An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Saint Mary’s National School
Pettigo, County Donegal
Uimhir rolla: 17837D
Date of inspection: 27 February 2009
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of St Mary’s National School, Pettigo 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
St Mary’s National School is situated in the village of Pettigo on the border between County Donegal and County Fermanagh. It is under the patronage of the Catholic Bishop of Clogher. The school participates in Delivering Equality of Opportunity in Schools (DEIS), the action plan of the Department of Education and Science for educational inclusion. The principal is relatively new to the position and at the time of the inspection three members of the permanent staff were on leave. Two of the substitute teachers are newly qualified and on probation. Enrolment has remained constant in recent years and projections indicate that it will remain at this level for the immediate future. Pupils’ attendance figures are very good.
The school has been refurbished and it has very good quality facilities and teaching and learning resources. Some of the recent renovations includes the upgrading of the classrooms, development of the school garden, and the provision of external seating and new signage at the school. The extension to the playground was financed by a grant from the Dormant Accounts Fund.
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 |
57 |
|
Mainstream classes in the school |
3 |
|
Teachers on the school staff |
6 |
|
Mainstream class teachers |
3 |
|
Teachers working in support roles |
2 full time and 1 part time |
|
Special needs assistants |
1 |
1. Quality of school management
1.1 Characteristic spirit, mission or vision
While this school has a Roman Catholic school ethos it espouses due respect for other religious faiths. The school staff, board of management and parents demonstrate a strong sense of community and purpose. They are committed to providing pupils with a high quality education in a supportive learning environment. The high level of participation by parents and school staff in after-school clubs and activities for pupils is a good indication of the commendable community spirit that exists.
The pupils are clearly valued members of the school community. They are treated with equality, fairness and respect. The uniform crest for the school states that ‘great oaks from small acorns grow’ and this motto summarises the vision of the school quite appropriately.
1.2 Board of management
The school is managed very effectively by a competent and conscientious board of management. The board is constituted correctly, meets five times during the year and formal minutes of meetings are recorded. Financial reports of accounts are presented by the treasurer at each meeting. The roles and responsibilities of board members are clearly defined and effectively undertaken. The chairperson provides commendable leadership, support and guidance to the board and school staff. The board complies with statutory requirements, and departmental guidelines and circulars. Included among the board’s current priorities are the maintenance of the school premises and the ongoing review of all school policies. It is approaching both of these tasks ably.
The board encourages the continuing professional development of school staff in areas related to school priorities. It promotes whole-school planning as a tool for managing change and for school improvement. The board is committed to continuous improvement in the achievements of all pupils. The principal successfully monitors teaching and learning on behalf of the board.
Other staff members employed by the board, including external tutors, work under the guidance of class teachers and contribute to the broad and balanced curriculum offered to the pupils. A music tutor is employed to deliver aspects of the curriculum for Music in collaboration with the class teachers. She prepares appropriate songs and instrumental music to also enhance other areas of the curriculum including Drama and History. The special needs assistant (SNA) is deployed very effectively in supporting pupils. The secretary also makes a very valuable contribution to the overall aims of the school. She communicates effectively with staff, pupils, parents and the wider community. Her skills in information and communications technologies (ICT) help to enhance the quality of display in the school’s communal areas and the production of booklets and newsletters.
1.3 In-school management
The principal’s work in leading and managing the school is highly effective. She adopts a purposeful approach to ensuring that high standards of teaching and learning are maintained in the school. A very positive school climate has been established where a culture of teamwork and collaborative decision-making is promoted. The principal leads and manages the whole-school planning process very competently and monitors the impact of curriculum implementation to very good effect. She regularly attends leadership development courses and ably supports the professional development of newly qualified teachers. Two teachers have middle-management responsibilities. While their organisational and pastoral duties are appropriate and purposefully completed, it is recommended that their curricular responsibilities be more clearly delineated and reviewed regularly to reflect the changing priorities of the school.
1.4 Management of relationships and communication with the school community
The board of management facilitates the active involvement of parents in the work of the school. The parents’ committee contributes confidently to collaborative initiatives. During pre-evaluation meetings, the parents reported a high level of satisfaction with the work of the principal and school staff and were satisfied with the quality of information provided in end-of-year progress reports. A booklet containing comprehensive information on policies, procedures and school activities is provided to parents. During the evaluation, a group of parents organised a cookery day for the pupils. This type of ongoing partnership with parents makes a beneficial contribution to the educational experience of the pupils.
