An Roinn Oideachais agus Eolaíochta

 

Department of Education and Science

 

Whole School Evaluation

REPORT

 

 {0> <}100{>SSt. Brigid’s NS

{0 <}100{>AACrossbridgeCrossbridge, Tinahely,Co. Wicklow<0}

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Date of inspection:  9 March 2007

  Date of issue of report: 17 January 2008

 

 

 

 

 

Whole-school evaluation

1.     Introduction – school context and background

2.     Quality of school management

4.     Quality of learning and teaching

5.     Quality of support for pupils

6.     Conclusion

 

 

 

 

Whole-school evaluation

 

A whole-school evaluation of St. Brigid’s NS was undertaken in February 2007. The evaluation covered key aspects of the work of the school in the areas of management, teaching and learning and supports for pupils. The evaluation focused on the quality of teaching and learning in English, Irish, Mathematics and Music. The representatives of parents met with the inspector. The inspector interacted with the pupils, examined pupils’ work, reviewed school planning documentation, observed teaching and learning and provided feedback to individual teachers. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. This report presents the findings of the evaluation and makes recommendations for improvement. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board.

 

 

 

1.     Introduction – school context and background

 

St. Brigid’s NS is a four-teacher school in Crossbridge, Co. Wicklow catering for pupils from the parish of Killaveney and the surrounding rural areas.  The school is under the patronage of the Catholic Bishop of Ferns.  The school’s stated mission is to promote the full and harmonious development of all aspects of the pupil, intellectual, physical, cultural, moral and spiritual including a living relationship with God and with other people.  Evidence of the fulfilment of the mission is apparent through the school’s close links with the nearby church and community centre, and through the staff’s commitment to the holistic development of the pupil through the provision of a broad curriculum. Enrolment at the school has been stable for a number of years and at the time of the evaluation 55 children were enrolled.  Enrolment is not expected to increase significantly. Attendance levels at the school are generally good.  A very small number of children are absent for more than 20 days.  Appropriate attendance strategies are in place. 

 

 

2.     Quality of school management

 

2.1 Board of management

 

The board of management is very supportive of the work of the school.  The board is properly constituted. Meetings of the board are convened regularly.  Correct procedures are followed, minutes are kept and finances are managed carefully.  The board ensures that the school’s organisation complies with Department of Education and Science regulations and circulars. Provision has been made for fulfilment of the requirements of the Education Welfare Act 2000.  A number of members of the board have attended training for boards of management.  Members of the board have been actively involved in the development of the school’s organisational policies.  The board promotes the school’s policies on a number of pupil related matters including homework, health and safety, relationships and sexuality education (RSE), discipline and enrolment. The board ratifies school organisational plans at its meetings. The board is not involved in the drafting of curriculum plans and policies but devolves this responsibility to the teaching staff.  Curricular and organisational policies are made available to the parent body.  Recent issues of concern for the board have been enrolment procedures, school uniform and funding.  The chairperson of the board visits the school frequently and knows members of the staff and pupils well.  The board communicates effectively with parents through formal and informal channels.

 

Procedures for external certification of the school’s accounts should be put in place. Curriculum policies should be presented to the board for ratification.  The furniture in a number of the classrooms is old.  To facilitate the implementation of the activity-based learning required by the curriculum it is recommended that new furniture be purchased for all classrooms. 

 

2.2 In-school management

 

The in-school management team consists of the principal, deputy principal and one special duties teacher.  The school is very well-organised. The principal has a long standing commitment to the school and has succeeded admirably in creating a positive school climate where communication is open and positive staff relations exist.   She is caring and supportive of her staff and pupils.  The principal has lead the planning process in the school.  Effective delegation of duties ensures that the individual talents of teachers are used very well.  Members of the in-school management team are committed to the school and work diligently to contribute to the overall management of the school. The principal and deputy principal have attended courses in leadership development for schools (LDS). Each member of the team has specific assigned duties that focus mainly on administrative and organisational aspects of management.  The duties attached to the posts of responsibility have been in place for some time.  It is now timely to review those duties with reference to Circular 07/03, the changing needs of the school and the implementation of the primary school curriculum.  Formal and informal staff meetings occur regularly. 

