Canann na daltaí amhráin go fonnmhar. Níl stór rann nó filíochta ar eolas acu, afách. Moltar athbhreithniú a dhéanamh ar an easnamh seo. Freagraíonn fórmhór na ndaltaí ceisteanna atá bunaithe ar ábhar an cheachta sna bunranganna, ach léiríonn cuid díobh deacrachtaí i leith caint faoi ábhair a múineadh dóibh cheana féin.
Forbraítear scileanna léitheoireachta na ndaltaí sna méanranganna agus sna hardranganna trí úsáid a bhaint as téacsleabhair éagsúla. Léann cuid de na ndaltaí le tuiscint. Moltar anois scéim léitheoireachta a úsáid ó rang a dó chun go mbeadh scileanna léitheoireachta na ndaltaí á bhforbairt ar bhonn níos struchtúrtha. Cleachtaíonn na daltaí téacsanna eagsúla scríbhneoireachta le scafláil chuí ó na hoidí. Moltar anois breis abairtí iomlána a chur ar na ballaí chun tacú le neamhspleáchas scríbhneoireachta. Déantar monatóireacht chúramach ar obair na ndaltaí.
Irish
Some effective teaching methodologies and active strategies are used in Irish lessons in both the junior and senior classrooms. A reasonable effort is made to use Irish during instruction. It is now recommended that Irish be used further in classroom management to develop the pupils’ listening and communication skills. Appropriate use is made of songs to develop the pupils’ vocabulary. Some stories, poems and rhymes are also read. A whole-school approach should be used to develop pupils’ language skills through formal listening activities where story would play a central role. Subject matter based on themes from the curriculum is taught and appropriate vocabulary, phrases and structures are introduced to the pupils in lessons. The communicative approach to language learning is used in both classrooms. It is now recommended that more opportunities be created for pupils to work in pairs or in groups to practise the Irish that they have learned. Motivating classroom environments help support the pupils’ interest in learning Irish. Whilst they take a satisfactory part in classroom activities, more emphasis should be placed upon the pupils communicating in Irish only. The pupils sing songs enthusiastically. However, they do not recite a repertoire of poems or rhymes. This deficit should be reviewed. The majority of pupils in the junior classes answer questions that are based on lessons. However, some of them have difficulties in talking about subject matter that has been previously taught.
The pupils’ reading skills are developed in the middle and senior classes through the use of a range of textbooks. A number of the pupils read with understanding. It is now recommended that a reading scheme be used from second class to ensure that reading skills are developed in a structured way. Pupils undertake a range of writing exercises with suitable support from the teachers. It is now recommended that further full sentences be displayed to help foster independence in writing. The pupils’ work is monitored carefully.
English
Lessons in English are very well structured and paced. Oral language activities are used in both classrooms. Story and poetry are used very effectively as creative stimuli to enhance the pupils’ experience of language and talk and discussion form an important part of every lesson. Higher-order thinking skills are promoted and pupils clearly enjoy oral activities. Both teachers are committed to the development of the pupils’ reading skills. Classroom libraries are stocked with an excellent range of books; they are very well organised and used very effectively to foster a love of reading at all levels. The further use of big books is recommended in the junior classroom. At all class levels the pupils are reading with good fluency and confidence and at rates appropriate to their ages. In-class support from the learning-support teacher would be beneficial in the junior classroom to help support pupils’ learning.
The pupils’ writing skills are being developed in a structured manner in the junior classroom. Good standards are in evidence in functional writing. Whilst the use of experiential charts is commended, the display of high frequency words and common sight words would help develop independence in writing and would be an effective scaffold for pupils in their writing activities. The teaching of the writing process in the senior classroom is highly commendable. Pupils are given opportunities to develop their skills of drafting, redrafting and editing. Excellent samples of the children’s writing in a variety of genres are attractively displayed and ICT is used to support the creative work. The pupils’ writing in response to class novels is particularly praiseworthy.
3.2 Mathematics
Lessons in Mathematics are well-structured, well paced and learning outcomes are clearly identified. Teachers employ a range of teaching methods and give regular opportunities to the pupils to engage in active learning experiences and to use concrete materials. Both classrooms are mathematically-rich in terms of excellent displays and resources. Careful, ongoing attention is paid to the acquisition and consolidation of mathematical language. Pupils in the junior classroom are given commendable opportunities to engage in guided discovery learning. Pupils in the senior classroom engage productively in a variety of estimation and problem-solving activities. Mathematical concepts and skills are consolidated and revised consistently. Pupils are highly motivated, enjoy Mathematics and demonstrate confidence in their learning. Pupils record their work accurately and neatly. All written work is regularly and carefully monitored and both teachers are meticulous in their assessment of pupil progress.
3.3 Visual Arts
The standard of teaching and learning in the Visual Arts is highly commendable. A broad programme of work is undertaken and there are commendable samples of the pupils’ unique creative work on display in the classrooms and along the corridor from each strand of the visual arts curriculum. Both teachers organise creative experiences for the pupils that facilitate use of a wide range of materials and tools. There is very effective integration with other subjects. Teachers reflect carefully on the subject matter for lessons and use a wide range of stimuli to inspire the children’s creativity. There is evidence that teachers use a variety of methodologies, including individual, group and pair work in lessons. The pupils’ drawing skills are progressed in a satisfactory manner. The pupils enjoy their learning in the Visual Arts. They regularly look at and respond to their own work and to that of their peers. Further opportunities to enjoy and appreciate the work of some of the great artists are recommended. Encouraging the pupils to explore and use visual language in response to art should continue to be developed. Assessment of the Visual Arts is mainly by teacher observation. Some consideration now should be given to maintaining portfolios of the pupils’ work with dated samples of two dimensional work and photographs of work completed in three dimensional media.