The school has established strong links with the wider community. It receives valuable funding from the Forge Family Resource Centre (FRC). This funding is used effectively to provide after-school computer classes and subsidises music and swimming lessons. In 2007, the school acquired funding for its computer suite through its participation in the FRC’s Young Learners Support Project. The school also collaborates with the Taobh Tíre Online Library Service and participates annually in the Wainfest Children’s Book Festival.
1.5 Management of pupils
The teachers have high expectations of their pupils’ abilities and futures and set high standards for the pupils’ behaviour and engagement. The pupils present as eager and motivated in their learning and demonstrate a high level of confidence and self esteem. They take great pride in their school, learning and community. The pupils are afforded valuable opportunities in decision-making through their involvement in the Green-Schools programme.
2. Quality of school planning
2.1 Whole-school and classroom planning
The quality of whole-school planning in relation to organisational and curricular planning is very good. All school policies are ratified at board level. Whole-school curriculum planning appropriately reflects the Primary School Curriculum (1999) and details content objectives for all grade levels. Teachers have considered, and planned for, pupils’ varying learning styles and abilities. It is recommended that further team-teaching approaches be included in the whole-school plan. As was discussed at the post-evaluation meeting, this would guide and support in-class support teaching by the special education teachers and the co-ordinator.
The quality of classroom planning is very good. A review of the teachers’ short-term plans indicates that there is a clear line of development in the provision for pupils’ learning. Quality differentiated learning strategies are planned and implemented. Planning for pupils with special educational needs is of very good standard and all individualised plans for pupils have very clear and detailed learning targets. Monthly progress records are maintained by all teachers. The teachers’ commitment to reflective planning helps to ensure high quality educational experiences for pupils.
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 an Ghaeilge go han-mhaith. Úsáidtear an teanga go neamhfhoirmiúil i rith an lae agus tá timpeallacht phrionta shaibhir cruthaithe ar fud na scoile. Léiríonn na daltaí go bhfuil foclóir breá leathan acu bunaithe ar na téamaí cuí. Cuirtear béim chuí ar fhuaimeanna sna bunranganna agus deántar forbairt leanúnach ar seo ó rang go rang. Léann mórchuid na ndaltaí pasáistí le tuiscint agus le líofacht an-mhaith. Rinneadh moladh mar gheall ar fhorbairt ábhair léitheoireachta do dhaltaí sna méanranganna le linn na hiarchomhdhála. Tá caighdeán na scríbhneoireachta sásúil chomh maith ag mórchuid na ndaltaí. Comhtháthaítear gníomhaíochtaí sa scríbhneoireacht Ghaeilge go hoiriúnach le snáitheanna eile an chláir. Cruthaíonn daltaí abairtí, scéalta, litreacha agus ailt in oiriúint dá n-aois agus dá gcumas teanga. Cleachtann siad saor scríbhneoireacht le scáfail chuí óna múinteoirí. Déantar monatóireacht chúramach ar an obair.
Irish
Irish is taught very well. The language is used informally throughout the day and a language-rich environment is created. The pupils demonstrate that they have a broad vocabulary based on appropriate themes. Appropriate emphasis is placed on sounds in the junior classes and this is gradually developed from class to class. The majority of pupils read and understand passages very well. A recommendations was made at the post-evaluation meeting in relation to the sourcing of further reading materials for the middle classes. The standards in writing were satisfactory for the majority of pupils. Activities in writing are integrated appropriately with other language strands. Pupils write sentences, stories, letters and paragraphs in accordance with their age and their language ability. They practise free writing with appropriate scaffolding by the teachers. Work is monitored carefully.
English
The quality of teaching and learning in English is very good. Strong emphasis is placed on developing richness of language and extending vocabulary. Libraries are very well stocked with a variety of age-appropriate texts. A very successful early intervention programme is implemented at senior-infant level and interventions such as buddy reading strategies and shared reading programmes are working very well. The reading lessons observed during the evaluation were effective in all classes. Strategies were discussed with the staff at the post-evaluation meeting in relation to the further development of team-teaching to enhance the approaches to reading. Pupils’ standards in reading are very good. Indeed, some pupils in the senior classes have a very high level of competence and demonstrate good higher-order comprehension skills. The use of novels, particularly in the senior classes, is commendable and the pupils’ ability to discuss their reading is praiseworthy.
Writing is taught very well throughout the school with high-quality outcomes in a variety of genres. Very good standards are achieved in creativity, fluency and structure. The majority of pupils have very good knowledge of writing conventions. Poetry is actively nurtured in all classrooms and pupils regularly compose their own poetry. Information and communications technology (ICT) is used to display the pupils’ written work attractively.
