An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Drumcrave National School
County Cavan
Uimhir rolla: 17990L
Date of inspection: 3 December 2008
Introduction – school context and background
Quality of learning and teaching
Summary of findings and recommendations for further development
Whole-school evaluation
This report has been written following a whole school evaluation of Drumcrave National School. It presents the findings of an evaluation of the work of the school as a whole and makes recommendations for the further development of the work of the school. During the evaluation, the inspector held pre-evaluation meetings with the acting principal, the teachers, the school’s board of management, and representatives of the parents’ association. The evaluation was conducted over a number of days during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with pupils and teachers, examined pupils’ work, and interacted with the class teachers. The inspector reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. 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.
1. Introduction – school context and background
Drumcrave National School is a two-teacher co-educational school located in a rural area. A new school extension is in the process of construction and the modifications involved in this project will contribute significantly to the overall infrastructure of the school premises. School enrolments have fallen in recent years and, due to this, a third teacher was lost in the academic year 05/06. The current enrolment is now thirty-eight pupils. An acting principal is currently employed. It is noted that there has been recurring need to employ substitute teachers for the senior section during the last number of years. A satisfactory standard of neatness, décor and order is in evidence indoors and outdoors, contributing to the creation of a pleasing working environment.
2. Quality of school management
2.1 Board of management
Drumcrave National School is under the patronage of the Catholic Bishop of Kilmore. It is managed by a committed board of management nominated by the patron and constituted in accordance with section 14 of the Education Act, 1998. The board meets regularly and a satisfactory record is kept of all proceedings. Financial accounts are maintained appropriately. The school functions in accordance with Department of Education and Science directives on the length of the school day and school year. The board plays an active role in reviewing school policy and in the ratification of curriculum plans. The chairperson displays a deep interest in and considerable enthusiasm for all aspects of school life. He is a very regular visitor to the school and is keenly aware of the strengths of the school. He is also very anxious to proactively address the challenges that are currently facing the school.
The current priority of the board is the management of the devolved scheme for the school extension. This will result in the provision of a school hall suitable for sports and physical education activities, as well as class rooms and a staff room. It is apparent, however, that unless school enrolments improve, some of this additional accommodation will be under-utilised. The board has been greatly concerned about the ongoing need to employ substitute teachers in the senior room and the difficulty of appointing qualified teachers for this position. At the time of the evaluation, an unqualified substitute had been teaching in this section for three weeks, following a period of substitution by another person. Since the school’s history of substitution has impacted significantly on the pupils in the senior classes, there is an urgent need for these pupils to be taught by a qualified teacher. It is recommended that every possible effort be made to ensure this as soon as possible and that, if necessary, appropriate support be sought from the patron.
The parents’ representatives are particularly appreciative of the role of the acting principal in leading policy development, devising discipline protocols and implementing curriculum change and innovation. The parents identified the lack of focus on sport as an area for development in the school. There is some need to extend the communication between the board and the parent community, especially in the context of encouraging the implementation of the revised discipline policy.
2.2 In-school management
Current leadership, as implemented by the acting principal, is very strong and is characterised by commitment to improving standards in all areas of the curriculum as well as addressing behavioural problems that exist in the senior end of the school. All records are meticulously maintained and proactive leadership has been applied to the area of whole-school planning.
2.3 Management of resources
The teaching staff consists of a teaching principal teacher and one class teacher. A range of teaching and learning resources is available in the school. Both classrooms have a supply of appropriate charts, maps and posters on display which contribute to the creation of a stimulating learning environment. There is a wealth of library books and other reading materials available to pupils. Information and communications technology (ICT) equipment is evident, but its use is somewhat inconsistent.
The school benefits from the services of two learning support teachers and a resource teacher, all of whom are based in other schools. The school also has access to a language support teacher for 6.5 hours per week. There was evidence during the evaluation that the provision of support for pupils is somewhat disjointed and lacking in direction. Therefore, a rationalisation of how these services are provided is recommended so as to maximise cohesion and continuity in their delivery for pupils. One special needs assistant (SNA) is employed to support children with special needs. There was some evidence during the evaluation that the role of the SNA needs further clarification.
