An Roinn Oideachais agus Eolaíochta
Department of Education and Science
REPORT
Scoil Cholmcille
Leitir Ceanainn, Contae Dhún na nGall.
Uimhir rolla: 18625Q
Date of inspection: 22 April 2008
Introduction – school context and background
Quality of learning and teaching
Summary of findings and recommendations for further development
Whole-school evaluation
This report has been written following a whole-school evaluation of Scoil Cholmcille Letterkenny. 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 inspectors held pre-evaluation meetings with the principal, the teachers, the school’s board of management and a representative of the parents’ association. The evaluation was conducted over a number of days during which inspectors visited classrooms and observed teaching and learning. They interacted with pupils and teachers, examined pupils’ work, and interacted with the class teachers. They reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspectors 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, and the response of the board will be found in the appendix of this report.
1. Introduction – school context and background
Scoil Cholmcille is an all-boys’, mainstream primary school
serving the extensive urban area of Letterkenny,
The school was built in 1974. At that time, it had an enrolment of 600 boys and twenty-three teachers. Enrolment figures since then have fluctuated, showing a significant increase from 456 in September 2005 to 543 in 2007. Projected enrolments indicate further increases in numbers for the next three years. Currently, half of the pupils in the junior infant class are newcomers. The school consists of two separate buildings, located about one hundred and eighty metres apart and close to a very busy main road. Some additional space in the main school building has been converted to cater for the increasing number of pupils, teachers and ancillary staff. Prefabricated classrooms have also been put in place to cater for the increasing numbers. The school is awaiting the appointment of a design team to commence the proposed extension to provide further classrooms and ancillary accommodation at the school.
The school liaises closely with the Education Welfare Officer (EWO) regarding pupil attendance. However, the school attendance records of a number of pupils are a cause for concern. The board of management, in consultation with in-school management, should revise the current policy on school attendance and, in so doing, pay due regard to Section 22 of the Education (Welfare) Act 2000. Further parent-school interaction should also be considered as a means of fostering a culture of regular school attendance. While worthwhile efforts have been made by in-school management to deal with this concern, there is scope for post holders to analyse trends in absenteeism and monitor attendance across the school at different times of the year.
2. Quality of school management
2.1 Board of management
The responsibilities of the board of management are clearly defined and board members fulfil their roles with definite commitment. Board members are aware of the implications of their duties in supporting the work of the school and in improving the quality of teaching and learning. Some board members have received training for their management roles. The board is well informed of the work of the school and is responsive to its needs. Meetings are held regularly and minutes of all meetings are maintained. The board uses its available finances in an effective manner in order to meet the needs of the school and the pupils. Recent investments in the school include the enhancement of the internal school environment and school facilities. The board should now use available funding to continue to enhance the provision of resources in the school. While a financial report is presented at each board meeting, accounts should be externally audited in compliance with Section 18 of the Education Act, 1998. The board’s decision-making procedures are open and clear. The chairperson is in regular contact with the school principal throughout the school year. The board complies with statutory requirements and circulars in general; however, the board should review its policy with regard to the length of the school day so as to ensure full compliance with Circular Letter 11/95 on Time in School. The board has successfully established an ethos of teamwork and professional engagement within the school. The board acknowledges the commitment of the teachers and ancillary staff to their pupils and, in particular, the contributions of the teachers and special needs assistants (SNAs) to collaborative, curricular review since the beginning of this school year.
The board attaches a high level of importance to whole school planning as a tool for managing change and for school improvement. The board has established policy committees within the school to assist the staff in school self-evaluation and review. Policies are reviewed regularly and updated to reflect legislative requirements. The school’s admission policy and its code of behaviour are currently under review. The board’s policies, plans and decisions are disseminated effectively to the school community. The school’s website was launched recently with information in relation to the school’s policies, procedures and activities for the wider school community. While the board and teaching staff have a comprehensive view of the school’s strengths and weaknesses, the teaching staff should continue to review and analyse pupil performance data in literacy and numeracy. The board should also develop the middle and senior management structures further within the school to ensure a balance of duties and responsibilities. This would contribute further to school improvement.
Of current concern to the board are the increasing levels of disadvantage in the school and the delay of support agencies in supporting the pupils in classrooms with significant needs. The school has been in contact with the Health Service Executive (HSE) and has engaged with the Special Education Support Service (SESS) in relation to this challenge and some measures have been put in place. While the board actively supports the school and acts promptly when necessary, in-school management should continue to liaise with the relevant agencies to assist them in managing pupils presenting with diverse needs.
2.2 In-school management
The newly appointed principal values the confidence, contributions and support of the board of management, staff and parents. His work in leading and managing the school since his appointment has been most effective. A focus on learning is central to the shared vision for the school and characterises the leadership of the principal and deputy principal. A very good culture of reflection, self-evaluation and analysis of outcomes permeates all school activities. The principal has developed a progressive framework for school review, based on The Looking at Our School Document. A positive school climate has been established and is characterised by very good working relationships. The principal aims to maintain a collaborative, reflective culture in the school and he keeps abreast of good practices. His priorities include progressing differentiated planning and provision for more able pupils.
