An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Scoil Bhríde
Lackagh, Monasterevin, Co. Kildare
18179T
Date of Inspection 8 April 2006
Date of issue of report: 29 June 2006
1. Quality of school management
1.4 Management of relationships and communication with the school community
2.1 School Planning, Process and Implementation
2.2 Implementation and Impact of the School Plan
3. Quality of learning and teaching
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 Pupils with Special Educational Needs
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 Bhríde, Lackagh. 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 representatives of the parents’ association. The evaluation was conducted over a number of days during which the inspector visited classrooms and observed teaching and learning. He interacted with students and teachers, examined students’ work, and interacted with the class teachers. He reviewed school planning documentation and teachers’ written preparation, and met with staff teams. 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 on the findings and recommendations of the report; the board chose to accept the report without response.
Scoil Bhríde, Lackagh is a three teacher primary school situated on a pleasant rural site some six kilometres north-east of Monasterevin. It provides primary education for boys and girls in the immediate neighbourhood from infants to sixth class. The school is under the patronage of the Catholic Bishop of Kildare and Leighlin. Currently there are 82 pupils on roll. Pupil numbers have been rising steadily in recent years. Enrolment is likely to increase steadily rather than dramatically in the immediate future. There are currently three class teachers, including the principal. The last School Report was provided in 1998. The main school building dates from 1958. It is a solid, well-maintained single storey building but there are a number of difficulties with the confined nature of the present accommodation and the lack of space in the two classrooms. There is also a small room used by the special needs teachers. Storage space is also limited. A temporary prefabricated classroom was erected in 1984. This is a more spacious and well-lighted room and is used to accommodate infant classes. The process is in train to carry out an extension refurbishment consisting of four classrooms, a principal’s office, staffroom and storage room and it is hoped that work will begin towards the end of 2006. All areas of the school building are cleaned regularly by the caretaker-cleaner and colourful samples of children’s work and school notices are clearly and attractively displayed in the classrooms and in the corridor. The building has been well maintained and the board of management, teaching staff, and caretaker are commended on their efforts in this regard. Pupils are taught to cultivate cleanliness and respect for school property. The grounds within the precinct of the school are also well maintained. Hard surface and green play areas are available outdoors together with a shelter for pupils in case of inclement weather. While there are no designated car parking facilities available it is possible to park a few vehicles safely outside the school gates. However, there is a large volume of traffic at dropping off and collection times.
The school’s founding purpose and characteristic spirit are reflected in its ethos statement which declares that its aim is to provide a happy, caring, well-balanced environment for all members of the school community. The board and staff undertake to encourage each child to reach his/her own potential, morally, physically, intellectually and spiritually. Each individual pupil in the school is made to feel that s/he belongs to a community which cares for the individual and overall welfare. The role of parents is recognised and there is an undertaking that faith and Gospel values will find expression. The statement is broad, encompassing and focused.
The board of management is properly constituted and functions in accordance with the requirements of the Education Act 1998, and Department of Education and Science policies, rules, and directives. It is committed to the provision of quality education in the school and to the safety and comfort of staff and pupils. Meetings are held at least twice per term and more frequently if required. Members of the board give willingly of their time in the interests of the school. Careful minutes are recorded and they were available for inspection. Business at recent meetings has been dominated by the building project in hand and the impending WSE. Decision making in the areas of policy, planning, resources and staffing is characterised by openness, accountability, clarity of communications, and sharing of responsibility.
The in-school management team consists of a principal and a deputy principal. The principal is hardworking, dedicated and enthusiastic. She enjoys the confidence and support of the teaching staff, the board of management and the parents. Her interest in curriculum development has led to high quality documents in certain subject areas. She has been committed to the task of running the school efficiently since her appointment in 1983. Having taught for a considerable number of years in this school she has a good knowledge of the pupils’ backgrounds and of the history of the school and local community. Parents and visitors are made welcome and the principal endeavours to ensure that the school is central to the community it serves. Very good professional relationships exist between the principal and the teachers and together they create a happy, co-operative, caring atmosphere in the school. The principal ensures that all school records and accompanying data are kept updated and the various bodies that have contact with the school are facilitated. Regulations concerning time and punctuality are observed properly. The principal has no secretarial assistance.