A part-time caretaker ensures that the school building is maintained effectively.
2.4 Management of relationships and communication with the school community
Better communication structures between home and school should be established in order to enhance the spirit of partnership and co-operation between the teachers, board and parents. Although many opportunities exist for the parents to meet with the teachers informally at assembly and dismissal times and formally as the need arises, it is reported that some parents are not fully supportive of recent efforts made by the school authorities to implement the comprehensive school behaviour policy that was devised in the previous school year. It is now imperative that the parents become active participants in this process. A dedicated parents’ notice board in the hallway should further facilitate communication with the parents. Further guidance on how parental understanding and support for the implementation of the code of behaviour can be strengthened is given in Developing a Code of Behaviour: Guidelines for Schools issued by the National Educational Welfare Board (NEWB). It is recommended that these guidelines be consulted by the school community.
The current parents’ association was established in 2008. During the evaluation, representatives of the association indicated their awareness of the strengths and challenges associated with the school. It is recommended that the association should seek the advice of the National Parents’ Council (Primary) in order to further develop its role and functions.
2.5 Management of pupils
It became evident during the evaluation that many pupils in Drumcrave National School are courteous, well motivated and eager to learn. This is particularly true of pupils in the junior section. However, some pupils of the school are disengaged from the learning process and are consequently noisy and disruptive. The school community needs to address the challenges presented by inappropriate pupil behaviour and lack of specific classroom management procedures to deal with the issue of pupil deviance. It is recommended that consistency should be encouraged in relation to the use of praise, caution and disciplinary measures when dealing with pupils. Classroom rules need to be firmly established in consultation with the pupils. These rules, then, need to be regularly revised and enforced. Understanding needs to be shared as to what is appropriate behaviour in a school context. Whole-school planning should seek to address these difficulties and propose whole-school strategic actions. In particular, the current insightful behaviour policy needs to be implemented, with the full support of all members of the school community.
There is a need to develop a highly targeted strategic plan for the management of pupil behaviour in the senior section of the school. Some pupils in this section are particularly challenging and present with diverse problems, often including unruly behaviour. There is good, caring awareness of these pupils’ needs and classroom planning is satisfactory. Because of difficulties with behaviour, however, it is proving difficult to put some of this planning into practice. It is a priority that individual behaviour management plans be devised for these children in which boundaries of behaviour are clearly articulated. These plans should include reference to antecedent behaviour, causative forces, deviance, and consequences of behaviour.
School attendance patterns are
satisfactory, although staff report that some families tend to arrive at school
late in the mornings on a regular basis. It is recommended that the board
takes steps to address this.
3. Quality of school planning
3.1 School planning process and implementation
The acting principal teacher, the board of management and the parents, as appropriate, have co-operated on the development and review of a number of school policies. The school plan is very well presented and has been developed in accordance with guidelines issued to schools. The whole-school planning documents provide a very good framework to support a structured and developmental approach to the teaching of all subjects in the school. It is clear that the core principles of integration, linkage and differentiation underpin this work. The planning done aims to ensure that there is continuity and progression from year to year, as well as consistency in approach and emphasis from class to class. The school has identified the need for development in the area of literacy and is to be commended for formulating a general plan to lift literacy standards. The work of the acting principal in devising and implementing many of these plans deserves particular acknowledgement.
However, the school plans do not sufficiently reflect the challenges present in the senior section of the school in respect of low standards of attainment in literacy, Irish and Mathematics as well as significant behaviour issues already referred to. It is recommended that the school develops a specific action plan with immediate effect to focus on the following areas: behaviour management of the most challenging pupils, development of initiatives aimed at increasing parental involvement and enhancement of teaching so as to ensure higher attainments, especially in literacy, in the senior section of the school
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.
3.2 Classroom planning
Teachers’ timetables are organised to facilitate the implementation of the curriculum plans and some attention is afforded to linkage and integration within and between subjects. Individual teachers’ planning was found to be satisfactory. Teachers provide long-term planning together with short-term notes with definite links, in some cases, to curriculum objectives. A monthly record of progress is maintained in every class and copies of these progress records are kept centrally.
