An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Castletown National School
St Johnston, County Donegal
Uimhir rolla: 18700E
Date of inspection: 13 February 2008
Date of issue of report: 22 May 2008
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of Castletown National School was undertaken in February 2008. This report presents the findings of the evaluation and makes recommendations for improvement. The evaluation focused on the quality of teaching and learning in English, Irish, Mathematics and Science. 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.
Introduction – school context and background
Castletown National School is a co-educational, rural primary school located some three kilometres from St Johnston, Co. Donegal. Pupil numbers have decreased significantly since the last school inspection, which was held in 1996. The school then had forty pupils. Projected enrolment figures, however, indicate that the pupil numbers will increase. School attendance figures are very satisfactory.
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 |
23 |
|
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
Castletown National School is an inclusive Christian school which operates under the ethos of the Presbyterian Church. The school’s vision is very clearly articulated in the school plan. The pupils that attend the school are from Presbyterian, Church of Ireland and Roman Catholic backgrounds. The school is to be commended for the manner in which all pupils are valued, respected and educated to a commendable standard in an atmosphere of tolerance and respect for religious difference. At the time of this evaluation the board of management was seeking to formally reinstate the school under the patronage of the Presbyterian Church. A member of the local community had been the school’s independent patron for a considerable length of time. It is now recommended that the school’s patronage and ownership be clarified as a matter of some priority and that the Department of Education be formally notified of the outcome to allow the school records held within in the Department to be updated accordingly.
1.2 Board of management
The board is properly constituted and is functioning effectively. Members display a pride in the school and its achievements and are enthusiastic and dedicated to the task of school management and to continuous school improvement. The board is involved in whole school planning and regularly reviews and discusses school policies and plans. Procedures are in place to ensure parents are informed of school policies. Effective systems are in place for the tracking of school income and expenditure. The principal provides an annual report on the school’s activities to the board. The board should now consider the publication of this report for wider school community. Some board members have received training for their management roles. It is now recommended that further training be sought for newer members to ensure that all members are familiar with the legal duties and responsibilities of boards of management under the Education Act 1998 and the Education (Welfare) Act 2000.
1.3 In-school management
The principal provides progressive and effective leadership to the school and with her colleague has created a very positive school climate that is characterised by open communication, collaboration and mutual respect. The duties of the post of principal are carried out in a highly professional and caring manner. The vision of the principal is one that seeks to have all children reach their potential in a holistic manner. She is committed to ensuring her pupils achieve in all curricular areas and that they are confident and well prepared for transfer to post-primary education. A schedule of duties which include areas of pastoral, organisational and curricular responsibility has been prepared for the additional post holder. These are diligently undertaken. It is now recommended that the board reviews these duties on an annual basis to reflect the changing priorities of the school.
1.4 Management of relationships and communication with the school community
Parents’ representatives on the board report that, despite the parent body being too small to operate a formal parents’ association, there are very supportive relationships between the school, the parent body and the wider community. An annual general meeting of parents is held and the board facilitates guest speakers to attend these meetings. The board actively seeks parental involvement in school shows and in the annual Fun for All day and parents regularly assist teachers in the supervision of pupils on school trips. A board member is supporting the pupils’ learning in the Visual Arts in the current year. Parents make additional financial contributions to support the work of the school. Parents are kept informed of their children’s progress, they are encouraged to monitor their children’s homework and there are regular opportunities for informal meetings with the teachers. Formal parent teacher meetings are held in the second term and comprehensive written reports of the pupils’ progress are issued at the end of each school year.
1.5 Management of pupils
The teachers are commendably committed to the pastoral care and general welfare of their pupils. They set consistently high expectations of pupil behaviour, attendance and achievement. Pupils are very well behaved; they display appropriate levels of confidence and self-esteem and are eager and motivated in their learning.