 

 

2.3 Management of relationships and communication with the school community

 

There is a tradition in the community of support for the school.   While there is no formal parents’ association members of the parent body operate a school social club and are actively involved in fundraising and a number of school activities.  Some of these activities include supporting the staff with preparations for the school concert, organising and supervising swimming lessons and gardening activities.   Parents have been involved in the formulation of a number of policies.  These include, policies on school uniform, ICT and RSE. There is open and effective communication with parents.  Upcoming events and developments at the school are communicated efficiently to parents through a computerised text messaging service.  Parents are regularly updated through notices and through regular notes in the pupils’ diaries.  At the meeting with the parent representatives the openness of the communication which exists between the parent body and school staff was praised.  Parents particularly praised the willingness of members of staff to meet with them outside of school hours. Formal parent teacher meetings are held once a year.  Parents receive an annual written report on their child’s progress. As a means of acknowledging the ongoing, commendable support given by parents to the school a formal parents’ association should be established. 

 

2.4 Management of pupils

 

The pupils are very well behaved.  They display pride in themselves, their school and community and an interest in their work.  They demonstrate respectful attitudes towards each other and their teachers and co-operate willingly during class activities.  The participation of pupils from the school in the Children Helping Children initiative, the Trócaire lenten campaign and the Green School Initiative is commendable.

 

 

3.     Quality of school planning

 

3.1 Whole-school and classroom planning

 

The overall quality of school planning is good.  The staff has engaged in whole-school planning for a number of years and a range of curricular and organisational policies has been developed.  The policies incorporate guidelines provided by the School Development Planning (SDP) initiative and the Primary Curriculum Support Programme (PCSP).  The school plan is presented in one folder.  The folder contains a range of organisational policies including policies on enrolment, code of behaviour, equality statement and health and safety.  Curricular policies have been devised for all subject areas of the curriculum.   A detailed policy for special education is also available.  A number of the plans have been reviewed and revised.  Commendable planning is undertaken by individual teachers. These plans effectively guide teaching and learning in the classrooms.  Implementation of the curriculum is monitored carefully and detailed monthly progress reports are recorded and maintained. When reviewing the curricular plans attention should be paid to ensuring that the plans are specific and relevant to the context of the school. 

 

Evidence was provided to confirm that the board of management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 1999, updated issue May 2004) and Child Protection Guidelines for Primary Schools (Department of Education and Science, April 2001). Evidence was also provided to confirm that the board of management has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of the Departmental guidelines.

 

 

4.     Quality of learning and teaching

 

4.1 Language

 

Gaeilge

Múintear an Ghaeilge go sásúil agus ar an iomlán tá caighdeán cuí i bhfoghlaim na Gaeilge sa scoil.  Tá plean scoile cuimsitheach, bunaithe ar bhunphrionsabail an churaclam curtha le chéile ag múinteoirí le haghaidh múineadh na Gaeilge. Is léir go bhfuil leanúnachas agus dul chun cinn ó rang go rang.   Rinneadh athbhreithniú ar ghnéithe den phlean le déanaí.  Tá iarrachtaí déanta ag an bhfoireann scoile dearcadh dearfach a chothú i leith na Gaeilge. Úsáidtear drámaíocht, pictúirí, cluichí agus ceol go tairbheach chun tacú leis na gníomhaíochtaí foghlama agus chun spéis agus taitneamh na ndaltaí a shaibhriú.  Feictear frásaí na seachtaine sna seomraí ranga agus eagraítear ‘Seachtain na Gaeilge’ go bliaintiúil.

 

Is léir go mbaineann na ndaltaí i ngach seomra taitneamh agus tairbhe as na ceachtanna sa Ghaeilge.  Cleachtar  rangtheagasc, obair i bpéirí, grúpobair, cluichí agus drámaíocht i ngach rang ach cuirtear an béim is mó ar an rangtheagasc.  Cothaítear scileanna éisteachta go héifeachtach. Tá cúlstór mór focal á fhorbairt ag na daltaí i ngach rang.   Tá roinnt mhaith rainn, amhráin agus dánta ar eolas ag na daltaí. Freagraíonn na daltaí go muiníneach agus leagtar béim chuí ar chothú leanúnachas cainte.  Tá na daltaí sa mheánrang agus san ardrang ábalta ceisteanna a chur ar a chéile faoi thopaicí éagsúla. Ar an iomlán léann na daltaí sa mheánrang agus san ardrang le cruinneas agus is léir go bhfuil tuiscint maith acu ar a bhfuil á léamh acu.  Baintear úsáid as roinnt modhanna múinte chun forbairt a dhéanamh ar scileanna scríbhneoireachta na ndaltaí. Déantar comhtháthú oiriúnach idir an obair seo agus an chomhrá agus ábhar léitheoireachta.  Moltar anois feidhm breise a bhaint as obair i ngrúpaí, nó i bpéirí agus úsáid a bhaint as an ndrámaíocht go rialta.  Moltar  freisin an Ghaeilge a úsáid i suíomh cumarsáide agus i rith an lae, chun scileanna labhartha na ndaltaí agus suim sa Ghaeilge a chothú níos mó.