Although individual planning is satisfactory, the behavioural management issues that are present in the senior section highlight a need to further evaluate the link between poor pupil performance in this section and the lack of clarity in the planning of teaching and learning objectives. Teachers’ planning in the senior section should include action planning priorities, specifically planning to deal with inappropriate pupil behaviour. It is recommended that teachers set specific targets for the class group and for individual pupils as a focus for raising overall performance in key areas of the curriculum. It is recommended that the school makes additional use of the supports provided by the Primary Professional Development Support Programme (PPDS) to assist with curriculum planning and development.
4. Quality of learning and teaching
4.1 Overview of learning and teaching
The standards of teaching and learning in the junior section of the school are very good and, in many cases, exemplary. However, standards of pupil learning and achievement in a range of aspects of the curriculum in the senior section of the school were found to be most unsatisfactory.
At the junior level, a broad and balanced programme is delivered to pupils and there is explicit evidence of progression and continuity in the curricular programmes from class to class. Effective teaching in the junior section is characterised by the use of reflective questions to nurture pupils’ comprehension skills, the presence of very definite structure in all learning sequences and highly effective recapitulation activities. In this section, the curriculum is adapted, as necessary, to meet the needs and abilities of the children. New learning is being effectively built on pupils’ previous knowledge. Multi-grade class settings are managed with particular effectiveness at the junior level. A highly effective mixture of teacher-centred teaching and learning activities involving enthusiastic pupil involvement, with laudable emphasis on the contribution of pupils in talk and discussion, is in evidence in this section.
However, significant instances of ineffective teaching were in evidence in the senior section of the school during the course of the evaluation. Teaching in the senior section lacked focus and a sense of purpose in terms of pupil outcomes. A limited range of approaches was being used and the opportunities given to pupils to engage actively in their own learning were often poorly structured and inadequately planned. There was a general lack of attention to curriculum differentiation and lack of prioritisation of key concept development in teaching. Group work was poorly mediated and pupils were not given clear guidelines as to appropriate behaviour. In many cases, there was a direct link between inadequate curriculum provision and classroom management difficulties.
There was some evidence that more attention needs to focus on providing for the needs for higher achieving pupils in both sections of the school. All pupils in the school do engage in some project work and, while this is a valuable methodology to extend more able pupils, it is now recommended that the staff reviews overall provision to ensure that these pupils are adequately challenged through their learning experiences. Some emphasis is placed on the environment as a resource and as a starting point for learning. There still remains potential for further use of the immediate school environment particularly with regard to environmental trails and number trails; development of this would be one way in which provision for the more able pupils might be improved.
4.2 Language
Gaeilge
Tá caighdeán breá teagaisc agus foghlama le sonrú ag an mbun-leibhéal ó thaobh na Gaeilge de. Is rí-inmholta an caoi go bhfuil ionchur an-chinnte teanga mar chuid lárnach de na próisis fhoghlama ar fad. Baineann na daltaí úsáid as cluichí cainte agus as drámaí beaga chun tascanna cumarsáide a chur i gcrích trí mheán na Gaeilge ag leibhéal seo na luathbhlianta. Tá stór leathan de nathanna cainte ar eolas ag na daltaí óga seo. Sa roinn seo arís, múintear an fhilíocht ar bhonn rialta.
Tá caighdeán Gaeilge an-íseal, áfach, bainte amach ag formhór na bpáistí atá san ard-roinn sa scoil seo. Faoi láthair, baintear úsáid an-teoranta as an nGaeilge mar theanga bhainistíochta ranga. Dá thoradh sin, níl taithí shuntasach ag na daltaí ar a bheith ag éisteacht le teanga líofa. Ní léir go bhfuil cur amach acu ar fhoghlaim na filíochta. Moltar béim sa bhreis a chur ar fhorbairt na héisteachta agus béim a chur ar éisteacht le caint leanúnach, ach go háirithe. Is beag tuisceana a léiríonn na daltaí ar thopaic atá á phlé sa rang. Tá foclóir cúng ag a bhformhór acu agus tá tuiscint fheidhmiúil ag mionlach ar struchtúr agus ar chuspóir na mbriathra. Moltar cur leis an stóras nathanna cainte atá ar eolas de ghlan mheabhair ag na daltaí san ard-roinn. Moltar tús áite a thabhairt don drámaíocht agus don díospóireacht chun saibhreas teanga a fhorbairt.