3.2 Mathematics
The quality of teaching and learning in Mathematics is very good and the majority of pupils are attaining well in the subject. The teachers present well-structured lessons and explain concepts carefully and purposefully. They are successful in linking new concepts to the pupils’ previous learning and conceptual understanding. Concrete materials and active learning strategies are used to scaffold learning. During the evaluation, differentiated questioning techniques and reinforcement tasks were used effectively in all classes. Pupils were given opportunities to relate their learning in Mathematics to practical experiences and this encouraged a very good level of engagement during tasks. Some pupils in the senior classes demonstrate high levels of ability in problem-solving. The teachers undertake regular revision and pupils’ progress is carefully monitored by teachers.
3.3 Drama
The quality of teaching and learning in Drama is good. The curriculum is implemented through discrete, well-structured lessons and carefully managed cross-curricular integration. A range of methodologies, including team-teaching, is employed in teaching Drama and pupils are encouraged to participate in improvisation, role play and exploration activities. Drama contracts have been drafted and agreed by pupils. The pupils engage in activities with purpose and confidence and contribute very well to post-drama discussion. During the evaluation, the teachers integrated Drama very effectively with History and Music. For example, background music was used creatively to generate the appropriate atmosphere for scenes in improvisations and scripted performances.
3.4 Assessment
A range of assessment approaches and tools is used effectively. These include the use of commercial tests based on textbooks, teacher-designed tasks and tests, teacher observation, careful monitoring of written activity and the maintenance of samples of pupils work. Teachers administer standardised tests in English reading and Mathematics. Assessment results are usefully shared between mainstream and support teachers. It is now recommended that ongoing assessment and analysis of teaching and learning be undertaken to ensure that the strategies which are to be adopted for in-class support by the special education team are effective and focussed. It is also recommended that the results of standardised tests should be sent to parents in writing as advised in Assessment in the Primary School Curriculum, Guidelines to Schools (National Council for Curriculum and Assessment, 2007). Mainstream teachers maintain records of pupils’ attainment in all areas of the curriculum and encourage and facilitate the pupils’ self assessment.
4. Quality of support for pupils
4.1 Pupils with special educational needs
The school climate is inclusive of all pupils. The teachers who act in support roles are very conscientious about their work and prepare well-structured plans following consultation with class teachers, parents and relevant professionals. Commendable individualised planning is organised for pupils with special educational needs and there is satisfactory evidence of progress in pupils’ learning outcomes. The early intervention programme in literacy is particularly praiseworthy. Lessons observed during the evaluation were implemented effectively using appropriate materials to assist learning. Support teachers ensure that the transition to post-primary level is as smooth as possible for pupils with special educational needs. While the support teachers facilitate some in-class support in literacy and numeracy, it is recommended that this approach be extended. The necessity for greater in-class support teaching was discussed at the post-evaluation meeting.
4.2 Other supports for pupils: disadvantaged, minority and other groups
The inclusive environment ensures that all pupils have equality of access to the full range of school activities. A rural coordinator, appointed under the DEIS action plan, visits the school once weekly. The DEIS plan for literacy and numeracy in the school is relevant and effectively implemented. The coordinator conducts some home visits, supports teaching and learning in the school, and provides a range of supports for pupils and their families. A transition programme for sixth class pupils to prepare them for post-primary, the Forward Together Programme for junior pupils and shared reading activities are implemented and shared by the principal and teaching staff. Good links have been established with other external agencies. A healthy lunch is provided for all pupils in the school.
5. Conclusion
The school has strengths in the following areas:
· There is a high level of engagement by pupils, parents and staff in all aspects of school life and in after-school clubs and activities.
· The school is managed very effectively by a competent and conscientious board of management. The board has successfully established an ethos of team-working and professional engagement
within the school.
· The principal’s work in leading and managing the school is very effective.
· The professionalism and dedication of all staff members contribute to a highly collaborative working atmosphere.
· Ancillary members of staff make a very valuable contribution to the school.
· Very high standards in literacy and numeracy are achieved by the majority of pupils.
· Reading is promoted very successfully through various initiatives.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· It is recommended that in-class support by the special education team is planned and implemented.
· The board should review the duties of post-holders and include responsibility for curricular development as part of each post.
· It is recommended that the results of standardised tests be sent in writing to parents as advised in Assessment in the Primary School Curriculum, Guidelines to Schools (National Council for Curriculum and
Assessment, 2007).
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 of St Mary’s National School, Pettigo is grateful for the professional and courteous manner in which the WSE was carried out. The Board is particularly pleased that the dedication of the entire staff to the teaching and formation of pupils was acknowledged, as well as the support of parents and the local community.
Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection
The key recommendations were welcomed and have been put into action.