The Inspectorate of the Department of Education and Science undertook an evaluation of the teaching and learning in Social, Personal and Health Education (SPHE) and English in a sample of schools nationally.

This evaluation is the third in a series of thematic evaluations of aspects of the primary curriculum and is part of an ongoing review of curriculum implementation in primary schools. The purpose of this evaluation is to provide information on the extent of curriculum implementation in SPHE and English. The evaluation focuses on the teaching and learning in SPHE and English and on the quality of pupils’ achievement. This evaluation identifies and affirms good practice, and makes recommendations for teaching and the enhancement of pupils’ learning experiences and levels of achievement.

Two inspectors were involved in the evaluation in Scoil Bhríde, Suncroft. The evaluation involved the observation of teaching and learning in different class settings, a review of planning and policy documents, and an evaluation of the progress of pupils, including those receiving supplementary teaching in English. A school questionnaire was administered and interviews with the principal and class teachers were conducted. Pupils in senior classes and parents were invited to complete questionnaires with respect to issues related to SPHE. 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. School background and context

Scoil Bhríde primary school is located in the rural village setting of Suncroft at the southern part of the Curragh in County Kildare. The co-educational primary school caters for the educational needs of 81 pupils in mainstream classes from junior infants to sixth standard. The school’s catchment area includes the parish of Suncroft and its surrounds. The school is currently in a stage of transition. Projected enrolment figures indicate a slight increase in numbers due to current and planned construction of new homes close to the school. The attendance levels in the school are carefully monitored and proactive strategies are implemented to maintain satisfactory levels. The school has prioritised its aim to increase attainment levels in literacy. The school’s management makes every effort to foster good channels of communication and openness between school and home. Parental support and involvement is strongly encouraged. The staff of six comprises the principal teacher, three mainstream class teachers, and a full-time resource and learning-support teacher. The learning-support position is currently vacant and is in the process of being filled. With the exception of the principal, the rest of the staff has been appointed in the past three years.

The school building constructed in 1956 was extended in 1979 and comprises eight mainstream classrooms laid out over two adjacent buildings with four classrooms and ancillary rooms in each. Over the years, this accommodation has been reconfigured to house four mainstream classrooms, a general purpose room, a resource cum computer room and a learning-support room. Presently, the resource room cum computer room and three mainstream classes are located in one building, while one mainstream class, the general purpose room, the learning-support room, office, staff room and toilets are in the other. It is strongly recommended that a review of the location of the four mainstream classes within the school complex be undertaken in order to achieve greater balance, unity and cohesiveness between the two sections of the school complex. In conjunction with the former, the internal and external signage in the school should be reviewed to clarify and delineate entrances for pupils, parents and visitors to the school. The work of the pupils is honoured in all the classrooms through the creation of attractive displays of their work. This is praiseworthy as the pupils’ self-esteem is thus enhanced. This approach should be extended throughout the main entrance and corridor spaces in order to maximise its potential to create a welcoming and colourful entrance area to the school. The expanded use of Information and Communication Technology (ICT) should be used as a support in this regard.

Considerable maintenance work has been completed over recent years. The work of the board of management is acknowledged and praised in its overseeing of the replacement and upgrading of the school’s windows and central heating system, which adds considerably to the appearance of the school building and the comfort for both pupils and adults who use the building. In recent times the role of caretaker has been undertaken by members of the school’s community on a voluntary basis, which is most worthy. The current plans to appoint a caretaker will help considerably to continue the upgrading of the school building, the external grounds and its boundaries. The school’s grounds include ample grassy areas on which pupils can play to the rear of the school complemented by trees, shrubs and flower beds to the front.

2. Provision and use of resources in sphe and english

The school is well resourced with regard to teacher reference books, videos and supplementary teacher material to be used in the implementation of the SPHE curriculum. These are listed in the school plan for SPHE. All classrooms contain and display educational charts which support teaching and learning in this curriculum area. The classrooms have well-stocked class libraries, inclusive of large-format books for the junior classes and standard books for the middle and senior pupils on topics relating to SPHE. The availability of flip charts for the teaching of SPHE is praised, as these can be used as part of a child-centred methodology central to best practice in the area. It is recommended that when purchasing additional educational resources the school should focus on providing sets of resources for use by all the pupils in the class. This will help to consolidate and embed active learning methodologies into the day-to-day practice of the school. Every classroom has a designated SPHE wall-display area and many classrooms include a chart with mutually agreed class rules on display as a reference for the reinforcement of positive behaviour. The practice of displaying an agreed set of class rules should be extended throughout the school. At junior level, the available educational resources are used to facilitate and support the active participation of the pupils in the learning process. This active child-centred methodology should be extended in the senior classes. In the classroom context, the layout of the pupils’ tables in groups rather than traditional rows facilitates the implementation of group teaching methodologies. This layout should be extended to all classrooms as soon as possible. The general purpose room is used for regular whole-school assemblies, which are a wonderful benefit to the pupils in the school.

A good range of resources for English is in evidence throughout the school and an inventory of these resources is outlined in the school plan. These resources include illustrative materials, both commercial and teacher-generated language programmes, a selection of large-format books and class novels and flip charts for language experience exercises. Each classroom has some suitable charts, posters and teacher-designed visual aids which contribute to the creation of a pleasant and print-rich learning environment. These include language programme posters and materials, a wide range of large-format books and poetry books, a selection of parallel readers from a variety of reading schemes and class novels. The infant classroom is appropriately equipped with a plentiful supply of pre-reading learning materials including posters and materials from the Phonological Awareness Training (PAT) programme to aid the development of pupils’ language and phonological and phonemic awareness. Well-stocked classroom libraries are a feature of each classroom. A school book fair is held annually and this is one initiative designed to improve and supplement the availability of appropriate and attractive selections of books. Support-teaching settings are well resourced and well organised to support the needs of pupils experiencing literacy difficulties. This includes the provision of ICT hardware and software. In order to facilitate enhanced resource provision for pupils with special education needs (SEN), it is recommended that the availability of appropriate hardware and software be increased, as resources permit. Consideration could also be given to the manner in which ICT is used in mainstream classrooms to support pupils’ learning in English in order to ensure consistency of practice.

2. Quality of whole school planning in sphe and english

The school plan for SHPE states its approach to the implementation of the SPHE curriculum. The plan was ratified by the board of management in 2005 and is due for review in 2007. Work is delineated over a two year cycle in accordance with best practice. The whole-school plan is laid out in a clear manner with reference to the Walk Tall, Stay Safe and Relationships and Sexuality Education (RSE) programme. The plan sets out the school’s vision and aims and the approaches and methodologies to be used in its implementation. A variety of methodologies is listed including co-operative games and the use of pictures, photographs and visual images as examples of active participative approaches suitable for SPHE. When reviewing the plan, the section relating to approaches and methodologies should be expanded. Descriptive examples of active participative approaches and focused child-centred methodologies as used in the classroom setting should be included as a point of reference. All the teachers provide long-term and short-term plans for their classes in line with the school plan for SPHE. Some teachers provide short-term plans that refer to strand units and specific objectives as described in the curriculum. This approach is likely to support positive learning outcomes for the pupils and should be adopted throughout the school. In general, teachers prepare appropriate educational resources to support the implementation of the curriculum as described in their short-term and long-term plans, which is praiseworthy.

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.

A comprehensive whole-school plan for English has been devised through the collaborative activity of the principal and teaching staff and through the compilation of documents from the support services. The key principles of the curriculum are endorsed and the plan outlines the content objectives for each class level under the oral, reading and writing strands. A variety of approaches, resources and methodologies are also listed. Oral language is emphasised as being of great importance and a range of suitable themes are listed. Other aspects of the plan such as the development of emergent reading skills through phonological and phonemic awareness, handwriting, poetry, the use of large-format books and the novel are covered in some detail and provide the possibility of the delivery of a broad and balanced curriculum. The plan has the potential for guiding the teaching and learning in the classrooms. The present compilation of documents should be merged into a more streamlined and manageable series in order to provide a clear delineation of content and teaching approaches. This will ensure increased continuity from class to class regarding curriculum content and teaching methodologies and will assist the teachers in incorporating the new emphases and methodologies outlined in the plan at classroom level.

All teachers provide long-term and short-term plans for teaching English with records of work completed being maintained on a monthly basis. The quality of such planning varies from teacher to teacher. The most effective preparation is detailed and focuses on learning outcomes, demonstrating clear links to the relevant curriculum statements and to the school plan. Consideration should now be given to extending this learning-outcome focused approach to the planning and the recording of progress at all class levels. Support teachers prepare comprehensive individualised and group programmes of learning, with specific learning targets being devised in response to a detailed assessment of learning needs. Short-term plans to guide ongoing instruction are devised and the achievement by pupils of their learning targets is recorded on a continuous basis. Support teachers meet with class teachers and parents at regular intervals during the school year. This enables consultation regarding meeting the learning needs of individual pupils, agreement on the nature of activities to be engaged in, and a review of progress in accordance with best practice.

4. Quality of teaching and learning in sphe and english

4.1 Social Personal and Health Education

The quality of provision in SPHE was evaluated on the basis of observation of teaching and learning, a review of samples of pupils’ work and interaction with the pupils in two of the mainstream classrooms. Overall, the quality of teaching and learning in SPHE is good. At infant and junior levels, the work is well planned, with due attention being given to the use of large-format books and the preparation of teacher-made resources, to be used actively by the pupils during the course of the lesson. The provision of these resources supports the implementation of a variety of participative teaching methodologies such as circle- time and group work. These in turn reinforce a positive learning atmosphere. The work is well organised and managed. Good use is made of the available space, including the general purpose room and the classroom. The use of the large-format books as an introduction to talk and discussion is worthy. The pace of the teaching is maintained through the good use of dramatic devices such a mime, preformed by the pupils. The pupils are encouraged to develop their own opinions and speak with increasing confidence about the topic in hand. The work previously undertaken is reinforced through group-based written activities, which are integrated successfully with the Visual Arts. Pupils’ progress and engagement is continuously monitored and good use is made of praise to affirm positive behaviour. At senior level, the work is correctly selected with reference to the school plan. The themes taught are well chosen and appropriately challenging for the age group. Nevertheless, more emphasis should be placed on the use of resources by pupils in a more active and participative manner to further focus their interest. More differentiated programmes of work should be devised for pupils at each end of the learning spectrum. This should raise the quality of the learning outcomes for all pupils. The project work completed by the pupils to date in SPHE is displayed artistically on the walls and records a variety of processes used in representing the written work to good effect. The pupils reported that they enjoyed personal-based project work. Good use is made of ICT to support this work. This approach is praised and offers the potential for further worthwhile teaching and learning. The special education needs team is aware of the school plan for SPHE and incorporates its aims and vision informally in teaching to good effect.

4.2 English

The quality of provision in English was evaluated in two mainstream classrooms and in one support teaching setting on the basis of observation of teaching and learning, a review of samples of pupils’ work and interaction with pupils. The teaching of English in the school is generally good and teachers work diligently to provide an interesting programme for their pupils. Attainment levels in reading, as evidenced in the school’s standardised assessment records, give cause for some concern. Teachers are aware of the need to improve their pupils’ literacy levels and show considerable dedication to achieving this goal. While the pupils’ word-attack and identification skills are satisfactory, there is a need to improve reading comprehension levels and to extend the pupils’ knowledge of vocabulary. In the classrooms observed, the pupils are seated in groups to facilitate learning and interaction with their peers. A number of commendable group-learning activities were observed but in one instance an overemphasis on unison class responses prohibited the development of independent and confident responses, which are so essential to improving the overall standard of all aspects of English in the school.

At infant level, appropriate attention is paid to the development of pupils’ oral language skills which are taught through discrete oral language lessons on specified topics and through integration across the curriculum areas. Pupils’ oral language competencies are developed through experience charts and a structured oral language programme, as well as through poetry, story, games and drama. All strands of the subject area are afforded due attention and reading and writing elements are combined to provide an integrated approach to the teaching of language. Rhymes are taught to good effect and the pupils are able to recite these individually, in small groups and in class groups. Emergent reading skills are developed gainfully in the infant class. The PAT phonics programme is used to develop phonological and phonemic awareness and pupils are exposed to an environment that is rich in print and in text. Pupils acquire a useful sight vocabulary through repetitive activities with flashcards. Large-format books, picture-books and story-time are used to develop story lines. The pupils listen intently, predicting, discussing and re-telling elements of the stories to foster collaborative reading and to develop an awareness of various aspects of the reading process.

The emphasis on oral language activity and the further development of reading skills through phonological and phonemic awareness continues in the middle classes with discrete opportunities for the development of oral capacities being provided during the course of the lesson. Over a given time period a variety of discussion themes is usefully addressed and used to maximise the development of the pupils’ comprehension, reading response and writing skills through integrated and thematic approaches. A good range of teaching methodologies were noted including whole-class teaching and group work based on class divisions. The lessons, in general, are well-structured, well-paced and developed and include appropriate learning strategies. Reading skills are developed through a range of approaches and the employment of various strategies including silent reading, individual pupils reading aloud, and the reading of poetry. The lesson observed placed considerable emphasis on word recognition and the use of newly identified words in correct contexts. The class novel is effectively employed in the middle classes, with purposeful use being made of opportunities for engagement in characterisation, summaries, and word and dictionary usage. These activities foster a positive reading culture throughout the school which should lead to improvement in overall reading standards. Pupils are exposed to a breadth and variety of poetry and they engage actively in poetry appreciation and analysis by reciting and discussing a range of rhymes and poems clearly and with expression.

The teaching of writing and handwriting is of a good standard in this school. Good habits in handwriting relating to posture, paper position and pencil grip are introduced in the infant classes. Pupils use specialised handwriting copybooks to ensure correct letter formation and transition from print to cursive style. Due emphasis is placed on the promotion and implementation of the writing-process in all classes. Most pupils possess a very good understanding of the conventions of grammar, punctuation and spelling, which are appropriately taught in context. Pupils are taught to draft, re-draft, and edit their writing.

The system of support for pupils with special educational needs operates on a withdrawal basis whereby pupils are taken either individually or in small groups for focused tuition. The learning-support teacher implements an early intervention programme with particular emphasis on the development of phonological awareness. Detailed individual educational plans have been devised for each pupil in receipt of support. The learning targets identified in the individual plans are based on the pupils’ prioritised learning needs. The clarity of both the learning targets and the teaching and learning approaches to be employed is noteworthy as is the consultation engaged in with pupils, parents and class teachers in their preparation.

5. quality of assessment in sphe and english

A variety of methods of assessment is used in the evaluation of the overall progress of pupils in the school in the SPHE curriculum area. In accordance with curriculum guidelines and as detailed in the school plan, the central method of assessing individual pupil’s attainment in SPHE is through teacher observation. These teacher observations, often informal by nature, provide invaluable information and form the central basis for assessment in this subject. It is recommended that the school explore methods of noting these observations in a user-friendly manner. In addition, the school uses teacher-designed tasks, project work and informal testing to inform assessment. Furthermore, additional work is maintained in pupils’ portfolios in accordance with best practice. In many classrooms colourful SPHE displays celebrate the pupils’ work in this area. The possibilities afforded by ICT and digital technology to record and manage the assessment of work in SPHE thus displayed should be explored. The school plan states a role for the pupils in assessing their own progress in the area. This is most welcome and pupil self-assessment should be promoted and used at all levels in the school. The progress made by individual pupils in SPHE over the course of a year is reported to parents through the standard end of year report card.

In English, a range of assessment strategies that include formative, diagnostic and summative dimensions is in evidence throughout the school. Individual pupil’s work in all classes is regularly monitored and teachers use observation, and teacher-devised tests regularly to review progress. In some classes portfolios of pupils’ work are also maintained. These are complemented by the administration of formal and standardised tests. The Belfield Infant Assessment Profile was introduced in January 2007 in order to identify and select pupils for early intervention and supplementary teaching support. The Middle Infants Screening Test is administered to pupils in senior infants in January of each year and the Drumcondra Primary Reading Test is administered in May to pupils from first standard upwards. The results are tabulated to create class portfolios which facilitate comparison with national norms. The information they contain is used to target pupils for additional testing by the learning-support teacher. Information is readily shared with all relevant parties with a view to informing curricular planning and enhancing teaching and learning. Records are maintained in a consistent manner and parents are appropriately consulted and advised of the results at the annual parent-teacher meetings in accordance with best practice.

6. Future development of sphe and english

The profile of SPHE in the school is high and the school leadership and management place great emphasis on the development of pupils’ self-esteem. The school plan is comprehensive and is currently due to be reviewed. This is timely. The school is going through a period of transition, with a majority of the current staff appointed recently. The board of management is undertaking a staged approach to up-grading the school environs, which will be assisted by the appointment of a caretaker. Good work is currently underway in the area of SPHE. This level will be increased through the adaptation of the recommendations in this report as much of ground work has been completed.

Considerable work has been completed by the staff in devising the school plan for English. Resources are in place to support its implementation at classroom level. Much progress is being made in this regard as the correct emphasis is being placed on the development of the pupils’ literacy levels. The decision of the staff to prioritise its whole-school literacy plan is commended.

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

The school should review its allocation of classes to classroom space in order to achieve a greater balance, unity and cohesion between the two parts of the school building.

A review of the external signage in the school is needed to clarify and differentiate entrances for pupils, parents and visitors to the school.

In reviewing the SPHE plan, the section on approaches and methodologies should be prioritised with the aim of consolidating the implementation of child-centred and active approaches to learning in the classroom setting.

The long-term plan in English should be streamlined in order to facilitate the easier implementation of the plan in the classroom setting.

Conclusion

The Inspectorate of the Department of Education and Science wishes to acknowledge the contributions made by the principal, teachers, pupils and the entire school community during the course of the evaluation. It is hoped that this report will assist the school in reviewing practice at school level and in identifying priorities for future development.

Published June 2008