An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Scoil Naomh Muire,
Belturbet, County Cavan
Roll number: 18127A
Date of inspection: 23 March 2006
Date of issue of report: 29 June 2006
1. Quality of school management
2.1 The school planning process and the content of the school plan
2.2 Implementation and impact of the school plan
3. Quality of learning and teaching in curriculum areas
3.3 Social, environmental and scientific education (SESE)
3.6 Social, personal and health education (SPHE)
3.7 Assessment and achievement
4. Quality of support for pupils
4.1 Provision for pupils with special educational needs
4.2 Provision for pupils from disadvantaged backgrounds
4.3 Provision for non-national pupils.
5. Summary of findings and recommendations for further development
This Whole School Evaluation Report
This report has been written following a whole school evaluation of Scoil Naomh Muire, Belturbet. 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 inspectors held pre-evaluation meetings with the 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 inspectors visited classrooms and observed teaching and learning. They interacted with students, examined students’ work, and interacted with the class teachers. They reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspectors 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 on the findings and recommendations of the report; the board chose to accept the report without response.
Scoil Naomh Muire is a three teacher, boys’ primary school in the town of Belturbet, some ten miles north of Cavan town. It is a Catholic primary school under the patronage of the Bishop of Kilmore. Current staffing comprises of a teaching principal, two mainstream class teachers and a special education support team comprising of two part-time teachers based in Scoil an Chlochair 16057S. A dedicated secretary who adds to the smooth efficient running of the school, a hard working part-time cleaner and a committed and talented special education needs assistant completes the staffing roster. Children in the school present as happy and courteous and are respectful towards school personnel and visitors. The school has a current enrolment of 52 pupils. Pupils come from the town and surrounding hinterland. In 1995, at the time of the last School Report, there were 86 pupils enrolled with four mainstream class teachers on staff. School enrolment has fluctuated over the years.
The board of management is properly constituted, meets regularly and discharges its duties competently. It ensures meaningful communication with parents as a result of shared responsibility and open accountability. The board of management has refurbished the toilets, provided a staff toilet and has carried out other maintenance work. It is organising a forthcoming golf classic as a significant fundraiser for the school. Their procedure for the management of resources is efficient and effective. The board, under the guidance of the principal, is involved in policy development through discussion and ratification of school policies drafted by staff. Effort has been made to develop various policies in line with relevant legislation; policies on discipline, health and safety, Relationships and Sexuality Education (RSE) and substance use, for example, have been updated recently. Areas that have been newly developed recently or are currently under development include the physical environment, resources in music, Information and Communications Technology (ICT) and Irish textbooks. The board of management has identified the building of a general-purpose room and the replacement of a boiler as priorities for future development.
A collegiate and relaxed atmosphere permeates the school. A warm rapport exists between the principal and teachers and together they create a happy and welcoming environment in the school. Interaction between the principal and the teachers and pupils is very positive and caring and this helps ensure high levels of application among the teachers and discipline among the pupils. There is clear evidence that pupils and teachers are valued and that their work is appreciated and acknowledged. The leadership style, which is purposeful, enables others to contribute meaningfully to school development and fosters a strong sense of ownership among the staff of the school’s aims, policies and achievements. The administrative duties of principal are carried out in an efficient and competent manner.
The duties of the in-school management team indicate a mix of organisational, pastoral and some curricular duties. They have initiated and progressed organisational and administrative developments such as the Green Schools, Heritage in Schools scheme and strong home-school links that reflect their vision, commitment and managerial skills. They give whole-hearted support to all school activities and contribute enormously to the efficient running of the school the mainstream class teachers are talented and show commendable dedication to their teaching task. The teachers together provide a rich and balanced curriculum for pupils in the school.
At present there are 52 pupils on roll. However, the fifth class grouping moves between the middle and the senior room for different subjects each day. This is an innovative and useful manner of teaching. Collaborative work practices are the norm where teachers with a talent or interest in a specific subject area alternate classes with another colleague. This is enhancing teaching and learning for both staff and pupils. The school avails of the services of Gaelic Athletic Association (GAA) personnel and the quality of skills instruction provided as witnessed during the inspection is very good.
General school activities are very well organised and a commendable sense of order is apparent that is very important in the context of health and safety requirements. Supervision of pupils during recreation is well managed. Each pupil gets the opportunity to be a team captain on a rote basis and parents report that this has a positive impact on pupils. Teachers are commended for the organisation of it. The nurturing of pupils’ self-esteem is given due attention and repeated examples of effective pupil-teacher relations were noted.
A good range of teaching and learning resources is available in the school. The school has a sufficient supply of large equipment. Since 1998, the Department of Education and Science has provided the school with grants to develop its infrastructure and networking capabilities. The school has currently six desktop computers with peripherals and has access to broadband. Some teachers incorporate the use of ICT effectively in their teaching and samples of pupils’ work adorn the walls and corridors. Pupils are developing competency in ICT skills relating to the use of Microsoft Word and the Internet.
The school building, constructed in 1956, replaced the building opposite the school gate. It was originally built as a two-classroom structure. A third classroom was built in the sixties to accommodate a third teacher and a prefabricated structure was added in the nineties when a fourth teacher was appointed. As this is now a three teacher school, the third classroom in the main building is now used to house a library and as a teaching base for the special education support team. The premises are well maintained and are properly cleaned and heated. The board of management is congratulated on its innovative use of space in creating a secretary’s office, staff room, staff toilet and kitchen area from a coal shed adjoining the building and cloakroom areas within the school. The staff is dependent on the weather to implement the physical education programme. The teachers are commended on the fact that all classrooms present as bright and celebratory of both the pupils and teachers’ work. The school corridors are particularly attractive with pupils’ creative work on display.
The board of management report that they are involved in discussing and commenting on organisational policies formulated by staff. Parent representatives note that they are given policies such as the code of behaviour and general procedures to read. However, the stakeholders are not engaged in the formulation of policies. It is recommended that the partners are more actively involved in the formulation of such policies to comply with section 20 of the Education Act. The school plan does not have a planning diary as recommended by School Development Planning Support (SDPS). Such a diary would facilitate the school in identifying and highlighting its priorities for development. All policies are dated as being ratified by the board of management in February 2006. It would be better to ratify plans and policies according as they are adopted by the BOM.
The school plan is very well presented and outlines clear procedures for dealing with certain administrative areas. It gives due regard to legislative requirements in planning. There are some adjustments necessary to some of the present policies as discussed with staff at the post-evaluation meeting. Some action plans are provided which indicates that the school is aware of the concept of planning as a process as well as a product. These action plans on maths trails, the Green Flag, ICT, library books and Irish incorporate targets for development with defined time-scales, take account of available resources and assign roles and responsibilities to staff members. This enables the school to manage change efficiently.
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, 2004) and Child Protection: Guidelines and Procedures (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.
The current school plan contains policies and procedures regarding the code of behaviour, enrolment, health and safety, child protection, ICT, homework, learning support and other administrative areas that are reflected in the operation of the school. The school plan contains many policies on curricular areas such as English, Irish, Maths, Visual Arts, Music, Social, Personal and Health Education (SPHE) and Science. These curricular policies are too general overall, however, and are not specific enough in terms of how the various subjects will be implemented within the school. The polices should include the standards expected at each level, the procedures to be followed to ensure progression and continuity and more reference to methodologies, resources, assessment and differentiation. Addressing these aspects would ensure a more systematic and comprehensive coverage of the curriculum and would have concomitant benefits for pupil learning.
