An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Scoil Náisiúnta Gleann Coimhéad
Ballybofey, County Donegal
Uimhir rolla: 17575W
Date of inspection: 4 February 2009
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of Scoil Náisiúnta Gleann Coimhéad was undertaken in February 2009. 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 Drama. 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
Scoil Náisiúnta Gleann Coimhéad is a co-educational, rural school located near the twin-towns of Ballybofey and Stranorlar in County Donegal. Enrolment figures have remained stable since the last school inspection in 1997. The school is a positive, caring community which effectively nurtures the all-round development of its happy, confident pupils.
The following table provides an overview of the enrolment and staffing at the time of the evaluation:
|
|
Number |
|
Pupils enrolled in the school |
67 |
|
Mainstream classes in the school |
3 |
|
Teachers on the school staff |
4 |
|
Mainstream class teachers |
3 |
|
Teachers working in support roles |
1 |
|
Special needs assistants |
0 |
A visiting resource teacher also attends the school for four hours per week. The school participates in the Modern Languages for Primary Schools Initiative. Through this, a visiting teacher provides tuition in Spanish to pupils in the senior classes. A part-time secretary and a part-time caretaker provide significant support to the teaching principal and the teachers.
1. Quality of school management
1.1 Characteristic spirit, mission or vision
Scoil Náisiúnta Gleann Coimhéad has a Roman Catholic ethos and is under the patronage of the Bishop of Derry. The mission statement records the school’s aim as being to serve and maximise the intellectual, social and academic needs of the individual child. The board of management, principal and teachers place significant emphasis on the pupils’ spiritual development. Regular opportunities are provided for the pupils’ involvement in a wide range of co-curricular and extracurricular activities. The pupils’ attendance is generally satisfactory. A statement of strategy regarding school attendance, as required by section 20 of the Education (Welfare) Act 2000, has yet to be drafted.
1.2 Board of management
The board of management is properly constituted; it meets regularly and minutes are taken of all proceedings. It is very supportive of the teachers and attends to current priorities in an effective manner. The board is commended for its efforts in respect of the recent school extension and renovation project which provides high quality accommodation for teaching and learning. The board is conscious of its statutory obligations and is compliant with Department of Education and Science regulations. Board members have indicated an intention to attend relevant management training and it is hoped that this training will assist the board in establishing practices for school self-evaluation. The board uses its finances effectively in order to meet the needs of the school and a financial report is presented at each board meeting. It is recommended that accounts should be externally audited periodically. The board reviews and ratifies those curriculum plans and organisational polices presented to it by the teachers. It facilitates the communication of some key policies to the parent body.
1.3 In-school management
The principal’s work in leading and managing the school is very effective. She is dedicated and committed to her pupils and has established positive working relationships with her colleagues and the school community. The principal has high professional standards and expects the best from the staff and pupils as they go about their daily routines. She leads and manages the whole-school planning process diligently and monitors the outcomes of learning effectively on a whole-school basis. She encourages the ongoing professional development of the staff. Supports are in place for newly qualified teachers under the National Pilot Project on Teacher Induction.
Two teachers have middle-management responsibilities and they attend to their assigned duties in a dedicated and purposeful manner. They meet regularly on a formal basis with the principal and work collaboratively in setting targets for school improvement. The board should ratify the duties of the post holders and aim to ensure that all posts are reviewed regularly so that the organisational, curricular and administrative responsibilities for each post are matched to the developing needs of the school.
1.4 Management of relationships and communication with the school community
The board and the teaching staff welcome the support of parents and report that home-school relationships are good. Parents are encouraged to help out with sporting and other extracurricular activities. It is reported that they contribute significantly to fundraising initiatives, for example helping with the school improvement project and the acquisition of resources. Parents are encouraged to visit the school by appointment to speak with teachers about their children’s progress. Other modes of communication include annual parent-teacher meetings, written end-of-year reports on pupils’ progress and information notices about various school activities. During pre-evaluation interviews, parents stated that teachers provided comprehensive feedback to them about their children’s progress. Establishing more home-school learning projects such as a Maths for Fun programme should foster additional parental involvement in the school.
There are plans in place to establish a formal parents’ association. When founded, the association should consider affiliation to the National Parents’ Council (Primary). At a pre-evaluation meeting, the parents’ representatives on the board of management were concerned for the safety of the pupils on entering and exiting the school due to the absence of an identified car park. The board should seek to address this problem in consultation with Donegal County Council.
1.5 Management of pupils
Pupils are valued members of the school community and are treated with respect. They are eager and motivated in their learning. During this evaluation, expectations of behaviour were very clear and the pupils co-operated fully with the school’s rules and code of behaviour.