Ag an ard-roinn léann na daltaí na téacsanna ranga le deacracht fheiceálach agus tugtar faoi deara gur beag tuisceana atá ag cuid acu ar a bhfuil á léamh acu. Moltar an léitheoireacht a mhúineadh ar bhonn níos struchtúrtha le go mbeidh daltaí in ann foclóir a aithint agus brí a bhaint as téacs. Moltar breis úsáide a bhaint as scileanna fonaiciúla, comhthéacs agus focail a bhriseadh síos ina siollaí. Moltar taithí a thabhairt do na daltaí réimse níos leithne de chineálacha difriúla téacsanna a léamh.
Is beag oibre a bhí le feiceáil san ard-roinn sna cóipleabhair agus ní leir go raibh ceartúchán leanúnach ar bun. Mar gheall go ndeachaigh sé dian ar chuid de na daltaí teanga a chumadh as a stuaim féin, bhí deacracht acu cumarsáid chruthaitheach a dhéanamh trí mheán na scríbhneoireachta. Chuige seo, moltar réimse éagsúla téacsanna a chruthú ag baint úsáide as comhscríobh agus eiseamláiriú. D’fhéadfaí freisin, fillteoirí scríbhneoireachta a úsáid d’fhonn saibhreas foclóra a chothú a thuilleadh. Moltar bunphatrúin na teanga a mhúineadh go foirmeálta le go mbeadh tuiscint ag na páistí ar an mbealach ina n-oibríonn struchtúr na teanga.
Irish
A good standard of teaching and learning in Irish is evident in the junior section of the school. A specific language input is a laudable feature of all learning processes. Pupils use language games and small plays to carry out communicative tasks through the medium of Irish in this early years’ section. Pupils have accumulated a rich store of phrases and poetry is taught on a regular basis in this section
A very low standard of Irish is, however, being achieved by the majority of children in the senior section. At present, very little Irish is being used as a classroom management device. As a result of this, pupils have little experience of listening to fluent Irish. Little experience of learning poetry is also noted. An additional focus on the development of listening skills and the placing of emphasis on listening to continuous spoken language is recommended. Little understanding of topics being discussed in the class is evident. Most pupils have a very narrow vocabulary and only a minority have a purposeful understanding of the structure and function of verbs. It is recommended that children’s store of vocabulary be extended in the senior section. Debate and drama should be prioritised as a means of developing richness in language.
At the senior section, children read classroom texts in Irish with discernible difficulty and it is noted that they have little understanding of the text being read. It is recommended that reading be taught in a more structured manner so that pupils can recognise vocabulary and take meaning from text. Phonological skills, context and syllabification should be used more consistently.
Very little work was evident in pupils’ copies and systematic correction of work was not present. As a result of the fact that pupils had difficulty constructing language internally, they had difficulty in communicating creatively through writing. It is now recommended that a wider range of texts be created, using shared writing and modelling approaches. Writing folders should be used to develop further a richer vocabulary. It is recommended that specific language patterns be taught formally so that children have an understanding of the way in which the structure of the Irish language works
English
The lessons observed in the junior section of the school indicated that the children engage in a diverse range of well-planned activities. There was a fundamental link in each lesson between oral work, reading and writing and, in general, the lessons were carefully structured. A comprehensive language programme is being pursued in this section and children are achieving very satisfactory high standards in literacy and oracy. Particular emphasis is placed on the development of pupils’ emergent reading skills and excellent use is made of the large format books. Reading standards are very satisfactory in these classes and pupils are confident readers. They discuss reading materials with understanding and enjoyment. Many novels and other reading materials are available in this section to foster positive attitudes to developing both love of reading and proficiency in it. Very effective strategies to develop pupils’ word attack skills in dealing with unknown words in unfamiliar contexts are in place in these classes. Pupils read and recite poetry with evidence of good understanding. Written activities are well linked to the oral/ reading lessons.
