An Roinn Oideachais agus Eolaíochta
Department of Education and Science
REPORT
Scoil Náisiúnta Mhuire
Creeslough, County Donegal
Uimhir rolla: 18371L
Date of inspection: 3 October 2008
Introduction – school context and background
Quality of learning and teaching
Summary of findings and recommendations for further development
Whole-school evaluation
This report has been written following a whole school evaluation of Scoil Náisiúnta Mhuire, Creeslough. 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 pupils and teachers, examined pupils’ 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.
1. Introduction – school context and background
Scoil Náisiúnta Mhuire is a
seven-teacher co-educational primary school situated in the
2. Quality of school management
2.1 Board of management
The board of Management is properly constituted and its members have been allocated specific tasks. It displays ongoing interest in all school activities and in the overall functioning of the school. The board is supportive of the staff, pupils and the parent community of the school. The board is committed to ensuring compliance with Departmental regulations and seeks to fulfil its statutory obligations in accordance with the Education Act 1998. Meetings are convened regularly and minutes are maintained. Financial accounts are audited. The board takes an active role in policy development and school planning. The board, through the principal, monitors the provision of education very carefully. It is committed to supporting continuous improvement in learning and teaching and in the achievement of all pupils. The main priorities of the board at present are the proposed school extension and the provision of suitable facilities for the school community. The extension is required due to the lack of space in two of the classrooms in particular. The board has been proactive in securing significant funding from the dormant account fund; the funding from this source now available will be used to purchase library books. The investment in modern technologies in the school is commendable and the funding received from the dormant accounts, along with funding from the parents’ association, has been used to purchase two interactive white boards for the school.
2.2 In-school management
The principal exemplifies high professional standards and she is very dedicated to the school. She has set appropriate organisational, curricular and pastoral priorities. She creates a positive climate within the school community and sets high expectations for the staff and the pupils in all their daily routines. The principal provides effective curriculum leadership. She participates in ongoing professional development, including the Misneach and Forbairt programmes for principals that have been developed by the Department’s Leadership Development for Schools Initiative. She facilitates and promotes the professional development of members of staff. The principal promotes a positive school climate. Very good lines of communication have been established with the school community and a culture of collaborative decision-making is a feature of the school leadership. Outcomes of learning are monitored very well and arrangements for curriculum planning, assessment, review, recording and reporting are working well.
The in-school management team consists of the principal, deputy principal and two special duties posts. They are experienced, committed, reflective and professional in their work. They have a very clear and purposeful range of duties which are reviewed according to the changing needs of the school. There is a commendable culture of teamwork in the school and members of staff are encouraged to take initiative in undertaking roles that assist in school improvement. There is evidence of very effective mentoring of staff and the sharing of good practice among teachers with regard to the teaching of Irish, in particular. The in-school management team contributes effectively to building and sustaining positive relationships with the school community and maintaining the quality of the school’s provision.
2.3 Management of resources
Teachers are deployed effectively and their skills and abilities are used to maximum effect to meet the pupils’ needs. The teachers are committed to continuing professional development activities. The work of external tutors employed by the board contributes to the delivery of a broad and balanced curriculum within the school. The part-time special needs assistant (SNA) makes a valuable contribution to the inclusion and care of a pupil in the classroom environment. The secretary, who works part-time, is supportive of the teaching principal. The caretaker’s contribution to the school is highly praiseworthy. The school and grounds are maintained to a very high standard and overall it is a safe and stimulating learning environment for pupils and parents. All available accommodation is used to meet the curricular needs of the pupils. Teachers are commended for their creative use of classroom space to facilitate the active learning of pupils based in the smaller classrooms. Despite this, the accommodation and the furniture currently available to the senior classes are unsatisfactory. There is also a lack of administrative space and the current facilities for the staff are limited.
A wide range of effective resources, including information and communications Technology (ICT), is provided. The resources are used creatively to promote the teaching and learning process and to ensure the development of a variety of learning activities and styles. Pupils are encouraged to use the resources independently and responsibly. It is recommended that the range of large format books should be extended and additional reading materials in Irish be sourced. Pupils’ work across the curriculum is celebrated in the classrooms and in the corridors. The quality of this work is commendable. All classrooms are clean, bright and vibrant featuring a print and number rich environment. Appropriate resources for pupils with special educational needs (SEN) are used effectively.
2.4 Management of relationships and communication with the school community
Parents have an active role in the life of the school. They contribute confidently to collaborative educational initiatives, such as The Story Sacks Project and the Maths for Fun Initiative to support their children’s learning. Effective home-school communication strategies are in place and very good information is provided to parents about the routines of the school. Formal parent/teacher meetings are held annually to inform parents of the progress of their children. There are flexible arrangements in place for parents to meet with teachers. The parents’ association works very closely with principal and all staff members. The principal has organised after-school curriculum information sessions to give parents a greater insight into the key learning targets and methodologies used at each class level. Parents are successful in securing additional funding for the school and they play a significant role in supporting after-school activities.
2.5 Management of pupils
The school climate fosters and nurtures the respect of all pupils. The children have been consulted in the drawing up of classroom rules. The children are motivated, confident and eager in their learning. They participate enthusiastically in curricular and extra-curricular activities.
3. Quality of school planning
3.1 School planning process and implementation
The quality of whole school planning is very good. The school has coherent planning for all areas of the curriculum and for the organisation of the school. The planning processes are collaborative involving the board, parents and staff. Key policies from the whole school plan are available to parents. Teachers have worked closely with curriculum facilitators and with the relevant support agencies to develop teaching strategies and approaches particularly in the context of the dual class settings. Systematic arrangements are in place for teachers to plan collaboratively to ensure that a broad and balanced curricular programme is delivered. Rich assessment information about pupil progress and learning is used to guide teachers in school review. Priorities for development in teaching and learning have been identified. Targets identified are achievable. Key policies from the whole school plan are available to parents.
Confirmation was provided that, in compliance with Department of Education and Science Primary Circular 0061/2006, the board of management has formally adopted the Child Protection Guidelines for Primary Schools (Department of Education and Science, September 2001). Confirmation was also provided that these child protection procedures have been brought to the attention of management, school staff and parents; that a copy of the procedures has been provided to all staff (including all new staff); and that management has ensured that all staff are familiar with the procedures to be followed. A designated liaison person (DLP) and a deputy DLP have been appointed in line with the requirements of the guidelines.
3.2 Classroom planning
The quality of classroom planning in all classrooms is highly praiseworthy. All teachers provided comprehensive long term and short term plans based on strands and strand units of curriculum. There is a direct link between teachers planning and the whole school plan which leads to quality outcomes for the pupils. Classroom planning identifies clear learning outcomes for pupils. It also details how curriculum is adapted or differentiated for pupils with additional learning needs. The teachers collaborate very effectively with the learning support teacher in planning for the needs of individual pupils and teachers’ planning contains individualised education programmes for pupils with additional learning needs. Comprehensive monthly progress records are carefully maintained and are used effectively by school management to inform curriculum implementation.
4. Quality of learning and teaching
4.1 Overview of learning and teaching
The quality of teaching was found to be very good. There is in evidence across the school of solid and structured teaching of the basic concepts of the curriculum and of skills in literacy and numeracy. Oral language is afforded a central role in developing the children’s knowledge and understanding. Teachers are enthusiastic and energetic and use a variety of teaching approaches and methodologies suited to the needs of the pupils. Pair work and peer tutoring are used very effectively across the school. Teacher/pupil and pupil/pupil interactions are very positive. Pupils are encouraged to ask questions, to express views and to share ideas. Independent learning skills are fostered. Teachers provide learning opportunities which are challenging and enjoyable for the pupils. Higher-order thinking skills are promoted. Teachers prioritise the development of literacy and numeracy skills across all curricular areas. A neurological Brain Gym programme of activities is promoted on a whole school basis to enhance the children’s cognitive development. Pupils are positively motivated and respond well to questioning. Project work is used as an effective methodology and pupils discuss their projects with enthusiasm.
Overall, the quality of learning and pupil achievement is highly satisfactory. Pupils, including those who are at risk of underachieving, are attaining well and are making very good progress. Standardised tests results in English and Mathematics indicate improved learning outcomes for pupils. All pupils are encouraged to reflect on their own strengths and learning needs.
4.2 Language
Gaeilge
Cuirtear plean uile-scoile ar fáil do theagasc agus d’fhoghlaim na Gaeilge ina n-áirítear aidhmeanna an chláir theagaisc bunaithe ar théamaí tras-churaclaim chomh maith le cur síos ar fheidhmeanna teanga, ar na modhanna múinte, ar úsáid áiseanna agus ar mhodhanna measúnachta. Baintear úsaid as raon leathan straitéisí chun scileanna éisteachta na ndaltaí a fhorbairt. Baintear úsaid as teicneolaíocht an eolais mar áis don teagasc, ach b’fhiú breis usáide a bhaint as an ghné seo chun próiseas na scríbhneoireachta a fhorbairt a thuilleadh. Is cainteoirí ó dhúchas mórchuid na n-oidí agus tugtar scáfail mhaith do na daltaí trí ionchur cuí teanga agus trí ghníomhaíochtaí den scoth a chur ina láthair. Chonacthas sárchleachtas sa ghné seo den churaclam le linn na cigireachta. Tá an caighdeán léitheoireachta agus scríbhneoireacht atá ag mórchuid na ndaltaí go h-an mhaith. Eagraítear ceachtanna bríomhara agus tugtar deiseanna labhartha do na daltaí chun an teanga nua a chleachtadh i gcomhthéacsanna difriúla. Léiríonn na daltaí tuiscint mhaith ar an teanga. Baintear úsáid as an Ghaeilge go neamh-fhoirmiúil ar fud na scoile agus is inmholta na stráiteisí cumarsáide atá in úsáid i roinnt ranganna chun an Ghaeilge a spreagadh agus a chothú go laethúil. B’fhiú na straitéisí dea-chleachtais seo a leathnú go gach rang sa scoil. Sna bunranganna deántar forbairt éifeachtach ar thúschéimeanna agus ar fhogharluach na bhfocal agus tugtar scáfail an-mhaith do na daltaí trí thimpeallacht phrionnta shaibhir sa teanga a chur ar taispeáint. Sna méanranganna agus sna hardranganna déantar forbairt an-mhaith ar scileanna léitheoireachta na ndaltaí ag baint úsáide as raon éagsúla téacsanna. Déantar forbairt an-chumasach ar scileanna tuisceana na teanga san ard roinn. Cuirtear béim shásúil ar an ngramadach agus bíonn tionchar an-dearfach ar an obair a dhéantar sa ghramadach ar léitheoireacht agus scríbhneoireacht na ndaltaí. Tugtar faoi chleachtaí éagsúla scríbhneoireachta leis na daltaí. Cé go bhfuil raon leathan de théacsanna Gaeilge ar fáil sa scoil, b’fhiú cur leis an stór chun taithí a thabhairt do na daltaí ar shaothair scríbhneoirí éagsúla.
Irish
A whole-school plan for the teaching and learning of Irish, which includes the aims that are based on cross-curricular themes, is presented. This plan also delineates language exemplars, methodologies, the use of resources, and assessment methods. A wide range of approaches is used to develop the pupils’ listening skills. ICT is used as a resource. However its further use is recommended to augment process writing. Most members of the staff are native Irish speakers and pupils’ language development is scaffolded very well by appropriate language input and activities. Some excellent teaching in this regard was observed during the evaluation. The standard achieved by most pupils in reading and writing is very good. Stimulating lessons are organised and opportunities are given to pupils to practise the new language in a variety of contexts. Pupils’ understanding of the language is very good. Irish is used informally throughout the school. The strategies to develop communication in some classrooms are exemplary. These very effective strategies should be extended to all classes. In the junior classes, basic sounds of whole words are taught very well and this is supported by a print-rich environment in the language. In the middle and senior classes pupils’ reading skills are developed very well through the use of a variety of texts. Further texts should be sourced so that pupils experience the works of a variety of authors. Pupils’ comprehension is developed very well in the senior section. Appropriate attention is given to grammar and this has a positive effect on the pupils’ reading and writing.
English
The quality of teaching and learning in English is
very good. Effective teaching strategies are employed by teachers to cater for
the dual-grade classes. Oral language is well developed throughout school with
discrete oral language lessons taught and vocabulary extended through all
curricular areas. Higher-order thinking skills are actively developed during
class discussions. Pupils speak confidently and articulately and display a wide
range of general knowledge. Most pupils have very satisfactory reading skills.
The class teachers and support teachers structure and manage the reading
classes in an effective manner. The library is the focal feature of most
classrooms and pupils are well motivated to read from a very early age. Home
school packs of reading materials are prepared collaboratively by teachers to
encourage shared reading at home. A strong emphasis is placed on developing
pupils’ sight vocabulary, phonics and word identification strategies in a
structured manner at the junior section of the school. Pupils are taught
strategies for dealing with unknown words encountered in the reading and this
gives pupils added confidence in reading.
Writing is well scaffolded across the school. Pupils engage in a range of functional writing tasks that cultivate good spelling and punctuation and an understanding of writing conventions and grammar. A high standard is being achieved in a variety of written genres. Writing standards across the curriculum, including project work, are equally exemplary. While the presentation of written tasks in copybooks is very well monitored with constructive advice given, further development of the pupils’ handwriting and presentation styles should be explored.
4.3 Mathematics
The quality of learning is very good and the pupils’ achievement is high. Pupils are very motivated in their learning and enjoy and participate well in mathematics lessons. Teachers place commendable emphasis on the language of Mathematics throughout the school. Appropriate attention is given to mental calculations to develop pupils’ skills in applying numbers to different contexts. Active learning approaches are employed by all teachers. A wide range of concrete materials is available and used effectively. Teachers generally use a range of resources to support their work including ICT, textbooks, charts, number lines and mathematical equipment. A focused strategy to support and develop the pupils’ problem solving skills has been identified and is used effectively during teaching across the school. Most pupils display very high standards in the understanding of mathematical concepts and skills. Regular revision is undertaken and the children record their work neatly and appropriately
4.4 Social, Environmental and Scientific Education
History
The teaching of History and its integration with other aspects of the curriculum across the school is very good. Designated interest areas, class museums with commendable displays of artefact, timelines and project work are features of good practice in all classrooms. In the junior classes the pupils’ sense of time and chronology is developed through the active exploration of elements of their immediate past and the past of their families and the locality. Opportunities for the pupils to interview extended family members as a means of exploring personal and family histories are provided. Creditable emphasis is placed on the study of local history in the junior, middle and senior classes. A broad programme of national and international themes is explored in the senior classes. Pupils work in the environment and explore areas of historical significance, including, for example the Glenveagh Evictions in the strand relating to eras of change and conflict. The use of digital photographs, evidence and artefacts in developing the pupils’ skills as historians is commendable. This highly commendable active learning allows pupils understand and empathise with how elements of our present have been shaped by people in the past. Irish myths and legends are explored across the school. Pupils display very good levels of understanding of topics and discuss them enthusiastically.
Geography
The teaching of Geography is effective. The provision at all levels in the school is comprehensive and enables pupils to explore a wide range of topics and develop a caring attitude towards the environment. Appropriate resources are used effectively during lessons. The exploration and recording of weather patterns contributes to the pupils’ understanding of climate and their sense of place in the world. The pupils in the junior classes display a sound knowledge of their homes and locality and the people who live and work in the local environment. Fieldtrips to explore the local and natural environments are explored purposefully across all classes. The study of the local Irish place names gives added richness to the geography programme in the middle and senior classes. Pupils also explore national geography and the geography of the European Union. Maps and globes are effectively used to develop the pupils’ locational and directional language and skills. Pupils are enthusiastic in their learning and display commendable knowledge of topics covered. The school actively promotes the development of the pupils’ understanding of environmental awareness and care through its participation in the Green Schools initiative. Whole school efforts to recycle waste, conserve energy and maintain a litter-free environment are praiseworthy.
Science
Teachers
are commended for the provision of a broad and balanced science programme
covering all the strands of the curriculum over a two-year period. Effective
methodologies such as talk and discussion, guided discovery methods,
collaborative work and experiments are a feature of good practice in all
classrooms and ensure active pupil engagement in lessons. Lessons begin with
the exploration of the pupils’ existing knowledge and they are afforded the
opportunity to develop scientific skills as they investigate topics. Resources
are productively used in the delivery of lessons to facilitate hands-on
approaches for pupils. The pupils are very accustomed to working in pairs and
to the rotation of tasks and materials. The school garden is used as an
extremely effective resource in the teaching of science and indeed in the
teaching of many other curricular areas. As a result of growing a wide variety
of vegetables and flowers, pupils have the opportunity to experience at first
hand the conditions necessary for plant growth and development, the life cycles
involved and the seasonal influences on growth. It is also a wonderful resource
for minibeast and habitat exploration which teachers
use on a regular basis. The school is also extremely fortunate to be located
near
4.5 Arts Education
Visual Arts
The visual arts programme provides for a variety of creative experiences through a range of activities. Emphasis is placed on the pupils’ enjoyment of the creative process. Bright, attractive displays in classrooms and in the school corridor celebrate the pupils’ creativity. All strands of the visual arts programme are planned for and integrated successfully with a variety of curricular areas. The work in the strand units of Looking and Responding and Construction are particularly noteworthy.
Music
Pupils enjoy music and achieve good standards in the performing strand. An external music tutor teaches the tin whistle, musical literacy and song singing in all classes. The broad range of songs taught enhances the themes in other curricular areas.
Drama
Drama is incorporated into many aspects of the school’s curriculum and provides a significant opportunity to reinforce language. The elements of Drama explored by teachers foster the pupils’ imaginative, intellectual and emotional development. Pupils display an appropriate level of confidence and enthusiasm for drama activities. An external drama tutor assisted the class teachers and pupils in staging a play in the Balor Theatre in the last school year and the pupils were successful in achieving some prizes in stage performance for the school.
4.6 Physical Education
This school has no indoor space for physical activities and is dependent on the weather conditions to implement the full physical education programme outdoors. Aquatic lessons by National Safety Council coaches have been provided in a local swimming pool and pupils were presented with their certificates in swimming during the time of the evaluation. An appropriate range of activities is employed during the physical education lessons. Inter-school activities are supported by teachers and parents and pupils participate in local sporting competitions including Cumann na mBunscoil leagues.
4.7 Social, Personal and Health Education
The positive climate evident in all classrooms and throughout the school reflects a commitment to the development and extension of the pupils’ skills in this subject. The teachers are careful to ensure a secure, safe and healthy environment for pupils. Pupils are afforded decision-making opportunities and their involvement in the drawing up of classroom rules is particularly noteworthy. There is a two-year whole school plan in place to ensure that all aspects of the SPHE programme are covered. Teachers effectively use the Making the Links document to facilitate the use of key resource materials in support of the SPHE programme. During discrete SPHE lessons a range of topics is explored using a variety of participative methodologies. Circle time is used to particular effect allowing pupils to express opinions and to engage actively in lessons. The learning programme provides valuable opportunities for pupils to explore feelings and emotions and to develop a better understanding of themselves and others. Communication and decision making skills are promoted. Pupils display confidence in their learning. All teachers are to be commended for the very good work undertaken to ensure pupils enjoy a healthy diet in school.
4.8 Assessment
A range of assessment tools which includes teacher observation, monitoring of written work, teacher designed tests and homework is used to inform the teaching and learning in the school. The administration of a range of standardised tests is carried out on an annual basis. The results are analysed and the relevant subsequent supports and strategies are designed to enable the achievement of quality outcomes in literacy and numeracy. Early screening tests and diagnostic tests are used to set targets for individual pupils. Records of pupil assessment indicate very satisfactory pupil performance in literacy and numeracy. While written reports are sent to parents outlining their children’s levels of achievement in all curricular areas and while an oral report is given to parents in relation to standardised tests results, it is now recommended that the results of these tests be given in written form to parents as required by Circular 0138/2006. The use of an assessment programme for Irish, such as Comharthaí Cumais na Gaeilge, was also discussed with the staff at the post evaluation meeting.
5. Quality of support for pupils
5.1 Pupils with special educational needs
The school policy gives clear direction in relation to the school’s provision for pupils with additional educational learning needs. It is the school’s policy that pupils are provided with supports in the mainstream classroom with a minimum of withdrawal from their peers. The learning support provision is functioning very well. Commendable structures are in place with regard to the early identification of pupils with special educational needs. Teachers undertake courses of professional development appropriate to the role and reflective of the particular needs of the school and its pupils. At the time of the evaluation a part-time resource teacher was due to be appointed to the school. Very effective individual education plans (IEP) and individual pupil learning profiles (IPLPs) have been drawn up for pupils who receive additional support. The support teacher works very effectively alongside class teachers in the mainstream classrooms. The range and quality of activities undertaken illustrate significant progression and development of pupils. The monitoring of progress and the interpretation of results feeds clearly into planning at pupil, class and school levels. Parents are encouraged in taking an active role in their children’s educational programmes and links with external support agencies are availed of when required. The part-time special needs assistant (SNA) works very successfully under the class teacher’s direction while attending to the care needs of the pupil to which she is assigned.
5.2 Other supports for pupils: disadvantaged, minority and other groups
The DEIS coordinator is based in this school and is shared with five other schools. The quality of provision and support for pupils and parents is very effective. A comprehensive three-year plan has been devised which outlines priorities for her role in relation to specific needs of this school. The plan is reviewed on an annual basis. The main focus of this provision is on developing literacy and numeracy. Effective collaborative in-class support work is provided by the coordinator in consultation with the class teachers. The specifics of the programme, which is operating very well, surrounds pre-school intervention, building bonds with families, transition programmes from pre-school to primary and from primary to post-primary and organising courses for parents. Library visits, buddy reading systems and oral language development incorporates some of the work which the coordinator undertakes. The DEIS coordinator provides additional support for target groups during mathematics lessons in the classrooms also. The coordinator has been very proactive in disseminating curriculum targets for pupils at different class levels to parents. An after-school club has been set up to promote the use of Irish among pupils. The coordinator liaises with external agencies including the Health Service Executive and the Donegal Vocational Education Committee to fund evening classes for parents. The parents are very supportive of these programmes.
6. Summary of findings and recommendations for further development
The following are the main strengths identified in the evaluation:
· The warm, positive school climate reflects the school ethos and characteristic spirit as outlined in mission statement
· There are effective collaborative management structures operating in the school including the board of management, teachers and the parents association.
· The board is committed to supporting continuous improvement in learning and teaching and in the achievement of all pupils.
· There are very good standards being achieved by pupils in literacy and numeracy and in many curriculum areas
· The principal’s work in leading and managing the school is effective.
· The level of professionalism, commitment and diligence of the whole school staff to the welfare of pupils is commendable.
· There is a commendable culture of teamwork in the school and members of staff are encouraged to take initiative in undertaking roles that assist in school improvement.
· The quality of teaching and learning across the school is effective.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· It is recommended that the range of large format books should be extended and additional reading materials in Irish be sourced.
· ICT
is used effectively as a resource for teaching. However, further use of this
resource to promote process writing in Irish is recommended. (Baintear úsaid éifeachtach as teicneolaíocht an eolais, ach b’fhiú
an úsáid seo a leathnú chun próiseas na scríbhneoireachta a fhorbairt a thuilleadh sa Ghaeilge.)
·
While the
teachers use a variety of assessment modes in Irish, the merits of using formal
assessment methods, such as Comharthaí Cumais na Gaeilge
to assess the pupils standards further was
discussed with
the staff at the post-evaluation meeting. (Cé
go bhfuil go leor measúnaithe á
dhéanamh ag gach oide sa
Ghaeilge, rinneadh plé le foireann na scoile ag
an iar-chomhdháil maidir le
Comharthaí Cumais na Gaeilge a úsáid chun caighdeán na ndaltaí a mheas a thuilleadh.)
· The further development of pupils’ handwriting and presentation styles should be explored.
· It is recommended that the results of the standardised tests be given in written form to parents as required by Circular 0138/2006.
Post-evaluation meetings were held with the staff and board of management where the draft findings and recommendations of the evaluation were presented and discussed.
Published March 2009