3.4 Assessment
Both teachers continuously monitor and correct the pupils’ work. A variety of assessment tools including checklists, teacher-designed tests, standardised testing and diagnostic testing provides a clear record of individual pupil progress. The pupils’ numeracy and literacy scores are analysed on a whole school basis and the pupils’ progress is carefully monitored from year to year. The Middle Infant Screening Test (MIST) is used to identify pupils in senior infants with learning difficulties. All assessment information is used to inform planning, teaching and learning activities. Reports on pupil progress are sent home annually and give very clear information as to the pupils’ performance across the curriculum.
4. Quality of support for pupils
4.1 Pupils with special educational needs
A learning support policy is in place and is due to be reviewed. The review should include how the staged approach to learning support is progressed in the school and how early intervention is managed and organised. The learning-support teacher spends eight and a half hours per week in the school. Priority is given to pupils in most need of support. The quality of the provision observed during the evaluation was very good. In accordance with best practice, very detailed individual profile and learning programmes (IPLPs) including records of attendance are maintained and the progression of the pupils’ learning targets is monitored carefully. Currently pupils are withdrawn to the staffroom in groups for additional tuition in English. The atmosphere in the learning support setting is very supportive and affirming of the pupils. Activities are carefully undertaken to progress reading and writing skills. Comprehensive written records of progress are maintained. A commendable range of diagnostic tests is used to identify specific learning needs. Further in-class support and team-teaching is now recommended.
4.2 Other supports for pupils: disadvantaged, minority and other groups
The school is in receipt of some additional funding in respect of pupils from disadvantaged backgrounds. This funding is used to ensure access by these pupils to all school activities. The school also operates a lunch programme funded by the Department of Social and Family Affairs.
5. Conclusion
The school has strengths in the following areas:
· The teachers work diligently and engage in comprehensive planning and preparation for the teaching and learning in their classrooms.
· The pupils are bright, motivated and enthusiastic in their learning.
· School attendance figures are very satisfactory.
· There is a strong commitment to the provision of a broad programme of co-curricular and extracurricular activities for pupils. The school’s long participation and commitment to the Green-Schools Programme is
highly commendable.
· The board is commended for the upkeep of the school and for the provision of a wide range of teaching resources which contributes significantly to pupils’ learning.
· The active parents’ association is a significant support to the school. Parents participate fully in school events, meetings and extra curricular activities.
· The standard of teaching and learning in the Visual Arts is highly commendable.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· It is now recommended that parental input be sought through working group meetings at the policy review stage, before revised policies are finalised to ensure that parents have a sense of ownership of and
commitment to all school policies and procedures.
· The child-protection policy should be disseminated among the parents.
· Further engagement with the Social Personal and Health Education (SPHE) curriculum is recommended. The circle time methodology should be used to improve the pupils’ listening skills and to further promote
respectful and caring relationships.
· The views of pupils should be taken on board in a review of the school and classroom rules. Positive behaviour should be promoted through the tone and emphasis of rules and regulations.
· To enable parents to contribute more fully to their children’s educational provision, additional information about the curriculum and programmes of learning in each of the classrooms should be provided to parents.
· Moltar anois an Ghaeilge a úsáid go rialta mar theanga bhainisteoireachta sna seomraí ranga chun scileanna éisteachta na ndaltaí a bhforbairt a thuilleadh agus chun an chumarsáid a threisiú. It is recommended
that Irish be used further in classroom management to develop the pupils’ listening and communication skills
· Ba chóir cur chuige uile scoile a chleachtadh maidir le forbairt teanga tríd an éisteacht agus úsáid a bhaint as scéalaíocht mar chuid lárnach den chlár foghlama. A whole-school approach should be used to
develop pupils’ language skills through formal listening activities where story would play a central role.
· The next review of the learning support policy should include how the staged approach to learning-support is progressed in the school and how early intervention and team-teaching is managed and organised.
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 March 2009
Appendix
School response to the report
Submitted by the Board of Management
Area 1: Observations on the content of the inspection report
The Board and staff of Donoughmore N.S. are pleased with the report, feel it is an accurate and fair evaluation and thank the inspector for the warm, courteous and thorough way in which she carried out the inspection. In a holistic way it recognises and affirms the good work of all parties in the school, the planning and preparation of staff, the interest and enthusiasm of the children and their competency in Maths, English and the Visual Arts. While the process was demanding it enabled us to reflect upon our school and thoroughly examine all aspect of our functioning.
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Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection
We note the content of the recommendations and have addressed certain areas and will continue doing so in the future.
· The Learning Support policy has been reviewed by the staff and Learning Support teacher and is awaiting the response of the Parents Association before being ratified by the Board of Management. This will be the procedure followed for reviewing all policies.
· The views of pupils have been received regarding school and classroom rules and these will inform our review of the Code of Behaviour.
· We are working on developing good listening skills throughout the school.
· Already there has been an increase in the use of Irish about the school. We have had several visits from the Cuiditheoir and are making more use of Irish story books for listening and enjoyment.