 

Irish

Irish is competently taught and there is an appropriate standard of learning.   The teachers have compiled a comprehensive school plan for the teaching of Irish.  The plan is based on the principles of the primary school curriculum.  There is evidence of continuity and progression from class to class.  Aspects of the plan were reviewed recently.  All teachers endeavour to promote a positive attitude to Irish in the school.   In this regard, very good use is made of drama, pictures, games and music to enrich the learning activities and to make the lessons stimulating and enjoyable for the pupils.  The school’s phrase for the week is displayed in the classrooms and ‘Seachtain na Gaeilge’ is organised annually.

 

It is evident that pupils enjoy and derive benefit from the Irish lessons being taught.  While the emphasis is placed on whole class teaching, group and pair work, games and drama are used in every classroom. Pupils’ listening skills are effectively developed.  A rich vocabulary is being developed among the pupils in every classroom.  Pupils know a good range of songs and poems.  Pupils answer with confidence and there is an appropriate emphasis on the development of fluency in speaking the language.  The pupils in the middle and senior classes are able to ask each other questions on various topics.  Generally the pupils in the middle and senior classes read with accuracy and it is evident that they understand what they have read.  A range of methodologies is used to develop pupils’ writing skills and this work is integrated appropriately with oral language and reading.  To further  promote the pupils’  interest in Irish  and to enhance their skills it is advised that more opportunities be given to pupils to use Irish in real settings during the day,  through work in groups and pairs and through the regular use of Drama. 

 

 

English

The teaching of English is commendable.  The whole-school plan for English reflects the principles of the curriculum and clearly outlines the content of the curriculum under the strands and strand units.  In general, teachers’ individual plans link well with the school plan. Lessons in English are well structured, well paced and cover the three strands of oral language, reading and writing. Teachers teach discrete oral language lessons as well as the vocabulary of other curriculum areas.  Stories, poems, nursery rhymes and narrative are used effectively to develop the pupils’ oral language skills in the infant class. In the middle and senior classes pupils’ oral language skills are further developed through participation in group discussions and debates, preparation and presentation of speeches, commentaries and oral projects. Pupils in general demonstrate positive listening and speaking skills.  A print-rich environment is created throughout the school. A notable feature of practice is the effective use of teacher-designed charts and pictures to supplement the limited amount of commercially produced resources available in the school.  Each classroom has its own library but in general these are small.  To further foster an interest and love of reading pupils would benefit from a regular supply of new and recently published titles.  Further resources such as big books, posters and charts should be purchased to support the implementation of the English curriculum.  Pre-reading skills and reading skills are thoroughly taught.  Pupils in the infant class engage enthusiastically in early reading tasks.  The school has a very well-organised and structured paired-reading programme in place whereby pupils from the middle and senior classes peer tutor pupils from the infant class. A central place is given to the development of phonological and phonemic awareness in the teaching of word

identification strategies throughout the school.  The use of an agreed reading scheme supports continuity in the development of reading skills.  The effective use of novels in the middle and senior classes enriches pupils’ reading experiences.  Pupil achievement in reading is generally good.  Consideration should be given to the formation of ability groups for reading in the middle and senior classes.  Poetry is well taught throughout the school and pupils experience a wide range of poetry.  Pupils in the middle and senior classes are afforded opportunities to compose their own poetry.  Particularly commendable attention is paid to process writing and the development of good handwriting skills.  High frequency words and common sight words are clearly displayed and are used effectively by the pupils during writing activities. Early writing skills are developed very effectively in the infant class through the use of personal dictionaries and the teacher acting as scribe.  This very good practice is further extended in the middle and senior classes with pupils writing for a variety of purposes and in a variety of genres. Samples of pupils’ writing are attractively displayed in the classrooms.  Copybooks are neatly kept and they are corrected on a regular basis.  There is a very good standard of penmanship overall and children take great pride in this work. The potential of ICT as a tool in the writing process should be explored. A standardised test in English is administered annually and this, along with reading records and teacher observation is used to monitor pupil progress.

