An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Naomh Bríd

Talbotstown, Co. Wicklow

Uimhir rolla: 18502A 

Date of inspection:  26 November 2007

 

 

 

 

 

Whole-school evaluation

Introduction – school context and background

Quality of school management

Quality of school planning

Quality of learning and teaching

Quality of support for pupils

Conclusion

School Response to the Report

 

 

 

 

Whole-school evaluation

 

A whole-school evaluation of Scoil Naomh Bríd, Talbotstown 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 History.  The board of management of the school 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

 

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

71

Mainstream classes in the school

8

Teachers on the school staff

5

Mainstream class teachers

3

Teachers working in support roles

2

Special needs assistants

0

 

 

1.     Quality of school management

 

1.1 Characteristic spirit, mission or vision

Scoil Naomh Bríd, Talbotstown is a rural co-educational school under the patronage of the Bishop of Kildare and Leighlin. The school’s mission statement promotes high educational achievement whilst endeavouring to cater for each child’s individual needs in an education-friendly environment. Central to this vision is the hope that each pupil becomes a well-adapted, caring and honourable adult.

 

Records indicate that pupil attendance is generally good. Consideration should now be given to formalising and documenting the school attendance strategies in accordance with the Education Welfare Act 2002.

 

1.2 Board of management

The board of management is properly constituted. It meets at least four times a year and minutes of meetings are recorded. The treasurer presents a financial report at each meeting and financial accounts are certified annually.  The board has been active in progressing a building programme which includes additional classrooms and a dedicated ICT room.

 

The chairperson maintains regular informal contact with the principal, staff and pupils. Board members take their maintenance role seriously and ensure that a safe and attractive school environment is created for the school community. The board ensures that the school complies with Department guidelines in relation to the length of the school year, the length of the school day, the allocation of teachers and the retention of pupils.

 

 

1.3 In-school management

The principal leads and manages the school effectively. She exhibits well-honed organisational skills which greatly facilitate the smooth and efficient day-to-day operation of the school. She leads the whole-school planning process capably and, in conjunction with staff, has identified priorities for development.  A climate of collegiality and co-operation is maintained and the working relationships are characterised by trust and open-communication.

 

The in-school management team comprises the principal, deputy-principal and special duties teacher. These post holders carry out their duties diligently and conscientiously. Their current responsibilities primarily comprise those of an administrative or pastoral nature. In accordance with Circular 07/03, consideration should now be given to the inclusion of curriculum leadership roles. The team meets regularly, on an informal basis, to review and discuss issues as they arise. The formalising of such meetings with regard to their frequency, format and minutes is now recommended.

 

1.4 Management of relationships and communication with the school community

The compact nature of the catchment area greatly facilitates informal communication with the school community. Parents are supportive of work of the school. They attend and assist with school events, and are actively involved in fundraising activities in conjunction with the board.  Effective formal communication channels have been established. On first contact with the school, parents are provided with a school prospectus which contains information on the school in addition to pertinent policies. An open-day is held for prospective new junior infants and their parents. The school informs parents of school events and achievements through regular newsletters and via the local media as appropriate.

 

The parents have recently succeeded in establishing an active parents’ association. Their representatives identified several strengths of the school which included the accessibility and dedication of the staff, and the more formal aspects of the curriculum.

 

1.5 Management of pupils

Pupil behaviour is managed in an effective manner and systems to promote good behaviour are well established. The school’s code of behaviour and anti-bullying policy outline the expectations regarding pupil behaviour clearly. The teachers are committed to the general welfare and pastoral care of their pupils. A respectful and caring atmosphere is cultivated throughout the school and this is reflected in the positive interactions between staff and pupils. The pupils are highly commended on their exemplary behaviour.

 

 

2.     Quality of school planning

 

2.1 Whole-school and classroom planning

 

The quality of whole-school planning is satisfactory. A cyclical process of school planning has been established. In designing the school plan, the staff has availed of the guidance of the support services. The school plan includes relevant organisational, administrative and curriculum policies. These policies are available in the school office and some are included in the school prospectus. Organisational policies are discussed and agreed at board level. It is now recommended that a more collaborative role be afforded to the parents in policy formation. Curriculum policies, which are formulated by the staff, are available for all curriculum areas. As the school continues to review the current policies, consideration should be given to ensuring that these documents  inform teaching and learning at each class level. A copy of the plan should be distributed to all class teachers. It is recommended that the board systematically ratify, sign and review all policies.  

 

The quality of teachers’ individual classroom planning is good. Each teacher produces comprehensive long-term and short-term plans of work. The school is commended for having adopted a common format for short-term planning and monthly progress records. Copies of individual pupil learning profiles (IPLPs) are available in all teachers’ plans. Each teacher prepares appropriate resources, illustrative materials and worksheets diligently.

 

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) 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

Tá teagaisc na Gaeilge go han-mhaith. Tá dúthracht agus suim na h-oidí sa Ghaeilge le sonnradh sa chéim ard atá ag an teanga sa scoil. Úsáidtear an Ghaeilge mar ghnáth-theanga bheo chumarsáide i rith an lae. Cuireann na muinteoirí ceachtanna suimiúla, spreagúla i láthair; baineann said feidhm éifeachtach as fearas oiriúnach agus straitéisí ilghnéitheacha chun suim na bpáistí a spreagadh agus a chothú. Soláthraíonn siad leanúnachas agus dul chun cinn i snaitheanna éagsúla an churaclaim. Is soléir go bhfuil dearcadh dearfach ag na daltaí ar an nGaeilge agus léiríonn said líofacht chreidiúnach sa teanga labhartha. Úsaidtear straitéisí ar nós amhráin, rannta agus cluichí chun a scileanna éisteachta a fhorbairt. Leagtar béim feiliúnach ar úsáid an modh cumarsáide agus, dá bhrí sin, léiríonn na daltaí cumas maith i labhairt and i dtusicint an Ghaeilge. Baintear úsáid as obair bheirte agus an drámaíocht chun cumas labhartha na bpáistí a chothú i slí cruthaitheach, taithneamhach, suimiúil. Ar fud na scoile, aithrisíonn na daltaí raon leathan filíochta go bríomhar agus tuisceannach. Tá caighdeán na léitheoireachta go h-ard. Sna mean-ranganna agus na h-ard ranganna tá prionta sa timpeallacht mar thaca don theagasc. Léann na daltaí go hábalta and go tuisceanach. Leagtar béim oiriúnach ar fhoghlaim gramadaí. Baintear úsáid as téacsleabhair chun na daltaí a spreagadh agus a thacú chun scríobh. Moltar anois, plean a leagan amach do mhúineadh na scríbhneoireachta, idir neamhspleách agus cruthaitheach, chun bhonn na scoile uile.

 

Irish

The teaching of Irish is very good. The teachers’ passion for the language is reflected in the high status of Irish across the school and its informal use as a medium of communication throughout the day. Lessons are stimulating and effective use is made of a wide range of resources and strategies to capture and maintain the pupils’ interest. Good provision is made for continuity and progression across all strands of the curriculum. The pupils exhibit a positive attitude towards the language and attain good levels of oral competence. Pupils’ listening skills are developed through the use of songs, rhymes and games. Appropriate emphasis is placed on the teaching of communicative Irish resulting in a good standard of spoken Irish.  Effective use is made of paired activities and improvisations to enable the pupils develop their spoken competence in a creative manner. Across the school, pupils recite a good range of poetry with understanding and expression. The standard of reading is good. A print-rich environment is established in the middle and senior classrooms. Pupils read with fluency and exhibit a good level of comprehension. Due emphasis in placed on the acquisition of grammar. Textbooks are used to scaffold the pupils’ writing. Consideration should now be given to devising a whole-school approach to the teaching of independent and creative writing.

 

English

The teaching of English is good. Throughout the school, appropriate emphasis is placed on the development of oral language skills and pupils are willing to engage in conversation and to express their views. All classrooms provide a print-rich environment. Across the school, pupils are encouraged to engage in regular and sustained reading. A substantial range of fiction and non-fiction material is available in each classroom.  In the infant classes, emergent reading skills are developed effectively through the use of big books and games in addition to the teaching of a basic sight vocabulary and the use of phonic, context and picture cues. The school’s Bookworm Club is an effective strategy to encourage these pupils to engage in reading for pleasure. Pupils in the middle and senior classes engage in a variety of texts including class novels. Consideration should now be given to facilitating greater differentiation both within and across classes to ensure that all pupils are reading at a level commensurate with their ability.  In the infant classes, pupils are taught pre-writing skills. They engage in both transcription and the writing of words and sentences. It is recommended that the pupils also engage actively in the emergent writing process. Pupils in the middle and senior classes experience writing on a range of topics in a wide variety of genres.  Appropriate provision is made for the teaching of grammar and provision is also made for the editing of work before publication. Consideration should now be given to extending the opportunities provided for sustained writing and to enabling the pupils to redraft their work in the light of formative feedback.  

 

3.2 Mathematics

The teaching of Mathematics is very good and the pupils display a high standard of attainment. Lessons are well-structured and differentiated to accommodate the multi-class setting. Throughout the school, appropriate emphasis is placed on the acquisition and application of mathematical language. Effective use is made of an appropriate range of resources to illuminate concepts and facilitate active learning. In the infant classes, pupils are enabled to develop sound mathematical foundations though the practical experience of sorting and classifying, and the judicious use of concrete apparatus. This good practice is further extended throughout the school with pupils engaging in mathematics trails and practical activities to enable them to apply concepts in a concrete manner.  Pupils’ work is monitored carefully and marked conscientiously. In the infant classes, ICT is used to extend and consolidate the pupils’ learning across a range of strands and this good practice should now be extended across the school. Throughout the school, pupils’ estimation skills are successfully fostered particularly in the number and measures strands. To further facilitate differentiation, consideration should be given to the provision of open-ended mathematical investigations and collaborative group work in which specific roles are assigned according to ability. 

 

3.3 History

The teaching of History is satisfactory. The school plan advocates the exploration of a broad range of topics. Historical time-lines are displayed in all classrooms enabling the pupils to develop their sense of chronology.  In the infant classes, appropriate emphasis is placed on personal and family histories. In the junior classes, pupils learn about myths and legends, and key events in history. The pupils in the senior classes exhibit an impressive knowledge of historical events. Further consideration should now be given to development of higher-order thinking skills. In the infant classes, commendable use is made of artefacts to enliven lessons and enable the pupils to develop the skills of using evidence. In the middle and senior classes, pupils are very willing to discuss their project work which is displayed in the classrooms. In these classes, a high degree of usage is made of the class text-book. It is recommended that the class textbook be used to support, rather than guide, learning. It is also recommended that greater provision be made for active and scaffolded discovery learning to enable the pupils to develop and refine their skills as historians.  

 

3.4 Assessment

The school has a policy on assessment and employs a variety of assessment tools to monitor the pupils’ progress. Standardised tests are administered annually to record pupil achievement in numeracy and literacy whilst a screening test is administered to pupils in senior infants. The results of these tests, which are shared with parents, are used to assist in the identification of pupils who are likely to benefit from supplementary teaching. It is now recommended that these data also be used both to track pupils’ progress and to greater facilitate differentiated teaching and learning. Diagnostic tests are administered to pupils who are in receipt of learning support, the results of which are use to inform both Individual Pupil Learning Profiles (IPLPs) and Individual Education Plans (IEPs). Informal assessment procedures, which include teacher-designed tests and teacher observation, are a feature of good practice across all classes. The teachers exchange assessment data with one another and with the SEN teachers on an informal basis.  To complement test data, consideration should be given to the compilation of portfolios of the pupils’ work and to engaging them in both peer-assessment and self-assessment. Pupils’ written work and homework is marked consistently and conscientiously. To build on this good practice, consideration should be given to allowing the pupils to modify their work in the light of constructive feedback.

 

Parents are informed of their children’s progress through an annual end-of-year report, a copy of which is maintained in the school. Formal provision is also made for consultation with parents through the annual parent-teacher meetings. In addition, parents are welcome to make an appointment to discuss their child’s progress at any point during the year.  

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

The Special Education Team (SET) comprises a part-time special education teacher and a part-time resource teacher. The school policy emphasises early intervention and the provision of appropriate support based on the results of diagnostic tests and teacher observation. It also incorporates the staged approach and parents’ formal consent is sought prior to the pupils attending lessons.

 

The SET visits this school each day and provides pupils with support in literacy or numeracy, as appropriate, with two pupils receiving support in both areas. Supplementary support comprises both withdrawal and in-class support which is determined by the pupils’ individual needs. IPLPs are produced for each pupil on the basis of information provided by class teachers and parents in addition to the results of diagnostic tests. A commendable feature of the IPLPs is the involvement of the senior pupils in their design and the sharing of the learning targets with them.

 

Lesson preparation and recording are completed in an efficient and highly professional manner. The teachers have collated a broad range of appropriate resources including games and effective use is also made of computer programs. The pupils clearly enjoy and benefit from the lessons which are well-structured and based on learning targets that are clear, specific and measurable. The teachers consult with the mainstream teachers on an informal basis regularly and consult with parents formally at least once annually and more frequently as appropriate.

 

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

The school has an open and inclusive enrolment policy. At present, no pupil has been identified as requiring other additional support.

 

 

5.     Conclusion

The school has strengths in the following areas:

 

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

 

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

 

 

 

 

Published June 2008

 

 

 

 

 

 

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 of Scoil Naomh Bríd warmly welcomes this report.  We are pleased that it acknowledges the high standard of education provided by the committed and conscientious staff.  We are particularly pleased that the “exemplary behaviour” of the pupils is remarked upon and we believe that the report in its entirety affirms and encourages us in our work.

 

 

Area 2   Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection