An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

 REPORT

 

Castletown NS

Gorey, County Wexford

Uimhir rolla: 17768K

 

Date of inspection: 07 February 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 Castletown NS was undertaken in February 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; a response was not received from the board.

 

 

Introduction – school context and background

 

Castletown NS is a co-educational primary school located twelve kilometres north of Gorey in Co. Wexford. There are currently 114 pupils on the rolls. This represents an increase in recent years and projections for the foreseeable future suggest that this growth in enrolment is set to continue. The pupils attending the school come from the surrounding rural area and high levels of pupil attendance are recorded.

 

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

114

Mainstream classes in the school

4

Teachers on the school staff

6

Mainstream class teachers

4

Teachers working in support roles

2

Special needs assistants

1

 

 

1.     Quality of school management

 

1.1 Characteristic spirit, mission or vision

The school is under the patronage of the Catholic Archbishop of Dublin. Its mission statement is contained at the outset of school planning documentation and includes a commitment to nurturing pupils’ self esteem, to fostering a culture of collaboration and co-operation between the education partners, to developing an awareness of and respect for the natural environment and to providing pupils with a safe happy and effective learning environment. During the evaluation the commitment of the education partners to the realisation of these goals was clearly in evidence.

 

1.2 Board of management

 

The board of management is properly constituted and is very supportive of the work of the school. Meetings are convened four times per year and more often as required. The chairman is highly committed to the school and maintains a close working relationship with the principal. Specific roles within the board are clearly defined and appropriately assigned. A range of effective functioning procedures is adopted which includes minutes of all meetings being documented and agreed and annual accounts being presented for external certification each year, in accordance with best accounting practices. 

 

The board addresses its statutory obligations in relation to policy formation, which include the development of an enrolment policy, a code of behaviour, an anti-bullying policy and a health and safety statement. The board has ratified all documents and it is now recommended that the chairman sign and date them. The principal avails of opportunities when the parents are assembled for particular events to provide an annual report on the working of the school.

 

1.3 In-school management

The principal of this school was appointed to the post in 1970.  He is thoroughly familiar with the community and the school and attends with commitment and enthusiasm to the range of teaching and administrative duties inherent in the post. He plays a leading role in the compilation of the school plan and strives at all times to ensure that school planning documentation is rendered appropriate to the particular context of Castletown national school. In general, he succeeds in cultivating positive relations with the school staff and promotes dialogue on all issues pertaining to the school. He is ably supported in his role by the deputy principal. Both have established a very effective working relationship which is characterised by a high level of collaboration and co-operation. Formal organisational duties attaching to the deputy principal’s post are combined with a range of daily incidental tasks and these are carried out conscientiously. The position of special duties teacher is currently vacant. It is advised that this position be filled at the earliest opportunity. In facilitating a productive matching of duties to a constantly changing school environment, it is advised that all posts contain specific curricular, organisational and pastoral responsibilities and that dates be agreed for the reviewing and updating of these duties.

 

1.4 Management of relationships and communication with the school community

There is an active and supportive parents’ association in the school. The association meets on a regular basis and members report very high levels of communication with the principal, the staff and the board of management. The parents devote commendable energy to the organisation of a wide variety of fundraising initiatives. They are to be highly commended for their role in supporting the school to acquire a range of resources to enhance teaching and learning, most notably the procurement of interactive whiteboards, in the recent past. The parents are given opportunities to contribute to the development of a number of key policies at the drafting stage and all school policy documents are available to parents on request. It is advised that the school consider further developing the school website and extending the availability of all school documents through the use of this medium. Parents are kept informed of their pupils’ progress through formal parent-teacher meetings held annually and a written end-of-year report. In the interim, parents may meet with the principal or class teachers by appointment to discuss any matters of concern. It is recommended that the school review the format of the written school report to ensure that all curricular subjects are given consideration in the document. Parents express a high degree of satisfaction with the communication procedures that are in place, with the ready accessibility of the principal, staff and board of management and with the quality of education received by their pupils.

 

1.5 Management of pupils

 

A clearly articulated code of behaviour has been developed which details the parameters within which the pupils are expected to behave in school. Due emphasis is placed on reinforcing positive behaviour with the pupils. This is further reflected in the rules which are displayed in each classroom. Observation of behaviour, coupled with interaction with the pupils, reveal that a very positive climate prevails within which affirming and mutually respectful relationships are promoted and supported at all levels in the school. It is evident that the pupils feel valued and cared for and this results in high levels of uninhibited, confident and productive participation in learning activities.

 

2.     Quality of school planning

 

2.1 Whole-school and classroom planning

 

In general, the quality of whole-school planning is satisfactory. The principal and the staff draft the organisational plans and these are submitted for review and comment to the parents’ association before being presented for ratification to the board of management. The curriculum plans are developed by the staff in consultation with the relevant support services. A general plan has been developed for the implementation of the Irish curriculum which details the content objectives to be addressed under each strand for each class level. It is advised that this plan be further developed to include the functional aspects of the language that are to be addressed at each level throughout the school and to give greater consideration to the strategies and methodologies to be employed in implementing the curriculum. The whole school plan for Mathematics is well laid out and clearly details the content to be addressed with the pupils in each class under the strands and strand units of the curriculum. It affords due attention to the approaches and methodologies to be used in mediating the programme, the modes of assessment to be employed and the range of concrete manipulatives which will be required to provide opportunities for the pupils to engage in hands-on activity. The plan for English contains clear learning objectives to be achieved with the pupils under each of the strands of the curriculum for all class levels. Further development of this plan to incorporate a more comprehensive focus on phonological awareness at the junior end of the school and poetry throughout the school is advised. The recent inclusion of curriculum co-ordination duties in the role of the in-school management team is commended and it is advised that this role be extended to ensure that school plan is extended and reviewed in accordance with the emerging needs of the school. In this context, it is advised that the plans for Social Environmental and Scientific Education and Physical Education be further developed and plans for Special Education provision and Social Personal and Health Education be formulated.

 

All teachers prepare long and short-term schemes of work which are closely linked to the whole-school plan. Teachers adopt individual styles of planning and these range from detailing specific learning objectives for each subject area to providing lists of content to be addressed with the pupils. The majority of teachers adopt a similar template for monthly progress reports. This template serves the dual purpose of clearly recording the work completed with the pupils in each subject area and of ensuring that the principal can monitor the breadth and balance of curriculum implementation across the school. The staff is commended for adopting this template and it is advised that they further consider a similar approach to long and short-term classroom planning.

 

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

The quality of teaching and learning throughout the school is good. Lessons are organised in an efficient manner and teachers display a broad variety of effective classroom management and communication skills. Very positive relations prevail between the pupils and teachers and among the pupils themselves, and high levels of productive participation is a feature of all learning activities. Effective whole-class teaching was the primary methodology observed during the evaluation with some opportunities being provided for the pupils, in a number of classes, to engage in collaborative, co-operative group activities. Extending these collaborative learning opportunities to all classrooms is advised. Information and communication technology (ICT) is used very effectively to enhance the presentation of lessons. Pupils are also provided with opportunities to engage with ICT to facilitate research across a number of subject areas.

 

3.1 Language

 

Gaeilge

Is léir go bhfuil dearcadh dearfach á chothú i measc na ndaltaí i leith na Gaeilge. Cuirtear na ceachtanna i ngach rang i láthair go bríomhar agus bunaítear an t-ábhar foghlama ar théamaí a bhaineann le saol na bpáistí. Baintear úsáid as raon straitéisí agus modhanna múinte le linn na gceachtanna chun suim agus samhlaíocht na ndaltaí a fhorbairt. Déantar cúram breá d’fhoclóir a leathnú agus na scileanna éisteachta agus tuisceana a chur chun cinn. Sna ranganna uile, baintear úsáid as rólghlacadh agus drámaíocht chruthaitheach chun comhthéacsanna réalaíocha a chruthú i suíomh an tseomra ranga chun fíorchumarsáid a chur ar siúl. Chun chur leis an dea-obair seo b’fhiú anois scagadh a dhéanamh ar na feidhmeanna teanga agus aire a dhíriú ar na h-eiseamláirí atá leagtha amach i dtreoirlínte na múinteoirí.  Moltar iad a phlé mar fhoireann agus a fhorbairt i gcomhthéacs na scoile seo, chun a bheith cinnte go bhfuil na feidhmeanna teanga á múineadh, á gcleachtadh agus á bhforbairt ó rang go rang tríd an scoil.