The duties of the deputy principal are listed as the provision of curricular resources, assisting with the induction and mentoring of newly qualified teachers and liaising with the parents’ association. These duties are carried out properly. However, attention to planning for particular curricular areas should be considered in any review of this post. Regular professional contact among the teachers occurs through informal meetings at break time as well as at structured staff meetings. Those staff meetings are held once a term and there is a shared organisation of the agenda. Curricular, organisational and current events such as meetings with parents are generally discussed. Pupil attendance levels in the school are excellent. Pupil allocation among the three teachers is currently as follows: junior and senior infants 25; first, second and third classes 34; fourth, fifth and sixth classes 23.
Teachers are encouraged to participate in appropriate professional development. They have undertaken courses in the areas of PE and Religion and participated in curriculum days provided by the Primary Curriculum Support Programme (PCSP). They have prioritised Science and Geography for professional development in the near future in line with the ongoing PCSP programme. With regard to teachers having opportunities to teach at different levels over a period of years, the principal considers that any change could result in overexposure of some pupils to one teacher for much of their school life.
The school has invested in a wide range of suitable resources which are used effectively to meet the needs of pupils. The resources include a photocopier, computers, a keyboard, recorders, mathematical equipment, library books, maps, science equipment, puppets and art materials. A range of suitable software has been built up to facilitate integration of information and communication technology (ICT) into teaching and learning throughout the school. Teachers have made judicious use of Department of Education and Science curriculum grants and there is evidence that these resources have been put to good use in the school to purchase science and PE equipment together with resources for the English curriculum.
There are effective policies and structures to facilitate co-operation between home, school and community. Individual parent-teacher meetings are held annually to discuss pupil progress. Written reports are supplied by the teachers outlining pupil achievement. Parents are encouraged to meet teachers by appointment if they have a concern about their children’s education. Management and staff provide help to strengthen home-school communications through working with parents on various school-related activities. The school has a very active parents’ association which enhances cooperation between parents, teachers and school management. Parents also support the school through raising substantial amounts of money to enhance the learning environment, purchase additional resources and augment the school building fund. An information booklet for new parents, acquainting them with school aims, procedures and expectations, has been prepared. Parents and the board of management expressed satisfaction at the satisfactory level of home-school contact which the school facilitates.
The emphasis is on collaboration in the planning process. The board of management, teachers and parents have been involved in the development of the school plan. The mission statement of the school is outlined in the plan as are many policies on curricular and organisational areas. Suitable policies have been drawn up in areas such as enrolment, health and safety, code of discipline, equality, pupil absences and special educational needs. 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, September 1999) 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.
Many procedures and practices in the school are also clarified within the plan such as, supervision, equality, transfer to secondary school, assessment and relations with the parents’ association. There are policies on discipline, bullying and the safe use of ICT. Teachers have plans to monitor, evaluate, review and update the school plan. The staff has made a significant input into the compilation of curricular areas of the school plan: areas well catered for include Gaeilge, English, Mathematics, Visual Arts and Social, Personal and Health Education (SPHE). The plan for Gaeilge is well thought out; modern ideas on methodology provided by the PCSP have been critically examined and extra ideas for language development have been added. The plan for English is very comprehensive and includes an exhaustive list of ideas for the teachers. The plan for Mathematics drawn up with help from the Cuiditheoir lists subject matter to be covered, methodologies to be used and modes of assessment. There is due reference to the use of ICT and calculators in this subject area also. SPHE and Visual Arts are treated in accordance with national curriculum guidelines and in-service advice. Some work remains to be done in planning further areas of the curriculum and tailoring the material chosen to meet the unique requirements of this school and ensuring that the School Plan is closely aligned to and directly influences teachers’ individual preparation. The school plan in Music has still to be ratified and the area of Social, Environmental and Scientific Education needs to be addressed in tandem with the PCSP in-career development.