The current mainstream class teachers in the school are implementing the 1999 curriculum effectively, prepare for their lessons and are committed to improving teaching and learning. The style and presentation of individual teachers’ schemes reflects the individual preference of teachers and, in most instances, they are of a high quality. Each teacher records the content covered at the end of each month. It is recommended that the staff devise common templates to plan and record their work to aid consistency in the school. Teachers should consider including headings in the plan - such as strand units, content objectives, content, skills, methodologies, resources, assessment and differentiation – that align with the language of the curriculum documents.
Pupils’ achievement is monitored using standardised tests and other assessment tools. It is recommended that all teachers plan for assessment and note the variety of assessment instruments used in their class both in their long-term and short-term plans. It is also recommended that teachers plan for differentiation collaboratively with the special education support team to enhance the learning for children with learning difficulties. It is advised that teachers plan for a wide range of methodologies and resources so as to ensure a continuous variety of learning experiences as the pupils progress through the school. Profiles are prepared on pupils and these records are filed.
Communication with parents regarding the school plan takes place through the distribution of the code of behaviour and general procedures only. A more proactive approach to communicating the content of curricular areas to parents should be considered. This would involve explanation of the changes in emphasis in the 1999 curriculum.
Gaeilge
Tá polasaí ginearálta leagtha amach sa phlean scoile agus leagann formhór na n-oidí ullmhúchán cúramach amach le haghaidh an teagaisc. Moltar cur leis na modhanna múinte, an clár, na hacmhainní agus na huirlisí measúnaithe sa phlean scoile agus sna pleananna don fhadthéarma agus don ghearrthéarma. Is inmholta an méid Gaeilge scríofa atá ar taispeáint agus an tús áite a thugtar don Ghaeilge sa scoil seo. Déanann na h-oidí comhtháthú oiriúnach idir an labhairt, an éisteacht, an léitheoireacht agus an scríbhneoireacht. Leagtar béim ar theagasc na múnlaí cainte, na briathra agus ar an ngramadach. Tá foclóir sách leathan bainte amach ag na daltaí. Múineann na hoidí an Ghaeilge le cabhair fearais agus léaraidí. Tá gá idirdhealú a dhéanamh san ábhar i gcás daltaí le riachtanais speisialta. Baintear úsáid as comhrá beirte agus mionagallaimh ach b’inmholta na modhanna seo a úsáid níos mó le linn na foghlama.
Déantar cúram de snáithe na héisteachta ach moltar níos mó oibre a dhéanamh sa ghné seo. Moltar go mór an úsáid a bhaintear as an drámaíocht i gcásanna mar áis thábhachtach chun an rannpháirtíocht a spreagadh go tarraingteach. Bunaítear an obair scríofa ar chleachtaí tuisceana agus gramadaí, don chuid is mó. Cothaítear fonn scríbhneoireachta i measc na ndaltaí trí cleachtaí éagsúla agus trí taithí spéisiúil i scríbhneoireacht fheidhmiúil a sholáthar dóibh. B’inmholta an ghné chruthaitheach a úsáid níos forleithne ar fud na scoile. Caitear an-dua le teagasc na léitheoireachta. Tá na daltaí eolasach ar na briathra agus ar chruinneas gramadaí. Ag an iarchomhdháil, pléadh na bealaí ina bhféadfaí anois díriú ar líofacht na ndaltaí a neartú. Ar an iomlán, múintear an Ghaeilge ar bhealach éifeachtach.
English
Overall, the quality of teaching and learning is very good. Some teachers plan for the content and content objectives of the curriculum in the main, which is reflected in teachers’ long-term and short-term planning. The modification of the policy in English as suggested at the post-evaluation meeting should further enhance teaching and learning. A print rich environment is evident in all classrooms. The teachers succeed in promoting oral language through the coverage of a wide range of topics and the employment of a variety of methodologies. Questioning is dealt with in a manner that allows pupils develop confidence in debating and feedback through planned group work. These include games, poetry, discussion, speeches, interviews, Internet usage, newspaper reading and circle time. Pupils’ competence and confidence in oral language is being successfully developed. Pupils are involved in Comhairle na nÓg and discussions take place on a regular basis. The quality of the teaching of oral language in the school is very good.
The teachers provide opportunities for pupils to encounter a range of literary forms. Pupils read widely and fluently in keeping with their age and interest. Pupils have access to a good selection of library books and reading material is managed effectively. Peer reading is very well organised in the school. Teachers develop pupils’ emotional and imaginative response to literature. Poetry is well explored throughout the school as pupils are exposed to different types of poems with an emphasis on recitation, appreciation and writing of poetry. Pupils are encouraged to use ICT to access knowledge and as a stimulus to reading. Grammar, spelling and phonics are very well taught throughout the school.
The writing experience is regular and yields praiseworthy results with pupils writing in a variety of genres such as reports, recipes, acrostics, biographies, book reviews, lists, invitations and stories. ICT is used to good advantage in the presentation of some of the creative writing. Due emphasis is given to functional writing. Pupils have entered the INTO handwriting competition and some have had their poetry published in a local collection of poems entitled Voices from the Hollow Assessment procedures and the recording of outcomes vary from class to class. Teachers keep checklists; dictation tests, book reviews and class test results and maintain samples of creative writing. Standardised tests are carried out in English. Planning for assessment would ensure consistency in this regard.
Teachers have formulated a general policy in keeping with SDP guidelines. Teachers’ individual planning should incorporate more in-depth planning for materials, differentiation, methodologies and assessment to ensure continuity in teaching and learning in the future. Practical activities and the appropriate use and application of mathematical language are emphasised in all classes. Differentiated learning opportunities are planned in some classes for pupils with special educational needs. However, a whole-school approach to differentiation and the practice of the support staff planning work for pupils in the classroom, as discussed at the post-evaluation meeting, should enhance learning for those pupils.
There is a mathematics-rich environment in the school with relevant teacher displays and displays of pupils’ work. Mathematical resources, games and other visual stimuli are used to enhance the learning environment. Talk and discussion are features of the mathematics lesson in all classrooms. Pupils are given regular opportunities to collaborate on tasks and to develop their problem solving skills. Effective learning experiences such as guided discovery in length and activity methods were observed during the evaluation. Purposeful teacher-pupil and pupil-pupil talk is promoted as an aid to learning and understanding. Pupils’ work is monitored methodically. All teachers maintain test results, worksheets and work samples. The quality of teaching and learning in mathematics is good in the school.
Geography
The planning for this subject is in line with the strands and strand units of the 1999 curriculum. The emphasis on the local environment is commendable in the teaching of this subject. The pupils are provided with beneficial opportunities to interact with their immediate environment such as Turbet Island, the river Erne and the town of Belturbet. Themes in Geography afford pupils the opportunity to become engaged in meaningful discussion on issues that are of immediate interest to them. Commendable project work involving collaborative research and writing is used to good effect in the study of local place names, map work, the solar system and other themes. Aspects of the lives and environments of people in other countries such as New Zealand are studied and attractive displays are mounted in the classrooms. Pupils acquire a range of knowledge that includes information on the natural environment, human environment and environmental awareness and care. Teachers use charts, maps, globes, posters, digital camera and other visual stimuli in support of lessons and to bolster pupils’ interest.
History
A policy in History has been formulated by the staff to guide the implementation of the subject in the school. Textbooks provide the core material for the programme but it is recommended that teachers plan according to the strands and the strand units and for a variety of methodologies and resources. The use of artefacts, ICT, timelines, legends and photos to enhance the teaching and learning is noteworthy. The pupils display knowledge of material studied and they have assimilated the topics such as the Normans and legends very well. The project on the origin of the townlands in the area was a valuable learning experience for the pupils and was highly commended in the Irish Independent Building for the Future competition in 2005. School tour destinations are chosen on occasions to benefit learning in this subject area. A trip to Cavan County museum in Ballyjamesduff, the American Folk Museum in Tyrone, Arigna coalmines and Clonmacnoise are examples of such educational trips undertaken by the pupils and teachers. Teacher questioning, discussion, the assignment of written tasks, teacher-designed tasks and projects are the main forms of assessment used in this school in evaluating the pupils’ progress in History.
Science
A school policy has been drafted but awaits full implementation. Pupils have the opportunities in some classes to engage in simple, investigative work and this practice needs to be extended throughout the school. Teachers are successfully implementing strands such as living things, energy and forces, materials and environmental awareness and care. The use of field trips fosters positive attitudes and helps develop scientific skills. Resources to support the teaching of science are available in the school but it is advised that teachers plan for the use of a variety of resources and methodologies. Pupils prove knowledgeable about topics taught in aspects of human life, animal life and plant life. Classrooms present interesting nature tables and displays such as the fine project on the coral reef. A bird table is a laudable feature of the schoolyard and the school is involving itself in the Green School’s project. Other notable work in this area is the planting of plum trees in the school grounds. The school has availed of the services of a bat conservationist and have used a video from the Blood Transfusion Board to add variety to the pupils’ learning experiences in this subject area.
Visual arts
Teachers are responding commendably to the implementation of the Visual Arts curriculum. The various strands are impressively represented in the samples of work on display such as the papier-mâché lighthouse, the totem pole, the Chinese masks and the hot air balloons. Integration of this subject with other curricular areas is a notable feature of this work as noted in the coral reef collage and the construction of the Norman castles. There is evidence that valuable work is done in the area of looking and responding as pupils have looked at the work of various artists such as Monet, Van Goth, Cézanne and Picasso. Pupils’ work is attractively displayed in classrooms and dedicated exhibition notice boards in the corridors. Assessment largely takes the form of teacher observation and portfolio assessment. The compilation of art portfolios in some classrooms is good practice and this worthwhile assessment tool could be used more extensively.
Music
The staff has formulated a school policy for Music. It includes methodologies, resources and musical concepts, which are worthwhile. However, it needs to address the development of rhythm and intervals so that music literacy will be taught in an incremental way throughout the school. The policy would benefit from the inclusion of lists of suitable songs and musical excerpts. Regular attention is paid to the teaching of singing and pupils take part in the annual carol service. During the evaluation a good lesson in performance on the recorder was observed and pupils enjoyed participating in all of the activities.
Drama
While the PCSP has yet to give in-service in this subject area, some teachers employ elements of drama effectively in the teaching of other curriculum areas, such as the worthwhile drama activity observed in Irish. Others utilise them to explore feelings and ideas in the teaching of Social Personal and Health Education (SPHE). It is recommended that all staff plan an appropriate programme of work in this subject area based on the curriculum laid down by the Department of Education and Science.
The physical education programme is restricted as the programme is dependent on the weather. The school does not have a general-purpose room. However, the school uses the facilities of the railway station occasionally to host some activities. The organisation of swimming lessons for all classes each year in the final term needs to be reviewed as there is only one hour assigned to the teaching of physical education each week. Most attention is paid to games, athletics and aquatics and it is recommended that a more broad and balanced programme be provided. There are six strands in the curriculum to be covered, which include dance, gymnastics, outdoors and adventure activities, games, aquatics and athletics. The GAA coach offers a structured skills programme and what is required of the pupils is well demonstrated to them. During the evaluation, the variety of methodologies witnessed was commendable and included warm ups, small group and station teaching. The school participates very successfully in various inter-school activities and Cumann na mBunscoil leagues. An interest and an enthusiasm for sport are evident among the pupils in all classes.
Teachers provide many opportunities to explore topics such as smoking, bullying, friendship, handling conflict and criticism and feelings with pupils sensitively through discussion and collaborative work. A caring atmosphere and mutual respect is fostered throughout the school. The staff is committed to the creation of good relations and positive climate between themselves and between staff and pupils and staff and parents. Pupils articulate themselves confidently and display good understanding of topics covered. Teaching approaches such as games, role-play, written activities and circle work are used appropriately to ensure the development of pupils’ social skills and self-esteem. Polices on Substance Use, SPHE and Relationships and Sexuality Education (RSE) are formulated which guide the implementation of these programmes in the school. Links with the local community includes participation in the community games, Christmas carol service, various quiz competitions and the draughts league. Such activities are commendable. The school community is active in fund-raising to support many social and charitable initiatives such as the Shoe Box appeal at Christmas, board games in aid of the Dyslexia Association and Bóthar.
Teachers maintain accurate records of work completed and also monitor pupils’ progress frequently in spellings, verbs and tables. Standardised objective tests are carried out in English annually. Standardised testing took place in Mathematics prior to the implementation of the 1999 curriculum. Assessment also includes observation, regular discussion and monitoring and teacher-designed tests. The latter tests are administered on a regular basis throughout the school. Pupils’ copies and workbooks are systematically monitored. However, pupils with learning difficulties needs closer monitoring and work needs to be assigned which is appropriate and allows them work more independently as they moved through the classes. Art portfolios have been developed in some classrooms. Progress report files are kept on pupils in the school and information is shared with parents through parent teacher meetings and through formal reports to parents. There is little profiling of pupil progress in other curricular areas apart from English and Maths. A notable feature of the school is the recording of interests, hobbies and likes of pupils by parents and by pupils themselves. This is innovative and helps teachers plan for their pupils. The practice of planning for assessment should become customary in all short-term and long-term planning in the future.
The provision for pupils with educational needs and learning difficulties in this school is good as the school avails of the services of the special education team. There is a whole-school policy on learning-support, which demonstrates the willingness of the school to meet the needs of pupils receiving learning support. However, this is a generic policy and will need to be tailored to meet the specific needs of Scoil Mhuire. In developing this policy the staff might usefully include headings such as methods of differentiation, teaching strategies, resources and further assessment tools. Individually all teachers provide Individual Profiles and Learning Programmes (IPLPs) and Individual Education Plans (IEPs) in preparation for their work and they are of good general value. However, they should use the psychological assessments to identify targets and set out specific programmes of work based on the pupils’ needs. Valuable advice is available through the Special Education Support Service (SESS) and the Learning Support Guidelines.
The special education teachers have begun to provide some in-class support for all pupils since February 2006. They are addressing oral language through the use of a specific programme. This is a positive approach and recommended good practice. The majority of support is still offered on a withdrawal basis and attention to phonics forms a core part of the provision. They have accessed a variety of useful resources. However, these need to be purposefully incorporated into teaching and learning. Teaching and learning would further benefit from a more multi-sensory approach. Pupil achievement is monitored through a range of specific diagnostic tests and standardised tests. It is felt that the outcomes should be used to a greater extent to inform planning for pupils. A collaborative approach to planning would be particularly useful with the special education teachers and class teachers developing programmes of work for use in the classroom. This would enable the pupils experiencing learning difficulties become independent learners and work on differentiated tasks within the classroom context on an ongoing basis.
The school avails of the grants from Giving Children an Even Break. Teachers are sensitive to any isolated instance of disadvantage and endeavour to be as supportive as possible of specific family situations.
At present, there are no international pupils in the school.
Parents are kept informed of pupils’ progress and of school events on an ongoing basis through regular newsletters. Parent representatives expressed satisfaction with the quality of school management, quality of teaching and learning and quality of support for pupils. At present, there is no formal policy regarding home-school partnership. Parent-teacher meetings are held annually and written school reports are issued for pupils. It is suggested that information meetings should be systematically organised to inform parents of the changes in the 1999 curriculum. The school has an interested and active parents’ association who support the work of the school. It is involved in fundraising to provide for some school activities and needs and in facilitating co-curricular activities.
The following are among the strengths and areas for development 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 the board of management at which the draft findings and recommendations of the evaluation were presented and discussed.