An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Scoil an Athar Maitiú

Togher

Cork.

Uimhir rolla:18566D

 

Date of inspection: 7 October 2008

 

 

 

 

 

Whole-school evaluation

Introduction – school context and background

Quality of school management

Quality of school planning

Quality of learning and teaching

Quality of supports for pupils

Conclusion

 

 

 

 

 

Whole-school evaluation

 

A whole-school evaluation of Scol an Athar Maitiú was undertaken in October 2008. This report presents the findings of the evaluation and makes recommendations for improvement. The evaluation focused on aspects of the school’s provision including management, teaching and learning, planning and supports for pupils, with a particular focus on the provision of English as an Additional Language (EAL).  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.

 

Introduction – school context and background

 

Scoil an Athar Maitiú is an all girls’ national school situated in the suburbs of Togher and  approximately five kilometres from the city centre. The school occupies an attractive site and shares its campus with Togher BNS. The school building, erected in 1971, has undergone major refurbishment and extension over the years. Pupils are enrolled from junior infants to sixth class and are drawn in the main from the immediate environs of the parish. The cohort of pupils includes a sizeable number of newcomer children from a wide diversity of nationalities. Housing in the area is a combination of local authority and private developments. The school was designated “disadvantaged” under the Giving Children an Even Break scheme and in the past received additional funding and staffing. However, the school did not maintain its disadvantage status and consequently there may be a reduction in staff personnel. The school is unhappy with this designation and requests a review of its current status given that a number of families within the community are experiencing social and financial deprivation.

 

The following table provides an overview of the enrolment and staffing in the school at the time of the evaluation:

 

 

Number

Total number of teachers on the school staff

18

Number of mainstream class teachers

13

Total number of teachers working in support roles

4

Number of language support teachers

3

Special needs assistants

2

Total number of pupils enrolled in the school

277

Number of pupils with English as an additional language

74

 

 

1.             Quality of school management

 

1.1         Characteristic spirit, mission or vision

The school is under the patronage of the Bishop of Cork and admirably aspires to maintain and build upon a happy and vibrant learning environment. The schools’ mission statement “Is é an páiste croí lár na scoile seo” underpins its worthy value system where each member of the school community is cherished and encouraged towards excellence in all areas of school life. Scoil an Athar Maitiú welcomes pupils of all nationalities and cultures and has enrolled newcomer children in the school since the late nineties. A spirit of inclusiveness is supported and respect is shown for the pupils’ diversity of values, beliefs and traditions. The school is committed to multi-culturalism and endeavours to actively promote an environment in which cultural differences can be explored and celebrated and where pupils can learn from each other. The seamless nature of the induction programme for newcomer pupils is testimony to the school’s success in catering for a wide diversity of nationalities.  

 

1.2         Board of management

The board of management is properly constituted and has a clear understanding of its roles and responsibilities. Meetings are convened each term, or more frequently as necessary. Minutes are maintained and financial accounts are documented. Current concerns of the board include the loss of disadvantage status for the school and the associated loss of grants and extra teaching staff. The board has devised a five year development plan and is committed to providing a safe and comfortable working environment for pupils and staff. Duties are assigned to individual board members and they bring a wealth of expertise to the decision-making process. Policies, both curricular and organisational, are discussed and ratified. It is recommended that hard copies of all policies be signed and dated. Positive relations are in evidence between the board and teaching staff and there is regular consultation with parents on pertinent matters. The board commendably makes a fund available to staff for continuing professional development.  Board members are due to avail of training and this will further enhance their contribution to the overall management of the school.

 

In line with the board’s policy of inclusiveness, a newcomer parent has been elected to the board. Current concerns in the area of language support identify the need for a translation service and the provision of an immersion programme for parents and pupils, and in particular, for older pupils entering the school at senior level. 

 

 

1.3         In-school management

The in-school management team is comprised of the principal, deputy principal, one assistant principal and six special duties teachers. The central core of management activity is addressed by the principal, appointed to this position in 1997. She maintains a regular visible presence among staff, pupils and parents and is committed to developing a supportive and inclusive learning environment where the welfare of the child assumes primary importance. This worthy principle leads to a heightened sense of purpose within the school community and to an admirable enthusiasm among staff to perform their duties in an effective and efficient manner. The principal is ably supported by the deputy principal and post-holders and this presents as a productive and collaborative relationship. Duties allocated are focused on organisational, curricular and pastoral duties. They are carried out with commitment and efficiency, they are reviewed regularly and they contribute positively to the priority needs of the school. Subject coordinators lead working groups collaboratively in developing whole-school plans. As a means of building on these good practices, it is suggested that post-holders further develop their instructional leadership role in the process of monitoring the implementation and on-going review of curriculum delivery. A key to the successful operation of the school is seen in the quality of communication between the team, who meet formally each term. A progress report is submitted by each post-holder to the board of management. Staff are routinely informed of decisions reached at these in-school management meetings.

 

School management has been very successful in integrating newcomer pupils into the school community over many years. This success is due in no small way to the hands-on proactive approach taken by the principal. She consciously makes herself available to parents before, during and after school. She also sits on the board of the local family centre and has first-hand knowledge of the difficulties and needs of newcomer parents. Two post-holders have the pastoral responsibility of catering for the welfare of newcomer parents and of pupils respectively, and their diligence has equally contributed to the “seamless” induction of the newcomer population to Scoil an Athar Maitiú.  

 

1.4         The management of resources

A collegial and supportive atmosphere permeates the school. A warm rapport exists between the principal, teachers and other members of staff and together they create a happy, productive and welcoming environment in the school. A strong sense of ownership is fostered among staff of its aims, policies and achievements. Staff is afforded regular opportunities to experience a variety of classes. Teachers are very supportive of each other, they work regularly in teams and those with a particular expertise in curricular areas provide advice and guidance to colleagues when needed. Teacher’s professional development is enhanced through a variety of courses ranging from short summer courses to those at certificate level. Four staff meetings are convened in the school year. Appropriately, an agenda is circulated to all staff members in advance of these meetings. Organisational and curricular matters are regularly discussed and minutes are recorded.

 

All teachers have a clear understanding that they have responsibility for newcomer pupils and they work closely with the language support team. The deputy-principal, in close cooperation with the principal, coordinates the provision for language support in the school. The school has three language support teachers one of whom  is assigned to a mainstream class, namely senior infants. A system has been established whereby this teacher takes all newcomer senior infant pupils for language support for one hour each morning while another teacher takes the rest of the pupils for the regular implementation of the English curriculum. Teachers have accessed in-service courses in the area of language teaching and further support in this area has been identified as necessary in the ongoing development of their expertise.

 

Two part-time secretaries provide valuable administrative support and they are to be commended for their dedication and their commitment to their duties. Other ancillary staff, such as, cleaners and caretakers are to be commended for their diligence in maintaining a clean, attractive and safe environment.

 

The quality of accommodation is of a high standard and exemplifies the pride that staff and pupils take in their school. Each classroom is arranged and decorated to provide an attractive and stimulating print-rich learning environment. The school’s entrance and corridors are utilised effectively for display purposes and in celebrating pupil achievement. Exhibits of pupils’ work and numerous photographs form most pleasant displays throughout the school. These displays also celebrate the cultural diversity of its pupil population. The hard-surface play area has been developed to a high standard. The recent instalment of thermoplastic games makes for an exciting recreational area for pupils. The grounds are maintained to a creditable standard, they include a garden dedicated specifically to the memory of a deceased past pupil, which the pupils maintain with care and attention. Conscious of maintaining high standards of safety throughout the school the board has installed CCTV cameras and all visitors to and from the school are carefully monitored.    

 

The school is well resourced in terms of equipment and resource materials. These are used to considerable effect to support pupils’ learning across a range of curricular areas. A wide range of reading material is available in each classroom that includes both library books and graded reading schemes. Information and Communication Technology (ICT) is recognised as a valuable resource to support pupils’ learning. The school’s computer room is used productively, as are the computers in classrooms with each room having the availability of broadband. The school has recently purchased three interactive whiteboards and these, together with the internet and complementary software are used creatively to support pupils’ learning.  

 

1.5         Management of relationships and communication with the school community

A meeting with the officers of the parents’ association during the course of the evaluation reveals that a very positive relationship between the board of management, teachers and the general parent body exists. The impact of parents’ involvement in the work of the school is most productive, in terms of support for school programmes and in their efforts in fundraising for extra resources. Their participation in initiatives such as Mathematics and Literacy for Fun activities and their organisation of the pupils’ Credit Union saving’s scheme is worthy of particular mention. Teachers welcome parents warmly and they complement them on the efficacy of their efforts. The parents themselves exhibit a high measure of enthusiasm and satisfaction that their work is appreciated by teachers.

 

Staff recognises the value of good communication in building trust and respect between home and school. A newsletter and a year book are issued periodically, detailing school activities and achievements. A series of open nights are organised for parents of new infants to the school to facilitate implementation of Follow Together, a programme designed to guide parents in supporting children’s learning. Parents are given a detailed prospectus, outlining personnel, practices and procedures in the school. In line with the school’s policy of inclusion, a welcome note is translated into a number of foreign languages that reflects the diversity of nationalities in the school. The pupils’ journals are also routinely utilised to communicate with parents. Parents are regularly welcomed to visit and discuss their children’s progress either through formal parent-teacher meetings or through an agreed appointment system. An end of year report outlining progress and achievement is issued to parents.

 

To date, parents have had limited involvement in the development of school policies. In order to progress the collaborative nature of the planning process, emphasis should now be placed on promoting the role of parents in the design and in the development of school policies.

 

The home school liaison teacher maintains regular contact with newcomer parents. She organises language classes in conjunction with the neighbouring school and equally, as difficulties arise, parents are accorded a discreet measure of support in the completion of specific tasks. The school celebrates its diversity of pupil population through the staging of its International Day.  At this multicultural event all customs and cultures are celebrated, including those of Ireland.

 

The school’s facilities, such as the staff room and the computer room, are readily available to parents and the PE hall is hired to a number of community groups and clubs. 

 

1.6         Management of pupils

The social and educational welfare of the pupils admirably underpins the work of the staff. To this end, the staff seek to create a warm and caring environment in which pupils can feel secure and where confidence and self-esteem are fostered. The school aims to provide a high quality of education for all pupils. Sensitivity and tolerance to the diversity of circumstance is also shown. There is a keen interest to include the opinion of pupils and to this end a student council has been established. The committee of six senior pupils in conjunction with two teacher representatives affords a meaningful voice in affairs pertaining to school life. Productive learning patterns are established in the formative years of the pupils’ development through their participation in the Reading Buddies initiative. Pupils are commended in particular for their regular engagement with Irish in daily communication. Parents, staff and pupils are to be congratulated on commendable attendance levels.

 

The induction and integration of pupils in the school is managed effectively. The school has devised a reception programme where all pupils are familiarised with the cultural norms of the school and classroom. For the month of September language teachers support pupils with in-class activities.

 

In the interview with fifth class newcomer pupils they revealed that they were happy in school. Attendance of all pupils is very good and they look forward to coming to school. When starting school initially, a number of pupils expressed feelings of sadness, fear and surprise. All pupils noted that introduction to school life would have been easier if they had access to some form of English tuition prior to coming to school. Half of the pupils expressed difficulty in understanding Irish. All pupils have access to help with their homework and when experiencing difficulty with work in class they receive help from their peers. They found the language classes in English very helpful and pupils preferred the option of being withdrawn from class for language support.

 

 

2.             Quality of school planning

 

2.1         Quality of whole-school planning

The quality of whole-school planning is good. In collaboration with the relevant partners, the principal and staff have devised a comprehensive range of organisational and curriculum policy documents. The curriculum policies in English and Mathematics are based on the principles and the structure of the curriculum. All policies are presented clearly and provide a sound basis for the development of effective practice. The teachers have copies of policies and relevant plans are disseminated to parents. The principal and staff have made productive use of the support services and it is evident that they give generously of their time to the planning process. They are to be highly commended for their commitment to planning for improvement of pupils’ learning. There is evidence of regular review and arising from this important work, specific targets for the further development of key curricular areas have been identified and given due attention. The further use of data arising from the monthly progress records to support this process is recommended. Also, in order to promote further linkage between whole-school plans and classroom practice it is recommended that more guidelines in relation to the implementation of interactive teaching approaches and strategies for differentiation be provided for English and Mathematics.

 

2.2         Quality of whole-school planning for EAL

Staff is currently engaged in the process of drafting a whole-school policy on EAL. Essentially this working document is the result of a collaborative exercise on the part of the EAL support team and the principal. Contained therein are pertinent statements that guide provision in terms of principles, enrolment, programme provision, roles and assessment. The school plan proves useful in ascertaining the range and direction of the school’s policy in respect of language support. The policy is due to be presented to the wider staff for their input and suggestion.

 

2.3         Quality of classroom planning including planning for EAL

There is much evidence of good practice in relation to classroom planning approaches. Many teachers make impressive use of their ICT skills to prepare work for their classes and to access high-quality resources. They are to be applauded on their success in creating a stimulating learning environment in classrooms that are prepared to a high standard and well-ordered. All teachers provide useful long-term and short-term planning and record the monthly progress of work on an agreed template. However, a further emphasis on linking classroom planning to the school plan would greatly enhance the quality of some plans. Extra care should be given to the identification of specific skills, a wider range of methodologies, organisational settings and resources particularly in the context of catering for pupils’ diverse learning needs.

 

Some teachers’ planning is sufficiently detailed and provides an outline provision for specific language development for EAL pupils. The style and presentation of EAL teachers’ individual planning schemes reflects their individual preferences. Staff is urged to review the detail of current templates that will identify differentiated approaches in addressing pupils’ language learning needs on a whole-school basis. Priority learning needs and targets are documented in some cases. Completed work is systematically recorded at the end of each month and these are placed on file. IILT benchmarks are routinely utilised in assessing the proficiency levels of pupils. Practice in teacher planning and in the recording of progress is readily amenable to development and in this regard the devising of an agreed approach would bring about greater consistency.

 

2.4         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         Teaching of English and English as an Additional Language

The quality of teaching in English is of a creditable standard. The staff is clear in its intent to promote a high quality programme in English and to this end a detailed and comprehensive school plan has been developed. Pupils experience a wide range of teaching and learning approaches. Whole-class teaching, together with group and pair-work feature regularly and activities are suitably differentiated. The further development of differentiated approaches and active learning strategies will enhance pupil learning.

 

The development of oral skills is addressed in a purposeful manner and in the main is based on a structured oral language scheme. Appropriately this is complemented by regular engagement in  discussion, in poetry and in story activity. Poetry is presented in an interesting manner and in a number of classes pupils recite a range of verse and rhyme with clarity and expression. This approach to poetry recitation should be extended to all classrooms. On the whole, pupils express themselves with confidence and fluency. In the further development of pupils’ skills, staff is advised to develop an increased focus on teaching language directly through collaborative group activities. The selection of suitable authors to promote interactive story-time and the identification of specific themes would productively aid this process.

 

The school’s initiatives to date to develop reading throughout the school are worthy of praise. From an early age pupils are exposed to a useful sight vocabulary and this is paralleled by the promotion of phonic activity, suitably taught in context. Graded books from a published scheme form the core of the reading material in each class and is supplemented by large format books, by the use of the novel and by the promotion of library book reading. At infant level, it is suggested that more structured informal reading activities precede the introduction of a formal reading programme.

 

In many classrooms there is evidence of purposeful group activity in the teaching of reading. The regular utilisation of the Buddy System is proving most effective in raising standards and in  motivating pupils. The contribution of parents warrants particular mention for their engagement in Shared Reading and in Literacy for Fun initiatives. Many pupils are independent readers and read with accuracy and fluency. Overall, on an examination of standardised test results, pupils are making systematic progress in accordance with age and ability. The school has a long standing commitment to the promotion of innovative reading approaches and to this end staff might usefully consider the practice of providing direct instruction in specific skills as a key element of the reading lesson and the colour coding of reading material to accommodate the wide range of reading abilities in each class.

 

Staff is committed to developing pupils writing skills throughout the school. Of late, the First Steps Programme has been adopted in the school in the continued nurturing of writing competence. Basic writing skills are taught carefully with suitable emphasis on correct starting point and direction in letter formation. Pupils in the junior classes, in particular, regularly engage in the recording of news items on a daily basis. Staff might usefully consider the use of language experience charts to further facilitate  the teaching of oral, reading and writing activities in an integrated manner. Writing skills are effectively extended through an assortment of both functional and creative writing activities. Pupils are exposed to a wide range of genre and the quality of their work is further enhanced through process writing. The recording of written work in copybooks is praiseworthy and indicates work is consistently monitored and corrected. Information and Communication Technology (ICT) is used effectively and creatively to print samples of pupils’ work across a number of curricular areas.

 

 

3.2         Mathematics

The quality of teaching in Mathematics is good. Impressive whole-class teaching and group work was observed during the evaluation. Skilful use of concrete materials and ICT is noted at a variety of class levels. Learning intentions are communicated clearly to pupils and their questions are encouraged and answered competently. Designated mathematics areas and many high-quality charts, which greatly support pupils’ learning, were favourably commented on during the evaluation. Throughout the school a good emphasis is placed on teaching number facts and many innovative strategies were noted. The use of a range of games to enable pupils develop and consolidate key number skills is particularly commendable and merits further development on a whole-school basis. The pupils are well-trained to organise and present their written work to a high standard. Their work is continuously monitored and corrected carefully. Appropriately, the junior classes can recite a range of number rhymes. Many pupils demonstrate high levels of motivation and good knowledge of mathematical concepts and skills. However, it is evident that greater emphasis on developing concepts through active learning and the use of concrete materials would greatly benefit those pupils experiencing difficulty. In this context it is recommended that the range of materials available to pupils in many classes be greatly increased and that through the whole-school planning process further strategies to maximise its use be identified. Also, it is recommended that extra care should be given to the language of Mathematics and that more opportunities be provided for pupils to use the language during collaborative work. There is also a need to link concepts to real life practical situations. The importance of oral work as a daily routine in all Mathematics to help pupils revise, consolidate and apply their learning was highlighted and discussed during the evaluation.

 

3.3         Assessment

A useful policy document on assessment is included in the school plan. Appropriately, attention is clearly drawn to the importance of assessment for learning as well as assessment of learning. In keeping with good practice teachers use a variety of assessment tools to monitor pupils’ progress and attainment levels. The practice of administering standardised tests is well-established. These tests are administered in both English and Mathematics to all classes from Senior Infants to Sixth class. The results are recorded carefully and communicated to parents. All teachers retain copies of them in their planning folders. The results of these tests are used to inform teaching and learning, particularly in relation to the provision of supplementary teaching. Teacher-designed tests are administered on a regular basis, principally, in tables and in spellings. In the context of further developing assessment for learning, it is recommended that this good practice be further extended in the area of Mathematics.