Work on oral language in the senior section lacked focus, however. It is now necessary to address the development of a structured oral language scheme for this section based on clearly identified attainment objectives that are measurable and assessable on an ongoing basis. In order to enrich the overall language experience for children, it is also recommended that the role of poetry be enhanced considerably in this section.
In general, reading material is well chosen in the senior section and the children are given the opportunity to read a variety of genres. Material is used as the basis for class discussion and written activities. The different levels of ability that are present in each class create difficulties in relation to the reading material that can be chosen. The capacity of some pupils of higher levels of attainment to read fluently and to engage in proficient discussion of the text was noted. However, many pupils in the senior section have difficulty with word-breaking and comprehension activities. Standardised test results are low and are a source of some concern. There are a number of specific developments that will be necessary in order to ensure a more consistent approach to reading and to develop a variety of reading skills. The scope of literacy work in the senior section should be broadened in order to enrich the children’s experience of reading and to provide a more contextualised, meaningful focus for reading, through even more use of novels. The school should now develop and implement a structured spelling programme that would encompass both the programme of phonologically regular words currently used and a developmental programme of high frequency words and word families. The explicit teaching of a range of word-attack skills, based on an agreed structured programme is also recommended. It is important that, in the senior section of the school, much of the reading experience be contextualised and based on the children’s expressed areas of interest. This is particularly relevant for the pupils presenting with behavioural difficulties. With this in mind, it is recommended that children be involved formally in choosing their own reading material and that material contained in class libraries. In order to enhance children’s comprehension skills, it is recommended that a cross-curricular approach to this aspect of skill development be utilised in the senior section.
Presentation of children’s work in the senior section was very poor, with handwriting, general punctuation and spelling significantly underdeveloped. Insufficient ongoing correction of pupils’ work was noted. Pupils’ range of written language was very limited. Greater attention to the writing process and the extension of the genres of writing that are explored would add significantly to the overall effectiveness of the provision for writing. In the development of writing in this section, greater attention needs to be paid to the structured handwriting policy in place in the school and to ensuring that the expectations for presentation of written work are appropriately set.
4.3 Mathematics
Mathematical skills and concepts are carefully taught in the junior section of the school and children’s progress is assessed on a regular basis. All of the strands of the curriculum are well taught. Exercises in memorisation of number facts are a feature in all classes and revision tests are regularly administered. Pupils are taught in whole-class, group and individual settings, as appropriate. The structure of lessons also ensures that a balance is maintained between oral and written work and an effective equilibrium exists between the time pupils spend engaging with the teacher and working independently. Lessons are paced skilfully and experiential learning is central to each lesson. Pupils are provided with opportunities to learn using concrete materials and they are encouraged to learn co-operatively and actively. At junior level a sound mathematical basis is established through the practical activities associated with sorting and classifying and the use of concrete materials. A highly effective and tangible emphasis is placed in this section on the development of mathematical language. There is clear evidence that linkage between strands is effectively used so as to ensure greater conceptual understanding among the children. Cross-curricular activities are also effectively used to support and consolidate children’s understanding of Mathematics. The mathematics environment created in this section is excellent. It supports and records the children’s development across a range of mathematical competencies. Written work is presented very carefully and this is regularly monitored. Pupils respond well to oral questioning and display a competent knowledge of number facts in the junior section. Regular revision is undertaken and the pupils record their work appropriately. A range of appropriate assessment modes is used in this section, including teacher-designed tests, termly mathematics tests from the textbook, teacher questioning, observation of children and standardised tests. The results of assessment are used to inform teachers of pupils’ progress and those requiring further support.