 

 

4.2 Mathematics

 

A whole-school plan for Mathematics has been developed. The plan outlines the aims of the curriculum, the methodologies to be used and the content to be taught at each class level.   The plan was recently reviewed by the staff.  The teaching of Mathematics is effective throughout the school.  At all class levels the language of Mathematics is carefully taught.  Very good use is made of illustrative materials, concrete materials and manipulatives. A mathematics-rich environment is evident in every classroom.  Whole-class teaching, pair and group work are used effectively to promote the development of understanding of mathematical concepts.  Some differentiation of methodologies and assigned tasks according to the varying ability levels of pupils is evident at each class level.  Problem-solving skills are effectively developed in the middle and senior classes and pupils in these classes enjoy engaging in collaborative problem solving. Pupils participate willingly in mathematics classes and generally display good levels of understanding.  Pupils in the infant class engage in early mathematical activities proficiently and are developing a good understanding of mathematical concepts through play and the appropriate use of materials.  Pupils in the middle and senior classes display an appropriate understanding of number, place value, measures and shapes and space and an ability to recall number facts with accuracy.  Pupils in the middle and senior classes can discuss mathematical problems using appropriate mathematical language and apply concepts and skills to solve practical problems. There is an emphasis on number in the programme presented to the pupils but in general, there is an appropriate balance between strands. The pupils’ progress in Mathematics is carefully monitored through teacher observation, teacher-designed tests and tasks and correction of work in copies.

 

4.3 Music

 

The standard of music education throughout the school is very good.  Teachers have compiled a school plan for Music which outlines the teaching approaches to be used and describes the content to be taught at each class level thus ensuring continuity and progression throughout the school.  There is a good level of resources available in the school for Music including, percussion instruments, keyboards, chime bars, tapes, discs and reference books.  Very good use is made of the particular talents of individual teachers to promote Music in the school.  Commendable teaching of Music was seen during the evaluation where admirable attention was given to the teaching of literacy, rhythm activities, listening and responding and performing.  Pupils at each class level can perform a range of songs in Irish and English. Pupils from the middle and senior classes learn the tin whistle and enjoy playing a range of tunes.  Pupils at all class levels engage in appropriate rhythm activities. Pupils in the middle and senior classes display a good understanding of musical literacy.  There is very good integration of Music with the Visual Arts and Drama.  All pupils at the school perform in the school’s Christmas concert.  For the current academic year the music programme taught in the school is being effectively supplemented by three outside tutors paid for by the social club operated by the parents. 

 

4.4 Assessment

 

All teachers engage in formal and informal assessment in their classes.  A standardised test in English is administered annually to all pupils from first to sixth classes. Under arrangements at the time of the evaluation a standardised test in Mathematics was not administered. The results of the standardised tests in English are analysed by the principal and teaching staff to aid in the identification of pupils in need of further support.  Other assessment procedures used include teacher observation, checklists, teacher-designed tests and a range of commercially produced tests in Mathematics.  A range of diagnostic tests is used by the learning support resource teacher (LSRT) to determine further specific needs of individual pupils.  Records of test results are carefully maintained.  Pupils’ work in workbooks and copies is regularly monitored.  A whole school policy on assessment should be developed.  It is recommended that the practice of administering a standardised test in Mathematics be re-introduced in accordance with Circular 0138/2006. 

 

 

5.     Quality of support for pupils

 

5.1 Pupils with special educational needs

 

The school shares the services of a LSRT with a nearby school.  A comprehensive policy has been developed for pupils with special educational needs.  The quality of the support given to pupils with special educational needs is commendable.   Meticulous preparation is undertaken in the development of programmes for pupils who are receiving supplementary teaching.  Particularly praiseworthy is the effective use of an impressive bank of special needs resources.  Once a pupil has been identified as being in need of additional support a detailed individual education programme (IEP) in consultation with the class teachers.  These programmes contain appropriate specific learning targets for each pupil.  Though to date parents have not been involved in the process of drawing up and reviewing the IEPs it is intended to put arrangements for parental involvement in place.  Special needs pupils are offered support in literacy, numeracy and social skills development. Support teaching to individuals and groups is provided mainly on a withdrawal basis. Lessons are very well-structured and a range of teaching methodologies suited to the various needs and strengths of the pupils is used effectively to ensure that pupils are motivated and are actively involved.  The independent learning skills of the pupils are developed through the teacher’s effective use of ICT. 

 

 

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

 

The participation of all pupils in the life of the school is encouraged and all pupils are included in all school activities.  The principal reports that there are no pupils from minority groups attending the school.

 

 

6.     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: