An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

SN Naomh Colmcille

Errill, Portlaoise, County Laois

Uimhir rolla:18780F

 

Date of inspection: 22 February 2008

 

 

 

 

Whole-school evaluation

Introduction – school context and background

Quality of school management

Quality of school planning

Quality of learning and teaching

Quality of support for pupils

Conclusion

 

 

 

Whole-school evaluation

 

 

 

 

A whole-school evaluation of Scoil Naomh Colmcille, Errill, 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 Geography. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board.

 

 

 

Introduction – school context and background

 

Scoil Naomh Colmcille is a vertical, four-teacher school, situated on the edge of the small village of Errill, in Co. Laois. It serves the close-knit community of the village and the surrounding rural hinterland. Primary education in Errill dates back to 1832, when it was conducted in St. Bernadette’s hall. The present school building was constructed in 1963 and was renovated in 1995. The building consists of three mainstream classrooms, a small room for delivery of support teaching, a staffroom, cloakrooms and toilets. The recent increase in residential development in the village points to the necessity for further extension to the building in the near future to accommodate growing enrolment. All internal and external amenities are maintained in an attractive, litter-free state. School records indicate that attendance is very good.

 

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

70

Mainstream classes in the school

3

Teachers on the school staff

4

Mainstream class teachers

3

Teachers working in support roles

1

Special needs assistants

1

 

 

1.     Quality of school management

 

1.1 Characteristic spirit, mission or vision

 

Scoil Naomh Colmcille is a Catholic school, under the patronage of the Bishop of Ossary. The mission statement aspires to foster a warm, welcoming, caring and Christian environment, in which all pupils are enabled and encouraged to respect themselves, each other, and staff; to grow to learn and understand the world around them; and to reach their full potential. Policies and practice observed indicate a strong Catholic ethos in the school but also denote that all children are cherished equally, regardless of creed, race or social status.

 

1.2 Board of management

 

The school is governed by a competent, conscientious board of management. The board is constituted in accordance with Department of Education and Science requirements. It is clearly committed to governing the school in the best interests of the pupils and staff. The longer serving members of the board have undertaken training to enhance the efficiency with which they perform their duties, and the recently appointed members planned to avail of similar training shortly after the evaluation. The board meets approximately six times annually, and in excess of this if circumstances require. An agenda is drafted in advance of each meeting and formal minutes are recorded. The treasurer furnishes a financial report at each meeting. A very practical financial policy, in the school plan, underpins a commendable level of expediency and accountability in the management of all school funds. School accounts are audited externally each year and are forwarded to the patron for endorsement.

 

The board participates appropriately in devising and reviewing school policies. The chairperson maintains very close communication with the principal, teachers and pupils by visiting the school two or three times each week. The parents’ representatives liaise with the wider body of parents on all policy matters, and report on relevant decisions taken by the board. Evidence from meetings with the board indicates that it is highly supportive and appreciative of the work of the teachers and the co-operation of parents.

 

1.3 In-school management

 

The principal has served in that capacity since his appointment to the school in 1998. He is thoroughly familiar with the school population and the educational needs of the pupils. He displays exemplary leadership skills in the proficient and professional execution of the multifaceted role of full-time teaching principal. The variety of educational and social projects initiated in the school over the years bears testimony to his commitment to providing a holistic education for the pupils; to furthering self-fulfilment and professional development of the staff; and to promoting partnership with parents. The principal is assisted by an industrious and supportive in-school management team. The deputy principal and one special-duties teacher tend to a range of curricular, organisational and pastoral duties with a high level of competence, commitment and co-operation. A strong sense of collaborative responsibility for management, and joint ownership of educational decisions, is evident amongst the staff.

 

1.4 Management of relationships and communication with the school community

 

Strong links have been forged with local organisations and the wider community, to promote pupils’ involvement in a variety of projects. All school partners are commended for the extent and variety of sporting, cultural, environmental and community activities in which the pupils participate. The high-class display of set-dancing, observed incidentally during the evaluation, is a classic example of the school’s endeavour to stimulate the pupils’ interest in customs traditionally associated with the area. The school had an active parents’ association for several years in the past but, due to decline in membership, it disbanded in 2007. It is hoped, however, that it will be re-established in the near future.