There are, however, significant difficulties with attainment in Mathematics in the senior section of the school. The pupils’ copybooks indicated that there were many instances of poor standards of work being presented. The class textbook was the major resource used in the teaching of Mathematics in the senior section during the evaluation. An over-emphasis on work-sheets was also noted. There is now a need to adopt more active learning experiences for the pupils and to allow for more problem-solving activities, for more opportunity for talk and discussion and for the further use of concrete equipment throughout the school. It is critical that high expectations be set for all pupils. It was evident during the evaluation that some of these pupils have negative attitudes in relation to their mathematical ability. Increasing pupils’ self-belief and esteem will have an important role in improving standards across this curricular area. Results in standardised tests for pupils in this section of the school are low. It is now recommended that mathematical assessments be used in a more diagnostic manner to determine common areas of weakness among pupils, thus allowing assessment in this section to inform the teaching and learning approaches for pupils with identified areas of difficulty. Improved collaboration with support teachers is a priority.
4.4 Arts Education
Visual Arts
The provision in all classes of a broad and balanced programme in the visual arts allows the pupils to express themselves creatively and imaginatively. The interesting and colourful artwork on display throughout the school creates a bright and cheerful environment. Portfolios of the pupils’ work indicate that they have been exposed to a broad range of techniques and have used a variety of materials. The teachers have embraced the principles of the visual arts curriculum in a comprehensive manner. Appropriate stimuli are provided and pupils are given opportunities to discuss their work and to experiment with different media. Reception areas are used effectively to exhibit both process and product in the visual arts. All pupils are afforded ample opportunity to engage with 2D work at present. Successful work is evident in paint, colour and print and pupils speak confidently and knowledgeably about work in progress. Very meaningful attention is being paid to looking and responding to the work of the great artists. Art activities are successfully integrated in a variety of other curricular areas such as English, project work and creative writing activities.
4.5 Assessment
Considerable variation in relation to assessment practice was found during the evaluation. In the junior section, pupils’ progress is regularly monitored through teacher observation and systematic correction of written work. There is a noted lack of consistency in correction and monitoring of pupils’ work in the senior section. Portfolios of children’s work and checklists for phonological awareness and the identification of core words are used in the junior section. Also, checklists are used to assess pupils’ sight vocabulary and regular mathematic assessments based on the mathematics programme are administered. The results of standardised and teacher-devised testing are utilised effectively for the purpose of measuring and monitoring the children’s’ attainment and for identifying children in need of learning support or resource teaching. These data also serve as a useful source of information for the parent-teacher meetings that are held annually and for the end of year written reports. The results of all tests are carefully tabulated and filed and used to identify pupils experiencing difficulty.
Since assessment of pupil progress currently has a significant whole-class focus, it is advised that monitoring and assessment methods be further developed to provide a more pupil-focused and systematic means of monitoring individual achievement and progress. The low results being achieved by some pupils in literacy and Mathematics in the senior section are worrying and should be given priority. Overall, assessment data should be used to plan for differentiated learning in literacy and Mathematics. The possibility of involving the pupils in self-monitoring as a means of developing the school’s assessment policy should be explored.
5. Quality of support for pupils
5.1 Pupils with special educational needs
The school policy in relation to special education is very good. Roles and responsibilities are clearly defined and the level of detail in relation to all aspects of the support for children in the school is exemplary. Individual support teachers’ planning is of a high quality and the provision of detailed individual profile and learning programmes (IPLPs) is a significant feature of teachers’ practice in this area. Planning explicitly focuses on linking learning targets to be achieved to pupils’ previous learning. Standardised tests are used as initial screening for learning support and additional diagnostic testing is used to ensure that targets are appropriately set. In the case of pupils receiving resource teaching, psychological assessments are used to assist the teachers to set targets and to devise individual educational plans (IEPs).
In the area of support for literacy, a number of different resources are used in the area of word recognition and word-attack skills. The practice observed during the evaluation reveals a high level of expertise in relation to the implementation of the planned programme and significant skill in relation to teaching of the different aspects of the programme. There is considerable evidence of a significant level of reflective practice in relation to the programme and the work that has been done on contextualising the Dolce Word List is commendable. The use of well-planned and expertly prepared activities and games further enhances the pupils’ enjoyment of learning. A review of progress records indicates that some of the pupils have undergone sustained ongoing improvement in sight vocabulary and phonic ability. However, some pupils are not experiencing success commensurate with their abilities. The development of a whole-school approach to the teaching of phonics would allow the support team to review its current practice and allow for a more diverse range of teaching and learning activities and avenues to be explored. It is recommended that support teachers, as a team, review their practice in order to address the learning needs of pupils in a more holistic fashion, taking account of the variety of pathways to learning that exist. This recommendation has particular relevance for the older pupils who are secure, happy and, indeed, cherished in support contexts, but who have behavioural difficulties in mainstream classes. These pupils need to transfer the social competence they display in withdrawal contexts to their mainstream classroom. An additional focus on social skills, positive self-image and motivation should, thus, become a feature of support provision and should also become a central part of the SPHE curriculum, in general.
While individual practice in all support areas, as outlined above, was found to be very good, some areas for development still exist. The support is somewhat disjointed and lacks focus, leadership and direction and complete ownership. There is a need to extend the level of collaboration between mainstream class teacher and support teachers. It is advised that additional collaborative planning meetings be held to develop specific learning targets for all the pupils concerned. This would also provide opportunities to decide on the specific teaching methods and resources to be employed. This is particularly relevant to the pupils who are spending significant amounts of time every day in withdrawal situations. Some pupils are being supported for both English and Mathematics .While this is laudable in ensuring that a better grounding of the skills and practices in these areas is being provided to these pupils, extensive periods of time are being lost from mainstream classroom, leaving some pupils feeing disengaged from their peers. Too much emphasis is being placed on withdrawal method of delivering support to pupils experiencing difficulties. It is now recommended that the school should explore alternative methods of delivering learning-support, including the provision of more in-class support.
5.2 Other supports for pupils: disadvantaged, minority and other groups
Support for pupils for whom English is an additional language (EAL) is of a good standard. Relevant and achievable learning targets are identified for pupils that allow for consistent and systematic progression of the pupils’ language skills. Language themes, language benchmarks and assessment scores in respect of the EAL pupils are shared with class teachers. It is recommended that a broader range of activities and themes be explored to include an exploration and celebration of the cultural diversity of the school.
6. Summary of findings and recommendations for further development
The following are the main strengths identified in the evaluation:
· The school provides an attractive, clean, comfortable learning environment for pupils and staff.
· An enthusiastic board of management, led by an informed and inspiring chairperson, is keenly aware of the strengths of the school and the challenges facing it.
· The school benefits from the dedicated and committed leadership of an acting principal who has, to date, made enormous contributions to the school’s development by leading policy development, guiding curriculum implementation and devising sound behavioural strategies.
· High standards of teaching and learning are in evidence in the junior section of the school.
· High levels of care and support for pupils with special needs is provided.
· Enjoyment is a strong feature of visual arts provision in all classes in the school.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· Every effort possible should be made to ensure that only qualified teachers are teaching in this school, even in substitute capacity.
· There is a need to implement the school’s behaviour policy and to engage the full support of all parents in relation to this.
· School planning should focus on setting targets, on identifying the range of methodologies and resources to be used in the classrooms and on raising standards in learning in literacy, numeracy and Irish.
· Short-term planning for the senior section of the school should take particular cognisance of the literacy, language and behaviour challenges that are present and of the effects on pupil learning that have resulted from the discontinuities in teaching provision of recent years.
· A long-term action plan for the senior section of the school should be devised which would clearly outline the priority behavioural, curricular, organisational, and resource needs of this section of the school.
· A more cohesive approach to special education should be developed; an exploration of the possibility of rationalising this service should be an essential early step in this process
.
Post-evaluation meetings were held with the staff and 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 acknowledges the fact that the teacher in the senior section of the school was only three weeks teaching in the school prior to the inspection.
Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection