An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Scoil Naomh Mhaodhóg
Cnoc Bríde, Co. An Chabháin
Uimhir rolla: 17630E
Date of inspection: 18 April 2008
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of Scoil Maodhóg was undertaken in April 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 Physical Education. 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 Maodhóg is under the patronage of the Catholic Bishop of Kilmore. In recent years, enrolment has remained constant and will remain so in the immediate future. Pupils’ attendance levels are good. Upon leaving primary education the majority of pupils transfer to post-primary schools in Cootehill and Bailieboro. The school is housed in a new building with very good quality facilities and material resources.
The following table provides an overview of the current enrolment and staffing in the school:
|
Total number of pupils enrolled |
53 |
|
Total number of teaching staff |
4 |
|
Number of teaching staff working in support teaching roles |
1 |
|
Number of mainstream classes |
3 |
|
Number of special needs assistants |
0 |
1. Quality of school management
1.1 Characteristic spirit, vision or mission
Teachers, parents and board of management demonstrate a strong sense of community and purpose. They are committed to providing pupils with a high quality education in a supportive learning environment.
1.2 The Board of Management
The Board of Management is constituted correctly. It meets once per term and meetings follow an agreed protocol. In line with the rules of procedure of the Catholic Primary School Management Association (CPSMA) regarding frequency of meetings, it is recommended that the board meets not fewer than five times during the school year. The board reports that overseeing development of the new school building occupied much of the time of the previous board and its members look forward to playing a more active part in the educational life of the school. As an initial step, the board is advised to ratify all curriculum plans and ensure that these include dates of ratification and review. The board intends to develop the school grounds and this will add to the high quality of facilities and resources available for pupils.
1.3 In-School Management
The principal is a long-serving member of staff and is very conscientious in carrying out his administrative duties. He has overseen the development of an active school development planning process. The principal is effective in creating a collegial working relationship among staff.
The in-school management team comprises the principal and deputy principal. Clear duties are outlined for both. It is commendable that all teachers are prepared to take on additional responsibilities and that these are formally identified. Duties for the team encompass both curricular and organisational areas. The collegial work atmosphere evident in the school contributes greatly to the productivity of the work undertaken by the post-holders. There is scope to develop, however, a greater link between the work that these post-holders do and the impact which it has on teaching and learning.
1.4 Management of relationships and communication with the school community
Representatives of the parents’ association report high levels of satisfaction with the quality of information received by them in their children’s annual reports. They also report that teachers are very receptive to addressing any issues parents raise with regard to their children. A clearly-identified channel of communication exists between the board and the parents’ association which enables general issues to be addressed. However, discussion with the parents’ representatives suggests that there is a need to further clarify the exact procedure through which concerns are addressed formally at board level, how decisions are made and how these decisions are communicated to the parent body.
1.5 Management of pupils
Throughout the evaluation visit, pupils’ behaviour was managed appropriately. There is need, however, for some teachers to pay greater attention to the variety of ability levels in their classrooms in order to create a learning environment that maintains all pupils’ interest in their work.
2. Quality of school planning
2.1 Whole-school and classroom planning
There is a very good whole-school planning process in the school. As part of this process, the school reviews current practices and adopts an action-based approach to addressing issues requiring attention. This aims to ensure that planning has an impact within the school. All policies required by legislation have been developed. These include enrolment, health and safety, code of behaviour and assessment policies. There is, however, a lack of clarity in the enrolment policy surrounding how admissions criteria are to be applied. The board is advised to amend the enrolment policy and state and prioritise the criteria to be used in allocating school places in the event of over-subscription. Whole-school curriculum planning has taken place. In some of these plans, specific decisions are documented regarding practices that will be adopted. Extending the practice of documenting specific decisions has the potential to increase the effectiveness of curriculum plans.
Teachers’ long-term classroom planning is delineated into time-bound units. This is good practice. In the majority of classrooms, however, short term teacher planning needs to be more cognisant of varying ability levels amongst pupils. In addition to indicating the completion of planned work, monthly records should also document the additional work that has been completed by teachers.
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
Tá cáilíocht mhaith ar fhoghlaim agus ar theagasc na Gaeilge. Is léir go bhfuil tábhacht ag baint le foghlaim na Gaeilge tríd an scoil rud a nótaítear, mar shampla, sna comharthaí Gaeilge curtha ar fud na scoile ag na múinteoirí. Baintear úsáid mhaith as áiseanna spreagúla agus acmhainní súl chun suim na ndaltaí a mhúscailt. Tugtar aire mhaith do mhúineadh na gramadaí agus cuirtear béim láidir ar fhoclóir dhaltaí a leathnú. Is inmholta an tslí a chuirtear an-bhéim ar fhoghlaim na filíochta, na drámaíochta agus na hamhránaíochta. Forbraítear saibhreas foclóra agus struchtúr teanga agus, ag an am gcéanna, tugtar taithí do dhaltaí ar rithim na teanga labhartha tríothu. Déanann na múinteoirí an-iarracht an Ghaeilge a úsáid mar mheán cumarsáide eatarthu agus is dea-shampla é seo do dhaltaí maidir le húsáid nádúrtha chumarsáideach na Gaeilge. Is inmholta mar a dhéanann na múinteoirí machnamh ar thaighde maidir le múineadh le dara-teanga.
Tá gá le forbairt a dhéanamh ar chonas a bhaineann daltaí úsáid as a gcuid scileanna labhartha. Mar shampla, sna ranganna sóisearacha, ba chóir go mbeadh breis dúshláin ag baint leis an obair bheirte. Sna ranganna sóisearacha agus sna meánranganna, b’fhiú na daltaí a mhealladh chun freagraí a thabhairt mar abairtí iomlána in ionad focail aonair. Sna meán agus sna hardranganna b’fhiú deiseanna breise a thabhairt do dhaltaí tabhairt faoi chaint na teanga go neamhfhoirmiúil.
Tá leabharlann mhaith fhairsing de leabhair Ghaeilge i ngach seomra ranga. Is dea-cleachtas é úsáid fhíorleabhar mar théacsanna léitheoireachta sna meán agus sna hardranganna. Bíonn ar chumas daltaí ceisteanna a fhreagairt bunaithe ar scéalta agus scéalta a athrá ina bhfocail féin. Tá sé ar intinn ag an bhfoireann scéim léitheoireachta a sheoladh isteach mar mhír eile den dea-cleachtas seo.
Cuirtear béim chuí ar fhorbairt scileanna na scríbhneoireachta agus bíonn líon maith de shaothair na ndaltaí inti le nótáil. Is dea-cleachtas faoi leith é go bhfoilsítear scéalta na ndaltaí mar leabhair. Léirigh na daltaí go mbíonn ar a gcumas iad seo á léamh le líofacht agus le tuiscint. Sna hardranganna, is fiú daltaí a chumasú sa bhreis tabhairt faoin scríbhneoireacht go neamhspléach.
Irish
The standard of teaching and learning in Irish is good. It is clear that importance is attached to learning of Irish throughout the school and this is demonstrated, for example, in the placing of signs in Irish about the school by the teachers. Good use is made of stimulating aids and visual resources to encourage pupils’ interest. Good attention is paid to the teaching of grammar and strong emphasis is placed on developing pupils’ vocabulary. The strong focus placed on the learning of poetry, drama and songs in Irish is commendable. Rich vocabulary and language structure are developed, whilst pupils are also given experience of cadence of the spoken language through them. Teachers make a good effort to use Irish as a means of communication amongst themselves and this provides pupils with good modelling for its natural communicative use. Teachers’ reflection upon research regarding the teaching of second language is praiseworthy.
In class situations, there is scope for how pupils apply their oral-language skills to be developed. For example, in junior classes, there is scope for pupils’ pair work to be more demanding. In
junior and middle classes, pupils should be encouraged to reply in full sentences rather than individual words. In middle and senior classes pupils should be given more opportunities to engage in speaking the language in informal situations.
A good quality, extensive library of books in Irish is found in each classroom. The use of real books as reading texts in the middle class is very good practice. Pupils are able to answer questions about stories and retell stories in their own words. The staff is considering the introduction of a reading scheme as an additional element of this good practice.
Appropriate emphasis is placed on developing writing skills and a good amount of examples of pupils’ writing are in evidence. Publishing pupils’ writing in book form is particularly good practice. Pupils demonstrated an ability to read these books with fluency and understanding. In senior classes, there is need to improve pupils’ ability to write independently.
English
Teaching and learning of English is satisfactory with scope for development in some areas. In some classes, work being undertaken by pupils in oral language, reading and writing could be more effectively matched to their ability levels. There should be more consolidation of skills with less able pupils and a greater emphasis on providing more able pupils with challenging opportunities to apply their skills.
There are some effective practices in evidence in the school regarding the development of pupils’ oral language skills. These include the use of audio resources and the specific assessment of pupils’ language skills. However the lack of a systematic, whole-school approach in the planning and implementation of oral language lessons has resulted in limited development of higher-order language skills. All teachers need to provide pupils with opportunities to develop and apply higher-order language skills not just during English lessons but also in other curriculum areas.
Teaching of reading is undertaken on a systematic basis. Novels and story books are used effectively to develop pupils’ reading abilities. Good-quality questioning and a well-structured approach during an observed lesson were seen to prompt thoughtful responses from pupils. In junior classes, more imaginative beginnings to lessons would enhance pupils’ engagement. While pupils read well in senior classes, there is scope to further emphasise development of their understanding during reading. Questioning and discussion based upon a broader range of reading material should take place. Paired and shared-reading activities are undertaken during specific times of the year to good effect.
Younger pupils engage in a generally satisfactory range of writing tasks but there is need for them to engage in more independent writing. Publishing pupils’ writing in book form in middle classes is commendable practice and it is suggested that this practice be adopted throughout the school. Pupils in senior classes demonstrate appropriate standards of grammar, punctuation and spelling. At times, during the acquisition of points of grammar and punctuation, a more concerted attempt needs to be made to link new learning with previous learning. In independent writing pupils display appropriate ability to structure their thoughts coherently and to express themselves clearly. There is scope, however, to develop understanding of style and their capacity to apply this in their writing. In this regard, pupils’ systematic learning of computer skills is impacting positively.
3.2 Mathematics
The quality of teaching and learning in Mathematics is good and the curriculum is taught in a broad and balanced fashion. Lessons are structured properly. Concrete materials are used appropriately to support the acquisition of conceptual understanding. Systematic review and updating of resources takes place. In pair work observed during the evaluation, the discussion that took place provided pupils with opportunities to consolidate understanding and they engaged in activity with enthusiasm. This practice needs to be extended to all classes. It is commendable that mental arithmetic features regularly during mathematics lessons. Increasing the amount of problem-solving activity would enhance this provision. Taking more time at the beginning of lessons to set new learning in context and to clarify the purpose of the lessons would enrich pupils’ learning. There remains need to ensure that all concepts are explored at a level that is sufficiently challenging for pupils. Standardised test results indicate that most pupils maintain steady levels of progress from year to year.
3.3 Physical Education
The quality of teaching and learning in Physical Education is good. The school is well equipped with sufficient, appropriate and good quality resources for the subject. The provision of a spacious hall in the new school building has contributed to the school’s capacity to deliver a broad and balanced programme. Lessons are structured appropriately and, for the most part, are sufficiently challenging for pupils. In all classes, lessons are conducted carefully with due regard to pupils’ safety. The work of class teachers is complemented by that of a coach from the Gaelic Athletic Association (GAA) who provides additional coaching in a range of skills. Coaching is structured effectively and is appropriately challenging and engaging. Swimming lessons are undertaken for a fixed time-period each year. A sports day is held annually. The school has participated in ‘Action for Life’ which is an initiative of the Irish Heart Foundation and also participates annually in the national ‘Active Week’ initiative. The school has been proactive in the development of camogie, hurling, Gaelic football and athletics. Teams participate in county leagues and other county-based initiatives and this involvement is popular with pupils. Indoor camogie and hurling leagues are also organised. Voluntary commitment to the training of pupils by school staff outside of school hours is laudable.
3.4 Assessment
Various screening, standardised and diagnostic tests are used to determine how pupils’ learning can be best supported. It is commendable that screening practices begin in the third term of senior infants and that a particular programme is put in place for infant pupils identified in need of additional support. At infant level, a particular emphasis is also placed on the assessment of speech. Results from standardised tests are recorded appropriately and stored with due care. These results are communicated and explained to parents in accordance with the requirements of Circular Letter 0138/2006. There is some evidence of these results being analysed. However, in some other instances, there is scope for classroom teaching and learning to take greater account of these results. It is suggested that the school reviews its assessment policy in order to ensure that standardised test results inform teaching and learning on a whole-school basis.
4. Quality of support for pupils
4.1 Pupils with special educational needs
Teaching staff make good use of the allocated learning-support resource to respond to learning needs of all pupils. Many pupils in receipt of learning-support provision are making suitable progress. Good quality, conscientious planning is undertaken and individual profile and learning programmes (IPLPs) have been prepared. Specific targets are identified in these plans and these are in line with the activities undertaken during learning support. Teachers are aware of how pupils are progressing and of their needs but there could be a more systematic approach to the revision of pupils’ learning. Targets and progress are discussed with parents of pupils with special educational needs who are in receipt of resource teaching. This is in accordance with recommended practice. Formalising the system for providing parents with on-going information on their child’s progress would encourage parental support for learning.
Pupils are currently withdrawn for learning support provision. It is recommended that staff considers how in-class support could be utilised to enrich this provision. For example, with older pupils there is need for co-ordination between the learning support setting and the class setting. More frequent use of open-ended questions, greater emphasis on the development of study skills and activities which encourage pupils to see the application of their learning should take place in both mainstream classrooms and the learning-support setting. In the development of writing skills, in particular, a co-ordinated approach should be adopted between learning support and mainstream settings in order to optimise pupils’ learning. The inclusion of problem-solving activities during supplementary lessons in Mathematics is good practice.
4.2 Other supports for pupils: disadvantaged, minority and other groups
There are currently no pupils from disadvantaged, minority or other groups enrolled. It is clear, however, that all pupils are known to all teachers. This provides for the easy identification of any particular difficulty which a pupil might have.
5. Conclusion
The school has strengths in the following areas:
· Good quality facilities and resources combine to provide a positive and attractive learning environment for pupils.
· A strong sense of staff collegiality with a good work ethic is clearly in evidence.
· A well-developed school development planning process is in place and it has made significant progress.
· The importance attached to the teaching of Irish demonstrates a strong commitment to the national language.
· There are good practices in the teaching of Mathematics generally with scope for some practices to be enhanced by their implementation on a whole-school basis.
· There is strong commitment to the development of camogie, hurling and athletics in the school.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· The board should meet more regularly and review its procedures with regard to communication with parents, and the ratification of policies and plans. There is a particular need to amend the enrolment policy.
· A greater emphasis needs to be placed on the development of whole-school practices for the provision of stimulating and appropriately-challenging learning experiences for pupils in English.
· During some lessons, greater attention should be paid to providing for the range of learning needs of all pupils.
· There is need for greater co-ordination between the learning support and mainstream classroom settings in order to better support pupils with special educational needs.
Published December 2008
Appendix
School Response to the Report
Submitted by the Board of Management
Area 1: Observations on the content of the inspection report
(a) The school appreciates the acknowledgement of the conscientious work undertaken in the area of Learning Support. The school hopes to build upon the existing communication between the learning support
teacher and mainstream teachers.
(b) The school will continue to implement a strident differentiation policy.
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) The Board of Management has amended the enrolment policy to include criteria for allowing school places in the event of over-subscription.
(b) The teaching staff have included the further development of oral language and higher-order language skills in their 2008/2009 School Action Plan.
(c) The school will continue to build on its strengths and will strive to implement the
recommendations of the Whole School Evaluation.