An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Ballyfad NS

Gorey, County Wexford

 

Uimhir rolla:17610V  

Date of inspection: 23 June 2008

 

 

 

 

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 Ballyfad Natonal School, Gorey was undertaken in March 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 Drama.  The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.

 

Introduction – school context and background

 

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

51

Mainstream classes in the school

2

Teachers on the school staff

3

Mainstream class teachers

2

Teachers working in support roles

1

Special needs assistants

1

 

 

1.     Quality of school management

 

1.1 Characteristic spirit, mission or vision

 

Ballyfad NS is a Catholic school under the patronage of the Bishop of Ferns. The school in its vision statement states clearly that the school community is committed to the holistic development of all pupils and that the uniqueness of each child should be valued and affirmed. The school succeeds in the realisation of this vision and the full and harmonious development of all pupils is central to the delivery of the curriculum in each class. The school provides a well-ordered, caring, happy and safe environment for its pupils. A broad range of educational experiences is provided by the staff of the school in a supportive, yet challenging, learning environment and pupils respond positively to all teacher inputs. Attendance levels of pupils are good and strategies for encouraging pupil attendance are implemented. There is now a need to formalise these strategies in a written policy to comply with provisions in the Education Welfare Act (2000).

 

1.2 Board of management

 

The board of management is properly constituted and the use of a range of effective procedures enables it to carry out its functions in a most effective manner. Roles are clearly defined and appropriately assigned to board members. Minutes of all meetings are meticulously maintained and a financial report is prepared and presented at each board meeting. Board members are   particularly supportive of the work of the school and maintain close contact with the principal and staff between board meetings. The board also promotes positive relations between the school and all members of the wider school community and this has resulted in the school enjoying the full support of all concerned. The board ensures that the statutory requirements in relation to policy formulation are fulfilled. It also ensures that there is compliance with all relevant legislation and the rules of the Department. With regard to the school’s enrolment policy, it is recommended that the policy be revisited to ensure that the criteria under which pupils are admitted to the school are prioritized.  

 

1.3 In-school management

 

The in-school management team consists of the principal and the special duties teacher. The principal is newly appointed and has been most effective since taking up her position in leading and managing the school. She succeeds in creating a very positive school climate where communication is open and she encourages members of the school community to be actively involved in the day-to-day life of the school. She displays particular interest in the quality of learning and teaching that takes place in the school and is constantly evaluating progress and identifying areas for curricular development. She receives the full support and co-operation of the special duties teacher and as a result all decision making and action planning of the in-school management team is done in a collaborative manner. Staff meetings are held on a regular basis and minutes of meetings are accurately maintained. Ancillary staff members in the school are well managed and particular praise is due for the manner in which the school environment is maintained and the efforts made by the staff to add to and to update resources available to pupils and teachers.

 

1.4 Management of relationships and communication with the school community

 

There is no parents’ association established but a meeting was held with the parents’ representatives of the board as part of the evaluation. The parents’ representatives stated that open, positive and clear lines of communication exist between the school and the whole-school community.  Parents are particularly supportive of the work of the school and assist with sports activities and swimming tuition. Parents are consulted about the development of school policies through meetings that are conducted with the parent representatives on the board of management and copies of all school policies are available in the school on request. Parents are informed of their child’s progress through annual parent-teacher meetings and a written report while additional meetings are held on request. It is recommended that the board might now consider the establishment of a parents’ association on a formal basis.

 

1.5 Management of pupils

 

There is smooth and orderly management of pupils throughout the school and pupils are helped to understand and co-operate with the school’s rules, code of behaviour and initiatives to prevent bullying. Pupils are therefore very well behaved and are commended for their positive engagement in learning. An atmosphere of mutual respect is effectively cultivated and pupils demonstrate interest and pride in school activities.

 

 

2.     Quality of school planning

 

2.1 Whole-school and classroom planning

 

Staff meetings and in-school planning days are used very effectively to advance a broad range of organisational and curricular policies and all policies have been formally ratified by the board of management. The school plan is relevant to the needs of pupils and is revised to take the emerging needs of the school into consideration especially in some curricular areas. Curricular plans therefore ensure a breadth of curricular provision and positive learning outcomes for the children while the clarity of organisational planning also contributes to the effective running of the school.

 

All teachers prepare long and short-term schemes of work to facilitate the implementation of the curriculum. In general the classroom plans are content based and are appropriately linked to the curriculum and the whole-school plan. The teaching observed was very much influenced by the planning and a differentiated approach to cater for pupils of varying abilities was in evidence. It is advised that staff might consider the use of a common template for short-term planning purposes. This could also serve as a record of progress achieved and facilitate the review of curriculum delivery.  

 

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

Múintear na ceachtanna sa Ghaeilge go héifeachtach trasna na scoile agus is inmholta iad na léaráidí agus na luaschártaí atá ar taispeáint sna seomraí uile chun cur le héifeacht an teagaisc. Cuirtear na ceachtanna uile i láthair go bríomhar agus léiríonn na daltaí uile go bhfuil na scileanna éisteachta á bhforbairt iontu de bharr dea-úsáid na gcluichí cainte agus ábhar ar na dlúthdhioscaí. Déantar cúram cóir de mhúineadh an chomhrá. Bunaítear na ceachtanna ar théamaí tráthúla agus tá dul chun cinn creidiúnach á dhéanamh i ngach rang. Éiríonn leis na hoidí foclóir na ndaltaí a fhorbairt go cumasach agus léiríonn na daltaí go bhfuil siad ábalta an foclóir sin a úsáid go cuí. Aithrisíonn na daltaí rainn agus dánta atá foghlamtha acu go taitneamhach. Úsáidtear réimse de straitéisí i múineadh na gceachtanna ar nós obair bheirte, grúpobair agus obair ranga iomláin agus is léir go gcuireann an éagsúlacht a bhaineann leis an gcur chuige le héifeacht an teagaisc.

 

Bunaítear an obair sa léitheoireacht agus sa scríbhneoireacht ar ábhar na gceachtanna sna téacsleabhar atá in úsáid sna ranganna. Tá timpeallacht phrionta shaibhir i ngach seomra freisin. Tá dul chun cinn le sonrú i múineadh na léitheoireachta agus léann formhór na ndaltaí le brí agus le tuiscint. Moltar freisin an obair atá déanta sa scríbhneoireacht agus caighdeán na hoibre sna cóipleabhair. Tá bailiúcháin de scríbhneoireacht na ndaltaí ar taispeáint agus moltar anois an obair seo a fhorbairt a thuilleadh trí breis dheiseanna a thabhairt do na daltaí an saor- scríbhneoireacht a chleachtadh.

 

Irish

Lessons in Irish are effectively taught across the school and the quality of the illustrations and flashcards that are displayed in the classroom to enhance the effectiveness of the teaching are praised. All lessons are presented in a lively manner and pupils illustrate that their listening skills are being developed due to the appropriate use of language games and material on compact discs. Appropriate care is given to the teaching of the conversation lesson. Lessons are based on topical themes and creditable progress is being made in each class. Teachers succeed in competently developing the vocabulary of each pupil and pupils display a facility to use this vocabulary in relevant situations. Pupils pleasantly recite their rhymes and poems. A range of strategies is employed in the teaching of lessons including paired work, group work and whole-class teaching and it is evident that the variety of approaches attached to the teaching enhances its effectiveness.

 

Work in reading and writing is based on material from the class textbook. A print-rich environment is provided for the pupils in each classroom. Progress in the teaching of reading was observed and the majority of pupils read with meaning and understanding. The work done in writing is praised as is the standard of work in the copybooks. Collections of pupils’ writing are on display. It is recommended that this work might be further developed through further engagement in free writing activities.