2. Quality of school planning
2.1 Whole-school and classroom planning
The overall quality of organisational and curricular planning is good. An action plan outlines the main priorities and a planning diary is used effectively to monitor targets and to record delegated tasks. Whilst there has been some involvement of parents in reviewing school policies and plans, structures should be put in place to support more active, purposeful participation in developing school policy. A commendable school information booklet is provided to the parents of new entrants. The development of a school web site would facilitate the sharing of updated school policies and procedures with the school community.
Curricular plans address the principles of the Primary School Curriculum (1999) and provide useful guidance on content from class to class. There is a positive culture of continuous review and curriculum plans and methodologies are updated and improved as necessary. Support services are often requested to provide guidance in the areas of classroom practice that the teachers prioritise for improvement. Departmental publications are also used to good effect when examining the effectiveness of curriculum planning and implementation. It is recommended that each teacher has a copy of all curriculum plans. This would facilitate more systematic whole-school implementation and encourage teachers to recurrently refine the plans based on their individual classroom experience.
The quality of classroom planning is satisfactory. Although the teachers conscientiously provide comprehensive long-term plans, the inclusion of specified timeframes would improve current practice. Teachers also maintain detailed monthly progress reports. These should now be used as a tool for curriculum review to ensure further continuity and progression from class to class.
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; 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. School policy should now be disseminated among the parents.
3. Quality of learning and teaching
3.1 Language
Gaeilge
Múineann na hoidí an Ghaeilge go sásúil agus tugann siad go rialta faoi na snáitheanna Gaeilge uilig. Déanann na hoidí sár iarracht gníomhachtaí bríomhara a chur os comhair na ndaltaí sna ceachtanna. Cé go bhfuil raon leathan d’áiseanna teagaisc in úsáid, moltar anois, úsáid a bhaint as teicneolaíocht an eolais agus cumarsáide sa teagasc i múineadh agus i bhfoghlaim na Gaeilge. Cothaíonn na hoidí scileanna éisteachta na ndaltaí go rialta agus baineann siad feidhm fhiúntach as rainn agus as amhráin chun fuaim agus rithim na teanga a chur ar chluasa na ndaltaí. Tá sé le moladh go bhfuil stór cuí de dhánta ar eolas de ghlan mheabhair ag na daltaí i ngach rang. Tá modh na cúmarsáide in úsáid go héifeachtach sna meán ranganna agus sna hardranganna. Tá ag éirí go maith leis na hoidí líofacht mhaith teanga a mhealladh ó na daltaí. Baineann fórmhór de na hoidí leas an-tairbheach as an nGaeilge go neamhfhoirmiúil sa seomra ranga. Is fíu béim ar leith a chur ar an chleachtas seo a fhorbairt i ngach seomra ranga. Moltar freisin gné eile den churaclam a mhúineadh go leanúnach trí Gaeilge chun an teanga a threisiú a thuilleadh sa scoil. Cruthaíonn na hoidí timpeallacht phrionta shaibhir chuí i ngach seomra agus ar fud na scoile. Baineann siad úsáid an-mhaith as an timpeallacht seo chun suim na ndaltaí a spreagadh le linn na gceachtanna.
Léann na daltaí go caighdéan maith agus is léir go bhfuil tusicint chruinn ar a bhfuil á léamh acu. Léann na daltaí san ardroinn úrscéalta ó am go ham agus tá an cleachtas seo le moladh. Moltar fíor leabhair a úsáid don léitheoireacht i ngach rang go rialta chun suim na ndaltaí a spreagadh sa litearacht agus taithí níos leithne a thabhairt dóibh. Múineann na hoidí gramadach fhoirmiúil go cumasach. Cleachtaíonn na daltaí téacsanna eagsúla scríbhneoireachta le scafláil chuí ó na hoidí. Tá caighdéan sásúil ar an obair seo. Moltar anois neamhspléachas na ndaltaí a fhorbairt a thuilleadh tríd an scríbhneoireacht chruthaitheach. Déaneann na hoidí roinnt measúnaithe sa ghné seo den churaclam. Tá gá le húsáid seicliostaí bunaithe ar chuspóirí na gceachtanna chun forbairt a aithint agus chun pleanail dá réir.
Irish
The teaching of Irish is satisfactory and all curriculum strands are given appropriate attention. The teachers make a commendable effort to present interesting activities in lessons to the pupils. While there is a wide range of resources used, the use of information and communications technologies (ICT) in the teaching and learning of Irish is recommended. The pupils’ listening skills are fostered on a regular basis and there is very effective use of songs and rhymes to reinforce the sound and the rhythm of the language. It is praiseworthy that pupils have an appropriate repertoire of poems which they recite by rote in every classroom. The communicative method is used effectively in the middle and senior classrooms. Here the teachers are succeeding in developing a good fluency in the pupils’ language skills. The majority of the teachers use Irish informally to very good effect in the classroom. This practice should now be given priority in every classroom. It is recommended that another aspect of the curriculum is taught in a consistent manner through Irish in order to strengthen the language further in the school. The teachers have created appropriate print-rich environments in every classroom and throughout the school. They make very good use of this to stimulate the pupils’ interest during lessons.