Á

Leantar scéim foilsithe i dteagasc na léitheoireachta agus, go ginearálta, léann na daltaí le brí agus le cruinneas. B’fhearrde fós an toradh ach raon ábhar léitheoireachta a leathnú tríd an scoil chun breis deiseanna a thabhairt do na páistí scéalta a chloisteáil agus léitheoireacht neamhspleách a chleachtadh. Cothaítear fonn scríbhneoireachta i measc na ndaltaí trí thaithí 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. Tá cnuasach rann agus amhrán Gaeilge ag na páistí a aithrisítear go taitneamhach, bríomhar.

 

Irish

It is clear that a positive attitude towards Irish is being nurtured amongst the pupils. The lessons in each class are presented in a lively manner and the learning material is based on themes which are wholly relevant to the lives of the pupils. A range of strategies and methodologies is used during Irish classes to develop the pupils’ interest and imagination and due attention is devoted to extending their vocabulary and advancing their listening and comprehension skills. Role-playing and creative drama are used in all classes to provide realistic contexts for the pupils to converse in Irish. In order to further develop this work, it is advised that a review of the functional aspects Irish be undertaken and attention be devoted to the exemplars outlined in the teacher guidelines. It is advised that they be discussed at a whole-staff level and be developed in the context of this specific  school  to ensure that these key phrases are being taught, practised and developed throughout each class in an incremental and developmental manner.

 

A published scheme is followed in the teaching of reading and in general, the pupils read with accuracy and understanding. To further enhance this approach, it is advised that the range of reading material be further developed in the school to provide greater opportunities for the pupils to hear stories being read in Irish and to practise independent reading. The pupils engage in a range of functional writing activities. These activities are monitored in all classes. Further development of the approach to writing to incorporate more personal and creative writing is advised. The pupils in all classes know a broad range of poems and songs and they recite them enthusiastically.

 

English

All of the teachers ensure that oral language is accorded a central role in the implementation of the overall programme for English.  The pupils are afforded opportunities to develop their receptive, communicative and expressive language skills across a range of subjects. The teachers give consideration to the specific skills to be developed under each of the strands. A variety of language games is used effectively to extend the pupils’ vocabulary. While examples of impressive oral language abilities were noted there continues to be a range of achievement in this area throughout the school. It is advised that the staff maintain their focus on the clear identification of attainment objectives and contexts for the achievement of these objectives at each class level. It is also advised that further consideration be given to monitoring individual pupils’ mastery of the specific oral language objectives with a view to informing future planning. This would allow for greater differentiation for provision in this area of learning.

 

In the infant and junior classes the pupils’ phonological awareness is systematically developed and they are provided with opportunities to become thoroughly familiar with print in the environment. Parents work in close collaboration with the teaching staff in the implementation of the shared reading programme. While this approach is highly commended, it is advised that the structure of the current provision be revised to ensure that the support is delivered within the mainstream or special education class settings. In the junior, middle and senior classes, graded reading schemes are supplemented by effective use of the novel. It is advised that the school explore a greater range of strategies in the management of reading classes. A good selection of independent reading material is also available to the pupils in classroom libraries. The standard of reading in this school is high.

 

Pupils in all classes are afforded opportunities to write in a wide variety of genres and for a range of audiences.  Samples of pupils’ work include fact files, stories, news, character profiles and poetry. This work is attractively displayed throughout the school and is of high quality particularly in the areas of content and organisation. Further development of the conventions of writing, with particular emphasis on punctuation, is advised in some contexts.

 

 

3.2 Mathematics

 

A broad and balanced programme is implemented in Mathematics throughout the school. All lessons contain clear learning objectives and pupils in a number of classes are provided with a variety of useful concrete manipulative designed to scaffold their learning. Lessons feature a satisfactory amount of class discussion and pupils are given opportunities to develop appropriate mathematical language. Enhancing this focus on the development of specific mathematical language at a whole school level is advised. Early mathematical activities including classifying, matching, comparing and ordering are carefully attended to. Pupils throughout the school display a good understanding of number operations, shape and space and measurement. The pupils in the middle and senior classes display good estimation skills and competent use of calculators. While some pupils display an ability to address problem solving further developing the strategies for addressing multi-stage problem solving is advised.

3.3 Drama

 

Drama is used throughout the school primarily as a methodology to teach other subject areas but also features as a discrete subject to varying degrees in individual classes. The provision observed during the evaluation provided pupils with some opportunities to explore and make drama and co-operate and communicate in making drama. In the infant classes, satisfactory work on  introducing the pupils to the skills of non-verbal communication and the provision of opportunities for them to assume a variety of identities, betraying a multitude of emotions, were observed. The strategies in use in junior and middle classes include teacher-in-role and narrated mime activities. In the senior classes, the pupils are given opportunities to engage in role playing activities in order to enhance their emotional engagement with poetry. All pupils in the school participate in the annual Christmas concert which provides opportunities for them to engage in performance drama. Recordings of the concert reveal that pupils derive huge enjoyment from their engagement in a broad range of role-playing activities. These activities incorporate a number of elements of drama including role and character, place, time and action. Building on the work that has already been done in this area, it is recommended that the school ensures discrete provision is made each week for this subject area. It is also advised that drama contracts be developed in each classroom with a view to providing a safe space for the further development of the element of belief which is central to all drama provision. Teachers are advised to strive to incorporate all of the central elements of Drama into each of the lessons and also to provide opportunities for the pupils to reflect on the dramatic experience.

 

3.4 Assessment

 

A range of formal and informal approaches to assessment is employed throughout the school. Teacher-designed tasks and tests and assessments linked to published schemes are implemented in specific subject areas at agreed intervals. These forms of assessment are complemented by ongoing informal teacher-observation and the level of knowledge that each teacher has about the learning styles, abilities and needs of each child is commendable. In addition to this, standardised tests in the areas of literacy and numeracy are implemented on an annual basis from first class to sixth. To further develop the good practice that has been noted in this area, it is recommended that the school develop a whole-school policy on assessment. This policy should devote due consideration to the most appropriate modes of assessment to be implemented for each subject area, at all class levels, and also consider creating further opportunities for the pupils to engage in self and peer assessment activities.

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

The school has the services of a full-time learning support/resource teacher, a shared post for pupils with special education needs and a full-time special needs assistant. There is not an agreed whole-school learning support policy in place at the current time and it is recommended that this be attended to as a matter of priority.

 

Pupils are identified for referral to special education support as a result of their scores on standardised tests, teacher observation, consultation with parents, having English as a additional language and recommendations contained in psychological reports. In the context of learning support, a range of diagnostic tests is employed and the results of these procedures inform the development of specific programmes to target the pupils’ needs. For pupils attending resource teaching, the recommendations contained in external assessment documentation is used effectively when formulating specific approaches and programmes of work for the pupils.  All teachers in special education settings prepare extensively for their work and individual education plans (IEPs) contain learning objectives for pupils to be achieved within a defined time-frame. In certain contexts however, the identification of more focused learning objectives and clearly identifiable learning targets are advised in order to facilitate and guide planning and provision.  The teaching in all special education settings is well structured and is provided in an affirming, supportive and positive atmosphere. In the context of future developments in this area, consideration should be given to further exploration and development of the in-class support model. Greater parental involvement in the formulation and review of Individual Profile and Learning Programmes (IPLP) and the involvement of pupils, particularly at senior level, in the development of their own IPLPs should also be considered.

 

The special needs assistant support within the school is very effective. However, it is imperative that the deployment of this resource be reviewed to ensure that all duties are in accordance with circular 07/02 appendix 1.

 

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

Policy and practice in the school advocate an inclusive ethos to embracing pupils of different background and cultures. There is a small number of pupils attending the school who do not have English as a first language. They are well integrated into the social and academic fabric and avail of support from within the school’s existing resources, as required. It is advised however, that the school incorporate the assessment resources produced by Integrate Ireland Language and Training into their procedures for making decisions regarding the provision of supplementary teaching for these pupils.

 

 

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