The principal leads and manages the whole-school planning process with confidence. Members of staff feel valued in contributing ideas, expressing concerns and making suggestions for improvement. The principal provides a strong role in leading the senior and middle management teams in curriculum innovation and improvement. Lines of communication and accountability for staff are clear. Relationships across the school community are positive and a climate of trust and self-respect prevails.
The principal is supported in the day-to-day management of the school by the deputy-principal, four assistant principals and nine special duties post-holders. There is a high level of collegiality and commitment within this in-school management team. While the senior management team meets with the principal in a formal and regular basis, those with special duties posts as a group have not met formally. It is now recommended that these in-school management team members should also meet formally. In keeping with good practice, the responsibilities of each member span the organisational, curricular and pastoral spectrum. However, these now should be adjusted as part of the school self-review to cater for the emerging needs in the school; for example, the establishment of a special education management team should be considered.
2.3 Management of resources
The principal in consultation with the board has been very successful in establishing an ethos of professional engagement within the school. Staff morale is high and staff members are valued, consulted and supported. The teaching staff comprises the administrative principal, nineteen mainstream class teachers (including one support teacher drawn from the learning support allocation who is deployed as a mainstream class teacher), two learning-support teachers, two full-time and one part-time resource teacher, three resource teachers for Travellers and five language support teachers. Teachers are allocated classes in accordance with departmental guidelines. However, the current practice of using one support teacher as a mainstream teacher in the middle section of the school must be reviewed. Currently, most of the more experienced teachers are deployed in special education posts. This situation needs to be redressed in order to achieve a better balance between experienced teachers and recently qualified teachers in both mainstream and special needs areas. The board should ensure that all teachers experience a range of teaching contexts at different class levels. A policy on staff rotation and allocation is recommended in this regard. The board should encourage in-school continuing professional development, including peer-coaching, mentoring and shared teaching practices
There are nine full-time and three part-time special needs assistants (SNAs) on the staff. SNAs make a valuable contribution to the inclusion and care of pupils under the guidance of the class teachers. There are clear procedures in place for reviewing the effectiveness of the support provided by the SNAs. The principal has led a full review of their work in the school so that their own continuing professional development can be progressed and facilitated. One full-time secretary is also employed in the school. She has given long service to the school. Her administrative work contributes greatly to the smooth day-to-day running of the school. Her efficiency was acknowledged during the meeting with the staff and board. The school avails of the services of a caretaker and two part-time cleaners who carry out their duties to a very high standard. The school environment is well looked after and attractive, with the organised play space at the main building maintained to a very high standard.
Teachers’ skills and abilities are utilised to good effect using team teaching approaches in some instances for the teaching of Music and Physical Education. Team teaching approaches should also be considered for other curricular areas such as Irish, Science and Social, Personal and Health Education (SPHE). Staff members are involved in many extra-curricular activities and in-school projects. The Green Schools Initiative deserves particular praise. This school has a very active and effective Green Team which involves staff, pupils and parents and which is under stewardship of the deputy principal. Other staff members employed by the board of management include external tutors and coaches who deliver aspects of the curriculum and work in collaboration with class teachers. They contribute to the delivery of a broad and balanced curriculum within the school. It is recommended that their programme of work should be recorded in the school plan and reviewed on an ongoing basis to ensure its compatibility with the learning objectives of the school.
The school is well equipped with resources for learning. Teachers prepare effective materials designed to enhance the teaching and learning. At the time of the evaluation, the school website had been launched with information about the school and its activities. Plans are in place to network computers to enhance the teaching and learning using information and communications technology (ICT). There is an excellent stock of physical education, science, music, history, art and mathematics equipment in the school. However, there is scope for more big books, supplementary reading materials, listening materials for newcomers and an extension of library materials in Irish and in English across the school. Existing resources are well maintained, updated and renewed regularly. They are appropriate and accessible and, when used, are used very well. Classrooms are bright and comfortable and are well furnished. The corridors and hall area are attractively decorated with displays of pupils’ work in Visual Arts and in creative writing.
2.4 Management of relationships and communication with the school community
The parents’ association is kept well informed of the work of the school by means of regular newsletters and close liaison with the principal. Members of the parents’ association are involved in policy development in relation to the code of behaviour, enrolment and homework. This involvement should now be further developed to include the Relationships and Sexuality Education (RSE) and the Social, Personal and Health Education (SPHE) policies. The parents’ association funded the purchase of concrete materials in Mathematics and Science for the school following consultation with the staff. Meetings are held on a monthly basis. A major concern of the parents’ association, as outlined at the pre-evaluation meeting, is the lack of indoor space for Physical Education. The parents have organised fundraising activities for the proposed school extension and for the development of a sports hall. Parents and teachers are very involved in supporting the school in after-school activities. This collaboration should be extended to include parental support for in-school programmes of paired reading and of mathematics and for science activities. A member of the local community comes in at lunch-time each day to coach pupils in table tennis. This commitment to the pupils is highly commendable.