Teachers are implementing the 1999 curriculum very effectively, particularly in the subject areas where clear, succinct policies have been formulated. Staff professional development is closely related to the areas prioritised for development in the school plan. While all teachers are committed to both long-term and short-term planning, there is some variety in the depth and detail of this preparation. It is suggested that the question of consistency in individual planning be monitored to ensure common practice in matters of methodology, resources and assessment. All teachers complete monthly progress records which are presented to the principal and kept for the school record. Records of individual pupil progress are maintained for some of the major subjects.
Timetables are displayed and, in broad terms, follow the recommendations of the curriculum. All children in the school are included in the programme on offer and there is a wide range of activities provided in support of learning in curriculum areas. Project work is facilitated within subjects and across curriculum areas. Children are provided with a wide range of opportunities to enable pupils to develop personally and socially.
Teaching is appropriately challenging and pupils work in a stimulating learning environment. Classrooms are well organised; they are print-rich with samples of children’s work on display. Teaching strategies and methodologies generally take account of the range of pupil abilities, needs and interests. Lessons are structured so that content and pace are appropriate to the class and to the time available. Classroom management is effective and discipline is maintained so as to be conducive to safe, orderly and participative learning.
Pupils work well and demonstrate a level of interest and commitment to the task in hand. Some pupils show enthusiasm for particular curriculum areas and demonstrate a curiosity and a desire for further knowledge. They are encouraged by the teachers. In senior classes there is a commendable focus on higher order questioning to develop pupils’ reasoning powers.
Gaeilge
Tá plean cuimsitheach don Ghaeilge forbartha ag an bhfoireann faoi stiúir an phríomhoide agus le tacaíocht ón gClár Tacaíochta don Churaclam Bunscoile. Tá plean d’abairtí scoile curtha leis an bplean maille le moltaí faoin gcaoi leis an gcomhrá neamhfhoirmiúil a leathnú sa scoil. Caitear fuinneamh le múineadh na Gaeilge sa scoil agus moltar an dearcadh dearfach atá ag na hoidí i leith na Gaeilge. Leagtar béim ar leathnú foclóra agus ar strúchtúir na teanga a theagasc agus baintear úsáid as raon leathan modhanna múinte oiriúnacha chun an cur chuige cumarsáideach a chur i bhfeidhm. Stiúrtar na ceachtanna sa Ghaeilge go héifeachtúil agus moltar, ach go háirithe, an iarracht a dhéantar an Gaeilge a úsáid le linn an lae agus an t-atmaisféar taitneamhach foghlama a chruthaítear sa seomra ranga. Baintear feidhm as pictiúir, cairteacha agus an focal scríofa mar spreagthaigh mhúinteoireachta. Ina leith sin is an-inmholta an timpeallacht phrionta Ghaeilge atá sna ranganna. Léiríonn na daltaí eolas agus tuiscint mhaith ar fhoclóir, ar struchtúir agus ar choinbhinsin na teanga ag a leibhéal féin. Faoin am a sroicheann siad na hardranganna bíonn greim sásúil ag na leanaí ar mheicnic na léitheoireachta agus bíonn ar a gcumas cleachtaí gearra scríofa a chur díobh gan stró. Níor mhiste, áfach féachaint ar úsáid na dtéacsleabhar agus féachaint le hábhar níos taitneamhaí a sholáthar mar chleachtaí léitheoireachta uaireanta de rogha ar an scéim atá in úsáid . I dtaca le comhrá de, moltar níos mó béime a dhíriú ar obair ghrúpa agus obair bheirte ar mhaithe le cumarsáid níos nádúrtha a spreagadh.
English
Using the support materials provided by PCSP, the teachers have devised a coherent school plan for English. The plan acknowledges the recent changes in emphases in the English curriculum and indicates clearly how the changes can be implemented. It outlines programmes of work in relation to the strand units of oral language, reading and writing and recognises the fundamental importance of oral language across the curriculum. A language programme which provides structured opportunities for the children to extend their vocabulary, develop their listening skills and use language in a variety of contexts has been devised and is implemented. Building on a solid foundation in the infant classes, this work is continued systematically in the following years with discussion of more advanced topics from everyday life.
There is appropriate emphasis on the development of phonological and phonemic awareness. The use of story, drama and games in the infant classes as preparation for reading is commendable. The school has a variety of appropriate resources for teaching and learning in English. A well-stocked class library is provided in each room. Reading skills and strategies are effectively developed throughout the school and the children are learning to read for pleasure and information retrieval. Pupils are trained in the competent use of dictionaries, encyclopaedia and other reference works. Children can discuss their reading material with confidence. Books, which include narrative, expository and representational text, are readily available. Large format books are also available in the junior classes. All teachers strive to maintain an appealing print-rich environment which encourages reading. Spelling is learned consistently in middle and senior classes.
The ability to write independently is being fostered in the school. It is recommended that children be given more frequent experiences of drafting, editing and redrafting in order to develop the ability to self-correct their writing as they advance through the school. The exploration of poetry writing over a variety of genres is commendable and pupils demonstrate appreciation of poetic language and thought. Assessment in English in this school takes the form of teacher observation, monitoring of children’s work and standardised tests. The results of the standardised tests are used in conjunction with teacher observation as the basis upon which children are selected for extra support. It is proposed to extend the range of assessment tools which are currently used in English to include teacher designed tasks and the keeping of portfolios. This is commendable.
Teachers’ long-term plans for this subject area are, in general, based on the structure of the curriculum. Planning for early mathematical activities is particularly thorough. Teachers set out relevant aims and objectives in short-term schemes. A commercial mathematics scheme is judiciously used to support planning and preparation. Relevant charts, mathematical vocabulary, graphs and mathematical equipment are used to good effect in all classrooms to establish and develop basic mathematical concepts.
There is evidence of effective practice in relation to early mathematical activities including number, algebra, measures, shape and space and data. Pupils are generally capable of using and applying relevant mathematical language, they are well-trained in mental calculations and can carry out appropriate number operations. The estimation of measurements is developed competently in middle classes and the children demonstrate skills of data gathering, and representing and interpreting graphs. Discussion and suggestion are features of mathematics lessons and children work collaboratively on problems from time to time.
A range of appropriate assessment modes is used including teacher-designed tests, teacher questioning, observation of children and standardised tests. The results of assessment tests are used to inform teaching and learning.
Geography
The range of topics explored in Geography is closely aligned with the content of the class textbooks. The pupils can discuss confidently a selection of the topics taught. Maps, models and other relevant materials are effectively used in fostering the children’s investigative skills. Children in all classes are given regular opportunities to explore and discuss their local environment. Respect for the environment and a sense of individual and community responsibility for environmental care are developed effectively. Middle and senior classes have acquired good study methods for studying countries abroad and how international communication and co-operation takes place. Assessment of the children’s progress in Geography takes the form of teacher questioning, teacher observation of the children, and the assignment of follow-up worksheets.
History
A range of topics from local, national and international History is covered and pupils display a knowledge and understanding of selected aspects of the past. Children in junior and middle standards enjoy stories and legends from at home and abroad. The programme taught in senior classes provides for the development of an understanding of chronology and an awareness of the lives of people down through the ages. Project work is used to good effect in the teaching of History in some classes and this aspect of the programme has the beneficial effect of enabling children to develop investigative and collaborative skills. There is a consciousness of the potential for local History in the area dealing with the Cromwellian and United Irishmen periods. Over the years some valuable investigative work has been done in this field. Textbooks are judiciously used to support the lessons and history themes and topics are integrated effectively with other curriculum areas.
Teacher questioning and the assignment of written tasks are the main forms of assessment used to evaluate children’s progress in History. The development of assessment procedures and the maintenance of records in the area of Social, Environmental and Scientific Education is recommended.
Science
Some introductory whole school planning has been initiated in the area of science. Suitable equipment has been acquired and some progress is being made particularly in the strands of Energy and Forces and Materials. Children’s appreciation of the annual cycle of nature is developed in all classes and there is a well-equipped nature table in the infant room. Children are enabled to experience and understand a broad and balanced range of topics. Practical investigation is a feature of scientific activity in all classes and some well conducted experiments were observed. In middle and senior classes children are given opportunities to engage in the processes of observing, predicting and experimenting occasionally. Relevant scientific language is taught effectively As more room becomes available it will be possible to undertake more open-ended investigations that will encourage children to work scientifically, discuss results and record carefully.
Visual Arts
The process of whole school planning for implementation of the Visual Arts curriculum has recently been addressed. As this work progresses greater attention can be afforded to the specific concepts and skills to be developed at each class level to provide for greater progression through the school and to facilitate assessment. Throughout their period in school the pupils experience a broad programme in this area and they complete some art in all strand areas: drawing, paint and colour, clay, construction, and fabrics and fibre. Some work samples are attractively displayed in all classrooms and, in most instances, they demonstrate individual creativity. Classroom environments are generally supportive of pupil learning in this curriculum area although space is limited. Children draw using a good selection of drawing materials and surfaces and further emphasis on this strand will allow them to safely play with ideas, feelings and experiences. There is also evidence of effective practice in relation to looking and responding within the strands taught. Purposeful talk and discussion are features of Visual Arts activities.
Music
A considerable amount of work has been done on the school plan for Music. Teachers’ individual preparation refers to the main strands of the curriculum, listening and responding, performing and composition. The whole school plan for Music will include compilations of songs and music for the performing and the listening and responding strand units. Music is seen as an important part of the work of the school. Junior classes are given opportunities to explore different aspects of rhythm and enjoy singing suitable songs. They engage enthusiastically with the activities. Classes perform a range of songs in Irish and English. The school participates in the Music Outreach Programme organised by the Riverbank Arts Centre, Newbridge. A retired primary teacher who is particularly well skilled in delivering the music programme visits this school every week and presents lessons which the staff can develop and revise later. This project is proving very worthwhile. Middle and senior classes are taught the recorder and have made satisfactory progress.
Drama
Certain aspects of the drama curriculum are integrated with other subject areas. However, it is recommended that some aspects of the Drama curriculum be introduced in all classes when in-service training has been provided by the PCSP.
Long-term plans for physical education indicate an understanding of the curriculum and refer to exercises that enable children to develop skills appropriate to their age and abilities. Schemes of work indicate that teaching and learning are effective in relation to the strands of games and athletics as far as possible. The limited resources available in the school have affected the implementation of a broad and balanced curriculum in PE. Outdoor lessons are dependent on suitable weather. Most work carried out is in the area of games and athletics. A review of the Physical Education programme is planned to coincide with the provision of a general purpose room when the proposed building work is carried out. Some outside instructors provide special assistance with games. A coach from Cumann na mBunscol teaches football skills. Another coach gives lessons in swimming and aquatics for classes from second to sixth. This takes place at Moore Abbey Swimming Pool a few miles distant. The school takes part in a basketball Blitz and cross country running. The board of management funds a basketball coach to give special tuition. Staff expressed satisfaction with the work of the coaches.
The school realises the importance of the delivery of a strong curriculum programme in this subject area which caters for the social, personal and health education of the whole child within the community and prepares him/her for life in the wider world. The school plan is disseminated among the school’s staff and incorporates the Walk Tall and Stay Safe programmes. Together with discrete timetabled lessons, much learning is achieved through cross-curricular work and group discussion. Work in SPHE is viewed as an integral aspect of the school day from healthy eating advice to the caring supportive interactions between staff and children. School policy in this area is formulated in consultation with the parents’ association and board of management. There is a strong sense of community and belonging in this rural school. Respectful attitudes are in evidence and pupils are encouraged to develop their talents and interests. The excellent behaviour of the pupils both inside and outside the classroom is a credit to the whole school community.
The school has developed a policy on assessment and a range of assessment modes are employed which include standardised tests in English (Micra-T) and Mathematics (Sigma-T), teacher observation, teacher-designed tests and portfolios of pupils’ work. Results of the more formal tests are retained and play a role in identifying pupils with learning difficulties. A comprehensive range of diagnostic tests is used by the earning support teacher to assess individual pupils with special needs. Parents are informed of their children’s achievement annually and individual parent-teacher meetings are held to discuss progress. The challenge to the school is to extend its non-standardised modes of assessment to monitor and nurture creativity and critical thinking among the children.
A whole school plan for learning support and resource teaching has been drawn up and is being implemented. Pupils are chosen for learning support based on performing below the tenth percentile on standardised tests and the class teachers’ overall view. The school shares a learning support teacher with St Peter’s BNS, Monasterevin. She spends slightly more than half her teaching time in Lackagh NS currently and provides special tuition for twelve pupils. Individual Educational Plans are completed for each child, which clearly indicate learning strengths together with priority needs and targets for the short and medium term. These IEPs are drawn up in consultation with class teachers. Reviews of pupils take place every term and care is taken to ensure that pupils’ future needs are reviewed properly. Despite the learning support room being small pupils are provided with an attractive and stimulating learning environment and good use is made of resources including cards, books and tapes. Most of the tuition takes place on a withdrawal basis but the LS teacher has occasionally worked in the infant class in co-operation with the class teacher. One pupil who has a speech and language difficulty receives 2.5 hours resource tuition weekly from a resource teacher based in St John’s NS, Monasterevin. The class teacher expressed great appreciation of the good effect of this tuition in cultivating the pupil’s confidence. There is effective liaison between the school and the National Educational Psychological Service regarding the assessment of children with particular special needs.
The school has policies on access, admission and participation of all children and teachers are conscious that some may have needs consistent with aspects of disadvantage. However, there is no evidence of significant disadvantage among pupils currently on roll and the school is not involved in any Department scheme for the disadvantaged. The school policy refers to the access, admission and participation of children from minority groups consistent with statutory requirements. However, as there but three non-national children, all taught by the same teacher, and no other minority group, the school has not yet addressed this area, but will keep the position under review.
The following are the main strengths and areas for development identified in the evaluation:
· The school is has a well-informed, dedicated board of management and is supported by a helpful, affirming parents’ association
· The staff is commended for highly effective work in the various curricular areas despite difficulties of accommodation
· The care and concern for the needs of all pupils is palpable to anybody visiting the school
· The co-operation and collaboration in evidence between all members of the teaching staff contribute to a very pleasant atmosphere in the school
· Children present as confident, happy and well-behaved and the level of pleasant pupil-teacher and inter-pupil interaction is commendable
· Pupils with special needs are given focused help based on reliable assessment and appropriate teaching materials
· The cultivation of a local history and of a sense of place is a valuable element of the children’s education
· The curriculum section of the school plan requires further attention to cover all subjects and lay down specific times for reviewing each portion of the plan
· A wider use of a methodology which embraces individual and group work in areas such as Irish is recommended.
· The development and implementation of a comprehensive assessment policy across each curriculum area should be considered in the medium term.
· Consideration should be given to including some curricular responsibility in posts of responsibility.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· The staff should proceed with up-to-date school planning in curricular areas which still have to be addressed and decide specific times for reviewing each portion of the plan
· Group and pair oral work should receive greater attention in subjects such as Irish
· Schedules for assessing achievement in areas other than English and Mathematics should be undertaken in the medium term
· The job specification of any future post of responsibility should involve responsibility for some major curricular area
Post-evaluation meetings were held with the staff and board of management at which the draft findings and recommendations of the evaluations were presented and discussed.