 

One formal parent-teacher meeting is held each year, at which all aspects of pupils’ progress are discussed with parents. A regular newsletter is issued to keep parents informed about issues of interest in the school. Parents of pupils from first class upwards receive an end-of-year report on their child. Parents reported a very high level of satisfaction with the quality of education and transparency provided by the school. Parents participate actively in many activities such as paired reading, development of the school garden, fundraising, and assisting with social, sporting and religious functions.

 

 

 

1.5 Management of pupils

 

The management of pupils is exemplary. The school code of behaviour is stated in very positive terms. The emphasis is on ingrained teaching of good behaviour, setting high expectations, and building positive relationships. The consistent application of this policy is reflected in an atmosphere of mutual trust between teachers and pupils. School policy advocates giving pupils a voice, where appropriate, in decisions that concern them. This process enhances pupils’ sense of responsibility and sense of ownership of school rules. A notable characteristic is the spontaneity with which pupils verbalise their appreciation of the teachers. Pupils’ willingness to help and support one another is also a manifest feature of the school. The atmosphere in classrooms is cheerful, co-operative and industrious, and the overall demeanour of the pupils is commendable.

 

 

2.     Quality of school planning

 

2.1 Whole-school and classroom planning

 

The quality of whole-school planning is very high. A comprehensive, practical school plan charts essential policies to ensure the efficient and orderly day-to-day running of the school, and the effective delivery of a contextualised, developmental curriculum. The administrative section of the plan contains all policies required by legislation, along with those deemed functional in the interest of consistency, safety, enhancing the learning environment, and promoting positive relationships. Policies are stated in clear, concise terms and are disseminated appropriately.

 

The curriculum section of the plan contains methodical policies for each subject area. These are tailored carefully to ensure continuity and progression in the specific dual-class and multi-class settings in the school. All teachers contribute to the planning process and the services of Primary Curriculum Support Programme (PCSP) and School Development Planning Support (SDPS) are availed of purposefully. Since 2000, revision and renewal of school policies has been guided by an over-arching five-year action plan, which outlines target priorities and documents progress. A commendable school self-evaluation rubric is used to facilitate continuous assessment of the effectiveness of school policies, and thus inform future planning. Comprehensive reports of all planning days are documented. The school is highly commended for the functional approach to whole-school planning. The success of this planning process is reflected in consistent and successful implementation of the school plan.

 

The quality of classroom planning is high and is aligned appropriately to the school plan. All teachers prepare for their teaching with a high level of professionalism and an obvious awareness of the range of abilities in their dual and multi-class groups. It is whole-school policy that short-term planning should consist of weekly schemes. An agreed template for this is used throughout the school. The quality of weekly planning would be enhanced by the inclusion of a discrete section in this template to document learning objectives. Monthly progress records are completed systematically by all teachers and are stored by the principal.

 

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

Déantar sár iarracht an Ghaeilge a chur chun cinn go forleathan agus í a chótháthú le hábhair eile agus le gnáth obair an lae. De bharr sin, tá dearcadh fíor-dhearfach cothaithe i leith na Gaeilge agus tá caighdeán ard sroichte ag formhór na ndaltaí. Sna ranganna sóisearacha, baintear úsáid iontach as acmhainní cruthaitheacha, cluichí teanga, puipéid, ról-imirt agus drámaíocht chun rannpháirtíocht na ndaltaí a spreagadh sna ceachtanna comhrá. Tá foclóir inmholta ag na daltaí agus is soiléir go mbaineann said taitneamh as páirt a ghlachadh sna gníomhaíochtaí.

 

Sna meán agus sna hard ranganna eagraítear deiseanna éagsúla chun an foclóir a úsáid i gcómhthéacsanna cumarsáideacha. Glacann na daltaí páirt go toilteanach i ngrúpobair, in obair bheirte agus i ndrámaíocht. Spreagtar na daltaí chun abairtí iomlána a úsáid agus cuirtear béim oiriúnach ar chruinneas gramadaí. Ó rang a dó thuas, roghnaítear ábhar oiriúnach chun scileanna léitheoireachta agus scríbhneoireachta a chothú. Cuireann an timpeallacht shaibhir-litearthachta i ngach seomra go mór le léitheoireacht agus scríbhneoireacht neamhspleách a chothú. San iomlán, léann na daltaí le cruinneas agus le tuiscint atá in oiriúint dá n-aois. Tá caighdeán ard le feiscint san obair scríofa sna cóipleabhair. Tá cnuasach rann agus dán foghlamthe ag na daltaí i ngach rang.