 

English

The quality of teaching and learning in English across the school is praised. Discrete oral language lessons are competently delivered and good use is made of commercially produced materials as a stimulus for lessons. Pupils also discuss, debate and share opinions in a confident manner while the questioning skills of the teachers ensure that language development is a central part of all curricular lessons. Special emphasis is given to the use of word games and to developing among the pupils an interest in and understanding of poetry. Pupils recite poems confidently.

 

A team approach involving the teachers and school secretary is evident in the promotion of reading skills among the pupils. The school and classroom libraries are exceptionally well stocked with a wide range of appropriate reading material and this has contributed to the development of pupils’ interest in reading. Pupils also participate in the Bookworm Club and this has resulted in pupils being introduced to a wide variety of children’s literature. Teachers adopt a number of approaches to developing pupils’ reading ability including an emphasis on the development of pupils’ basic sight vocabulary, a structured approach to the development of pupils’ phonological awareness including the use of Letterland and Jollyphonics and the appropriate development of pupils’ comprehension strategies. Each classroom provides a print-rich environment for the pupils.

 

Pupils written work is displayed and celebrated throughout the school and pupils’ attainment in this area is satisfactory. A variety of writing activities is undertaken by the pupils and a good balance is maintained between functional and creative work. All work is neatly presented and a high standard of penmanship is maintained throughout the school. Further development of writing process work, including the integration of information and communication technology (ICT) into these lessons, is now recommended.

 

3.2 Mathematics

 

Pupils are provided with a broad range of opportunities to develop concepts and to acquire skills in the teaching of the programme in Mathematics in the school. Through the school, the teachers take account of the wide range of learning needs and abilities of the pupils in each classroom. In the infant and junior classes the lessons are well structured and paced and the language of Mathematics is carefully promoted. The mathematical operations and concepts are successfully explored through practical tasks and small group work is used to good effect. A range of appropriate resources is skilfully employed. The majority of pupils in the middle and senior classes demonstrate a good understanding of number and place value and can use number facts effectively in completing tasks. Skills development takes place at all times including the memorisation of tables and the development of problem-solving and estimation skills. Due attention is given to the integration of Mathematics with other areas of the curriculum and opportunities to relate Mathematics to real life contexts are explored.  The work of the pupils is regularly monitored by the teachers and they are provided with useful feedback on their work. Teacher-devised tasks and commercial and standardised tests are used to assess and promote the progress of the pupils in Mathematics and to provide key information for the future planning of the programme.   

 

3.3 Drama

 

Due care and attention is given to the delivery of the drama programme. Drama strategies, including improvisation, mime and narration, are successfully employed in the delivery of lessons. An external teacher is also employed to take a drama class with each multi-class group once a week. She creates a safe environment in which the drama lesson takes place and pupils fully interact during the lesson with the various props and stimuli that are provided to engage them in the lesson. It is recommended that a contract with the pupils be drawn up to formalise the rules that pupils abide by when making drama.

 

3.4 Assessment

 

Excellent practice was observed in relation to the assessment of literacy and numeracy. Standardised tests are administered annually in both English and Mathematics while the middle infant screening test (MIST) is also administered to the relevant pupils. Test results are analysed in the context of future planning and intervention needs. Teachers also use a variety of class-based assessment practices. Written reports are sent to parents at the end of each school year.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

 

The special education needs team consists of a full-time learning support teacher and a full-time special needs assistant. Support is given to pupils in English and Mathematics and the delivery of the service is informed by the school plan for pupils with special education needs. The service is mainly delivered on a withdrawal basis and teaching is delivered in a positive and affirming environment. Individual profile and learning programmes (IPLPs) and individual education plans (IEPs) are developed in consultation with class teachers following the administration of a range of diagnostic tests and realistic learning targets are set for the pupils. Excellent records of progress including pupil folders and checklists, are maintained. It is now recommended that staff give further consideration to the provision of in-class support as part of the delivery model.

 

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.  

 

 

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 February 2009