 

 

4.             Quality of supports for pupils

 

4.1         Pupils with special educational needs

A detailed whole-school policy on the provision of support for pupils with special education needs is prepared and this policy provides a sound basis for the development of the service. The policy was reviewed in 2005 to reflect the staged approach to assessment, identification and programme planning for pupils, in accordance with Special Education Circular 02/05.  

 

The special education team consists of a full-time learning support teacher and a full-time resource teacher, with the resource post effected on a job-sharing basis. Teachers are conscientious and diligent and are committed to addressing the learning needs of pupils in a professional manner. Support is provided to pupils in literacy and numeracy, in language and in social development. Mathematics support has a limited focus in that it essentially tracks current classroom activity. Staff is urged to develop a programme differentiated sufficiently to meet the specific learning needs of pupils. Results from standardised tests are used purposefully in the selection of pupils for supplementary teaching. Detailed individual and group education plans are prepared by some members of the support team in consultation with class teachers. They are practical in nature and include a timeframe for review. Imaginative and focussed programmes of work that incorporate the use of ICT are prepared in accordance with deliberations and ongoing assessments. Progress is systematically recorded and suitably informs the review of targets. Support for pupils in the main is through withdrawal and staff is encouraged to make increased provision for in-class support. Within the context of an evolving school plan, formal time for the special needs team to meet should be identified. Consideration could usefully be given to an increased application of diagnostic testing, to devising an agreed approach to the formulation of individual and group plans, and to the recording of pupils’ progress. It is advised that all classroom teachers should have copies of these individual and group education plans in providing for the varying abilities of their pupils. As an additional developmental point consideration could be given to greater use of ICT and to the use of manipulatives and mathematical games in supporting pupils’ learning.

 

Two special needs assistants make an important contribution to pupil learning and achievement in their respective classes under the careful guidance of class teachers. The school also enjoys the services of two additional voluntary personnel and their valuable contribution to the learning needs of the pupils is acknowledged.

 

 

 

4.2         Pupils with English as an additional language

The school accommodates newcomer pupils from eleve n different nationalities. The school has succeeded in creating a warm and welcoming environment both in classrooms and in corridors. This environment celebrates the diversity of cultures through displays of pupils’ work and through visually attractive charts and materials. In addition to the support offered by language support teachers, a senior class teacher provides language support to those pupils who don’t partake of religious instruction, with another teacher taking the rest of the senior pupils for religious instruction. Their commendable work proceeds in collaboration and in close consultation with class teachers. Language support is provided on a withdrawal basis, either individually or in small groups and is complemented with in-class support. Staff is advised to seek a greater balance in terms of in-class activity. Programmes of work are detailed and incorporate the use of ICT, with themes outlined to develop language competency over the term. A wide range of resource material is utilised innovatively and effectively in developing the language needs of pupils. Lessons are well-structured and effective use is made of a variety of teaching methodologies. Staff has undertaken professional development training and makes worthwhile use of the Integrate Ireland Language and Training materials in the course of their work. Staff has identified a need for additional in-service in the ongoing assessment of EAL pupils.

 

 

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

The home school community liaison (HSCL) programme commendably seeks to maximise co-operation between parents and school and to promote the well-being of each child. The home school liaison teacher’s diligence and professional practices contributes significantly in progressing this partnership approach between the home, the school and community agencies. She routinely liaises with a network of HSCL teachers in supporting current practice and in the identification and development of worthwhile initiatives. Activities are regularly organised to encourage the parents to take an active role in their children’s education. Parental involvement is harnessed effectively in supporting pupils in the classroom, namely through “Maths for Fun” and through the “Story Sacks” initiatives. The establishment of a homework club is central to the school’s efforts to support pupils in their learning. 

A variety of courses is organised to develop parents’ own personal skills, that include cookery, first-aid, ICT and Drama, among others. Many of these courses are taken to certificate level under the aegis of the “Further Education and Training Awards Council” (FETAC).

 

 

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, March 2009