An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Knocknagilla National School
Stradone, County Cavan
Uimhir rolla: 18355N
Date of inspection: 16 October 2008
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of Knocknagilla National School was undertaken in October 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 History. The board of management 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
Knocknagilla National School, known locally as Aughadreena National School, is a small school located in a rural area in Co. Cavan. The school is under the patronage of the Catholic Bishop of Kilmore. Following the recent refurbishment and extension of the school, accommodation now consists of three bright, spacious classrooms, a pre-fabricated classroom, a general purposes room and good ancillary facilities. Suitable play areas are available for recreation. An increase in enrolments in recent years enabled the appointment of an additional class teacher in September 2008. Enrolment levels are expected to increase in the medium-term. Pupil attendance levels are high.
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 |
85 |
|
Mainstream classes in the school |
4 |
|
Teachers on the school staff |
5 |
|
Mainstream class teachers |
4 |
|
Teachers working in support roles |
2 |
|
Special needs assistants |
0 |
1. Quality of school management
1.1 Characteristic spirit, mission or vision
The holistic development of each child is central to the work of the school. A strong sense of community is evident, where all partners work together with a shared sense of purpose. Mutual respect characterises interactions between members of the school community. A very pleasant, caring and inclusive atmosphere permeates the school.
1.2 Board of management
The board of management is properly constituted and meets regularly. A review of the minutes of recent meetings confirms that a principal’s report and a financial statement are presented at each meeting. Much of the work of the board during the past year related to the completion of the school extension and arrangements for its official opening. School policies are regularly discussed and ratified at meetings. Members demonstrate a strong sense of commitment to supporting the work of the school. They display a sense of pride in the quality of the work of the school. Specific tasks have been allocated to individual members of the board and they give of their time and expertise willingly for the benefit of the school. The chairperson is in regular contact with the principal regarding school matters.
1.3 In-school management
A new principal was appointed in September 2007. She guides the continuous development of the school and builds on its strengths. Under her reflective leadership the school development planning process is working effectively and areas of priority are identified and addressed. She inspires a shared sense of purpose among the staff and values the contribution each teacher makes to the development of the school. She liaises very effectively with parents and with the board and respects the role of parents as their children’s primary educators.
The principal is supported in the in-school management team by the deputy principal and a special duties teacher. Duties attaching to these posts are clearly defined and include responsibility for the pastoral care of pupils and aspects of school organisation. Post-holders are encouraged to take responsibility for leading the development of specific curricular areas. When reviewing the duties attaching to posts of responsibility the board might formalise the curriculum leadership role in each post. All members of the in-school management team carry out the duties assigned to them competently and with commitment.
1.4 Management of relationships and communication with the school community
The school is held in high regard locally. A very active parents’ association has been supporting the school for many years. Members of the association undertake a variety of practical tasks to ensure that the school and its grounds are well maintained. The association has raised a significant level of funds to support the development of the school. Effective channels of communication have been established between the parents’ association, the school and the board of management. Representatives of the parents’ association met with the inspector during the evaluation and expressed the satisfaction of the general parent body with the quality of education being provided in the school. Opportunities are provided for parents to meet with teachers on a formal basis at the annual parent-teacher meetings. Parents feel welcome to come to the school to discuss issues relating to their children and are satisfied that their concerns are dealt with promptly, through appropriate procedures. The recent innovation of a meeting to inform parents of aspects of the curriculum was very well received and well attended. The principal is proactive in encouraging parents to become more involved in aspects of school life.
1.5 Management of pupils
The mutual respect evident among all members of the school community underpins the approaches to managing pupils. The code of discipline promotes positive behaviour and the high standards of behaviour among pupils attest to the effectiveness of its implementation. Teachers demonstrate a very strong commitment to the general welfare and pastoral care of pupils.
2. Quality of school planning
2.1 Whole-school and classroom planning
The quality of whole-school planning is very good. Significant work has been done in developing a range of policies that respond to the needs of the school and meet the requirements of current legislation. An action planning approach has been adopted to monitoring the implementation of school policies. A feature of the action plan is a focus on the increased use of information and communications technologies (ICT) as a learning tool in the classroom.
All teachers participate in developing school plans, and draft plans are regularly discussed by the board of management prior to their ratification. The parents’ association is consulted in relation to some policies. Individual teachers take responsibility for leading the development of specific curricular policies. A summary of a number of policies is included in a booklet that is given to parents, and they are advised that all policies are available in the school. Teachers regularly participate in a wide range of continuing professional development courses, thus enhancing the quality of their contribution to whole-school planning and development.
The quality of classroom planning is good. All teachers prepare short-term and long-term plans of work based on the school plan. A broad and balanced programme of work is delivered in all classes. In general, short-term plans provide for limited differentiation of learning tasks. It is recommended that learning activities at a variety of levels are planned to meet the needs of all pupils, particularly in English and Mathematics. Significant work is done by teachers in acquiring and preparing resources to support teaching and learning. Very stimulating learning environments are created in classrooms where pupils’ work is displayed and celebrated. Monthly progress records (cuntais mhíosúla) are linked with short-term plans. It is advised that a separate progress record be maintained, to enable teachers to readily track pupils’ learning from year to year.
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. The board should now appoint a deputy designated liaison person, in order to comply fully with the requirements of the guidelines.
3. Quality of learning and teaching
3.1 Language
Gaeilge
Tá cáilíocht an teagaisc agus na foghlama sa Ghaeilge go maith. Múintear ionchur nua teanga cinnte le linn na gceachtanna agus eagraítear gníomhaíochtaí oiriúnacha chun na spriocanna foghlama a bhaint amach. Cloítear leis an nGaeilge mar theanga an teagaisc le linn na gceachtanna. Tá cur chuige aontaithe ag an bhfoireann maidir le húsáid neamhfhoirmiúil na teanga lasmuigh den cheacht Gaeilge.
Baintear dea-úsáid as ábhar léirithe chun brí a cheangal leis an bhfoghlaim agus mar spreagadh d’úsáid na teanga. Leagtar an-bhéim ó na luathbhlianta ar aghaidh ar chruinneas foghraíochta sa chaint agus in aithris na filíochta. Spreagtar daltaí le habairtí iomlána a úsáid agus dírítear aird inmholta ar mhúineadh na mbriathar. Cothaítear scileanna éisteachta agus cumas tuisceana na ndaltaí go hoiriúnach le linn tascanna foirmiúla éisteachta. Baintear dea-úsáid as an scéalaíocht, go háirithe sna ranganna sóisearacha. B’fhiú cur chuige uile scoile a aontú maidir le háit na scéalaíochta i saibhriú teanga na ndaltaí. Léiríonn daltaí tríd an scoil tuiscint mhaith ar a gcloiseann siad i nGaeilge. Éiríonn le cuid daltaí teanga a chumadh agus a dtuairimí a chur in iúl go líofa. Chun líofacht cainte daltaí ag gach leibhéal ranga a fhorbairt moltar breis béime a leagan ar shaorchruthú na teanga i suímh fíor-chumarsáideacha le linn gach ceachta.
Múintear scileanna na léitheoireachta go héifeachtúil. Ceanglaítear an fhoghlaim le teagasc na filíochta agus baintear dea-úsáid as cnuasach breá fíorleabhar chun eispéiris léitheoireachta na ndaltaí a leathnú. Le linn an mheasúnaithe léigh daltaí sna ranganna sinsearacha téacs nua le líofacht agus le tuiscint. Forbraítear tuiscint na ndaltaí ar phointí gramadaí agus ar fhuaimeanna na teanga le linn na ngníomhaíochtaí foghlama. Cruthaítear timpeallacht shaibhir prionta sna seomraí ranga. B’fhiú straitéisí a fhorbairt chun an tairbhe is fearr a bhaint as an acmhainn seo.
Bunaítear na tascanna scríbhneoireachta ar ábhar na gceachtanna agus ar chleachtaí gramadaí. San iomlán is scríbhneoireacht fheidhmiúil is mó a chleachtar. Déantar monatóireacht an-mhaith ar an obair scríofa. B’fhiú breis deiseanna a thabhairt do dhaltaí scríbhneoireacht phearsanta de chineálacha éagsúla a chleachtadh ar bhonn rialta.
Irish
The quality of teaching and learning in Irish is good. Specific new language content is taught during lessons and suitable activities are organised to achieve the learning targets. Irish is used continuously as a medium of instruction during lessons. There is consistency in the approach of teachers to the informal use of the language outside the Irish lesson.
Good use is made of visual materials to support pupils’ understanding and as a stimulus for using the language. Accuracy of pronunciation in speaking and in the recitation of poetry is emphasised from the early years. Pupils are encouraged to use complete sentences and commendable attention is paid to teaching verbs. Listening skills and pupils’ understanding are suitably fostered during formal listening tasks. Story is well used primarily in junior classes. An agreed whole-school approach to the use of story as a means of enriching pupils’ language is advised. Pupils throughout the school demonstrate a good understanding of what they hear in Irish. Some pupils succeed in creating language and expressing their ideas fluently. To develop pupils’ fluency at all class levels it is recommended that further emphasis be placed on using the language in authentic communicative situations during every lesson.
Reading skills are taught effectively. Reading is linked with the teaching of poetry and good use is made of a selection of real books to provide a wide variety of reading experiences for pupils. During the evaluation pupils in senior classes read new text fluently, and displayed a good understanding of the content. Pupils’ understanding of grammar and the phonetics of the language are developed during learning activities. A print-rich environment has been created in classrooms. Strategies to exploit the potential of this resource could now be explored.
Writing tasks are based on lesson topics and on grammar exercises. Functional writing is the genre most practised. Written work is very well monitored. Pupils could be provided with further opportunities to engage regularly in personal writing activities in a variety of genres.
English
Significant emphasis is placed on developing pupils’ expressive and receptive language skills during discrete oral language lessons. This practice is informed by specific guidance in the school plan. Discussion during activities is well managed and all pupils are encouraged to participate. Pupils articulate their views confidently in an age-appropriate manner. Opportunities to develop language skills are well exploited during lessons in other curricular areas
A print-rich environment is created throughout the school to support the development of reading and writing skills. Pupils’ phonological and phonemic awareness is well developed in infant and junior classes and phonic skills are further developed on a systematic basis in middle and senior classes. The language experience approach (LEA) is used effectively in infant classes to develop early reading and writing skills and pupils are encouraged to write freely from an early age. A structured reading scheme is used during whole-class reading activities in all classes. While most pupils read fluently, the reading material is not sufficiently challenging for some pupils, while a small number of pupils would benefit from further development of their reading skills. It is recommended that the practice of teaching reading as a whole-class activity be reviewed and that group-work be practised, where reading material from a range of sources is matched to individual pupils’ needs. Class libraries are used to promote reading for leisure and pupils in some classes maintain a record of books they have read.
Effective approaches are used to teach writing skills. Pupils regularly engage in both functional and personal writing tasks. Some fine examples of pupils’ creative writing in a wide variety of genres were evident during the evaluation. To further support pupils’ independent writing skills, displays of frequently used words and the creation of personal dictionaries in junior classes should be considered.
3.2 Mathematics
The quality of teaching and learning in Mathematics is good. The school plan is underpinned by the principles of the Primary School Curriculum (1999) and acts as a useful guide to achieving consistency of approach at all class levels. Significant emphasis is placed on teaching, using and displaying appropriate mathematical terminology.
Pupils in all classes use concrete materials to develop conceptual awareness. Learning activities are well structured and facilitate the development of pupils’ thinking skills. Group-work is a feature of some lessons and effective collaboration among pupils was evident during lessons observed. A review of previous learning forms the basis for the introduction of new concepts and pupils’ understanding is enhanced through consolidation activities during lessons. Good use of ICT was observed during some learning activities. Mental processing skills are developed during oral mathematical work in which pupils engage actively.
Pupils in all classes display a good knowledge of number facts, an age-appropriate ability to carry out number operations, and a good understanding of concepts that have been taught. Further work is required with some pupils to develop their ability to apply conceptual knowledge to real-life situations. At all class levels pupils’ written work in Mathematics is carefully recorded and very well monitored.
In general whole-class teaching is practised, with different tasks prepared for each class within a teaching group. To further match learning activities to the needs of individual pupils, it is recommended that teachers plan differentiated learning tasks for pupils on a cross-class basis. This approach would facilitate the further development of pupils’ independent learning skills and enable the regular use of dedicated mini lessons to meet individual pupils’ learning needs. Information from the assessment carried out in the school should form the basis for the teacher-designed tasks.
3.3 History
The school plan clearly outlines the content to be taught in the various strands of the curriculum over a two-year period in middle and senior classes, and on an annual basis in infant and junior classes. Teachers’ individual planning reflects this whole-school approach, thus facilitating the development in pupils’ learning from year to year, and ensuring that all strands of the history curriculum are taught.
Lessons observed were well structured and suitably paced. Excellent resources were in use during some lessons to facilitate the development of pupils’ historical skills and their knowledge of the topics. Pupils were enabled to find, record and analyse evidence that informed their understanding of the lives of people in past times. Group-work and pair-work were used to good effect to enhance the quality of pupil participation. The recent official opening of the new school provided a stimulus for research on education in the parish in former times, and pupils’ work is centrally displayed and celebrated. The use of story and visual displays assists the development of an understanding of change and continuity over time, and the acquisition of knowledge about past events.
3.4 Assessment
A variety of assessment tools, including teacher-designed tests, checklists and standardised tests, is used to assess pupils’ learning and monitor their progress. Standardised tests in English and Mathematics are administered annually to all pupils from first to sixth classes. The Middle Infants Screening Test (MIST) is used to identify pupils experiencing difficulties with the development of early reading skills. A range of diagnostic tests is used by support teachers to identify individual pupils’ learning needs.
The whole-school approach to analysing the outcome of assessment tests, and using this information to plan learning activities is commendable. The practice of maintaining individual pupil profiles is currently being developed. Particular attention is paid by all teachers to monitoring pupils’ written work
4. Quality of support for pupils
4.1 Pupils with special educational needs
A shared learning-support teacher is based in the school and provides supplementary support in English and Mathematics. Support is given to individual pupils and to groups of pupils in junior classes where the focus of the work is on early intervention to prevent and reduce difficulties with reading. Individual profile and learning programmes (IPLPs) are prepared for all pupils receiving individual support in which specific, time-bound learning targets are set for each instructional term.
A visually stimulating learning environment has been created in the learning support room. A positive learning atmosphere is evident and pupils engage enthusiastically in activities. Currently almost all supplementary support is provided through withdrawal. Consideration should be given to adopting an in-class model of delivery as recommended in the Learning-Support Guidelines. This would have the benefit of developing pupils’ independent working skills and would facilitate the further collaboration of class teachers and the learning-support teacher in devising and implementing learning programmes.
A part-time resource teacher commenced work during the evaluation and is supporting one pupil with special educational needs who enrolled in the school at the start of the current school year. An individual education plan (IEP) is currently being devised for this pupil, and appropriate daily plans guide the work in the meantime.
4.2 Other supports for pupils: disadvantaged, minority and other groups
A small number of newcomer pupils have recently enrolled in the school. Grant aid has been received from the Department of Education and Science to provide tuition in English as an additional language for them and a part-time teacher commenced work shortly before the evaluation. A positive learning climate is created during lessons and well-prepared resources and the use of active learning methods foster the development of language skills related to the needs of individual pupils.
The school receives no additional funding to support pupils from disadvantaged backgrounds. However, no pupil is excluded from school activities and assistance, where required, is given sensitively.
5. Conclusion
The school has strengths in the following areas:
· The effective leadership of the principal, who has the respect and support of the school community, underpins the shared sense of purpose among partners in the school.
· The school is well managed by both the board of management and the in-school management team, and the school planning process is very effective in guiding the development of the school and facilitating its smooth operation.
· There is an expectation among the teachers and the school community that high standards of attainment will be achieved, and their expectations are realised. Particular attention is paid to analysing the outcome of assessment tests to monitor the maintenance of high standards.
· A dedicated team of teachers succeeds in creating a pleasant, caring and inclusive atmosphere in the school where a broad and balanced curriculum is delivered and pupils’ talents and interests are developed.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· Individual teachers’ planning should focus on providing differentiated learning experiences for pupils, where tasks match pupils’ abilities, particularly in English and Mathematics.
· Moltar breis béime a leagan ar shuímh fíorchumarsáideacha a chruthú le taithí a thabhairt do dhaltaí i gcruthú na teanga i nGaeilge. (Further emphasis should be placed on creating authentic communicative situations to provide pupils with experiences in creating the language during Irish lessons).
· Extending the use of in-class support for pupils availing of supplementary tuition should be considered, in the context of individual pupils’ needs.
· The practice of teaching reading as a whole-class activity should be reviewed and reading material from a range of sources should be matched to individual pupils’ needs during group-work.
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 April 2009
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 appreciated the opportunity to respond to the final report on the Whole School Evaluation. The Board was pleased that recognition of the following was noted in the report:
· That the overall positive nature of the report recognised the collective efforts of all school partners in sharing a common sense of purpose aiming to provide the best possible holistic education for all children in the school.
· It was appreciated that the strong sense of community was acknowledged as the school has a very committed staff as well as an extremely active Parents’ Association and Board of Management who are supported by the parish and local community.
· The acknowledgement of progressive developments in whole school planning and policy development in response to meeting the current needs of the school was also reinforced.
· The commitment of the school to continuous assessment and its function in informing current practices
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 template for the whole school cuntais mhíosúla has been reviewed and a more concise format that clearly identifies progress from month to month has been introduced.
· The deputy principal has been appointed as the deputy designated liaison person to comply with Departmental guidelines.
· The school is currently evaluating a range of various reading materials available in order to provide for differentiated reading tasks as recommended.
· The reviewing of duties attached to posts of responsibility will be addressed with particular attention to leadership roles in curricular areas.
· Opportunities for differentiated tasks in all areas of learning and the introduction of in-class support for learning is currently being researched and reviewed.
The Board has noted all recommendations and is satisfied with developments to date. The Board acknowledges the on-going measures being undertaken to further enhance the effectiveness of the school.