An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Scoil Bhríde

Silverstream, Tyholland, County Monaghan

Uimhir rolla:  18256L

 

Date of inspection: 30 January 2008

 

 

 

 

Whole-school evaluation

Introduction – school context and background

Quality of school management

Quality of school planning

Quality of learning and teaching

Quality of support for pupils

Conclusion

 

 

 

 

Whole-school evaluation

 

A whole-school evaluation of Scoil Bhríde was undertaken in January 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 Science.  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.

 

Introduction – school context and background

 

Scoil Bhríde, a small rural co-educational Catholic school under the patronage of the Bishop of Clogher, is situated in Tyholland parish in North Monaghan. Enrolment levels have sufficiently increased to warrant the appointment of a third teacher for the forthcoming school year. In general school attendance is good. In addition to the teaching staff the board of management currently employs a part-time classroom assistant to assist teachers in the management of multi-grade classes.

 

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

55

Mainstream classes in the school

2

Teachers on the school staff

3

Mainstream class teachers

2

Teachers working in support roles

3

Special needs assistants

0

 

 

1.     Quality of school management

 

1.1 Characteristic spirit, mission or vision

The school’s mission states that the school community endeavours to foster a Christian ethos based on respect among its pupils. The teaching staff provides a caring, happy and secure environment for pupils where their holistic learning needs are identified and addressed. A very welcoming atmosphere was evident during the period of inspection.

 

1.2 Board of management

The board of management is properly constituted. Members have been assigned responsibilities and intend to avail of the upcoming training for boards of management. Meetings are held on a regular basis and minutes are maintained. It is recommended that a written financial account be furnished at every meeting and accounts be audited at the end of each school year in accordance with section 18 of the Education Act 1998. Members exhibit a willingness to undertake the duties of their role in a conscientious fashion. Priorities for the incoming board of management will include reviewing and updating the school plan and procuring an extra classroom for the coming school year.

 

1.3 In-school management

The in-school management structure provides for a principal and a deputy principal. Both teachers have served in the school for a long number of years. The principal carries out her administrative and organisational duties in an efficient and competent manner. School registers and records are carefully maintained. The principal has been instrumental in drafting many of the school plans. The deputy principal’s duties are carried out diligently and effectively and contribute to the management of pupils, to school organisation and to the development of areas of the school plan. It is advised that duties be reviewed in response to the changing needs of the school. Staff meetings should be convened on a more regular basis to progress the implementation of the school plan, to strengthen communication among all staff members and to ensure a collaborative approach to decision-making. To improve the functioning of the in-school management team particular emphasis should be placed on developing effective lines of communication.

 

1.4 Management of relationships and communication with the school community

The quality of communication between home and school is good. As the school serves a small community regular informal contact with all partners occurs throughout the year. Formal communication between home and school is facilitated through regular parent-teacher meetings and written notices from school.

 

The parents’ association, which is affiliated to the National Parents’ Council, makes a significant contribution to school life by fundraising for additional resources, coaching pupils in physical education and financially supporting other sporting activities. Representatives of the parents’ association expressed their satisfaction with the educational provision in the school but articulated concerns regarding school facilities for the implementation of physical education and the lack of formal communication processes between the board and the parents’ association. It is advised that formal structures be put in place to enable clear communication between all school partners and that the board devises a policy to support and extend the role of parents in their children’s education.

 

1.5 Management of pupils

The school’s code of behaviour is implemented effectively. Teachers are to be commended for the positive approach they take to the management of pupils. A good rapport was evident between pupils and teachers during the evaluation. The pupils are courteous and respectful and display high levels of self-esteem. They are openly supportive of one another. Pupils cooperate willingly with staff and contribute positively to the quality of school life.

 

 

2.     Quality of school planning

 

2.1 Whole-school and classroom planning

The quality of whole-school planning is generally good. A range of policies, both organisational and curricular, has been devised to facilitate the functioning of the school and to respond to the requirements of current legislation. In general, policies have been drafted by the staff and presented to the board of management for consideration and ratification. Some of the existing organisational policies, for example the enrolment policy, require review in order to keep them in line with current legislation. Curriculum plans should be further adapted to the context of the school and to the learning needs of pupils. It is also recommended that all partners, including parents, have an active part in the whole-school planning process.

 

In general the quality of classroom planning is good. Each teacher prepares long-term and short-term plans of work which facilitate the delivery of a balanced curriculum. Programmes of work are differentiated for multi-grade classroom contexts. Some short-term planning is topic based and requires further elaboration. Greater emphasis should be placed on pupils’ expected learning outcomes in terms of the development of their skills and conceptual understanding. An overview of the teaching methodologies, differentiated learning activities, resources and assessment strategies to be employed should be included in short-term planning. Detailed monthly progress reports are maintained. Teachers might consider a common approach to recording progress in order to better inform curriculum implementation and to monitor continuity and progression in pupils’ learning.

 

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) has been appointed in line with the requirements of the guidelines. It is recommended that a deputy DLP be appointed immediately.

 

 

3.     Quality of learning and teaching

 

3.1 Language

 

Gaeilge

Baineann idir mhúinteoirí agus daltaí úsáid as an nGaeilge go neamhfhoirmiúil i rith an lae. Eagraítear gníomhaíochtaí oiriúnacha chun scileanna éisteachta na ndaltaí a fhorbairt agus chun a dtuiscint ar an teanga a éascú. Bíonn struchtúr maith ar na ceachtanna agus ar an iomlán bíonn ábhar na gceachtanna oiriúnach do chumas teanga na ndaltaí. Faigheann na daltaí deiseanna an teanga a úsáid agus a shealbhú trí dhruileanna a chleachtadh agus trí cheisteanna a chur agus a fhreagairt. Tá sé ar chumas cuid de na daltaí abairtí beaga a struchtúrú agus cur síos simplí a dhéanamh ar théamaí an churaclaim a eascraíonn as a gcuid eispéiris féin. Tá an foclóir atá ag na daltaí teoranta go leor, áfach. Tá gá le cabhair bhreise a thabhairt dóibh i struchtúrú na n-abairtí. B’fhiú, chomh maith suímh réalaíocha agus straitéisí breise a chruthú chun a gcumas cumarsáide sa teanga a fhorbairt. Moltar an plean uile-scoile a athbhreithniú le cinntiú go ndéantar forbairt chórasach ar scileanna teanga na ndaltaí.

 

Ullmhaítear na páistí don litearthacht luath go tuisceanach trí na scileanna teanga a chomhtháthú go héifeachtach, trí bhéim a chur ar an bhfocal aithint agus trí leabhair bheaga a chur ar fáil a thaitníonn go mór leis na daltaí mar ábhar léitheoireachta. Tá sé ar chumas formhór na ndaltaí sna meánranganna agus sna hardranganna sleachta gonta a léamh le tuiscint agus le cruinneas áirithe.  B’fhiú clár leanúnach uile-scoile d’fhogharluach na litreach a chur i bhfeidhm chun tuisicint a thabhairt do na daltaí ar fhóineoalaíocht na Gaeilge. B’fhiú chomh maith tuilleadh ábhar léitheoireachta a chur ar fáil do na daltaí sinsearacha chun deiseanna breise a thabhairt dóibh léitheoireacht a chleachtadh i gcomhthéacsanna éagsúla. Faigheann na daltaí cleachtadh ar an scríbhneoireacht fheidhmiúil faoi threoir agus scríobhann siad téacsanna éagsúla ar nós a nuacht phearsanta féin, cleachtaí tuisceana, cleachtaí gramadaí, próifilí aonair agus scéalta beaga bunaithe ar na téamaí curaclaim. Déantar monatóireacht rialta ar an obair agus baineann cruinneas maith leis. Ní mór, áfach, próiseas na saorscríbhneoireachta a fhorbairt go córasach agus deiseanna a thabhairt do na daltaí smaointe a ghiniúint agus a gcuid oibre a phleanáil, a dhréachtú agus a eagrú.

Irish

Teachers and pupils use Irish informally throughout the school day. Suitable activities are used to develop pupils’ listening skills and to facilitate their understanding of the language. Lessons are well structured and, in general, content is suited to pupils’ ability in the language. Pupils are afforded opportunities to use and extend their language through drills and through the use of question and answers. Some pupils are capable of structuring simple sentences and speaking about themes from the curriculum that relate to their own experiences. Pupils’ vocabulary is limited, however. They require further scaffolding in sentence structure. It is necessary to create realistic scenarios and employ further strategies to develop their communicative skills. It is advised that the whole-school plan be reviewed to facilitate the systematic development of pupils’ language competencies.

 

Early literacy skills are judiciously developed through effective integration of language skills, the use of suitable word identification strategies and the availability of simple books that make reading Irish enjoyable for pupils. Many pupils in middle and senior classes read simple extracts with understanding and a degree of accuracy. The implementation of a whole-school programme on phonological development would significantly improve pupils’ understanding of phoneme-grapheme correspondences. Additional reading materials should be used to afford pupils opportunities to practise reading in a variety of contexts. Pupils practise functional writing and write a variety of texts such as personal news, comprehension and grammar exercises, individual profiles and little stories based on curriculum themes. The work is monitored regularly and pupils observe the conventions of writing. Process writing should be systematically developed to afford pupils opportunities to generate ideas and to plan, draft and edit their work. 

 

English

In English oral language is suitably integrated with reading and writing processes and developed appropriately across the curriculum. Opportunities to extend vocabulary, foster competent communication and encourage self-expression are incorporated purposefully into many lessons. Further emphasis on discrete oral language activities is suggested, however, to improve pupils’ oral competency and to target the development of specific language skills.

