An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Knocknagrave National School,
Tydavnet, County Monaghan
Uimhir rolla: 18579M
Date of inspection: 29 November 2007
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of Knocknagrave National School 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 language (English, Irish, and French), Mathematics and Music. 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
Knocknagrave National School, a two-teacher co-educational Catholic school under the patronage of the Bishop of Clogher, is situated in Donagh parish in North Monaghan. The school was built in 1962 and refurbished in 2000. There are currently 13 pupils in the school, one in junior infants, two in senior infants, five in second class, two in third class and three in sixth class.
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 |
13 |
|
Mainstream classes in the school |
2 |
|
Teachers on the school staff |
2 |
|
Mainstream class teachers |
2 |
|
Teachers working in support roles |
2 |
|
Special needs assistants |
1 |
1. Quality of school management
1.1 Characteristic spirit, mission or vision
The school is characterised by a caring and familial atmosphere. Pupils’ holistic development is fostered in a positive learning environment where their talents, abilities and social skills are developed in preparation for life-long learning.
1.2 Board of management
The board of management is properly constituted. Meetings are held once a term and minutes are maintained. It is advised that a written financial report be furnished at each meeting. The board and parents are to be commended for their careful maintenance of a safe and attractive learning environment for pupils. In the recent past the staffing level was reduced to one teacher due to falling enrolments. During the evaluation concerns regarding the uncertainty of future enrolments were discussed. It is now recommended that the board of management, in consultation with the patron, examines the school’s projected enrolments and is proactive in seeking a viable solution to the on-going dilemma posed by very low enrolment levels.
1.3 In-school management
The in-school management structure provides for a principal and a special duties teacher. Both teachers have served in the school for a long number of years and they share a partnership approach to school leadership. The principal’s caring and assiduous leadership qualities ensure that there is a collaborative working relationship among all staff. All organisational and management duties are carried out effectively. The principal is very much respected in the local community and maintains very positive relationships with parents. The special duties teacher carries out the duties attached to the post competently. A happy and collaborative working atmosphere is evident among teachers.
1.4 Management of relationships and communication with the school community
The quality of communication between home and school is very good. As the school serves a small community of nine families, regular informal contact between board members and parents occurs. Formal communication between home and school is facilitated through annual written pupil-progress reports, parent-teacher meetings and pupils’ homework journals. Almost all parents are actively involved in the work of the school. The parents’ association makes a significant contribution to school life by fundraising for additional resources, supporting inter-school sporting activities and maintaining the school building and grounds. The parents expressed their satisfaction with the educational provision in the school but articulated concerns regarding enrolment trends and the viability of the school in the long-term.
1.5 Management of pupils
The code of behaviour is implemented consistently. Pupils present as very well behaved and confident. Warm and relaxed interactions are evident between staff and pupils. A spirit of cooperation, collaboration and openness prevails in this positive learning environment.
2. Quality of school planning
2.1 Whole-school and classroom planning
The quality of whole-school planning is generally good. Considerable work has been done in developing the school plan. A range of policies, both organisational and curricular, has been devised to respond to the needs of the school and to take account of current legislation. In general, policies have been drafted by the staff and presented to the board of management for consideration and ratification. A subcommittee has been formed recently to review the health and safety policy. Such good practice should be extended to ensure that all partners have an active part in the whole-school planning process.
The quality of classroom planning is good. Each teacher prepares appropriate long-term and short-term plans of work which reflect the school plan and facilitate the delivery of a balanced curriculum. Programmes of work are differentiated for multi-grade classroom contexts. Monthly reports are recorded through a ticking system on short-term plans. It is suggested that this approach be reviewed in order to better inform curriculum implementation and to monitor continuity and 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, 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
Baintear feidhm as modhanna múinte éagsúla chun scileanna éisteachta agus labhartha na ndaltaí a fhorbairt sa Ghaeilge. Foghlaimíonn siad go leor rann agus amhrán chun tuisicnt a fháil ar rithim na teanga. Baintear úsáid éifeachtach as straitéisí ar nós cluichí agus drámaíocht chun suímh chumarsáide oiriúnacha a chruthú d’úsáid na teanga. Tá stór maith focal ar eolas ag formhór na ndaltaí sna bunranganna ach is gá eiseamláirí teanga a mhúineadh agus a chleachtadh ar bhonn rialta. Déantar forbairt ar struchtúr na teanga sa seomra sinsearach ach ní mór béim sa bhreis a chur ar úsáid na mbriathra chun cumas cainte na ndaltaí a leathnú.