The standard of the pupils’ reading is good and it is evident that they have a sound understanding of what they are reading. Pupils in the senior classroom read real books periodically and this is praiseworthy practice. It is recommended that real books form part of the regular reading programme in every class so as to inspire the pupils further and to widen their reading experience. The teachers teach formal grammar competently. The pupils undertake a variety of writing tasks with appropriate support from their teachers. This work is of a satisfactory standard. It is recommended that the pupils’ independence in writing is further developed through creative writing activities. The teachers conduct some evaluation in this curriculum area. There is a need to use checklists based on the lesson objectives to monitor progress and to inform planning.
English
The quality of teaching and learning in English is good. Teachers provide opportunity for talk and discussion in lessons. Teachers in the middle and senior classes place creditable emphasis upon the development of oral language and the pupils’ higher-order thinking skills. Praiseworthy practice was noted with regard to the development of listening and responding skills in the junior classroom. It is recommended that teachers make more systematic and progressive use of the oral language curriculum objectives throughout the school. The allocation of discrete oral language time should be considered. The teaching of poetry is uniformly strong across the school. Pupils recite a laudable selection of poetry and explore a satisfactory range poetic style and genres.
The pupils’ reading skills are progressed in a well thought-out manner and there is a very effective and structured approach to the development of phonological skills. There is evidence of the differentiation of tasks and reading materials to cater for the needs of all pupils. The use of large-format books, real books, parallel readers and class novels form part of the school’s reading programme. Buddy-reading approaches are established to very good effect. It is recommended that the timeframe for the introduction of formal reading to infant pupils is reviewed and the language-experience approach to reading is used to a greater extent. To this end, stocks of large-format books should be increased in the junior classroom and sets of smaller versions secured to allow for further home support of the reading programme. Additional sets of class novels should also be secured for the middle and senior classrooms. The acquisition of graded comprehension kits would be beneficial for whole-school use, as resources permit. Pupils’ achievement in reading is satisfactory on a whole-school basis. Their phonological awareness is secure and they display confidence in word-attack skills.
Commendable emphasis is placed upon the writing process in the middle and senior classrooms and pupils write for a variety of purposes and in a variety of genres. Samples are maintained in scrapbooks and are displayed on the classroom walls and in the public areas of the school. Whilst the junior classes undertake appropriate writing exercises, further activities based on the language-experience approach is recommended. Samples of the pupils’ writing in different genres demonstrate good imaginative capabilities and development from class to class. Spelling, in some instances, has scope for development. Overall the standard of the pupils’ handwriting and the presentation of the pupils’ written work have room for improvement. There should be a whole-school review of the development of handwriting. Pupils in all classrooms should be given regular opportunity to use ICT in support of the writing programme.
3.2 Mathematics
The quality of teaching and learning in Mathematics is good and a broad and balanced programme is delivered across all strands of the curriculum. While there is a mathematics-rich environment in all classrooms, the display of the language of mathematics could be enhanced in the senior classroom. Concrete materials are used effectively in all classrooms to support learning. The lessons observed were very well structured and paced and learning outcomes were good for pupils. Oral mathematics is an integral part of lessons in all classrooms. Learning tasks are differentiated to take full account of individual differences. Pupils in the junior classroom demonstrate satisfactory counting skills, a secure concept of number and a satisfactory knowledge of shape in the classroom environment. In the middle and senior classrooms the range of strategies used to promote the memorisation of number facts is praiseworthy. The pupils enjoy active learning and real-life problem solving opportunities. The in-class learning support system is effective in scaffolding guided discovery approaches for pupils. In the senior classroom the pupils display a sound knowledge of place value and most pupils have confidence in the four basic number operations. The pupils’ overall attainment in Mathematics is generally satisfactory.
3.3 Drama
The quality of teaching and learning in Drama is good. While discrete time for Drama is allocated in each classroom, there is a need to ensure that the correct time allocation is given in line with curriculum guidelines. A drama contract has been devised in each classroom and pupils are very aware of the expectation of appropriate behaviour and engagement in lessons. Despite the lack of a general-purpose room, teachers are resourceful in creating space in the classrooms to allow the pupils to enjoy dramatic experiences. Warm-up games are used effectively to help pupils prepare for creative experiences. In the junior classroom pupils gain confidence in self expression through acting out scenarios based on well-known nursery rhymes and stories. They benefit from activities including teacher in role and mime. The use of a play corner in the infant room and a dressing-up and prop box in all classrooms is recommended. In the middle and senior classes the range of dramatic activities is widened appropriately to include techniques such as improvisation, still image and thought tracking. Tension in drama is explored effectively. Content is effectively linked to themes explored in other curricular areas. Pupils are highly enthused by Drama and engage very well in all activities. Drama is used very successfully in the senior classroom to develop the pupils’ communicative skills in Irish.
3.4 Assessment
There is evidence of regular correction, testing and monitoring of the pupils’ learning in all classrooms. Standardised tests are administered from first to sixth classes. Satisfactory systems are in place to facilitate teachers in tracking and monitor the pupils’ progress in literacy and numeracy. The outcomes of assessments in Mathematics should continue to be used in a diagnostic manner by class teachers to determine common areas of weakness and thus allow them to raise performance by addressing and supporting identified weaknesses. A suitable screening test is administered to senior infants in order to facilitate the early identification of learning difficulties. All teachers keep good records of the pupils’ achievements. These include written observational records, reading records, checklists for aspects of English, samples of the pupils’ written work and the maintenance of test scores. It is recommended that assessment for learning strategies be further developed to include the use of peer and self assessment. The end-of-year reports give very clear information to parents about their children’s performance across the curriculum.
4. Quality of support for pupils
4.1 Pupils with special educational needs
The school’s procedures for supporting pupils with additional learning needs are commendable. There is close alignment to the Learning Support Guidelines and to the staged approach to the identification of pupils who require support teaching. Very detailed individual profile and learning programmes are drafted and pupils’ learning is monitored carefully. Records of progress are carefully maintained. A good range of diagnostic tests is used to identify specific learning needs. Commendable emphasis is placed on early intervention work in the junior classroom and laudable team-teaching practices which facilitate an inclusive model of support are in place. There is a high level of collaborative planning and organisation between the learning-support teacher and all classroom teachers. There is great willingness among staff to try out new approaches and methodologies in support of pupils with difficulties. Team-teaching practices have very positive learning outcomes for pupils. Support is offered in English and Mathematics. The quality of learning is very good. Pupils have easy access to a range of concrete, visual-support and ICT resources.
A resource teacher provides support for one pupil with assessed special needs on a withdrawal basis. An appropriate individual education plan (IEP) has been drafted and it is reviewed at the end of each instructional term. A copy of the IEP is given to the parents and to the class teacher. Realistic time-limited targets are recorded, monitored and assessed systematically. The quality of teaching in the resource setting is very good. During the evaluation, the observed lesson was delivered in a very affirming and stimulating manner and the learning outcomes were good. A wide range of very useful resources has been prepared to support teaching and learning. Effective group activities are also undertaken in the support room to promote social skills. It is recommended that opportunities for the provision of in-class support be investigated.
4.2 Other supports for pupils: disadvantaged, minority and other groups
Teachers are sensitive to any isolated instances of disadvantage and endeavour to be as supportive as possible of pupils who may need additional support. A book rental scheme is in place to reduce the costs of school books. A small number of newcomer pupils attend the school and they are supported and integrated in all activities.
5. Conclusion
The school has strengths in the following areas:
· The board of management is very supportive and has worked hard to provide high-quality school accommodation for the school community.
· The pupils appear very happy and well behaved and they present as eager and motivated in their learning.
· The work of the principal is praiseworthy. She has high professional standards and is very committed to the pupils and to the whole school community.
· The teachers are committed, hard working and motivated. There is a praiseworthy culture of continuing professional development and reflective practice in the school.
· There is a progressive review process for curriculum planning and the development of teaching methodologies.
· Team-teaching practices, in particular the inclusive model of learning-support, have very positive learning outcomes for pupils.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· The outcomes of assessments in Mathematics should continue to be used by class teachers to determine common areas of weakness and thereafter to raise performance by addressing where weakness
is identified.
· Moltar gné eile den churaclam a mhúineadh go leanúnach trí Gaeilge chun an teanga a threisiú a thuilleadh sa scoil.
It is recommended that another aspect of the curriculum is taught consistently through Irish thereby further strengthening the language in the school.
· A whole-school approach to the development of the pupils’ handwriting is recommended.
· Teachers should incorporate the use of ICT regularly in their teaching.
· The school’s child-protection policy should be issued to parents.
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 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 of management felt that the report was a fair and balanced reflection of the on-going work of the school.
· The development areas highlighted have been duly noted.
· The inspector was very professional in her dealings with all of the school community.
· The supportive and positive comments made by the inspector were noted and appreciated by both the Board of Management and the staff.
.
Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection
· A statement of strategy regarding school attendance has been drafted.
· Board Members attended training in March ’09.
· The duties of the postholders have been ratified by the Board.
· A Parents’ Association has been formed, policies on Child Protection and Attendance have been shared at these meetings.
· The board is currently looking into car-park options in conjunction with the Donegal County Council.
· A Whole School Review of handwriting has been scheduled for the summer term.
· Accounts are to be externally audited in September ’09 and periodically thereafter as recommended by the auditors.