There are flexible arrangements in place for parents who may wish to meet teachers throughout the school year to discuss pupil progress. Parents are informed of pupil progress once a year at formal parent-teacher meetings. The parents’ representative reported that the time allocated for these meetings is inadequate and that another opportunity should be given to parents to meet to discuss their children’s progress. Commendable efforts are made by the school to inform parents of the day-to day-running of the school through information packs for the newcomer families. This practice should continue in the future. Parents of junior infants are invited to an information day in June and welcome packs are prepared to help parents to become acquainted with the school and its operation. There is scope to increase parents’ contributions to policy formation through surveys, questionnaires, class meetings and through the parents’ representatives. There is close liaison between the school and the post-primary schools and transition from primary to post-primary is facilitated very well.
2.5 Management of pupils
Standards of pupils’ behaviour are generally good. The teachers display interest in and commitment to the pastoral care and welfare of all pupils. The staff has devised a programme Towards an effective Code of Behaviour 2008 Stars System and reports that this programme is working well. School achievements are celebrated in the school. It is recommended that the possibility of school assemblies be explored as a further method of celebrating and sharing the children’s successes and improvements in attendance.
3. Quality of school planning
3.1 School planning process and implementation
The process of school planning is ongoing and involves teaching staff, board and parents working in collaboration. However, parental involvement in school planning could be further developed. There is a comprehensive school plan in place which outlines policies, procedures and programmes for a range of organisational and administrative areas. A whole-school review was conducted by the principal in September 2007 where all teachers were surveyed to identify developmental needs for the school for 2007-2009. As a consequence of that review process, an action plan with priority areas has been devised.
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.
Members of the teaching staff are commended for their contribution to the development of policies to support implementation of the curriculum. All curricular plans are firmly based on Primary School Curriculum (1999) and have been developed in consultation with the support services.
The school has identified the need to raise the attainment levels of pupils in Mathematics and has formulated specific action plans to achieve this. Further plans have been put in place to raise the literacy levels of pupils by tracking assessment results and identifying trends therein. The school’s planning diary indicates that Irish, Drama and Mathematics are prioritised for review and development in the next two years. ICT planning to enhance the teaching and learning in classrooms is ongoing. Whole-school planning teams have been established across all class bands; these include class teachers and special education needs (SEN) teachers for curricular planning. The curriculum development coordinator works diligently to ensure that supports are in place for the implementation of the planning. Continued analysis of trends in standards and pupil achievement would assist in the school’s drive to improve standards.
3.2 Classroom planning
All teachers provide long-term and short-term planning and maintain monthly records. The quality of classroom planning varies, however. Some teachers provide excellent planning, which is informed by the Primary School Curriculum (1999) and the school plan. These plans identify clear learning outcomes in terms of the knowledge, skills and understanding that the pupils will develop within a specific timescale. Programmes of work are differentiated in these plans and possibilities for integration and linkage are explored. However, some teachers use a template which limits the scope of their planning. In these cases there is an over-emphasis on content and not enough on the exploration of teaching and learning strategies and methodologies.
The school plan should be further developed to include guidelines on teacher planning. It is recommended that the format of classroom planning be prioritised in the school’s action plan. The templates currently in use should be adapted and the good practice which is in existence in some classes should be emulated across the school.
Support teachers’ planning for individual pupils and groups of pupils is comprehensive. Their planning responds to individual needs, pupils’ strengths and learning difficulties and it builds on previous learning. Individual education plans contain specific learning targets which have been informed by diagnostic assessment and input from class teachers. However, there is scope for greater input from parents. There is an atmosphere of collective responsibility and mutual support for pupils with special educational needs (SEN) and for Travellers in the school. Additional collaborative planning with SEN teachers/support teachers should now take place to ensure further inclusion of children with SEN in all classroom life. In particular, planning for enhanced in-class provision of support should be prioritised.
4. Quality of learning and teaching
4.1 Overview of learning and teaching
The quality of teaching observed during the evaluation was good. It was of exemplary standard in some instances. A variety of teaching approaches was employed in classes where the standard of teaching was high. Teachers’ questioning was skilful and elicited thoughtful responses. There was close observation of pupils as they learnt in some classes.
Teachers track pupils’ progress and use the information to plan their future teaching programmes. Most teachers create challenging learning experiences for pupils. However, further attention to the needs of more able pupils is required in some classes. Integrating ICT during teaching and learning could be developed further across the school. Most teachers prioritise literacy and numeracy skills across all curricular areas in a successful manner. However, while some pupils achieve very well on standardised tests scores, in some class levels the achievements of a number of pupils in literacy and numeracy do not reflect the learning outcomes as outlined in the curriculum. A culture of reflective practice has begun with the process of ongoing school self-review. This process should enhance the quality of teaching and learning and overall achievement of pupils.
4.2 Language
Gaeilge
Ar an iomlán múintear an Ghaeilge go sásúil agus tá dearcadh dearfach i leith na Gaeilge á chothú tríd an scoil. Déantar iarracht mhacánta an teanga a úsáid go neamhfhoirmiúil i rith an lae agus baineann cuid de na hoidí sna ranganna úsáid éifeachtach as an nGaeilge chun gné eile den churaclam a mhúineadh agus moltar an cleachtadh seo a leathnú. Déantar scileanna éisteachta na ndaltaí a chothú go rialta agus baintear feidhm fhiúntach as rainn agus amhráin chun fuaim agus rithim na teanga a chur ar chluas na ndaltaí. Forbraítear cumas tuisceana na ndaltaí go hoiriúnach le linn éisteachta, mím, geáitsíochta agus trí úsáid thorthúil a bhaint as ábhair léirithe, púipéad agus fearas. Tá sé ar chumas cuid de na daltaí abairtí a chumadh ach bhí deacrachtaí ag líon ard de na daltaí ceisteanna a chumadh agus cumarsáid leanúnach a dhéanamh sa teanga. Moltar cur chuige cumarsáide a fhorbairt go córasach ar bhonn uile-scoile chun cumas labhartha na ndaltaí a fheabhsú. Léann mórchuid na ndaltaí de réir a gcumas go cruinn agus tuigeann siad a bhfuil a léamh acu. Cuireann na hoidí léitheoireacht dhifreálaithe ar fáil dóibh de réir a gcumas. Chonacthas sárchleachtas i múineadh na léitheoireachta san ard roinn le linn na meastóireachta agus b’fhiú an dea-chleachtas seo a roinnt agus a leathnú ar fud na scoile ar bhonn córasach.
Cuirtear timpeallacht phriontála shaibhir ar fáil sna seomraí ranga agus baintear úsáid chuí as leabhair mhóra chun scileanna réamh- léitheoireachta a fhorbairt sa bhun roinn. Níor mhiste téascanna éagsúla agus fíorleabhair a úsáid chun suim na ndaltaí a spreagadh sa litearthacht agus taithí níos leithne a thabhairt dóibh. Déantar cúram ceart den litriú, léitheoireacht agus scríbhneoireacht fheidhmiúil sna meán agus ard ranganna. Déantar roinnt measúnaithe sa ghné seo den churaclam ach tá gá le seicliostaí bunaithe ar chuspóirí na gceachtanna chun forbairt a aithint agus chun pleanáil dá réir.
Irish
In general, Irish is taught satisfactorily and a positive attitude to Irish is nurtured among pupils in the school. A conscious effort is made to use Irish informally among pupils throughout the school day and some teachers use Irish effectively to teach another subject in the curriculum and this practice is commended. Pupils listening skills are fostered on a regular basis. Rhyme and poetry is employed to familiarise pupils with the sound of language. Pupils’ comprehension skills are appropriately developed by listening activities, mime, actions and the very good use of visual aids, puppets and materials. Some pupils succeed in structuring simple sentences and in communicating in the language. However, many pupils have difficulties in answering questions and communicating fluently in the language. It is recommended that a whole-school approach to the development of language structures be designed and implemented to improve pupils’ oral competency. Most pupils read accurately and with understanding according to their ability, particularly at the senior section of the school. Teachers use differentiated reading materials to cater for the varying abilities in those classes. Some very good practice was observed during the evaluation in the teaching of reading and this practice should be shared with other classes.
A print-rich environment is provided in all classrooms and good use is made of big books to teach pre-reading skills at the junior section. It is recommended that a further stock of real reading books be sourced for Irish reading to allow for further engagement of pupils Appropriate attention is afforded to spellings, reading and formal writing in the middle and senior sections of the school. Assessment checklists are kept in some classes for Irish. However, further objective-based checklists are required to monitor progress and to inform planning in this area.
English
The teaching of English was found to be satisfactory in all classes. However, there is scope for improvement in the standards attained in English reading. A comprehensive plan for English has been developed which aims to ensure a consistent whole-school approach to the teaching of English. All teachers pay commendable attention to the development of pupils’ language skills through discrete oral language lessons, while also emphasising the language elements and skills on a cross-curricular basis. Effective use of language experience charts and big books in the infant classes establishes a firm basis for oral language development. Pupils, in general, display enthusiasm and competency in themes and stories explored. They respond well to teacher questioning in the senior section in particular. There are very good discussion and debating skills being developed in the senior section. Pupils can recite a commendable range of poetry and rhymes in infant and junior classes and can discuss poems from a variety of genres across the school. Class teachers and resource teachers deploy a range of methodologies to improve the receptive and expressive language abilities of newcomer pupils. It is recommended that the school introduces listening activities which would be accompanied by visual materials and books to further enhance language development and independent learning for all pupils.
Appropriate emphasis is placed on the development of pupils’ emergent reading skills in the infant and junior classes. All teachers create print-rich environments in their classrooms and their concerted efforts to improve the pupils’ sight vocabulary is reflected in the pupils’ good knowledge of high frequency words from common sight vocabulary checklists. Sight vocabulary is also developed through exposing the pupils to a wide variety of reading material in infant and junior classes. Text books from a formal reading scheme are currently used, selectively and judiciously, in the junior section. It is, however, recommended that library resources be expanded to include sets of books to accompany large-format books and other appropriate material and so remove the need for junior infants to engage with a structured reading textbook. Further development of home-school links, established by the junior infant team, is advised to improve support for the pupils in developing language, prediction, comprehension and pre-reading skills from a range of appropriate reading books. The phonics series is used to provide a structured and sequenced phonics programme and pupils, in general, can readily identify phonemes. There is a need to strengthen pupils’ knowledge of letter/name and letter/sound relationship and to increase the opportunities for blending letters to form words.
Praiseworthy practice was observed where phonological awareness and word-attack skills were developed in context. Sharing of this good practice and the dissemination of Reading Recovery strategies and prompts throughout the school is recommended to enhance literacy levels. Novels are used in the middle and senior classes to develop a variety of reading skills, including comprehension of the text, discussion skills and a positive attitude towards books. Detailed checklists and analysis of assessment records are used to inform teaching and learning in the infant and junior classes and, while assessment checklists are used in the middle and senior sections of the school, further analysis of the assessment tests should be undertaken to ensure development in pupils’ reading skills from class to class.
There is evidence of some differentiation of curriculum in all classes to cater for individual needs for pupils, particularly pupils with learning difficulties. However, there is scope for further development with pupils of greater ability. This school is encouraged to consider the use of Supplementary Reading Activity (SRA) kits and ICT programmes which would help promote independent learning and higher-order thinking. Expansion of the in class support model would also enhance pupils’ language, reading and writing attainments through differentiated group work. Considerable emphasis is placed on letter formation and the standard of handwriting presented by the pupils is of high standard. Some praiseworthy examples of pupils being afforded opportunities to write for a variety of purposes in a range of genres were observed across the school. The acrostic poems written by pupils in junior and middle classes are worthy of note, as is the attention to story mapping. The majority of pupils observe the conventions of grammar, punctuation and spellings in their written work and use dictionaries to extend vocabulary. Further development of process writing and book reviews is recommended for the middle classes. Some commendable use is made of ICT in some middle classes to display pupils’ stories and poems. Teachers are to be commended for their systematic correction of pupils’ work and for providing pupils with positive and helpful suggestions for improvement. The school should develop a literacy plan to focus on development of reading, writing and comprehension for underachieving pupils, in particular.
4.3 Mathematics
Mathematics has been developed as a priority within the whole-school development plan and detailed analysis of the assessment results has led to a review of teaching methodologies at every level. In general, the teaching of Mathematics is good, with all teachers emphasising the development of mathematical language and a consistency in approach. Appropriate emphasis is placed on the development of early mathematical skills in infant classes. Features of good practice include activity-based learning activities with appropriate use of concrete manipulatives. Further planning for the use of concrete materials is recommended for the middle section of the school. Pupils collaborate in pairs and in small groups when completing assignments. Effective in-class support is provided in some classes, which facilitates the development of problem-solving skills in a differentiated context. This model should be further extended throughout the school to help address the wide range of pupils’ needs and abilities in mathematics. Opportunities for pupils’ engagement in well-structured oral and mental mathematical activities are provided in all classes. The standard of pupils’ learning in junior classes is generally good with pupils demonstrating appropriate understanding of number, place value, measures, shape and space and data. ICT is used to great effect in isolated cases as a vehicle for enhancing learning of mathematical concept and skills. It is recommended that this good practice be extended throughout the school. Further opportunities to develop estimation and problem-solving skills in junior and middle classes are recommended. Cross-curricular activities are also effectively used to support and consolidate children’s understanding of Mathematics
4.4 Social, Environmental and Scientific Education (SESE)
History
The history lessons observed were well presented and effective use was made of resources, artefacts and photographs. Creative and purposeful use is made of story telling in the infant and junior classes to develop a sense of chronology. Pupils in the middle classes talk confidently about ancient civilisations and Irish myths and legends. History is successfully integrated into other aspects of the curriculum, particularly the Arts and languages.
Geography
Teachers plan a broad programme of activities to allow pupils explore their own immediate environment as well as the world around them. Teachers successfully plan themes to link all the SESE subject areas and a sense of people and place is very well established in all classes. Observation and recording of weather patterns in infant and junior rooms together with school plans and maps help to develop the pupils’ mapping and geographical skills in an age-appropriate way. Work engaged in at each level of the school, enables pupils to develop a respect for the environment and a sense of individual and community responsibility for its long term well being.
Science
A whole-school plan of a high standard has been carefully devised that gives teachers clear guidance for individual planning and ensures the effective implementation of a broad and balanced science curriculum. It is evident that the principles of the science curriculum are put into effect and that emphasis is placed on the development of concepts and skills as well as acquisition of knowledge. Practical investigations and collaborative group work were observed during the evaluation period. Pupils in the junior and middle classes speak with confidence about what they had learned from a range of open and closed investigations. Pupils in junior classes display confident familiarity with the concept of fair testing. Make and Design activities have been identified for all class levels and reflect purposeful cross-curricular integration. Very good use is made of habitat exploration within the school environment and nearly all classes feature attractive nature tables and seasonal displays. The collaborative efforts of the pupils’ and teachers and wider community in the Green School Initiative and Environmental Awareness Week are highly commended. The school received its fifth Green Flag in June 2007 and a very impressive Green Eco magazine is published on an annual basis by the school. The most recent publication highlighted the importance of biodiversity in the environment. This school should organise a school-based science exhibition to showcase good practice and the high quality learning outcomes in this area.
4.5 Arts Education
Visual Arts
The school plan indicates that the teachers have embraced the principles of the visual arts curriculum in a comprehensive manner. Suitable emphasis is placed on the child as the creator and inventor of the artwork in the majority of classes and a wide range of resources and materials support pupil engagement in all six strands. Samples of pupils’ work displayed in the classes and corridors highlight very purposeful integration with other curricular areas. Appropriate stimuli are provided and pupils are given ample opportunities to respond to their own art work and the art work of others. Meaningful attention is being paid to looking and responding to the works of great artists. Portfolios of the pupils’ work or photographs of the pupils’ work are kept in some classes and it is recommended that this excellent practice become embedded in whole-school policy for the Visual Arts.