 

Tá an scoil páirteach i scéim ina múintear Eolaíocht agus na hAmharcealaíona trí mheán na Gaeilge i ngach seomra ar feadh téarma amháin in aghaidh na bliana. Breathnaíodh ceacht iontach ina raibh tástáil eolaíochta ar bhia cómhtháithe i gceacht cómhrá Gaeilge. I sceim eile Ceol agus Gluaiseacht, eagraithe ag Gael Linn, múintear Corp Oideachas trí mheán na Gaeilge i ngach seomra ar feadh téarma freisin. Moltar go mór an iarracht seo chun an teanga a chur chun cinn agus chun suim agus cumas na ndaltaí  a spreagadh inti.

 

Irish

An excellent effort is made, to promote Irish extensively and to integrate it with other subjects and with routine daily practices. Consequently, a very positive attitude to Irish has been established and the majority of pupils show a high level of achievement. In junior classes, creative resources, word-games, puppets, role-play and drama are used enjoyably to stimulate pupil participation in oral language lessons. The pupils have a creditable vocabulary and it is very evident that they enjoy participating in the activities.

 

In middle and senior classes, opportunities are created for pupils to apply vocabulary in conversational contexts. The pupils partake willingly in group work, pair work and drama. The pupils are encouraged to speak using full sentences, and appropriate emphasis is placed on grammatical accuracy. From second class upwards, suitable material is selected to promote reading and writing skills. The print-rich environment in every classroom enhances independent reading and writing greatly. In general, the pupils read with age-appropriate accuracy and understanding. The standard of written work in copybooks is high. Pupils in all classes have memorised a selection of rhymes and poems.

 

The school is involved in a scheme, which entails the teaching of Science and the Visual Arts through the medium of Irish in one classroom each term. An excellent lesson was observed wherein a science experiment was integrated into an oral language lesson on food. In a similar initiative, Ceol agus Gluaiseacht, organised by Gael Linn, Physical Education is also taught through Irish for one term in each classroom. Such initiatives to promote Irish and to extend the pupils’ interest and aptitude in it are highly noteworthy.

 

English

The quality of teaching and learning across all strands of the English curriculum is very high. Suitable topics are chosen for oral language lessons to stimulate enthusiastic pupil participation and to ensure spiral development of vocabulary, syntax and fluency. A discerning blend of higher and lower-order questions, and intuitive scaffolding, where necessary, inspire a high level of pupil confidence in use of language. Circle time is used to very good effect in the junior classes. Pupils’ oral contributions are acknowledged positively in all classrooms.

 

Suitable activities are planned to cultivate emergent literacy skills in infant classes. The pupils have a very good awareness of phonics, letter and sound recognition, onset and rime, and initial and final blends. Word recognition skills are extended progressively to enhance pupils’ ability to read independently with confidence, accuracy and fluency. Paired reading is organised for first and second class pupils during the third term of each year. In middle and senior classes, a wide variety of reading material is used resourcefully to encourage reading for pleasure and purpose. Suitably challenging activities are organised to develop skills of analysing, interpreting, evaluating, synthesising, deducting and predicting.

 

Pupils’ writing skills are developed progressively throughout the school and are generally of a very high standard. Careful attention is focused on correct pencil grip, posture, left-to-right orientation and accuracy in letter formation, with infants. This is gradually extended to encourage independent writing. Appropriate emphasis is placed on proper sentence structure and basic grammar rules. Pupils write in a wide variety of genres, representing a balanced mix of creative and functional writing. Samples of work in copybooks indicate a high level of care with structure, syntax, grammatical correctness and spelling. Impressive class booklets of pupils’ stories and poems reflect a very good level of creativity. The quality of penmanship is generally very good. Written work in copybooks is corrected consistently.

 

3.2 Mathematics

 

Reflective planning, stimulating methodologies and purposeful use of suitable resources affect very competent and successful delivery of the mathematics curriculum. Topics are linked meaningfully to pupils’ practical experiences, and some excellent examples of integration with other curriculum subjects were observed during the evaluation. Discussion, guided discovery and active learning are central features of mathematics lessons. Consequently, the level of pupil participation and learning is consistently high. Early mathematical activities are covered comprehensively with infants, through appropriate oral and hands-on tasks. Concrete materials and visual aids are used effectively in all classrooms to accommodate easy assimilation of mathematical concepts and processes. Suitably challenging mental and written computation tasks are set, with appropriate attention to differentiation. Whole-class discussion fosters the development and application of appropriate mathematical vocabulary and stimulates reasoning and analysis when solving problems. Pupils display very good ability to recall number facts, to estimate, and to apply and explain mathematical processes accurately.

