An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Naomh Peadar agus Pól
Ardnurcher, Horseleap, Moate, County Westmeath
Uimhir rolla: 18068K
Date of inspection: 24 April 2008
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of Horseleap National School was undertaken in April 2008. This report presents the findings of the evaluation and makes recommendations for improvement. The evaluation focused on the quality of teaching and learning in English, Irish, Mathematics and Visual Arts. 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.
Introduction – school context and background
Horseleap is a two teacher National School situated in the village between Moate and Kilbeggan. Vehicular traffic is fast and busy outside the school on the main Dublin to Galway road and the whole school community is concerned for the safety of everyone especially in the morning and at dismissal times. The Board of Management has provided additional parking spaces and reorganised the entrances to secure maximum safety within the space available. It has also erected secure fencing at the approaches to the school. Safety will be further enhanced when the new motorway, by-passing the school, opens later in the year. Enrolments have remained steady for a number of years and the prospects for the years ahead are good. Very good communication and partnership is the hallmark of this school and all of the partners commented favourably on the benefits that accrue from the close collaboration that obtains. The building and its environs is maintained to a high standard, window boxes are attractively presented and pupils are encouraged in good habits of tidiness and respect. All members of the school community, including ancillary staff, are commended for their contribution to the maintenance and smooth running of the school. The teaching staff, in consultation with parents, promotes healthy eating policies amongst the pupils and they articulated their desire to engage in the Green Flag initiative in the coming school year. Pupil attendance is generally good and the attendance policy seeks to encourage further improvement where occasional difficulties emerge. Both of the permanent teachers have long experience on this staff and they have established close relationships with the families and the community.
The following table provides an overview of the enrolment and staffing in the school at the time of the evaluation:
|
|
Number |
|
Pupils enrolled in the school |
35 |
|
Mainstream classes in the school |
2 |
|
Teachers on the school staff |
2 |
|
Mainstream class teachers |
2 |
|
Teachers working in support roles |
1 |
|
Special needs assistants |
|
1. Quality of school management
1.1 Characteristic spirit, mission or vision
Horseleap is a Catholic school under the patronage of the Bishop of Meath. It aims to enhance the self esteem of all pupils and to nurture good habits of respect and tolerance. It also determines to enable each pupil achieve his or her full academic potential in a happy and stress free environment.
1.2 Board of management
The Board of Management functions effectively and discharges its responsibilities in a caring and compassionate manner. Regular meetings are held and, in accordance with best practice, agendas are circulated and developments recorded and acted upon. The board leads the development of school policies, with a large input from the teaching staff, and all of them are signed and dated by the board prior to implementation. All essential policies have been prepared and circulated to the relevant partners. Some specific tasks have been allocated to individual members and the need for further training for all members is being pursued. Business at board meetings includes matters such as safety, vetting of staff, communication, discipline, enrolment, special needs, curriculum progress and finance. The principal teacher updates the board on developments in the school at each meeting. Priorities for the board include maintenance of pupil numbers, safety, training for members and the ongoing progress of pupils.
1.3 In-school management
The in-school management team comprises the principal and one special duties post holder. Both staff members have worked together in this school for a number of years and they collaborate very successfully in creating a high quality learning environment for pupils and in securing maximum communication at all levels within the school community. The principal has full class-teaching responsibilities as well as managing the daily routines of the school. Her leadership is characterised by a desire to include colleagues and partners in decision making and to acknowledge the strengths and talents of individuals. Both formal and informal staff meetings are held at which progress is reviewed and many aspects of school administration, policy development and curricular advancement are considered. Communication with parents is facilitated through the annual parent-teacher meetings and through many informal meetings, circulars and memos. Further priorities established by the principal include involvement in the Green School initiative and broadening of the Science and Visual Arts curriculum. The principal enjoys the support and co-operation of all colleagues.
The teacher who holds a special duties post is equally determined to secure the best learning and developmental opportunities for pupils and to build on the already well-structured routines that have been developed. Duties attaching to the post have evolved over the years and it is recommended that these duties be reviewed and formalised to include curricular, organisational and pastoral responsibilities as outlined in circular 07/03.
1.4 Management of relationships and communication with the school community
The standard of communication in this small school community is very good at all levels and representatives of parents were especially appreciative of the openness and transparency that obtains. Apart from the formal parent-teacher meetings and the numerous occasions when informal communication occurs, parents are encouraged to contact the school should they have any concerns about their children’s learning. Particular efforts are made in the case of new families so that they become familiar with the routines of the school and that they meet some of the established families. Other tutors with special interest in local history, Visual Art, Music and sport are invited to assist in the delivery of a more enriched curriculum to the pupils. Communication with other schools is strengthened through sports activities and through teachers’ professional development courses.
1.5 Management of pupils
Teachers demonstrate good working relationships with each other, with other support personnel, with management and with parents and they inculcate similar attitudes amongst pupils in their several different activities at school. The board of management voiced its pleasure at the favourable comment about pupil behaviour received on occasions when they represent the school in community settings. The school’s code of discipline and its anti-bullying policy has been adopted by the board and circulated. These documents place emphasis on the promotion of good conduct and on the favourable outcomes when all parties collaborate. The school is commended on the good conduct of pupils as witnessed during the classroom visits.
2. Quality of school planning
2.1 Whole-school and classroom planning
The quality of whole-school planning is good. Teachers are praised for the high level of planning both at whole-school and at classroom level. The school plan comprises both organisational and curricular detail and the subject sections highlight the various strands as recommended in the Primary School Curriculum. The planning process takes cognisance of the particular circumstances of this small school and of the high level of parental involvement. Curriculum planning is mainly the result of teachers’ deliberation with guidance from the support agencies of the Department of Education and Science. The board of management actively promotes whole-school planning and is most prudent in its refinement of policies prior to ratification. Parents are mainly involved in policy development of an organisational nature and in special education measures. Recent collaborative planning was evidenced in the development of safety, supervision and healthy food policies.
Timetables are prepared and reviewed so as to provide a suitable balance between academic and aesthetic pursuits and to assist in the broadening of curriculum. Priorities for further consideration include Music, Drama, Visual Arts and Science and it is recommended that a framework for the incremental review of policies within a defined timescale is devised.
Each teacher prepares valuable long-term and short-term planning for her teaching responsibilities in accord with the parameters set out in the school plan and monthly progress reports are maintained centrally. Strands and strand units are usually identified and consideration is given to teaching methodologies, differentiation and resources. Good use is made of educational technology as an aid to learning in the classroom and for researching particular themes under consideration. Many samples of pupils’ work are compiled in folders and displayed throughout the school as part of the recording process.
2.2 Child protection policy and procedures
Confirmation was provided that, in compliance with Department of Education and Science Primary Circular 0061/2006, the board of management has formally adopted the Child Protection Guidelines for Primary Schools (Department of Education and Science, September 2001). Confirmation was also provided that these child protection procedures have been brought to the attention of management, school staff and parents; that a copy of the procedures has been provided to all staff (including all new staff); and that management has ensured that all staff are familiar with the procedures to be followed. A designated liaison person (DLP) and a deputy DLP have been appointed in line with the requirements of the guidelines.
3. Quality of learning and teaching
3.1 Language
Gaeilge
Tá rath ar mhúineadh na Gaeilge sa scoil seo agus sroiceann na daltaí caighdeán creidiúnach sna snáitheanna agus sna snáthaonaid éagsúla. Oibríonn na hoidí go dícheallach chun dearcadh fábharach i leith na teanga a chothú agus cláraíonn siad na hócáidí speisialta go bhféadfaí úsáid a bhaint astu chun an Ghaeilge a chleachtadh go torthúil. Forbraíonn siad na feidhmeanna teanga go sciliúil sna ranganna éagsúla agus is deas mar a thugtar deiseanna do na daltaí ceisteanna a chur agus a fhreagairt. Múintear comhrá foirmiúil agus neamhfhoirmiúil le linn na gceachtanna agus, ar an iomlán, baineann na daltaí pléisiúr astu. Úsáideann na hoidí ríomhchláir, fístéipeanna agus dlúthdhioscaí go buntáisteach chun na ceachtanna a threisiú. Is minic freisin go mbíonn drámaíocht, ról-imirt, cluichí teanga agus ceol in úsáid chun muinín, stór focal agus líofacht a chothú sna daltaí. B’fhiú níos mó d’ualach na cainte a leagan ar na daltaí féin le linn na gceachtanna sa Ghaeilge. Cothaíonn na hoidí an léitheoireacht le clisteacht sna meán agus sna hardranganna agus cruthaíonn na daltaí go creidiúnach sna cineálacha éagsúla téacs. Treisíonn na hoidí eolas na ndaltaí ar choinbhinsin na teanga go héifeachtúil trí na gnóthaí scríofa agus coimeádtar na cóipleabhair go néata slachtmhar. Baineann na daltaí pleisiúr as rá na filíochta agus tugann siad faoi cheapadóireacht agus faoi scagadh na filíochta le muinín.
Irish
The teaching of Irish is well ordered in this school and the pupils reach creditable standards in the various strands and strand units of the subject. Teachers work conscientiously to cultivate a favourable attitude towards the subject amongst the pupils and they document the special occasions through which Irish can be fruitfully enriched. They skilfully develop the various language occasions in the classrooms and it is pleasing how pupils are afforded opportunities to ask and to answer questions. Oral communication is taught both formally and informally during the lessons and, in general, pupils derive much pleasure from them. Teachers use computer packages, videos and cds to great advantage as reinforcement of the lessons. Drama, role-play, language games and music are often used to develop confidence, vocabulary and fluency amongst the pupils. A greater portion of the lesson time in Irish should be devoted to pupils themselves talking. Irish reading is nurtured intelligently in the middle and senior classes and the pupils prove able in the various reading schedules. Teachers promote effectively the pupils’ understanding of language conventions through the writing tasks and copybooks are neatly presented. Pupils derive pleasure from recitation and they undertake composition and the review of poetry with confidence.
English
The quality of teaching and learning of English is good in this school. Teachers regard the development of oral language as a priority and they are determined that advantage is taken of language opportunities whenever they arise throughout the various routines of school. Teaching methodologies have been modified to take account of differing interests and abilities within the classroom setting and in the context of the support resources that are available from many sources. Pupils are afforded many opportunities to discuss topics in pairs and in groups and to assume different roles in the process. Very good samples of pupils offering feedback in the whole-class setting were witnessed and tasks were structured so that each pupil could achieve success appropriate to ability in a stress free environment. The self confidence, articulation and emotional and imaginative development of pupils are skilfully developed through these activities.
Classrooms are adorned with word lists and phrases and samples of pupils’ writing are given prominence. Reading is carefully handled at all levels and, in the junior classes, large format picture books are used to good effect. Pupils are usually familiar with the required vocabulary before starting to read the text. Further word attack skills are developed and as pupils progress the scope of reading material is broadened considerably. The store of books has been expanded over recent years and reading for both pleasure and for further knowledge is commonplace.
Reading material and the class novel are often used as a basis for the promotion of writing across many genres and pupils are further motivated by the inclusion of everyday scenes and subject material in their classrooms. Other work sheets and activity templates were prepared to assist pupils in clarifying their own opinions and to provoke imagination. Pupils displayed an eagerness to share samples of their writings and to participate in class based self review. All teachers cater for difference within the classroom and they adjust the pace and complexity of the work accordingly.
3.2 Mathematics
Good quality teaching and learning of Mathematics is in evidence and the programme is based on the relevant strands and strand units of the curriculum. Various strategies incorporating first hand experience and exploratory methods are employed and the inclusion of maths trails supports the linking of Mathematics to everyday situations and to the local environment. Practical approaches and the use of concrete materials are often used to clarify certain concepts and to assist pupils in computational and problem-solving activities. Copybook recordings are reflective of a broad Mathematics curriculum and of neat presentation. Pupils achieve mastery in the main elements of the programme and their fluency in calculation is commendable. The majority of pupils demonstrate an ability to select the appropriate language and terminology for the work in hand.
3.3 Visual Arts
The quality of teaching and learning in Visual Arts is good and the pupils derive much enjoyment and creative stimulation from the various activities. Lessons are well organised, instructions are clearly given and resource materials are classified and easily accessible. Teachers create suitable opportunities for pupils to develop their creative and artistic skills across many strands of the curriculum and to work as artists both individually and in group settings. A good balance is achieved between two dimensional and three dimensional activities using a wide variety of media. Good use is made of educational technology and the internet to enhance the learning and to assist with further development of chosen topics such as exploring the lives and work of great artists. Many finished samples are tastefully displayed in the classrooms for adornment, for consolidation of work and as reinforcement of other curricular initiatives. Some samples are stored in portfolios as part of ongoing assessment and for the information of parents and other teachers. Further refinement of the evaluation procedures and the inclusion of all strands in the visual arts programme are recommended. Of particular note was the manner in which environmental conservation was promoted through the recycling of waste materials in many of the artistic and dramatic endeavours. During the classroom visits a high standard of pupil-teacher rapport was witnessed and each pupil exhibited a sense of personal achievement and confidence. A visiting art tutor occasionally assists the teaching staff in their implementation of the curriculum.
3.4 Assessment
The quality of assessment, especially in respect of Language and Mathematics, is good and teachers employ a variety of strategies including observation, portfolio samples, work displays, check lists, class tests and standardised tests throughout the year. Some of the standardised and diagnostic testing is completed in conjunction with the learning-support teacher and results are used judiciously in the diagnosis of specific difficulty, in the selection of pupils for specific intervention or removal there from, in planning further lessons, and in the provision of feedback to colleagues, pupils and parents. Further development of assessment procedures and recording of achievement is recommended.
4. Quality of support for pupils
4.1 Pupils with special educational needs
The school has a well-organised programme of support for the small number of pupils who require additional help. All pupils are fully integrated in mainstream setting and the learning-support teacher operates a mainly withdrawal model on the two occasions weekly that she visits the school. She works in close collaboration with mainstream teachers and modifies her programme to ensure maximum participation of her pupils in all classroom activities. Departmental guidelines are followed in the application of a staged approach to early intervention and, where appropriate, individual education plans (IEP’s) are devised in consultation with the relevant parties. Learning milestones are reviewed frequently in light of pupil performance and the sharing of information with parents. Accommodation for learning support is shared with the principal and secretary for administrative purposes and team members are commended on the arrangements of timetables so as to minimise disruption.
4.2 Other supports for pupils: disadvantaged, minority and other groups
In the current year there are no pupils from disadvantaged or minority groups enrolled in the school. The enrolment policy provides for the inclusion of such pupils and the principal and the board of management are committed to applying great sensitivity and understanding should the occasion arise.
5. Conclusion
The school has strengths in the following areas:
· The teaching staff, under the leadership of the principal, is skilled and dedicated.
· Ancillary staff who attend to administration maintenance and cleaning duties contribute in large measure to the efficient and smooth running of the school.
· Communication with parents and the community is excellent.
· Teaching methodologies are lively and adventurous.
· Pupils exhibit good habits of behaviour and of application to work.
· Whole-school and classroom planning are well developed.
· Educational technology is used to good effect as an aid to teaching and learning.
· The board of management discharges its responsibilities in a caring manner, keeping in focus the welfare and safety of pupils and staff.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· The responsibilities attached to the special duties post should be reviewed and formalised to include curricular, organisational and pastoral responsibilities.
· B’fhiú níos mó d’ualach na cainte a leagan ar na daltaí féin le linn na gceachtanna sa Ghaeilge. A greater portion of the lesson time in Irish should be devoted to pupils themselves talking.
· Further refinement of evaluation procedures and the inclusion of all strands of the subject are recommended in the visual arts programme.
· It is recommended that a framework for the incremental review of policies within a defined timescale to devised.
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 November 2008
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 is very pleased with the report and with the manner in which it was carried out.
Area 2 Follow-up actions planned or undertaken since the completion of the inspection
activity to implement the findings and recommendations of the inspection.
The responsibilities of the special duties post holder will be discussed at staff meeting to be held during first school term 08/09