Music
Much thought has been invested in developing the school’s music plan at a whole-school level. There is an excellent programme of musical activities which includes listening and responding, performing and composing. The performance strand of the curriculum is particularly well developed throughout the school and songs are taught carefully in a structured and enthusiastic manner. The pupils sing a repertoire of songs in English and Irish and appropriate attention is given to musical notation and literacy. Much work is carried out developing a sense of pulse and pace and pupils in infant classes interact with percussion instruments and hand-made resources with considerable confidence. Pupils in junior, middle and senior classes can discuss and identify the sounds associated with a wide range of orchestral instrument and traditional Irish instruments. Pupils are given ample opportunities to express their own creativity through experimentation with sound, composing and responding to pieces of music. Pupils throughout the school are exposed to music from a variety of cultures, traditions and styles and their responses to music are creatively channelled through movement, art, drama, discussion and creative writing. The school choir performs an impressive repertoire. Both the management and the organisation of the school choir are exemplary.
Drama
The quality of teaching and learning of drama is of a very high standard particularly at the senior section of the school. Integrated activities are used to explore feelings, knowledge and ideas leading to deeper understanding. Teachers use a variety of strategies during discrete drama time to stimulate and support pupils in their making and performing of drama. Features of good practice in classrooms included teacher-in–role, mime, freeze framing, circle time, hot seating, conscience alley and scaffolding the improvisation process. Reflection on drama is facilitated through effective questioning, writing, art, pair and shared discussion.
4.6 Physical Education
Teachers plan for a broad and balanced physical education programme that provides a range of developmentally appropriate physical experiences for all pupils. Significant attention is paid in infant classes to the development of gross motor skills. Pupils respond well to clear and positive instructions and involve themselves in a variety of stimulating and purposeful activities. A wide range of activities and games is organised for the pupils and good use is made of local amenities for outdoor and adventure activities. In the lessons observed during the evaluation, pupils were guided to explore movement with an emphasis on improving individual skills. Pupils’ achievement and engagement in this subject area is excellent. The school staff places high priority on physical education and pupils benefit as a result. Commendable management and motivation skills are employed by the teachers and the SNAs to ensure maximum fulfilment for all pupils involved. A very good range of resources supports the delivery of the physical education curriculum.
4.7 Social, Personal and Health Education (SPHE)
The friendly, inclusive and compassionate atmosphere in the school creates a very suitable climate for the development of pupils’ social and personal needs. Pupils are affirmed and their efforts valued and praised. A whole-school policy for Social, Personal and Health Education is provided and prioritises the need for SPHE within the context of the pupils’ experience and environment. The aims of the SPHE curriculum are pursued with great integrity in all classes and pupils speak about the topics covered with very good levels of understanding. Discussion of stories, circle time and role play are key strategies used in classes observed during the evaluation to ensure appropriate learning outcomes within the context of the discrete SPHE class.
4.8 Assessment
Pupil progress is monitored systematically and an efficient record-keeping system is in place. Standardised tests are administered in English and Mathematics as required under Circular Letter 00138/06. The tests administered include the Micra-T, Sigma-T, Non Reading Intelligence Test (NRIT), Middle Infant Screening Test (MIST) and Belfield Infant Assessment Profile (BIAP).
There has been a commendable in-depth analysis of the Sigma-T results on a whole-school basis, as well as evaluation of the results of the BIAP in senior infants in the current year. This has directed the school’s action planning. This good work should now be extended to include a whole-school analysis of the Micra-T results.
A screening test should be used in the first term of junior infants to help target earlier those pupils who may be in need of additional supports. This, then, should be followed by the diagnostic testing of targeted pupils to identify their specific areas of difficulty. The earlier use of the MIST in senior infants would allow the school to follow up with the parental “Forward on Together Programme”. There is effective use of comprehensive checklists in literacy and numeracy in infant and junior classes.
Some teachers have designed criteria to facilitate a framework for assessment across all curricular areas. This is informing the teaching and learning in these classrooms and is highly commendable practice. Consideration should now be given to developing this practice across the school to ensure a set of assessment strategies is in place to ensure continuity and progression in all curricular areas. Accordingly, the school’s assessment policy should be developed to include systematic formative and summative assessment strategies across all curriculum areas. The guidelines published by the National Council for Curriculum and Assessment (NCCA) Assessment in the Primary School will be a useful reference point for staff in this process.
5. Quality of support for pupils
5.1 Pupils with special educational needs
Scoil Cholmcille is welcoming of pupils with SEN and the care and respect shown for these pupils is commendable. Provision for pupils with assessed SEN is planned and conscientiously co-ordinated to make best use of available resources.
A committed and dedicated special education team supports pupils with a variety of special educational needs. The expertise and commitment to on-going professional development of the special education team is a particular strength of the school. The team is organised by a senior member of the school staff. However, management should now offer increased in-school management supports to the co-ordination of the special education provision to further complement and support the high quality work that is ongoing in this area in the school. A whole-school policy on the provision of learning support clearly identifies the challenges in the school with regard to the pupils presenting with learning difficulties and special educational needs. This policy gives clear direction in relation to the early identification of pupils with learning difficulties and the roles and responsibilities of classroom and support teachers in dealing with pupils with learning difficulties. A staged approach to the identification of pupils who require support teaching, consistent with Circular Letter 03/05, is in operation in the school. It is now recommended that this be included in the learning support policy and that further information regarding how the staged approach operates at classroom level be outlined. Samples of the templates used regarding the recording of initial concerns and a sample classroom plan should also be included. The National Educational and Psychological Service (NEPS) document “A Continuum of Support” will be useful in this regard. The learning-support policy should also include sample Individual Profile and Learning Programmes (IPLPs) which will guide teachers further in a more consistent approach to planning and preparation for pupils with learning difficulties.
Pupils in receipt of learning support in English and Mathematics are selected with reference to standardised test results. Priority for intensive early intervention is given to the lowest achieving pupils and to those in junior classes. Pupils are grouped for support purposes taking common shared needs into account. A wide range of diagnostic testing is conscientiously undertaken to identify specific areas of learning difficulty in English. Consideration should now be given to the use of diagnostic tests in Mathematics. IPLPs are in place for all pupils attending support teaching. There is evidence of ongoing collaboration with the class teachers in developing, implementing and review of IPLPs. There are detailed records of pupils’ progress maintained. Learning support in Mathematics is closely linked with classroom programmes and the teaching is grounded in real contexts and situations. An increased use of concrete materials is now recommended in some support settings to assist with the pupils’ conceptual development. The majority of the learning-support provision is undertaken on a withdrawal basis. Some commendable team-teaching practices are in place in support of pupils with learning difficulties in Mathematics at the junior and senior ends of the school. This is providing positive learning outcomes for all pupils, including the targeted pupils. Team-teaching strategies should continue to be explored and developed with a view to providing more support to pupils in the mainstream classrooms, thus creating a better balance between withdrawal of pupils and in-class support. A Reading Recovery programme has been in operation in the school since 1998. This provides intensive individual help to two pupils on a roll-over basis of approximately 14-20 weeks. A high level of preparation and planning, together with excellent record-keeping is in evidence. This intervention programme is very beneficial to pupils, motivating them and giving them additional enthusiasm for reading. This valuable resource should be further exploited in support of pupils with reading difficulties. Consideration should also be given to the formal dissemination of the Reading Recovery methodologies, including screening skills and strategies, amongst teachers and parents of pupils in the junior classes.
Currently all resource provision is on a withdrawal basis where pupils are taught individually or in pairs. Consideration should now be given to some in-class support of SEN pupils. Teachers work conscientiously to develop the pupils’ independence as learners and to develop their self-esteem. Very good use is made of high quality resources in resource classrooms, including ICT. There is evidence that pupils are growing in self confidence and that their progress is in keeping with targets set in the individual education plans (IEPs). Plans and profiles are based on data from assessment reports, school-based reports and regular consultation with class teachers. Copies of IEPs are given to class teachers. The IEPs are reviewed at the end of each instructional term and records of progress are maintained. There is a need, however, for further opportunities to engage parental support and the pupils’ input regarding the development, implementation and review of IEPs. Copies of IEPs should be given to parents. These should outline the low incidence resource hours available to the child and how the resource support will be organised for the child through individual support, group support, in-class support and social activities. Further planning for the transfer to post-primary education is also recommended.
5.2 Other supports for pupils: disadvantaged, minority and other groups
Scoil Cholmcille promotes and celebrates interculturalism and inclusion. Traveller pupils are well integrated into the school and the visiting teacher for Travellers assists with home-school issues and with attendance problems in particular. A transition programme is supported by a youth worker from the local Traveller project and this is having a positive effect on the transfer patterns of pupils to post-primary education. Provision for Traveller pupils in need of additional learning support is provided in an integrated manner. There is evidence in the majority of support classrooms that resources are been effectively used to support the pupils’ learning. There is a need to use ICT further in some settings to address the pupils’ needs for multi-sensory approaches to learning. Evidence of particularly effective practice was observed in one classroom in the development of the pupils’ literacy skills based on the pupils’ culture, knowledge and understanding. This highly commendable practice should be developed further. Pupils’ attendance at learning support sessions is monitored by some teachers. This should now be the practice of all support teachers. All support is currently on a withdrawal basis. Further consideration should be given to the in-class support of pupils’ literacy skills in curricular areas not currently supported, for example, Social, Scientific and Environmental Education, thus supporting the pupils to more successfully access a broader curricular programme. Teachers regularly assess and monitor pupils’ progress. Earlier screening of the Traveller pupils’ language abilities in junior infants should further inform support programmes and strategies and ensure that pupils receive additional supports promptly. An overall plan in relation to whole-school provision for Traveller pupils and their priority needs should now be developed.
Five language support teachers provide support for pupils whose first language is not English. Language support provision is organised efficiently by the co-ordinator in consultation with principal and in line with Circular Letter 0053/2007. Commendable efforts have been made to communicate with, and translate materials for, the parent body, particularly the Polish community who make up the largest percentage of newcomer pupils. There is strong evidence from wall displays, photographs and extra-curricular activities that the school is an inclusive environment which affirms linguistic, ethnic and cultural diversity. It is now recommended that a school policy on interculturalism be devised to formalise the many excellent initiatives already in place; these include, the protocol on the introduction of new pupils, the buddy system in place, festivals and seasonal celebrations, anti-racism week, links with parents and parent education programme. The NCCA Guidelines: Intercultural Education in the Primary School will be a support for staff in this regard.
An excellent sense of teamwork and collaboration is in evidence within the language support team. Its members communicate effectively with classroom teachers in the on-going support, monitoring and assessment of newcomer pupils’ language and social development. The team holds regular, structured planning meetings. Appropriate language training materials are used appropriately by all teachers to assess the language needs of newcomer pupils. There is a high level of planning and preparation in all classrooms. Individual language profiles are comprehensively compiled in respect of each pupil and this is in line with best practice. Pupils are grouped for tuition in groups of three or four and teaching is highly focused on the development of the pupils’ language skills of listening, speaking, reading and writing. Language programmes are planned for each group and individual pupils as required. The majority of language support is offered on a withdrawal basis. Teaching is very structured and focused and has rich learning outcomes for pupils. A wide range of methodologies—songs, rhymes, puppets, games, role-play and ICT—is creatively used to develop the pupils’ language skills. There is consistent reinforcement of language skills in innovative ways. Overall, pupils demonstrate an enthusiasm for learning and their overall confidence and progress in the four key language areas is commendable.
The in-class support of newcomer senior infant pupils in the area of Mathematics is commendable. The intensive focus on the language needed by pupils to access the curriculum is particularly praiseworthy. Consideration should now be given to developing this approach in the infant classes, thus providing opportunities for working in mixed groups and structured opportunities for peer learning. Pupil progress is systematically recorded, monitored and assessed. Parent-friendly report cards are in use. Procedures and criteria are in place to assist teachers in deciding to discontinue language support. The language support settings are generally satisfactory and, in the majority of cases, are print-rich environments with a good range of rich language displays.
6. Summary of findings and recommendations for further development
The following are the main strengths identified in the evaluation:
· The board of management and parents’ association are dedicated and committed to the work of the school.
· The principal’s work in leading and managing the school self review and action planning since his appointment has been most effective.
· The board has successfully established an ethos of teamwork and professional engagement within the school
· A very good culture of reflection, self-evaluation and analysis of outcomes permeates all school activities.
· The quality of teaching is generally good across the curriculum and exemplary in some instances.
· The school has identified the need to raise attainment levels in numeracy and has formulated action plans which are showing good results to achieve this.
· There is a very high level of collegiality within the school management team, teachers and support staff.
· The school is fully inclusive and welcoming of pupils with SEN.
· An excellent sense of teamwork and collaboration is in evidence within the language support team. Its members communicate effectively with classroom teachers in the on-going support, monitoring and assessment of newcomer pupils’ language and social development. The intensive focus on the language needed by newcomer pupils to access the curriculum is particularly praiseworthy
· Scoil Cholmcille promotes and celebrates interculturalism and inclusion.
· The school choir is managed and organised to a very high standard.
· The work of the Greens Schools Initiative is highly praiseworthy and has led to quality outcomes in the environmental awareness and care area of the curriculum.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· The board should devise a revised policy and strategies in consultation with the in-school management team to improve school attendance.
· The teaching staff should continue to review and analyse pupil performance data in literacy for underachieving pupils on an ongoing basis with a view to raising the literacy standards of these pupils, in particular.
· The responsibilities of the in-school management team should be reviewed to meet the emerging needs of the school; the establishment of a special education management team should be considered.
· Financial accounts should be externally audited in compliance with Section 18 of the Education Act, 1998.
· The board should review its policy with regard to the length of the school day so as to ensure full compliance with Circular Letter 11/95 on Time in School.
· A policy on staff allocation and rotation is recommended. This should ensure that all teachers experience a range of teaching contexts and class levels in order to develop their full understanding of the curriculum.
· The allocation of a support teacher as a mainstream teacher in the middle section of the school must be reviewed.
· Further in-class support of pupils with learning difficulties and additional team-teaching approaches would supplement the good practice in evidence in many classrooms.
· It is recommended that the external tutors’ programme of work should be recorded in the school plan and reviewed on an ongoing basis to ensure its compatibility with the learning objectives of the school.
· Further parental involvement is recommended in relation to policy development for the RSE and SPHE programmes.
· The school plan should be further developed to include guidelines on teacher planning to encourage additional consistency, especially in the context of the more able pupils.
· The integration of ICT into teaching and learning could be developed further across the school.
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.
Published January 2009
Appendix
School Response to the Report
Submitted by the Board of Management
Area 1: Observations on the content of the inspection report
There was a general acceptance of the tone, content and balance reflected in the report.
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Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection
(i) Increased in-class support from the Resource Teachers that will lead to a review at the end of this academic year.
(ii) As a first measure, all new posts of responsibility and Assistant Principal posts to reflect a balance of responsibilities commensurate with post.
(iii) Reading materials increased in light of the money raised through book fair.
(iv) Increased monitoring and reporting of absenteeism with EWB office.