2. Quality of school planning
2.1 Whole-school and classroom planning
The quality of whole-school planning is very good. The school has coherent planning for all areas of the curriculum and for the organisation of the school. School self-review is used very effectively to identify priorities for the development of teaching and learning. Teachers are reflective in their approach to school planning and there is evidence that school plans are used effectively to enhance teaching and learning in the classrooms.
The quality of classroom planning is very good. Teachers prepare comprehensive long-term plans and short-term schemes which ensure a broad and balance curricular programme in both classrooms. This contributes to successful learning outcomes for pupils. Programmes of work are successfully differentiated in respect of the four classes in each classroom.
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; and that management has ensured that all staff are familiar with the procedures to be followed. A designated liaison person (DLP) has been appointed in line with the requirements of the guidelines. A deputy DLP should now be appointed and the name formally recorded in the school policy.
3. Quality of learning and teaching
3.1 Language
Gaeilge
Déanann na hoidí iarracht gníomhachtaí bríomhara a chur os comhair na ndaltaí sna ceachtanna Gaeilge agus tugtar go rialta faoi na snáitheanna uilig. Tá gach iarracht á dhéanamh ag na hoidí timpeallacht Ghaelach a chruthú tré thaispeántais Ghaeilge a chur suas ar na ballaí sna seomraí ranga. Tá modh na cumarsáide in úsáid agus baintear úsáid éifeachtach as an obair phéire agus ról-ghníomh chun an chumarsáid a chothú. Cé go n-úsáidtear raon d’acmhainní teagaisc chun an curaclam Gaeilge a chur i bhfeidhm, moltar anois go n-úsáidfí raon níos leithne d’áiseanna chun scileanna éisteachta na ndaltaí a fhorbairt níos mó. Tá na scileanna léitheoireachta agus na scileanna scríbhneoireachta á bhforbairt go rialta. Léiríonn na daltaí suim sa Ghaeilge agus is léir go mbaineann siad taitneamh agus tairbhe as na ceachtanna. Leiríonn formhór na ndaltaí tuiscint chuí ar an ábhar atá cloiste acu. Moltar anois níos mó béime a chur ar na páistí a bheith ag úsáid na Gaeilge mar theanga chumarsáide tríd an lá chun chur lena líofacht cainte. Tá stór iontach d’ fhilíocht ar eolas ag na daltaí sna bunranganna agus tá foghlaim na hamhránaíochta sna hardranganna le moladh. Léann na daltaí go cruinn sna bunranganna agus sna hardranganna. Cé go bhfuil réimse d’ábhar léitheoireachta in úsáid ag na hoidí, moltar anois scéim léitheoireachta a úsáid chun go mbeadh scileanna léitheoireachta na ndaltaí á bhforbairt níos struchtúrtha. Tá caighdeán sásúil ar an obair scríofa sna cóipleabhair agus sna leabhair saothair. Moltar anois úsáid a bhaint as teicneolaíocht an eolais mar thacaíocht don chlár scríbhneoireachta agus réimse níos leithne de théacsanna a chruthú. Déanann na hoidí measúnú ar dhul chun cinn na ndaltaí trí scrúduithe gearra a thabhairt dóibh go rialta.
Irish
The teachers strive to present engaging activities to pupils in Irish lessons and all strands of the curriculum are covered. The teachers make every effort to develop an environment which supports the Irish curriculum by displaying materials through the medium of Irish on the classroom walls. Communicative methods are used and pair work and role play are effectively used to nurture conversation. Though there is a range of teaching aids used in support of the Irish curriculum, it is now recommended that a wider of range of resources be used to develop the pupils’ listening skills further. The pupils’ reading and writing skills are being developed appropriately. The pupils display an interest in Irish and it is obvious they benefit from and enjoy lessons. The majority display understanding of the language. It is now recommended that more effort is placed upon the pupils using Irish throughout the day in a communicative way to enhance their fluency. The pupils in the junior classes know a commendable range of poems and the senior classes’ repertoire of songs is laudable. The pupils read with accuracy in the junior and senior classes. Even though teachers use a variety of reading materials in the middle and senior classes, it is recommended that a reading scheme should be used to ensure that the pupils’ reading skills are developed in a more structured way. Written work in the pupils’ copybooks and workbooks is of a satisfactory standard. It is now recommended that information and communication technology is used in support of the writing programme and that a wider range of texts is created. Teachers assess the work of the pupils in Irish on a regular basis through the use of short tests.
English
The quality of teaching and learning in the English lessons observed during the evaluation was commendable. The language environments created in both classrooms are very good. Libraries are well stocked with a variety of reading materials. Information and communication technology (ICT) is used very effectively to support pupils’ literacy skills. Appropriate emphasis is placed on the development of the pupils’ oral language abilities. They are encouraged and facilitated to contribute to all lessons through listening, talking and discussing ideas and issues. The use of Drama in the senior classes is contributing to the development of confidence and oral language ability. The teaching of poetry is used to good effect in both classrooms to enhance children’s appreciation of language. Pupils are confident speakers in the senior classroom and can articulate their feelings and thoughts. Both teachers are commended for the reading programme on offer to pupils which includes the regular use of supplementary reading materials in the junior classes and ongoing, laudable work on a range of novels in the senior classroom. Reading logs are maintained in consultation with parents and these indicate that pupils have read a commendable range of books. In both classrooms pupils display an enthusiasm for reading and have satisfactory word attack skills and fluency in their reading. A commendable range of writing tasks is undertaken. It is evident from some very good examples in the pupils’ copybooks in the junior room and in the pupils’ portfolios in the senior classroom that the pupils are writing in different genres. There is evidence of particularly effective scaffolding of the pupils’ writing skills in the senior classroom. There is evidence that this work is having a very positive impact on pupils’ writing abilities, particularly on their use of grammatical structures, vocabulary and punctuation.
3.2 Mathematics
The quality of teaching and learning in the Mathematics lessons observed was satisfactory. Commendable attention is paid to oral Mathematics in both classrooms and pupils demonstrate a satisfactory knowledge of number facts. Lessons are well constructed and activities differentiated effectively to address the needs of each group of pupils in both classrooms. The use of active learning strategies including pair work and group work in the senior classroom is particularly effective. Adequate mathematical resources are available to support the pupils’ learning in both classrooms. The displays of mathematical language in the senior classroom are praiseworthy. Teachers work hard to ensure that the pupils acquire an understanding of concepts across the curriculum and software programmes are effectively used to reinforce learning. Evidence from the pupils’ copybooks and workbooks indicate that pupils have covered a broad range of mathematical activities. Pupils display accuracy in most computational skills. Overall, standardised test results together with regular teacher assessment of progress and daily monitoring of written activities indicate satisfactory pupil performance in Mathematics.
3.3 Science
Evidence from the pupils’ scrapbook, workbooks and copybooks, along with some commendable displays of work indicate that pupils in both classrooms have covered a broad science programme including Designing and Making activities. In the junior classroom a commendable standard of teaching was observed. The children’s ideas were effectively sought through skilful questioning. Pupils had opportunity to engage in active, hands-on investigation and exploration and their natural curiosity was effectively channelled in the simple investigations. In the senior room there is evidence of excellent use of the local environment as springboard for learning in the Living Things and Environmental Awareness and Care strands of the curriculum. Pupils were engaging in the Grow a Potato Project and in the Greenwave Signs of Spring internet project. Pupils speak with a very satisfactory knowledge of plants and animals studied. A task administered to the senior classes during the evaluation indicated that the pupils had a very sound procedural knowledge in that they could plan and design a simple investigation. They also displayed a good sense of the concept of fair testing. Some highly praiseworthy project work has been undertaking in the senior classroom in the past year. These include the Salmon in the Classroom project in conjunction with Foyle Fisheries. The school was awarded a national Discovery Primary Science Award in 2007 for science excellence.
3.4 Assessment
Teachers use a comprehensive range of assessment tools to monitor and evaluate pupils’ progress. Pupils’ written work is regularly corrected and comments made by teachers on pupils’ copybooks are positive and affirming and point the way towards improvement. Teachers give regular tests to pupils across all subjects and standardised tests such as Micra T and Sigma T are carried out on an annual basis in accordance with Circular 00138/2006 (Supporting Assessment in Primary Schools). Records of pupils’ assessment indicate that they are achieving well in English and Mathematics.
4. Quality of support for pupils
4.1 Pupils with special educational needs
There is conscientious support offered to pupils with learning difficulties and to those with special educational needs (SEN). Support for pupils is provided primarily in the areas of literacy. Appropriate individual education plans (IEPs) are drawn up in a collaborative manner and have parental support. The current system of support operates on a withdrawal basis. Pupils are given small group or individual tuition in the staff room. The provision of additional material resources in this setting would significantly enhance the learning environment for pupils. Currently all pupils from first and second classes are withdrawn to enable a communication programme in place for one child with assessed needs in this area to take place. This practice should now be reviewed as the group size is having a negative effect on the learning outcomes. Opportunities for working in-class alongside mainstream teachers should be explored to facilitate team teaching and further in-class support of pupils with SEN.
The learning-support teacher implements an early intervention programme on a withdrawal basis for a group of senior infant pupils and also provides individual tuition to two pupils with learning difficulties. Individual profile and learning programmes (IPLPs) are available in respect of the individual pupils and a group IPLP is provided for the targeted pupils in senior infants. It is now recommended that an early screening test be used annually to identify with greater accuracy the specific learning needs of the infant pupils.
4.2 Other supports for pupils: disadvantaged, minority and other groups
This school receives some additional funding to combat educational disadvantage. This funding is appropriately used to enrich the educational experiences of pupils with socio-economic disadvantage and to facilitate the inclusion of all pupils in a wide range of school activities.
5. Conclusion
The school has strengths in the following areas:
· The supportive relationships between the two colleagues and their commendable sense of shared responsibility contribute positively to the good order, organisation and efficiency of the school.
· Pupils are very well behaved; they display appropriate levels of confidence and self-esteem and are eager and motivated in their learning.
· Records of pupils’ assessment indicate that they are achieving well in English and Mathematics.
· Project work is used very effectively across the curriculum to enhance the pupils’ literacy skills and their general learning. Information and communication technology is also used very effectively to support the pupils’ learning.
· The teaching of Science is commendable.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· The issue of the school’s patronage and ownership must be clarified as a matter of some priority and the Department should be formally notified of the outcome to allow the school records held within in the Department to be updated accordingly.
· A deputy designated liaison person (DLP) should now be appointed and the name formally recorded in the child protection policy.
· Support teachers should explore opportunities for working in-class alongside mainstream teachers to facilitate team teaching and further in-class support of pupils with SEN.
· A screening test should be used with the infant pupils to help identify those pupils that may be in need of early intervention due to learning difficulties and to identify the specific areas of weakness they may have.
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.
Appendix
School Response to the Report
Submitted by the Board of Management
Area 1: Observations on the content of the inspection report
In general, the B.O.M. is very pleased with this report and agree with the findings. The whole experience of the W.S.E. was positive and evaluation by an objective inspector was welcomed. We found the inspector to be very approachable, fair and open and we welcome her advice. The children also warmed to her and found the whole experience to be very enjoyable. The B.O.M. and staff appreciate the affirmation of the work that is being carried out on a day to day basis in our school.
Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection
The school has taken on board the recommendations given.
· A solicitor has been appointed and is currently working on the school’s behalf to address the issues of the school’s patronage and ownership.
· A deputy DLP has now been appointed and formally included on the Child Protection Policy.
· The Board feels that future decisions for working with SEN children should rest with the teachers in consultation with individual parents.
· The MIST screening test will now be used with infant pupils to identify pupils who may need early intervention.