An Roinn Oideachais agus Eolaíochta

 

Department of Education and Science

 

Whole School Evaluation

REPORT

 

SN na Maighdine,

Ardattin, Co. Carlow

Uimhir Rolla 18024N

 

Date of inspection: 12 February 2007 

  Date of issue of report:  6 December 2007

 

 

 

 

Whole-school evaluation

1.     Introduction – school context and background

2.     Quality of school management

3.     Quality of school planning

4.     Quality of learning and teaching

5.     Quality of support for pupils

6.     Summary of findings and recommendations for further development

School Response to the Report

 

 

 

 

 

Whole-school evaluation

 

This report has been written following a whole-school evaluation of Scoil Náisiúnta na Maighdine, Ardattin, Co. Carlow. 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 principal, the teachers, the school’s board of management and parents. 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, examined pupils’ work, and interacted with the class teachers. The inspector reviewed school planning documentation and teachers’ written preparation. 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 of the school 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

 

Scoil na Maighdine, Ardattin, is a three-teacher co-educational school. It is situated on a recently extended site in a rural setting approximately six kilometres outside the town of Tullow in Co. Carlow. It provides education to pupils in the immediate environment, from infants to sixth class. The school is under the patronage of the Catholic Bishop of Kildare and Leighlin. At present there are 59 pupils on roll with enrolment trends remaining steady for the immediate future. The main school building dates from 1955. An extension was added in 1995.

 

The school’s stated mission is to develop each child to his/her full potential in a happy, safe and secure working environment. The school seeks to prepare its pupils for academic life and for active participation as citizens of the state. It is also committed to developing each child’s self- confidence by providing him/her with a sense of achievement, developing social skills and inculcating respect for oneself, for others and for the environment. The positive, courteous communications between staff and pupils, the regard of the board of management for pupil welfare, and the support of the parent body for the school indicate the school’s commitment to its mission statement.

 

 

2.     Quality of school management

 

2.1 Board of management

 

The board of management is properly constituted. It meets at least three times per term and maintains minutes of its meetings. Board members are aware of their statutory duties and display a high level of dedication in ensuring the successful execution of these duties. Accounts are audited biennially. It is advised that the board comply with section 18(1) of the Education Act 1998 to ensure best practice in its auditing procedures. The board discusses and amends, if necessary, the draft policies which have been developed by the principal and staff at the local small-school cluster group. All policies are ratified by the board. It is recommended that an action plan for the continuing development of the school plan be considered with a timeframe for review incorporated into each policy document. The board has published admissions and enrolment policies. The requirements under the Education (Welfare) Act 2000 to monitor and report on school attendance and to develop school attendance strategies are fulfilled.

 

The board is highly committed to supporting the work of the school. It is actively involved in fundraising for the purchase of additional learning resources. Training opportunities provided by the Catholic Primary School Management Association (CPSMA) have been availed of by board members. The parent representatives on the board have undertaken training organised by the National Parents’ Council.

 

The upgrading of the existing school building is of particular concern to the board at the present time. Commendable energy and enthusiasm have been expended to secure a permanent extension for the school. The board of management has a duty to ensure that the temporary accommodation currently provided for staff and pupils complies with health and safety regulations. It is recommended that the board take immediate steps to fulfil this duty.

 

The board ensures that Department of Education and Science regulations regarding the length of the school year, the retention of pupils and class size are observed. It is important to ensure that the integrity of the school day is observed. Clarity regarding the timetabling of break times is needed, with any proposed changes brought to the parent body for consideration.

 

2.2 In-school management

 

The in-school management team comprises the principal and deputy principal. The principal is committed to the continuous development of the school and to maintaining its characteristic spirit. He enjoys the confidence and support of the teaching staff, the board of management and the parents. He ensures that official documents including roll books and the register are accurately maintained. The deputy principal undertakes all duties assigned to her in a professional manner. A review of the duties assigned to the deputy principal is advised to ensure that the changing needs of the school can be met on a continuing basis.

 

2.3 Management of resources

 

The teaching staff consists of a teaching principal, two mainstream class teachers and two shared learning-support teachers, neither of whom are based in the school. The teachers are deployed in a manner which ensures that Department guidelines regarding class size are observed. The organisation of the multi-grade class groupings ensures appropriate opportunities for the effective delivery of the Primary School Curriculum 1999. There is no formal policy in place regarding the allocation of classes. It is now timely that such a policy be devised.

 

A parent provides voluntary basketball tuition to all classes each week. A football coach and tag rugby coach provide additional specialised training during school hours on a seasonal basis. An ICT specialist provides tuition to each class from second to sixth for one half hour per week. This work is co-ordinated by the class teacher. An art teacher, employed as a substitute teacher, teaches the Visual Arts programme to the senior class for twenty eight half-days per school year. This arrangement facilitates the principal in taking administrative days. A drama teacher currently provides tuition to all class levels. When employing outside professionals it is important to ensure that the support provided and time allocated to that support are in keeping with the requirements of the Primary School Curriculum 1999. It is advised that consideration be given to the number of outside professionals currently supporting the work of the class teachers and that a policy on the employment of such professionals be devised.

 

A part-time secretary ably supports the principal in the execution of his administrative duties. The part-time caretaker is to be commended for the high standard of maintenance of the school grounds.

 

The staff has availed of the services of the Primary Curriculum Support Programme (PCSP) and the School Development Planning (SDP) initiative. The teachers have attended a range of summer courses over the years. The development of a continuing professional development policy is advised.

 

Current accommodation for pupils in fifth and sixth class is inadequate. Its location (across the road from the main school building) and extremely small size has serious health and safety implications. It is recommended that the board address this health and safety issue immediately. The main school building comprises two small classrooms, two cloakrooms, two sets of toilets for pupils, one staff toilet, and indoor and outdoor storage areas. The extension is used as a combined staff room, computer room, secretary/principal’s office and learning-support room. It is recommended that appropriate staff toilet facilities be provided, with physical education equipment stored safely away from this area.

 

All areas of the school building are cleaned regularly. In general, the present building and the school grounds are well maintained and the pupils are taught respect for school property. Hard-surface and green play areas are available together with an outdoor shelter for pupils. The school uses the local community field as a games pitch.

 

The school has a wide variety of well-maintained resources to support teaching and learning. Some classrooms have well-stocked libraries. It is important that similar library facilities be provided in all classrooms. Good use is made of ICT as a valuable and accessible tool to extend learning opportunities for all pupils. The development of a whole-school policy to incorporate an inventory of resources, their deployment across the school and plans for the purchase of future resources is recommended.

 

 

2.4 Management of relationships and communication with the school community

 

There is no parents’ association in the school. Parents are actively involved in fundraising, the annual concert, sports events and school tours. Parents’ views are elicited through the parent representatives on the board of management and through balloting when relevant issues come up for discussion. The school communicates formally with the parents through a weekly newsletter. Individual parent-teacher meetings are held annually and reports are sent home at the end of each term. Parents are welcomed into the school on an informal basis to discuss issues of concern relating to their child as the need arises. Parents receive copies of a number of organisational policies that the board of management considers to be of particular relevance to them. It is recommended that steps be taken to set up a parents’ association. Procedures which will involve parents more formally in the development of the school plan should also be put in place.

 

2.5 Management of pupils

 

An ethos of mutual respect is evident in the management of pupils in all classes. Positive relationships exist among the whole school community. A high standard of behaviour is expected from all pupils and they respond accordingly. Pupils’ efforts and achievements are acknowledged and praised.

 

 

 

 

3.     Quality of school planning

 

3.1 School planning process and implementation

 

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.