Léann formhór na ndaltaí go cruinn agus le brí i nGaeilge. B’fhiú, áfach, téacsanna breise a chur ar fáil mar ábhar léitheoireachta chun deis a thabhairt do na daltaí léitheoireacht a chleachtadh i gcomhthéacsanna éagsúla agus forbairt a dhéanamh ar scileanna léitheoireachta breise. Ní mór clár ullmhúcháin don litearthacht a chur i bhfeidhm chun tús maith a thabhairt do na daltaí i litearthacht na Gaeilge. Scríobhann na daltaí téacsanna éagsúla ar nós a nuacht phearsanta féin, cleachtaí tuisceana, cleachtaí gramadaí agus deachtú. Mar nach bhfuil ach líon beag daltaí sna rangannna b’fhiú deiseanna a chruthú do na daltaí forbairt chórasach a dhéanamh ar phróiseas na scríbhneoireachta ar bhonn an dalta aonair.
Irish
Various methodologies are used to develop pupils’ listening and speaking skills in Irish. Pupils learn many poems and rhymes to gain an understanding of the rhythm of the language. Effective strategies, such as drama activities and language games are employed to create suitable communicative scenarios for pupils to use the language. While pupils in the junior classes have acquired a store of words there is a need to teach and regularly practise language exemplars. Language structures are developed in the senior room but further emphasis should now be placed on the use of verbs to extend pupils’ ability to express themselves in the language.
Most pupils read in Irish with understanding and accuracy. Further reading materials should be used to extend pupils’ reading skills and to ensure they practise reading in a variety of contexts. The implementation of a pre-reading programme would ensure that pupils receive a solid foundation in Irish literacy. Pupils write a variety of texts such as personal news, comprehension and grammar exercises and dictation. Due to the very small number of pupils in classes, opportunities could be provided for the systematic development of process writing on an individual basis.
English
Talk and discussion, story and drama are used regularly as contexts in which pupils’ oral language skills are developed. Oral language is suitably integrated with the reading and writing processes and developed appropriately across other subjects in the curriculum. The small number of pupils in classes limits pupils’ opportunities to engage in peer discussion and other group activities. Further emphasis on discrete oral language activities is recommended to improve pupils’ oral competency and to target the development of particular skills. Pupils recite a suitable selection of poems and some fine examples of poetry composition are displayed.
A range of suitable resources supports the teaching of reading. It is advised, however, that a richer print environment be created in the junior room. Pupils are enabled to use a variety of approaches such as word identification strategies, phonological skills and contextual clues to aid them in literacy development. A graded reading scheme is judiciously used in conjunction with supplementary readers to progress pupils’ literacy. The appropriate use of novels expands pupils’ reading experiences in the senior room. Considerable encouragement and guidance are given to pupils as they engage in early writing activities. Senior pupils write in a variety of genres and observe the conventions of grammar, spelling and punctuation. Further attention might be given to enabling pupils to draft, revise and edit their work. Cursive writing should be further practised to enable pupils to write with speed and in a fluent style.
French
As part of the Modern Languages in Primary Schools Initiative an external tutor teaches French to the pupils in the senior room. An outline of a long-term plan was presented. It is recommended that lesson plans be devised and progress records maintained to ensure continuity in learning. Pupils enjoy and partake enthusiastically in lessons. More use should be made, however, of the target language during lessons and suitable strategies employed to enable pupils to communicate through French.
3.2 Mathematics
Language and discussion, in well-structured lessons, are central to the teaching and learning process in Mathematics. Pupils are effectively enabled to relate mathematical concepts to their immediate environment. Pupils’ written assignments reflect a balance of the curriculum strands. Learning activities in general are based on textbooks and worksheets and concrete materials are in use in a limited way throughout the school. The majority of pupils exhibit competences in computation, in estimation and in problem-solving skills that are appropriate to their ages and abilities. A small number of pupils, however, require further differentiated support to ensure that they develop an understanding of the basic concepts of mathematics. While differentiation is provided for multi-class contexts it is advised that the programme be further differentiated to cater for the range of pupils’ abilities within classes. A constructivist approach, placing less reliance on textbooks and providing pupils with differentiated programmes and greater opportunities to engage in exploratory activities, is recommended.
3.3 Music
The quality of teaching and learning in Music is good. A comprehensive plan, adapted to the needs of pupils, has been devised for Music. A broad and balanced programme is taught across all strands of the music curriculum. Pupils are enabled to gain an awareness of and respond imaginatively to a wide range of musical genres in a variety of ways. Literacy is explored through rhythm and pitch and pupils have created and recorded their own rhythmic patterns and musical pieces. An external tutor further enhances the performance strand through instruction in instrumental playing. Pupils sing a wide repertoire of songs in both English and Irish enthusiastically. Through all of these various activities pupils are effectively enabled to develop their awareness and understanding of the different musical concepts.
3.4 Assessment
A range of assessment strategies is in evidence at individual class level and includes teacher observation, checklists, teacher-designed tasks and tests, work samples, projects and the monitoring of pupils’ written activity. The Middle Infant Screening Test is administered to senior infant pupils and standardised tests are administered to assess pupils’ progress in literacy and Mathematics in accordance with requirements of Circular 0138/2006. While teachers share and analyse test results a tracking system should be put in place to indicate individual pupils’ progress on a continuous basis. It is recommended that an assessment policy be devised and that assessment strategies be explored for all areas of the curriculum. This work could be guided by the National Council for Curriculum and Assessment’s (NCCA) guidelines for schools on Assessment in the Primary School Curriculum.
4. Quality of support for pupils
4.1 Pupils with special educational needs
A learning support teacher, a resource teacher and a special needs assistant support pupils with special educational needs. Support for these pupils is provided primarily in the areas of literacy and numeracy, offering focused tuition for pupils on a withdrawal basis. Detailed individual profile and learning programmes (IPLPs) have been devised for pupils in receipt of supplementary support. The practice of regular consultation with parents and with pupils regarding the progress of learning is commendable. In general, the learning targets identified in the individual plans are based on the pupils’ priority learning needs. Lessons are appropriately structured and detailed progress reports are maintained. The special needs assistant provides effective support for one pupil in the junior room. It is recommended that consideration be given to the introduction of in-class support through the use of team and co-operative teaching approaches. In particular, the provision of systematic supports for language, literacy and social skills’ development in the junior classroom should be afforded significant priority. Consideration should also be given to reviewing support-teachers’ caseloads in order to further assist pupils with learning needs in Mathematics.
4.2 Other supports for pupils: disadvantaged, minority and other groups
The teachers report that there are no pupils from minority backgrounds attending the school. The board of management ensures that all pupils have equal opportunities to access and benefit from the educational provision in the school.
5. Conclusion
The school has strengths in the following areas:
- The close collaboration of all partners in supporting the school contributes significantly to the creation of a caring and well-ordered educational environment for pupils.
- Significant emphasis is placed on pastoral care and this is reflected in the happy, responsive disposition of pupils and their commitment and enthusiastic approach to learning.
- The quality of the music programme fosters pupils’ expression, creativity and response to a rich musical experience.
- The individual approach to the development of literacy according to pupils’ needs is commendable and works well in this small school.
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 seeks a viable solution to the on-going dilemma posed by very low enrolment levels.
- B’fhiú athbhreithniú a dhéanamh ar mhúineadh na Gaeilge le cinntiú go bhfuil scileanna teanga na ndaltaí á bhforbairt go leanúnach ó na luathbhhlianta. (The teaching of Irish needs to be reviewed in order to ensure that pupils’ language skills are developed systematically from an early age).
- To further enhance the quality of learning in Mathematics emphasis should be placed on differentiated programmes for pupils with varying abilities and on the use of activity-based methodologies.
- Support teachers should consider a model of in-class support through the use of co-operative teaching approaches.
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