An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Scoil Náisiúnta Cillín
Crossreagh, Mullagh, County Cavan
Uimhir rolla: 18393V
Date of inspection: 9 November 2007
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of Scoil Naisiúnta Cillín was undertaken in November 2007. 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 Music. 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 Naisiúnta Cillín, a small co-educational primary school under the patronage of the Roman Catholic Bishop of Kilmore, is situated in the east of County Cavan. It serves pupils from St Killian’s parish and enrolment has remained steady over the past number of years.
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 |
3 |
|
Teachers on the school staff |
5 |
|
Mainstream class teachers |
3 |
|
Teachers working in support roles |
2 |
|
Special needs assistants |
1 |
1. Quality of school management
1.1 Characteristic spirit, mission or vision
The school aims to promote the full and harmonious development of all pupils. Its ethos is characterised by a caring inclusive environment where the talents of each pupil are valued and promoted. A warm rapport exists between the principal and teachers and together they create a happy and caring learning atmosphere for pupils.
1.2 Board of management
The board of management is properly constituted. Meetings are held regularly, minutes are carefully recorded and a financial update is prepared for each meeting. The patron examines the school accounts annually. The board applies itself diligently to the management of the school. Communication between management and staff is effected through regular visits by the chairperson to the school.
1.3 In-school management
The in-school management team comprises the principal, deputy principal and special duties teacher. The principal cultivates a positive school climate where individual staff members are affirmed and encouraged. In conjunction with his teaching duties the principal attends competently to the administrative and pastoral responsibilities associated with his role. He is familiar with the school community and facilitates the inclusion of all pupils. The principal is effectively supported by members of the in-school management team who fulfil their duties effectively and work diligently to contribute to the overall management of the school. The board should now establish a practice of reviewing the duties attached to posts of responsibility in response to the changing needs of the school.
1.4 Management of relationships and communication with the school community
A comprehensive whole-school policy on school communication has been devised. It aims to build a school community committed to supporting all its pupils and to enriching the educational opportunities for pupils by accessing the skills of parents and community members. When this policy is fully implemented it will greatly enhance home-school communication. Current modes of communication include parent-teacher meetings, written annual reports on pupils’ progress and information notices regarding school activities.
The parents’ association supplements school funds, finances educational resources and supports various sporting activities. The parents reported that they would like greater communication between their committee and the board of management and further opportunities to engage in policy development. They would also welcome information regarding teaching approaches and curriculum change. Formal procedures should now be put in place to implement the school communication policy and to effect more successful communication between home and school.
1.5 Management of pupils
The school is characterised by a caring, cooperative and supportive atmosphere. A school code of behaviour and an anti-bullying policy have been devised to inform pupil management. Pupils are courteous and respectful interactions were observed between teachers and pupils and amongst pupils during the evaluation. Pupils display good levels of confidence and self-esteem.
2. Quality of school planning
2.1 Whole-school and classroom planning
The quality of whole-school planning is generally good. Relevant school policies and plans addressing almost all curriculum and organisational areas have been devised. In general, planning documents are drafted by the staff and presented to the board for consideration and ratification. In their review, whole-school plans could be further adapted to the context of the school and to pupils’ learning needs. The incoming board of management might now initiate a development plan for the school identifying areas for priority and devising action plans for their implementation and review. Formal structures should also be put in place to ensure that parents play an active role in the whole-school planning process.
The quality of classroom planning is good. It is informed by whole-school curricular plans and reflects the principles of the primary curriculum. A review of the approach used to record monthly progress should be considered in order to facilitate evaluation of the implementation of the curriculum and to ensure 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 and school staff but not yet to 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. Quality of learning and teaching
3.1 Language
Gaeilge
Cothaítear dearcadh dearfach i leith na Gaeilge agus baineann na daltaí taitneamh as an bhfoghlaim. Baintear feidhm éifeachtach as filíocht agus as scéalaíocht chun taithí a thabhairt do na daltaí ar fhuaimeanna agus ar struchtúr na teanga. Ní mór béim a chur ar fhorbairt scileanna éisteachta ar bhonn foirmiuil, áfach. Bíonn struchtúr maith ar na ceachtanna agus múintear eiseamláirí teanga oiriúnacha i gcuid de na ranganna. Baintear úsáid as straitéisí áirithe chun cumarsáid a chothú i measc na ndaltaí ach is trí cheisteanna is mó a spreagtar iad chun cainte, áfach. Ní mór feidhm a bhaint as straitéisí breise chun cumas cumarsáide na ndaltaí a fhorbairt. Cé go ndéanann na daltaí iarracht áirithe an teanga a labhairt ní bhíonn dóthain foclóra ná tuiscint acu ar chomhréir na teanga chun abairtí a struchtúrú agus labhairt go líofa. Moltar forbairt chórasach a dhéanmh ar na heiseamláiri teanga i gcomhthéacs téamaí an churaclaim ar bhonn uile-scoile.
Baintear feidhm oiriúnach as leabhair mhóra chun suim na ndaltaí a mhúscailt sa léitheoireacht. Tá scéim chéimnithe leabhar in úsáid ar bhonn uile-scoile mar ábhar léitheoireachta do na daltaí. Léann cuid de na daltaí le cruinneas agus le tuiscint áirithe. Is gá na scileanna léitheoireachta a mhúineadh go córasach agus feidhm a bhaint as straitéisí éagsúla chun cur ar chumas na ndaltaí focail a aithint, fogharluach na litreach a thuiscint agus ciall a bhaint as a bhfuil á léamh acu. Cleachtann na daltaí scríbhneoireacht fheidhmiúil agus scríbhneoireacht chruthaitheach. Is inmholta mar atá leabhair dá gcuid féin cruthaithe ag cuid de na ranganna. Ní mór, áfach, eispéaras níos leithne scríbhneoireachta a thabhairt dóibh agus béim a chur ar phróiséas na scríbhneoireachta lena linn. Moltar plean cuimsitheach uile-scoile a dhearadh agus a chur i bhfeidhm d’fhorbairt chórasach na léitheoireachta agus na scríbhneoireachta.
Irish
A positive attitude to Irish is fostered among pupils and they enjoy learning the language. Story and poetry are effectively used to familiarise pupils with the structure and sounds of the language. Emphasis should be placed on the formal development of pupils’ listening skills, however. Lessons are well structured and suitable language exemplars are taught in some classes. While certain strategies are used to foster pupils’ communicative skills it is primarily through questioning that teachers enable pupils to use the language. Other strategies should be used to enable pupils to develop their communicative skills. While many pupils make certain efforts to speak the language, their lack of vocabulary and understanding of the structures of the language inhibit their ability to structure sentences and to speak with fluency. Language exemplars should be developed systematically in the context of the themes in the curriculum on a whole-school basis.
Large-format books are judiciously used to interest pupils in reading. A series of graded books is being used as reading material for pupils. Some pupils read with accuracy and a certain understanding. It is recommended that pupils’ reading skills are systematically progressed to enable them to develop word recognition strategies, phonological awareness and comprehension skills. Pupils practise both functional and creative writing. The books created by some classes are commendable. Pupils should be afforded further opportunities to write in Irish and emphasis should now be placed on the process of writing. It is recommended that a whole-school plan for the systematic development of reading and writing should be devised and implemented.
English
A comprehensive whole-school policy has been devised for English. Pupils’ oral language skills are judiciously developed and appropriate criteria are used to assess oral language abilities. Poetry is an intrinsic element of pupils’ language experience and they are enabled to explore and appreciate a rich and varied repertoire of poetry appropriate to their age. It is commendable that pupils in senior classes create and publish their own poetry books.
High standards in reading are achieved by pupils. Creditable emphasis is placed on the development of phonological awareness and appropriate attention is given to teaching word recognition skills. The use of a graded reading scheme throughout the school supports continuity in the development of reading skills. Pupils’ reading experiences are broadened through the judicious use of novels. They read with confidence and fluency and their comprehension and analytical skills are appropriately fostered.
Pupils experience an environment which encourages the development of personal writing. In the infant classes letter formation skills are appropriately developed and applied to initiate sentence formation and basic writing skills. The process of writing is cultivated and writing in various genres and for different audiences is regularly undertaken. In lessons observed pupils were effectively enabled to engage in descriptive writing in response to mime and class discussion. Good examples of pupils’ writing were evidenced in copybooks and in books produced by the pupils themselves.
3.2 Mathematics
Pupils display a very positive attitude to Mathematics and derive a sense of fun from lessons. Early mathematical activities using various materials are effectively organised. Language and discussion are central to the teaching and learning process and, in general, pupils show a very good capacity to use relevant mathematical terminology accurately while exploring tasks and explaining processes. In the lessons observed a wide range of strategies and games was skilfully used to enable pupils reinforce concepts and make linkages between the various strands in an interactive enjoyable manner. Focused discussion and purposeful questioning direct pupils’ activities and sustain a high level of engagement. Some pupils demonstrate an appropriate understanding of mathematical concepts and a proficiency in a number of mathematical skills. Despite the very good efforts of the teachers, however, overall achievement levels merit further investigation. It is recommended that standardised tests be administered in Mathematics, in accordance with Circular 0138/2006, to assist in tracking pupils’ progress and in identifying their learning needs.
3.3 Music
The quality of teaching and learning in music is good. Pupils are effectively enabled to develop their musical skills and an appreciation of the talents of others. The quality of pupils’ work in the performance strand of the curriculum is commendable. Pupils in the junior classes use body and percussion instruments successfully in accompanying songs and rhythmic chants. In collaboration with the local school of music pupils are enabled to play a variety of instruments in an enjoyable and meaningful way. They sing a range of songs tunefully in both English and Irish. Purposeful and active listening activities elicit imaginative and cognitive responses from pupils. Further emphasis on the composition strand will enhance provision in the music curriculum.
3.4 Assessment
Teachers employ a variety of assessment modes including teacher observation, commercially designed tests and tasks, pupil profiles and the ongoing monitoring of the pupils’ written assignments. Standardised tests in literacy are administered on an annual basis and the assessment data is used in identifying pupils experiencing learning difficulties. It is recommended that standardised tests be also administered in Mathematics. Some diagnostic tests are administered to assess pupils’ phonological awareness. It is recommended that a battery of diagnostic tests be administered to identify the specific educational needs of those pupils presenting with learning difficulties. The outcome of these tests should inform the planning of individualised learning programmes.
4. Quality of support for pupils
4.1 Pupils with special educational needs
Supplementary support in literacy and numeracy is provided on a withdrawal basis. The staged approach is adopted in the school to identify pupils for learning support and resource tuition. Lessons are well structured and an affirming and a supportive environment is created for pupils. Judicious use is made of a range of resources to support pupils’ learning, including the use of information and communication technology. Oral language is successfully developed through purposeful graded activities. Commendable emphasis is placed on the development of phonemic awareness. It is advised, however, that a more holistic approach to reading be adopted to ensure the development of pupils’ reading skills and their application in real contexts. The acquisition of graded readers would enhance this approach.
In the lessons observed in Mathematics active methodologies were used and pupils’ problem solving skills were appropriately developed. Teachers engage in ongoing consultation with mainstream class teachers and with parents to review pupils’ progress. Further consultation with parents in designing individual profile and learning programmes (IPLPs) would enhance provision for the pupils who have been identified as requiring learning support. In-class models of support should now be explored through the use of team and co-operative teaching approaches. A resource teacher and a special needs assistant support the integration of a pupil from a special school who attends Scoil Naisiúnta Cillín for one day a week. A programme of work should now be devised, in collaboration with the base school, to enhance this pupil’s learning experiences while in Scoil Naisiúnta Cillín.
4.2 Other supports for pupils: disadvantaged, minority and other groups
The inclusive and caring atmosphere in the school ensures that all pupils are enabled to participate fully in the life of the school. Support for individual pupils is sensitively and discretely given.
5. Conclusion
The school has strengths in the following areas:
- The teaching staff creates a happy and caring learning environment that nurtures the holistic development of pupils.
- Pupils are very responsive and participate with enthusiasm in all learning activities, demonstrating an ability to work both collaboratively and independently.
- Effective and creative methodologies contribute significantly to pupils’ good attainment levels in English. Commendable emphasis is placed on the development of pupils’ literacy skills and on the appreciation and creation of poetry.
- Pupils’ aesthetic experiences are enhanced by the high standards attained in the performance strand of the music curriculum.
The following key recommendations are made in order to further improve the quality of education provided by the school:
- It is recommended that the board of management, in collaboration with all the school’s stakeholders, progress a development plan for the school and engage in action planning to implement the identified priorities.
- It is recommended that communication systems between the board of management and the parent body be placed on a formal basis to facilitate the more active involvement of parents in school life.
- Ní mór athbhreithniú a dhéanamh ar an bplean scoile don Ghaeilge ionas go ndéantar forbairt chórasach ar scileanna teanga na ndaltaí. (The whole-school plan for Gaeilge should be reviewed in order to ensure that pupils’ language skills are systematically developed).
- Particular attention should be paid to the systematic development of pupils’ skills and conceptual development in Mathematics and to tracking their attainment levels through regular administration of standardised tests and analysis of their results.
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