 

Whole-school planning has taken place in relation to key organisational and curriculum areas. There are comprehensive whole-school plans in place for the teaching of Irish, English and Mathematics. These plans are based on the aims and objectives of the Primary School Curriculum 1999. The school plans for History and for Geography are particularly praiseworthy. Due emphasis is placed on working scientifically and on discovery and active learning methodologies within the whole-school plan for Science. A school plan for Visual Arts has been devised which places appropriate emphasis on the principles of the curriculum with integration across multiple subject areas being addressed. Good work has been undertaken in the whole-school plan for Music and for Physical Education (PE). The school plan for social, personal and health education (SPHE) incorporates the Stay Safe programme, the Safe Cross Code and a Relationships and Sexuality Education programme. A whole-school plan for learning support and resource teaching has been devised. It is necessary to ensure that those teachers providing learning support are familiar with this plan and contribute to its implementation, monitoring and review.

 

It is recommended that strategies be put in place for monitoring, evaluating and updating the school plan. A general review of whole-school planning is advised in order to address the divergence between the school plan and individual teacher planning and to ensure a more consistent approach throughout the school. The involvement of parents in this process is recommended.

 

3.2 Classroom planning

 

Teachers maintain both long-term and short-term plans and monthly progress records. This planning is, in general, determined by the text books in use. It is necessary to develop a whole-school approach to individual planning which will incorporate the aims and objectives of the Primary School Curriculum 1999 and the school plan. As a means of implementing this process, it is recommended that common templates for individual classroom preparation and for monthly progress records be developed. A process whereby monthly progress records are presented to the principal and kept on school file needs to be put in place.

 

 

 

4.     Quality of learning and teaching

 

4.1 Overview of learning and teaching

 

Classrooms are well organised and there is an atmosphere of purposeful learning throughout the school. Lessons are well paced with integration across many curriculum areas. Discipline is very effectively maintained at all class levels. In general, a print-rich environment pervades the school. The display of a variety of pupils’ work across all curriculum areas, as is evident in some classrooms, would further enhance the learning environment. Teacher-directed multi-class or whole-class teaching is the predominant methodology in use. It is recommended that a general review of methodologies take place and clear guidelines for differentiation and assessment be developed in order to ensure appropriate planning and provision for pupils of all abilities.

 

4.2 Language

 

Gaeilge

 

Tá caighdeán árd ó thaobh na Gaeilge de tríd na scoile seo. Moltar úsáid na Gaeilge chomh minic agus is féidir gach lá. Tá sé soiléir go bhfuil atmaisfear Ghaelach taitneamhach á cothú sa scoil. Dá bharr sin tá dearcadh dearfach i leith na Gaeilge agus spéis agus dúil á cothú. Múintear éisteacht, labhairt, léitheoireacht agus scríbhneoireacht ar bhealach chomhtháite. I gcoitinne úsáidtear leabhair oibre chun na scríbhneoireachta a chur chun cinn agus bíonn sé bunaithe go díreach ar na topaic atá faoi chaibidil. Moltar anois go mbeadh ar chumas na ndaltaí sna hard ranganna go mórmhór téascanna gairide pearsanta agus cruthaitheacha a scríobh.

 

Irish

 

A high standard of communication, reading and writing in Irish is evident throughout the school The development of oral and aural language skills in all classes is appropriately addressed. Pupils generally exhibit self-confidence and enjoyment in the oral language activities undertaken. The use of Irish as a medium of communication throughout the day is praiseworthy. A positive attitude towards the Irish language is developed in the pupils. Satisfactory attention is given to the teaching of writing. Exercises, generally based on workbooks, are carefully written into pupils’ copies. All work is vigilantly corrected.  It is now advised that opportunities be provided for older pupils to develop their creative writing skills through the medium of Irish.

 

English

 

High standards are achieved in the teaching of English reading in this school. Emergent reading skills are well developed in the junior classes. There is a very good focus on the development of higher-order reading skills at middle and senior level, resulting in pupils reading at increasingly demanding levels. It is now necessary to ensure that the more able pupils are challenged appropriately within reading lessons. Attention is paid to the development of oral language skills across all classes. Opportunities for pupils to develop vocabulary and to express themselves accurately are primarily derived from the reading lesson material. It is recommended that individual teacher planning reflect the objectives of the whole-school plan by basing learning activities more closely on the curriculum objectives. Functional writing skills are developed at each class level. Much of that work is based on comprehension and grammar activities. Some opportunities are provided for pupils to write creatively. Most classes would benefit from a much greater emphasis on the development of the writing process. Planning should now ensure that pupils experience a classroom environment which encourages the development of personal writing in a variety of genres for a variety of audiences.

 

4.3 Mathematics

 

In the teaching of Mathematics suitable emphasis is placed on oral work which successfully extends pupils’ mathematical thinking at all class levels. Pupils experience a broad variety of work across all strands of the curriculum. In the junior classes attention is given to concept formation and language development through early mathematical activities. The application of concepts and skills to practical situations in time, measurement and in estimation is successfully undertaken in the middle and senior classes. The integration of mathematical concepts with other areas of the curriculum is given due attention, particularly at senior level. Very good use is made of resources in most classes. Judicious use of resources is recommended for all classes. Regular revision is undertaken and the work is consolidated in all classes. Pupils respond well to questioning. They demonstrate a satisfactory standard of mental mathematical skills and are confident in solving mathematical problems. They perform well at both oral and written tasks. The mathematic lessons observed were well-organised and well-structured with mathematical concepts explored in a logical and developmental manner.

 

4.4 Social, Environmental and Scientific Education

 

History

 

Pupils’ skills as historians are developed in this school through project work, integration with other subject areas and the use of ICT in a number of classes. This results, in general, in a high standard of teaching and learning in history throughout the school. Pupils are introduced to the study of history in an informal way in the junior classes where they become familiar with their personal family history. In the middle classes use is made of appropriate simple timelines to help pupils place episodes studied in relative context. In the middle and senior classes, changes over time are studied using available textbooks. Excellent use is made of primary documents and the examination of artefacts at senior level.

 

Geography

 

Pupils speak knowledgeably and with enthusiasm about the areas of the Geography curriculum they have studied. Integration of the Geography programme across a number of curriculum areas is to be commended. It is recommended that an appropriate blend between text book and investigative work should now be pursued. The school’s environment and the wider locality should be incorporated more effectively into the whole-school plan for geography. The extension of a map-rich environment in all classrooms would enrich the Geography programme.

 

Science

 

Good work has begun in the development of pupils’ scientific skills. Where good practice is evident, scientific equipment is used to enable pupils to participate in experimentation and thereby develop the relevant scientific skills of prediction, fair testing, investigation and the recording of outcomes. Particular attention is paid in all classes to plants and animals, seasonal changes and natural phenomena, non-living materials and forces and energy. Well-stocked investigative tables to support pupils across all strands of the Science curriculum are recommended for all classrooms.

 

 

4.5 Arts Education

 

Visual Arts

 

In the middle classes pupils have opportunities to experience all strands of the Visual Arts curriculum and their work is tastefully displayed. It is recommended that this practice be extended to all classes and, in particular, that the work of the junior pupils be celebrated. In the senior classes an external art teacher is responsible for the implementation of the Visual Arts programme. Portfolios of pupils’ work are diligently kept. It is important that the external tuition provided in the Visual Arts is in keeping with the objectives of the Primary School Curriculum 1999. It is recommended that a programme of looking at and responding to art be implemented throughout the school.

 

Music

 

The teaching of music is focussed largely on the strand of performing. Some initial work on the composing strand and the listening and responding strand is evident. A range of suitable musical instruments is used for percussion work. Care should be taken to ensure that those instruments are easily accessible as required. Pupils sing a variety of songs with enthusiasm and are eager to display their musical talents. A music cuiditheoir is currently supporting the school on a fortnightly basis. This support is proving invaluable to the teaching staff, all of whom are implementing the recommendations as suggested by the cuiditheoir in each classroom. It is important that all pupils experience all strands of the Music curriculum to ensure a broad and balanced provision.

 

Drama

 

At present an external Drama teacher is providing instruction to all classes over a ten week period. Collaborative planning between class teachers and the external Drama teacher is advised in order to ensure the effective implementation of the curriculum guidelines for Drama.

 

4.6 Physical Education

 

A broad programme in the athletics, games and aquatics strands of the curriculum is provided to all classes. Good use is made of the local community hall and field for PE activities. Tennis and basketball are played on the school court. External expertise supports staff in the teaching of the games strand of the curriculum. All classes attend the Graiguecullen swimming pool for organised lessons during the first and last term each year. It is recommended that a review of provision be undertaken to ensure that there is a balance between all strands of the PE curriculum in order to guarantee that all pupils experience that curriculum in its totality.

 

4.7 Social, Personal and Health Education

 

Provision for the social, personal and health education (SPHE) of the pupils is a strength of the school. Planning of designated SPHE lessons is reinforced by the supportive manner in which teachers interact with pupils. Discrete timetabled lessons are supplemented by cross-curriculum work. Good focussed discussion typifies teacher-pupil interactions during SPHE lessons. There is a strong sense of community in the school. Respectful attitudes are cultivated and pupils are encouraged to develop their talents. The individual health and welfare needs of the pupils are consistently monitored. The general atmosphere of the school reflects a commitment to the development of the pupils’ self-esteem.

 

4.8 Assessment

 

A range of assessment tools including teacher observation, monitoring of written work and teacher-designed tests is used to inform teaching and learning in the school. Pupils’ work is regularly corrected and comments made by teachers on pupils’ copies are positive and affirming. In Mathematics and English, levels of attainment are assessed on an annual basis by means of standardised tests. A screening test is used to identify pupils in senior infants in need of specialist support. It is recommended that an assessment policy be developed which will incorporate the use of standardised tests and the regular assessment of all curriculum areas by class teachers. It is necessary to include in this policy strategies for the structured monitoring of these test results over a period of time in order to gather information regarding strengths and areas needing development in pupils’ learning. It is recommended that information gathered through this process be used to inform future planning for all pupils, including the more able pupils.

 

 

5.     Quality of support for pupils

 

5.1 Pupils with special educational needs

 

Department of Education and Science guidelines regarding the selection of pupils for learning support and the involvement of parents in this process are observed. Two teachers provide support for pupils with special education needs. A number of pupils receive support in both English and Mathematics. Support is provided on a withdrawal basis from mainstream classes, either individually or in groups of two. If the results of standardised tests rise significantly and if learning targets set out in the individual profile learning programme (IPLP) are achieved, consideration is given to the withdrawal of learning support. Parents are informed prior to the discontinuation of this service.

 

Detailed schemes of work and records of pupil progress are maintained by the learning-support teachers. A high level of co-operation exists between class teachers and learning-support teachers. Consultation occurs mainly on an informal basis. It is recommended that this consultative process be formalised by structuring specific meetings where the planning of programmes of work to meet pupils’ special education needs can occur.

 

 

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

 

The school’s mission statement identifies its commitment to supporting and welcoming all pupils. The school understands its responsibility in relation to the inclusion of pupils from minority groups.

 

 

6.     Summary of findings and recommendations for further development

 

The following are the main strengths identified in the evaluation:

 

 

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

 

 

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.

 

 

 

 

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

 

 

 

 

 

 

 

 

 

Area 1   Observations on the content of the inspection report  

 

 

Having reviewed the Whole School Evaluation, the staff and Board of Management of Ardattin National School would like to address the recommendations contained therein.

 

  1. The Board of Management has addressed the Health and Safety issues highlighted in this report. The new school extension is scheduled for completion by Easter 2008 thus eliminating any need for temporary accommodation.
  2. Currently parents and teachers meet on informal basis but if parents feel the need for a parents association the school has no problem facilitating same.
  3. While the Board of Management is satisfied with the existing school plan, the plan itself is continually developed and expanded in consultation with schools of similar size in our local school cluster.
  4. Individual Teacher planning templates have been adopted and recording of progress is aligned with the school plan.
  5. Collaborative planning already takes place between classroom teachers and specialists providing support. In future this will adopted into the school plan on a more formal basis.