 

 

3.3 Geography

 

The standard of teaching and learning of Geography is high in all classrooms. At infant and junior class levels, lessons focus largely on the local area. Very good resources are used to develop the pupils’ interest in, and knowledge of, the human and physical geography of the immediate school environment and the local village. An environmental audit of the school grounds and immediate locality has been compiled to facilitate developmental extension of pupils’ local geographic knowledge. In middle and senior classes, more advanced geographical and geological features of the locality, Ireland, and other countries are studied. Individual and group projects are undertaken to encourage pupils to research human and physical geography of a variety of countries. Pupils discuss projects on display, and previous topics covered, very knowledgeably. Interesting field-trips and outdoor exploration tasks are undertaken to develop pupils’ skills of geographic investigation. Commendable use of the digital camera and computer software was observed in one lesson. Excellent integration of Geography with Science and Mathematics was also noted.

 

3.4 Assessment

 

There is abundant evidence of systematic summative and formative assessment of pupils’ progress throughout the school. Teacher-designed tests are administered regularly in all classrooms and pupils’ performance is recorded in either check-list or anecdotal form. A basic skill development check-list, to monitor the social and learning skills of each pupil, is used to guide teacher observation. Individual portfolios of work are maintained for some curriculum areas.  A check-list is used at the start of each year to analyse the individual learning style of fifth and sixth class pupils. Standardised testing is conducted annually with all pupils from senior infants upwards. Senior infants are tested, using the Middle Infant Screening Test (MIST). Literacy and numeracy skills of pupils from first to sixth class are tested using Micra T and Sigma T respectively. The results of these tests are analysed at a staff meeting and are influential in identifying pupils in need of learning support. Each pupil’s performance in standardised tests is recorded in an individual cumulative log, to facilitate easy tracking of progress. A comprehensive end-of-year report is formulated on all aspects of each pupil’s social and academic progress. An individual folder is kept centrally for each child. This contains samples of work, results of standardised tests, end-of-year reports, information relating to special educational needs, and any relevant medical or personal information. Overall the quality of assessment in the school is high.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

 

A full-time special-education teacher provides learning support in literacy, numeracy, or both, for a total of seventeen pupils. She also provides resource teaching for two pupils with low-incidence special needs. One special needs assistant attends very effectively to the particular care needs of two pupils, and an occupational therapist visits the school for one hour each week. The special-education teacher has an academic qualification in the area of special needs and the supplementary teaching provided for pupils is of a very high standard. The majority of support is given on a withdrawal basis but a co-teaching model of support is practiced in the junior classroom, four afternoons each week, as part of an early intervention scheme in Mathematics for second class. Weekly planning for these sessions is done collaboratively by the learning-support teacher and the classroom teacher. It is evident that pupils benefit from the focused attention and assistance received during these sessions.

 

Withdrawal supplementary teaching is conducted in a one-to-one situation or in small groups, and is planned and delivered proficiently. Functional individual education plans and individual profile and learning programmes are prepared. Parents and classroom teachers are closely involved in the compilation and review of these plans. The learning support room is visually and educationally stimulating. Suitable content and methodologies are selected to target the specific educational needs of groups or individuals. Information and communication technology, concrete resources and games are used resourcefully. Lessons observed were marked by a high level of pupil enjoyment and purposeful, focused learning. A staff meeting for review and assessment of special education is held every February. Following this meeting parents of pupils receiving learning support are invited to the school to discuss their children’s progress. As part of an academic study being undertaken by a member of staff, a transition project has been established with the local secondary school. This places special emphasis on identifying and assuaging the potential difficulties that pupils with special needs may experience in transition.

 

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

 

Incidences of pupils from disadvantaged or minority groups are rare but are dealt with appropriately when the need arises. Inclusiveness of all pupils in all curricular and social activities underpins every aspect of school life.

 

 

5.     Conclusion

 

The school has strengths in the following areas:

 

 

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

 

 

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

 

 

 

Published November 2008