 

Pupils in junior classes, where a rich print environment is created, are enabled to use a range of techniques such as word identification strategies, phonological skills and contextual clues to aid their literacy development. A variety of approaches to the teaching of reading is also used in the middle and senior classes and a range of comprehension and analytical strategies is developed appropriately to enhance pupils’ ability in literacy. Graded reading schemes are judiciously used in conjunction with supplementary readers and novels to progress pupils’ reading. Considerable scaffolding and guidance are given to pupils in the junior room as they engage in early writing activities. Pupils’ work is carefully monitored. Senior pupils write in a variety of genres and in general, observe the conventions of grammar, spelling and punctuation. Further attention might be given to enabling pupils to generate ideas, to plan their writing and to draft, revise and edit their work. A whole-school approach to developing handwriting skills is advised and cursive writing should be practised in middle and senior classes to enable pupils to write with speed and in a fluent style.  

 

3.2 Mathematics

The overall quality of teaching and learning in Mathematics is good. A structured, sequential programme is taught throughout the school. Pupils’ written assignments reflect a breadth and balance of the curriculum strands. Lesson content is presented clearly and appropriate emphasis is placed on teaching mathematical terminology. Class discussion and judicious questioning, during well-structured lessons, are central to the teaching and learning process in Mathematics. Pupils in the junior classes display an ability to communicate and express ideas and concepts using mathematical language appropriately. Good examples of integration with other areas of the curriculum were noted during the evaluation. Some use of concrete materials supports pupils’ understanding of concepts. Memorisation strategies effectively aid pupils’ knowledge of number facts. Pupils in the middle and senior classes demonstrate a good understanding of mathematical concepts and an ability to use this understanding in a range of appropriate problem-solving tasks. To further develop higher-order thinking skills pupils should be afforded extended opportunities to engage in collaborative problem-solving activities.

 

3.3 Science

A whole-school plan for the teaching of Science has been devised. To facilitate full implementation it is necessary to ensure that a balance of strands is incorporated into teachers’ classroom planning and implemented consistently throughout the school year. Lessons observed were logically progressed and focused on developing pupils’ scientific skills of observation, prediction and recording. Challenging questions were used to consolidate and extend pupils’ knowledge and understanding. Pupils display a good knowledge of topics explored and experiments conducted. Teachers might focus on enabling pupils to design and conduct science experiments in more independent ways so as to further develop their investigative and experimentation skills. The provision of an investigation area in each classroom is recommended. Further focus on intended learning outcomes based on curriculum objectives will also enhance provision.

 

3.4 Assessment

A range of assessment strategies is in evidence at individual class level and includes teacher observation, checklists, teacher-designed tasks and tests, work samples, and the monitoring of pupils’ written activity. Standardised tests are administered to assess pupils’ progress in English literacy and Mathematics. The Middle Infant Screening Test is administered in Senior Infants for the early identification of pupils with special educational needs. Support teachers administer some diagnostic tests such as the Neale Analysis of Reading Ability. It is recommended that more encompassing diagnostic tests be used to identify pupils’ specific learning difficulties and to further enable the design of learning programmes. It is recommended that a whole-school assessment policy be devised and that assessment strategies be explored for all areas of the curriculum. The National Council for Curriculum and Asessment’s recently published guidelines for schools on Assessment in the Primary School Curriculum will guide this work.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

A learning support teacher and two resource teachers support pupils with special educational needs. Support for these pupils is provided primarily in the areas of literacy and numeracy, and focused tuition is delivered on a withdrawal basis. In-class support has been explored through the use of team and co-operative teaching approaches. The teaching staff might consider extending this mode of delivery to enhance current provision. Detailed individual profile and learning programmes (IPLPs) have been devised for pupils in receipt of supplementary support. In general, the learning targets identified in the individual plans are based on the pupils’ priority learning needs. Planning and progress records are carefully maintained. It is advised that these plans be further aligned to the targets set out in the IPLPs. Lessons are well designed, appropriately structured and feature a range of activities to consolidate learning. Suitable teacher-designed and commercially-produced resources are effectively employed to support learning. A teacher from the National Reading Recovery Programme has given generously and voluntarily of her services to ensure access to pupils from the school to this programme.

 

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

The inclusive ethos of the school ensures that all pupils are afforded equal opportunities to learn in a happy, safe, positive environment. The teaching staff reported that, currently, there are no pupils who are educationally disadvantaged or no pupils from minority groups attending the school.

 

 

5.     Conclusion

 

The school has strengths in the following areas:

·         The board of management and the parents’ association is very supportive of the work of the school.

·         Pupils’ learning is enriched by the range of effective methodologies used in teaching aspects of Mathematics and English.

·         The pupils’ behaviour is very good and they present as articulate, confident and responsible children.

 

The following key recommendations are made in order to further improve the quality of education provided by the school:

 

Post-evaluation meetings were held with the staff and the board of management where the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

Published June 2008