An Roinn Oideachais agus Eolaíochta

 

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Rathcoyle NS

Rathdangan, Kiltegan,Co. Wicklow

Uimhir rolla: 18434J

 

Date of inspection:  19 April 2007

  Date of issue of report:  17 January 2008

 

 

 

Whole-school evaluation

1.     Introduction – school context and background

2.     Quality of school management

3.     Quality of school planning

4.     Quality of learning and teaching

5.     Quality of support for pupils

6.     Summary of findings and recommendations for further development

 

Whole-school evaluation

 

This report has been written following a whole school evaluation of Rathcoyle National School. It presents the findings of an evaluation of the work of the school as a whole and makes recommendations for the further development of the work of the school. During the evaluation, the inspector held pre-evaluation meetings with the principal, the teachers, the school’s board of management and representatives of the parents’ association. The evaluation was conducted over a number of days during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with pupils and teachers, examined pupils’ work, and interacted with the class teachers. The inspector reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board.

 

 

 

1.     Introduction – school context and background

 

Rathcoyle National School is a three teacher, Catholic, co-educational school in Co. Wicklow. It is located in a rural setting, providing education for pupils from Rathcoyle and the surrounding areas.  Many pupils travel to the school by bus. The number of pupils attending the school has increased sufficiently in recent years to enable the appointment of a third teacher in the last school year. At the time of the evaluation the enrolment was 51.  Enrolment is not expected to increase significantly in the next number of years.  The school’s stated mission is “to educate the children to a high standard, in a safe environment, where self-esteem is fostered, where respect tolerance and fairness are evident and where each child is valued for themselves”.  Commitment to that mission is manifest in many aspects of the functioning of the school.  The school building and its environs are maintained to a high standard. The teachers and parents have high expectations of the pupils in terms of their educational achievement and behaviour.  Pupils are treated kindly, respectfully and fairly, and consequently they demonstrate confidence in themselves and a care for others.  The individuality of each pupil is nurtured in the broad curriculum that is presented and the wide range of activities offered to pupils at the school. Attendance levels are generally very good.  Positive strategies are in place to encourage good attendance. 

 

 

2.     Quality of school management

 

2.1 Board of management

 

The board of management is properly constituted.  Members of the board demonstrate very good awareness of their responsibilities as a board.  Clear roles are assigned to board members and these roles are carried out in a cheerful and enthusiastic manner. Meetings are held regularly, at least once a term, and more often if necessary.  Minutes of meetings are carefully maintained.  Accounts are audited in accordance with Section 18 (1) of the Education Act. Strong links exist between members of the board, teaching staff and members of the school community.  Concerns of the board over a number of years have been funding, the upkeep of the school building and its environs and the lack of a safe area for school drop off and collection.  The board operates in line with its statutory obligations and the rules and regulations of the Department of Education and Science (DES). Effective communication with the parent body occurs through regular newsletters and through the parents’ representative on the board.  The board has been involved in the formulation and ratification of a number of organisational policies. Curriculum policies are ratified but not formulated by the board. The board is to be commended for their maintenance of the building and its environs.  The arrangements for school drop off and collection should be reviewed. 

 

2.2 In-school management

 

The principal is committed to the well-being of staff and pupils. Through her leadership the ethos of the school is successfully maintained and nurtured. She carries out her duties as principal in a diligent and effective way.   Her priorities for the school are to ensure high educational standards, the holistic development of all pupils and the maintenance of a happy and caring school environment. Very good working relations exist between members of the staff.  Opportunities are given to all staff members to participate in decision-making regarding the development and implementation of the school plan. The principal is diligently assisted by the deputy principal in relation to a number of organisational tasks.  The principal and deputy principal meet informally and staff meetings are held every fortnight after school hours.  It is now timely to review the role of the deputy principal with a view to ensuring a balance between the curricular, organisational and pastoral responsibilities attaching to that role in line with circular 07/03. The teachers are to be commended for their punctuality and for their willingness to meet outside school hours.

 

2.3 Management of resources

 

The school staff consists of three mainstream class teachers.  A shared learning support/ resource teacher (LSRT) provides support for pupils in the school three days a week.  An ICT tutor, funded by the board and a Drama teacher jointly funded by the board and parents are employed at the school.  Teachers have participated in inservice provided by the Primary Curriculum Support Programme (PCSP) and School Development Planning (SDP). There is good support in place for newly qualified teachers.

 

The school is a single storey structure with two classrooms and shared toilet facilities.  There is a prefabricated building adjoining the school which accommodates the third mainstream class and is also used by the LSRT.   The board of management has funded an extension to the original building to provide an additional room which is used as a staff room, meeting room and office.  The school building and its environs are very well maintained.  The furniture in the classrooms is old.  To facilitate the implementation of the activity based learning required by the curriculum it is recommended that new furniture be purchased for the classrooms. 

 

A good selection of material resources has been purchased to support the implementation of the curriculum. These include, books and materials for languages and the Visual Arts, equipment for Mathematics, Social, Environmental and Scientific Education (SESE) and Physical Education, percussion instruments for Music, and various other charts and visual aids. Each classroom has a well-stocked library. A print-rich and mathematics-rich environment is successfully promoted in the classrooms.  A good level of resources for Information and Communication Technology (ICT) exists. Pupils’ work in a number of curriculum areas is attractively displayed in the classrooms and on the corridors. These displays contribute to the welcoming and attractive environment in the school. 

 

2.4 Management of relationships and communication with the school community

 

The school has a very active parents’ association which has recently affiliated to the National Parents’ Council (Primary).  The parents are very supportive of the school.  They are actively involved in fundraising and various school activities.  These include, organising swimming lessons, transporting pupils to sports activities, assisting with the school play, involvement in the Green Schools Project and supporting policy development.  The school maintains regular communication with parents through the use of notes, school progress reports and updates on school events. The principal attends meetings of the association as required. Formal parent teacher meetings are held once a year. The parents’ association is to be commended for its ongoing support of the school.

 

2.5 Management of pupils

 

There is effective management of pupils at all class levels. The pupils are courteous and respectful, and demonstrate pride in themselves, their school and community.  They are openly supportive of one another.  Peer tutoring of younger pupils by older pupils is a commendable feature of practice.  The school has a uniform policy and pupils attending the school are very neatly presented.

 

 

3.     Quality of school planning

 

3.1 School planning process and implementation

 

Significant progress has been made by the staff in developing a school plan for both curriculum and organisational matters. They are to be commended for this work. The current plan is professionally presented, in a clear, concise and accessible format.  There is evidence of a collaborative approach to planning.  Policies incorporate guidelines provided by the SDP and the PCSP. A number of organisational policies have been formulated including, policies on enrolment, attendance, home school liaison, assessment, homework, health and safety, internet acceptable use policy and a special education policy.  Curriculum plans have been formulated by the staff for all curriculum areas. A number of these plans have been ratified by the board.  Parents are involved in some aspects of policy development, including antibullying, internet usage and relationships and sexuality education. 

 

All plans would benefit from being revisited and reviewed regularly.  A coordinated, systematic review of curriculum plans should be undertaken. To assist this process it is recommended that action plans be used, to set targets to be achieved for priority areas within agreed time frames. When reviewing the curriculum plans, attention should be paid to ensuring the plans are specific and relevant to the context of the school. It is further recommended that the implementation of curriculum policies be more regularly monitored on a whole school basis. The board should ratify, sign and date all policies and plans.

 

Evidence was provided to confirm that the board of management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 1999, updated issue May 2004) and Child Protection Guidelines for Primary Schools (Department of Education and Science, April 2001). Evidence was also provided to confirm that the board of management has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of the Departmental guidelines.

 

3.2 Classroom planning

 

The overall quality of teachers’ individual planning is good. Teachers prepare long-term and short-term plans as well as monthly progress records.  Approaches to individual teacher planning vary with some teachers adopting an objectives-based approach to planning, while other plans consist of statements regarding the content of the programme.  Individual education programmes (IEPs) are in place for those attending the LSRT. A copy of the IEP should be included in the class teachers’ planning folder. Consideration should be given to adopting an agreed framework for individual curriculum planning.

 

 

4.     Quality of learning and teaching

 

4.1 Overview of learning and teaching

 

The pupils present as motivated, enthusiastic and interested learners.  They demonstrate an eagerness to engage in class discussion and activities and to complete assigned tasks.  The teachers succeed in creating an environment conducive to effective teaching and learning. They focus effectively on the holistic development of pupils and implement a broad curriculum. Pupils and teachers are to be commended for the school’s success in various local quizzes and national competitions.  During the evaluation effective whole-class teaching was observed in all classrooms.  Key skills and concepts are effectively consolidated and the pupils demonstrate good standards of attainment in a variety of curriculum areas. Group and pair work, activity and discovery based methodologies are incorporated successfully into aspects of the work in all classrooms. 

 

4.2 Language

 

Gaeilge

Múintear an Ghaeilge go coinsiasach agus tá caighdeán maith le feiceáil i múineadh agus i bhfoghlaim na Gaeilge.  Sa phlean do mhúineadh na Gaeilge, leagtar amach téamaí, modhanna múinte agus cuspóirí an churaclaim. Éiríonn leis na múinteoirí dearcadh dearfach a chothú sna daltaí le haghaidh na Gaeilge. Baintear úsáid as raon leathan de mhodhanna múinte spreagúla idir dhrámaíocht, cluichí cainte agus tascanna éisteachta i rith na gceachtanna. Úsáidtear lipéid, postaeir agus luaschártaí go torthúil agus is léir go mbaineann na daltaí taitneamh agus tairbhe as na gceachtanna. Moltar, go háirithe, an comhtháthú idir an Ghaeilge agus an Cheol sa bhunrang. Tá roinnt mhaith dánta, gníomhamhráin agus rannta ar eolas ag na daltaí i ngach rang.  Léiríonn na daltaí sa bhunrang go bhfuil sé ar a gcumas raon leathan foclóra agus eiseamláirí bunúsacha a úsáid go nádúrtha.  Tá caighdeán maith i labhairt na Gaeilge ag formhór na ndaltaí sa mheánrang agus san ardrang.  Tá siad ábalta labhairt go líofa faoi thopaicí éagsúla agus ceisteanna a chur ar a gcéile fúthu.  Léann fórmhór na ndaltaí sa mheán agus san ardrang altanna ón téacs leabhair go cruinn agus le tuiscint agus tá fórmhór acu in ann ábhar na léitheoireachta a phlé eatarthu féin. Déantar comhtháthú oiriúnach idir an obair scríbhneoireachta, an chomhrá agus ábhar léitheoireachta agus críochnaíonn na daltaí cleachtaí éagsúla scríbhneoireachta bunaithe ar leabhair saothair agus ar shleachta éagsúla faoi threoir an mhúinteora. Baineann caighdeán cuí leis an scríbhneoireacht sa Ghaeilge sa scoil.

 

 

Irish

Irish is taught conscientiously throughout the school and the standard of teaching and learning in Irish is good.  The plan for the teaching of Irish outlines provision for the themes, methodologies and objectives of the curriculum. The teachers are successful in cultivating a positive attitude towards Irish among the pupils. Teachers utilise a wide range of stimulating methodologies including drama, communication games and listening exercises. Labels, posters and flashcards are employed to good effect and  it is evident that pupils are enjoying and benefiting from the lessons. The integration of the teaching of Irish and Music is particularly praiseworthy in the junior class. Pupils in every class know a good range of poems, action rhymes and songs.  Pupils in the junior classes have a wide vocabulary and communicate in simple sentences with ease.  Most pupils in the middle and senior classes demonstrate a good standard in spoken Irish.  They are able to speak fluently about a number of topics and they can ask questions of each other about these.  Most of the pupils in the middle and senior classes can read paragraphs from text books accurately and with understanding and most pupils can discuss with each other what has been read.  Written work is integrated appropriately with oral language and reading and the pupils complete written tasks based on work books and on various passages under the direction of the teacher.  There is an appropriate standard of writing in Irish in the school. 

 

English

A comprehensive plan for English has been compiled in which approaches to oral language, reading, writing, poetry and grammar are outlined. Good attention is paid to the development of pupils’ oral language abilities.  An integrated approach is adopted in the development of oral language skills. Pupils’ receptive and expressive skills are suitably developed through the exploration of a diverse range of topics and oral activities including, ‘show and tell’, brain storming, discussion and debates and pupils respond eagerly and enthusiastically. This is particularly evident in the senior class where pupils are confident in presenting and supporting arguments and speaking articulately on a range of topics. Pre-reading skills and reading skills are effectively taught.  At infant level pupils are provided with regular opportunities to engage in early reading tasks through collaborative reading of large-format books and language experience material.  Commercial resources are used effectively to develop phonological and phonemic awareness and pupils acquire a useful sight vocabulary.  The use of an agreed reading scheme supports continuity in the development of reading skills throughout the school. In the middle and senior classes the novel is used effectively to supplement the structured reading programme.  Generally pupils demonstrate an enthusiasm for reading and levels of achievement in reading are good.  However a small number of pupils are hesitant readers and it is recommended that ability groups are formed so that the varying ability levels for reading are fully addressed. There is very effective practice with regard to poetry with pupils exposed to a variety of different types of poems and ample opportunities afforded to them to compose and present poetry.  There is effective practice in relation to English writing. High frequency words and common sight words are clearly displayed in the classrooms and are used by pupils during writing activities.  Early writing skills are effectively developed in the junior class through the use of personal dictionaries, pupils’ personal books and the teacher acting as scribe. Pupils’ written work demonstrates an appropriate balance between creative and functional writing. Pupils in the middle and senior classes write for a variety of purposes and in a variety of genres.  Pupils in the senior class participate in the Write a Book project.  Books and other stories written by the pupils are of high quality and are included in the senior class library. Pupils enjoy sharing these books and stories with one another. ICT is used effectively to enhance presentation of pupils’ work in English.  Copybooks are neatly kept and they are corrected on a regular basis. The high quality of handwriting throughout the school is noteworthy. 

 

4.3 Mathematics

 

The overall quality of teaching and learning in Mathematics is good. A structured, sequential programme is taught throughout the school.  Lesson content is presented clearly and appropriate emphasis is placed on teaching mathematical language.  Concrete materials and active learning methods are used purposefully to support pupils’ understanding of concepts.  Pupils’ questions are welcomed and are answered clearly.  Pupils in the junior class display an ability to communicate and express ideas and concepts using mathematical language appropriately.  They can sort and classify sets of objects and have a good understanding of number and an appropriate grasp of mathematical terms.  Good oral work is in evidence in all classes and talk and discussion are effectively employed to link mathematical learning with pupils’ own experiences.    Pupils in the middle and senior classes demonstrate a good understanding of the mathematical concepts they have studied and an ability to use this understanding in a range of appropriate problem- solving tasks.  They can explain the processes involved in working out their problems. Pupils in the middle and senior classes display good estimation skills, perform mental arithmetic tasks with ease, can recall basic number facts accurately and demonstrate flexibility in their mathematical thinking.  The current good practice would be further enhanced through offering pupils more opportunities to engage in collaborative problem solving in groups or pairs. Pupils’ work in copies and workbooks is carefully recorded and regularly monitored.  The results of teacher-designed tests and textbook checklists and standardised tests indicate that most pupils gain mastery of concepts in the different strands of the curriculum. 

 

4.4 Social, Environmental and Scientific Education

 

History

The standard of teaching and learning in History is high. A broad programme of topics and themes is planned for the teaching of History. A variety of methodologies is used effectively to enable pupils to develop their skills as historians.  Pupils are given plenty of opportunities to handle evidence, including finding and examining objects and photographs from different periods.  This contributes to the development of analytical skills and the ability to observe, discriminate and compare.  The pupils’ project work in the middle and senior classes is of a very high standard and involves the use of ICT and the sourcing of relevant artefacts and photographs. People from the community are invited to the school to speak to the pupils about aspects of local history. Pupils in all classes display a very good knowledge and understanding of a wide range of the strands and strand units of the curriculum for History.

 

 

Geography

The planned programme for Geography represents a good balance between the three strands, human environments, natural environments and environmental awareness and care. The teaching of Geography is effective.  Very good use is made of talk and discussion and of ICT during the lessons.  Maps, globes and other relevant materials are well used to enhance lesson presentation in this curriculum area.  Cross curricular themes are well chosen which provide for a good balance between the acquisition of facts and the development of investigative and analytical skills. Quizzes are used to very good effect in the middle and senior classes.  Pupils demonstrate good knowledge and understanding of a number of topics including, natural and human environments in the locality, in Ireland and abroad. 

 

Science

A detailed whole-school plan for Science outlines the content, key methodologies, integration opportunities and forms of assessment to be used.  A good variety of equipment has been purchased to provide pupils with a broad range of scientific experiences.  Pupils study a range of topics, suitably identified, from the curriculum strands, to assist them develop knowledge and understanding of scientific concepts. Very good use is made of the local environment and the opportunities it offers for scientific investigation.  The school participates in the Green Schools Project.  Pupils are afforded opportunities, through cooperative learning to explore, investigate, predict outcomes and record observation in scientific experiments. Overall, pupils display a good knowledge and understanding of topics and investigations completed.  The provision of an investigation area in each classroom is recommended. 

 

 

4.5 Arts Education

 

Visual Arts

The school plan for the Visual Arts outlines the programme of work to be taught at each class level. The plan emphasises the importance of the process of art.  Very good samples of art work in a variety of strands of the curriculum are on display in the school. These include, samples of pupils’ drawings, prints, paintings, clay figures, work with fabric and fibre and construction models. Pupils enjoy engaging in arts activities.  There is good continuity and progression to be seen from class to class.  Looking at and responding to art is an integral feature of practice.  Pupils in the middle and senior classes demonstrate a good knowledge of the lives of various artists.  Portfolios of pupils’ work in the various strands of the curriculum are maintained in the junior class.  This practice is to be commended and should be extended throughout the school.

 

 

Music

The school plan for Music which outlines the rationale for teaching Music provides an effective guide for the Music programme. Lessons in Music are lively and pupils participate with enthusiasm and enjoyment. Pupils sing a wide repertoire of songs tunefully in English and in Irish.  Younger pupils perform with eagerness on percussion instruments.  Pupils from first class upwards learn the tin whistle and enjoy playing a range of tunes.  Pupils are afforded regular opportunities to listen and respond imaginatively to pieces of music.  Through these activities pupils are developing an awareness of elements of music such as, rhythm, pulse, tempo and pitch.  Musicians are invited to visit the school.  When reviewing the school plan a core list of songs to be taught at each class level should be devised. 

 

Drama

All pupils attend lessons in Drama taught by a specialist teacher on a weekly basis.  Classroom teachers adopt an integrated approach to the teaching of Drama and use drama techniques such as, mime, role play, hot seating and interviewing effectively to enhance learning in a number of curriculum areas.  These include lessons in Gaeilge, English, SPHE and SESE.  Pupils participate in these aspects of the lessons with enthusiasm. The school features dramatic pieces in the Easter and Christmas concerts.   It is important that class teacher ensure that all elements of the Drama curriculum are implemented.

 

4.6 Physical Education

 

The school has good outdoor facilities for Physical Education and a variety of resources have been purchased to support curriculum implementation.  The planned programme includes a range of activities including, dance, athletics, games and aquatics. All pupils from the school attend swimming lessons in Graiguecullen pool. The lesson in Physical Education seen during the evaluation was well organised and all pupils were included in the lesson.  Good attention is paid to safety issues.   There is a great interest in sport in the school and community.  Pupils from the school are involved in many sporting activities, including Gaelic games and cross country running.  A GAA coach visits the school and offers coaching in games to pupils from first to sixth class.

 

4.7 Social, Personal and Health Education

 

The atmosphere in the school is conductive to the development of pupils’ self-confidence and self-esteem.  Teachers are pleasant and treat the pupils with respect.  This in turn leads to a very positive relationship between pupils.  Older pupils are very kind and supportive of younger pupils.  Lessons in Social, Personal and Health Education (SPHE) are effectively integrated with lessons in Drama. Circle time is used successfully to teach pupils how to deal with feelings.  Members of the community visit the school to talk to pupils on various issues.  The successful delivery of the SPHE programme enables the pupils to take pride in the school and its achievements.

 

4.8 Assessment

 

An agreed whole-school policy on assessment is in place.  Standardised tests are administered in English and Mathematics. Pupil progress is monitored carefully across a number of areas of the curriculum, including Irish, English, Mathematics and SESE. Checklists, teachers’ observations, teacher-designed tasks and tests and the results of standardised tests are all used to guide teachers’ planning for teaching and learning and to benefit pupils’ learning and to assist in the identification of pupils who may benefit from further support.  The assessment records are carefully maintained.

 

 

5.     Quality of support for pupils

 

5.1 Pupils with special educational needs

A comprehensive policy on special education has been developed and takes into account the Department’s policies, circulars and guidelines. The school’s policy on special education has recently been reviewed.  IEPs are formulated for each pupil in receipt of supplementary teaching.  These are based on pupils’ strengths and learning needs and clear learning targets are set. Class teachers and parents are consulted about the content of the IEPs. The IEPs are reviewed twice yearly.  The recent introduction of an early intervention programme is commendable.  The caseload of pupils receiving supplementary teaching in this school consists of sixteen pupils. Pupils are withdrawn for supplementary teaching, either individually or in groups and receive support in literacy and numeracy, based on identified needs.  It is evident that pupils benefit greatly from the skilled teaching provided in these sessions.  Their individual learning targets guide and inform the content of the lessons and the methodologies used.  A wide range of resources including ICT is used effectively during the lessons.  To further augment the current good practice the school should explore the possibility of in-class support.

 

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

 

Currently there are no international pupils or pupils from minority groups attending the school.  The board and staff ensure that all pupils are included in the life of the school and have access to the full range of school activities. 

 

 

 

 

6.     Summary of findings and recommendations for further development

 

The following are the main strengths identified in the evaluation:

 

 

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

 

 

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.