An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Scoil Náisiúnta Charraig an Bhrúis

Carrigabruise, County Cavan

Uimhir rolla: 18857O

 

Date of inspection:  6 March 2009

 

 

 

 

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

Summary of findings and recommendations for further development

 

 

 

 

Whole-school evaluation

 

This report has been written following a whole-school evaluation of Scoil Náisiúnta Charraig an Bhrúis. 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 inspector held pre-evaluation meetings with the principal, the teachers, the school’s board of management and representatives of the parents’ association. The evaluation was conducted over a number of days during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with pupils and teachers, examined pupils’ work, and interacted with the class teachers. The inspector reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.

 

 

 

1.     Introduction – school context and background

Scoil Náisiúnta Charraig an Bhrúis is an eight-teacher co-educational primary school situated south of the town of Virginia in County Cavan. It is a Catholic school under the patronage of the Bishop of Kilmore. The school community is committed to the holistic development of all pupils in a happy, caring learning environment. There are 166 pupils attending the school and enrolment trends have remained relatively stable over the past number of years. Attendance records indicate that most pupils attend regularly.

 

 

2.     Quality of school management

 

2.1 Board of management

The board of management is properly constituted and its members have been allocated specific tasks. Some members have attended training to assist them in their roles. Board meetings are convened regularly and minutes are maintained. A comprehensive written financial account, detailing income and expenditure, is furnished at each meeting. The board endeavours to ensure that the school complies with Department of Education and Science regulations and circulars. It has a keen interest in the development of the school. Its current priorities include the provision of a new extension to the school building. The chairperson maintains regular contact with the principal and staff. It is advised that the board of management issues an annual report on the operation of the school to parents.

 

2.2 In-school management

The in-school management team comprises a principal, deputy principal and two special duties post-holders. At the time of the evaluation the school was managed by a conscientious acting principal. Administrative and organisational tasks are undertaken with care and all school records are well maintained. Commendably the main focus of the work of the acting principal is on the quality of teaching and learning and on school improvement. The promotion of a positive school climate, where there is open communication and collaborative decision-making, is a feature of school leadership.

 

Members of the in-school management team perform their duties with a professional sense of responsibility and are committed to making a genuine, contribution to school organisation. Good collaborative relationships exist within the in-school management team. Specific duties have been delineated in agreement with each post-holder. Considerable emphasis is placed on the procurement and management of resources. It is recommended that these duties be reviewed in collaboration with all staff and additional importance be placed on the management of curriculum policy to ensure implementation of the whole-school plan. The in-school management team meets on a regular basis. It is reported that these meetings primarily address organisational issues. It is recommended that these and staff meetings be further used to progress the development of the school plan. Minutes of all meetings should be maintained and circulated to staff.

 

2.3 Management of resources

Personnel and material resources are effectively deployed in the school. The teaching staff comprises six mainstream teachers, including the principal, and two teachers who work in a support capacity. Teachers have participated in continuing professional development in response to the learning needs of pupils. Two special needs assistants make a valuable contribution to the support of pupils with special educational needs. A cleaner and caretaker contribute significantly to maintaining a clean, safe and attractive environment for pupils and staff. A full-time secretary provides valuable administrative support to the school. Her dedication and commitment to the school is commended.  

 

The school currently avails of the services of a number of external tutors to deliver particular aspects of the curriculum during the school day. While these arrangements are reported to be working well, the board of management is advised to devise a policy on the use of external teaching personnel. Such a policy should put the quality of education provided to pupils as the over-riding aim and it should require the service provided to be evaluated on an annual basis.

 

Current accommodation consists of six mainstream classrooms, three of which are housed in prefabricated structures, a staff room, learning support rooms and toilet facilities. Outdoor facilities include a hard surface play area and a playing field. The school and its environs are well maintained. A good supply of educational resources including teacher-designed materials is effectively used to support curriculum implementation. Effective use is made of information and communications technology (ICT) as a pedagogical tool.

 

2.4 Management of relationships and communication with the school community

Particular consideration has been given in recent times to the cultivation of positive relationships between all school partners. Parents’ representatives on the board of management attend parent association meetings thus acting as a useful conduit of communication between the partners in education. A newsletter published by the board of management and a parents’ notice board reflect the school’s commitment to improving communication between all partners. Regular dialogue is maintained between teachers and parents through pupils’ ‘communication pouches’. Individual consultation with parents is facilitated through parent/teacher meetings and the issuing of pupils’ progress reports. Clear procedures are outlined in the whole-school plan to deal with issues of concern raised by parents. The parents’ association actively supports the school by fundraising for additional resources for pupils and organising extra-curricular activities. Parents’ representatives reported that they were satisfied with the educational provision in the school.

  

2.5 Management of pupils

The school succeeds in providing a positive environment for pupils that promotes good behaviour and respect. Staff members manage the pastoral needs of pupils with care and are committed to their general welfare. Strategies have been put in place to implement the school’s code of behaviour. The Green-Schools programme promotes pupils’ decision making in relation to environmental activities in the school. Pupils’ involvement in extra-curricular activities and in competitions fosters self-esteem and self-confidence. All pupils were courteous during the evaluation and appeared to relate well to peers and adults. 

 

 

3.     Quality of school planning

 

3.1 School planning process and implementation

All policies have been recently updated and have been ratified by the board of management. Teaching staff, board of management and some parents were involved in this process. Teachers have worked with national support services in designing the whole-school plan and in developing strategies to implement it. It is advised that the board engages in action planning to ensure progress in the implementation of the school plan and to monitor its impact on pupils’ achievement. The involvement of parents in the development of school polices should be further facilitated by the board of management. 

 

Almost all statutory and curricular policies are in place. Associated organisational procedures are documented to support the implementation of whole-school plans and to facilitate the smooth functioning of the school. The school’s health and safety policy needs further development to ensure it complies with current legislation. Curricular policies have been developed in line with the strands and strand units of the curriculum. It is recommended that they be further tailored to the particular context of the school, reflecting the multi-grade nature of mainstream classes. In some whole-school curriculum plans further guidance on the content to be taught and on the learning outcomes to be achieved at each class level should be delineated.

 

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 has been appointed in line with the requirements of the guidelines.

 

3.2 Classroom planning

All teachers devise long and short-term plans to support the implementation of the curriculum. Approaches to planning vary within the school. Long-term planning reflects the principles of the Primary School Curriculum (1999). It needs to be clearly linked to the whole-school plan, delineated in time-bound units and further customised to the multi-class context, however. While some short-term planning delineates specific curriculum objectives and skills to be developed others are primarily content-focused. It is recommended that the good practice in short-term planning be extended throughout the school. Classroom planning should also take account of differentiated objectives for pupils of various ability levels. It is recommended that a whole-school approach to classroom planning be developed and clear guidelines be provided to inform individual teacher planning. Monthly progress records are compiled by all teachers. A review of the current school format to document monthly progress is advised in order to monitor curriculum implementation and to advance the school plan.  

 

 

4.     Quality of learning and teaching

 

4.1 Overview of learning and teaching

In general curriculum provision is broad and balanced and in most instances is adapted to the developmental needs of pupils. Classroom atmospheres are positive and interaction between teachers and pupils is affirmative. A variety of teaching methodologies is employed and suitable resources are used effectively to support curriculum implementation. In general lessons are well structured and suitably paced and provide for the use of appropriate learning strategies. Teaching approaches reflect a developmental approach to learning and the pupils’ existing knowledge is used as a basis for acquiring new understanding. There is need, however, for more differentiated learning approaches in some mainstream classes to cater for the range of pupil ability. Further emphasis on activity and discovery-based methods in all classes would enhance pupils’ learning.

 

4.2 Language

 

Gaeilge

 

Baintear feidhm fhónta as modhanna múinte éifeachtacha don Ghaeilge. Úsáidtear straitéisí éagsúla oiriúnacha chun scileanna éisteachta na ndaltaí a fhorbairt agus léiríonn siad tuiscint mhaith ar an teanga. I gcuid de na ranganna múintear ionchur teanga cuí agus baintear feidhm oiriúnach as cleachtaí éagsúla chun struchtúir theanga a dhaingniú. Leagtar béim oiriúnach ar leathnú foclóra agus baintear feidhm as straitéisí cuí chun cumas cumarsáide na ndaltaí a fhorbairt. Baineann na daltaí taitneamh as foghlaim na Gaeilge agus déanann cuid acu an-iarracht abairtí a struchtúrú. Tá gá, áfach le h-ionchur teanga cinnte, a oireann do chumas na ndaltaí a mhúineadh i ngach rang sa gcaoi is go dtógfar go córasach ar na heiseamláirí teanga ó rang go rang.

 

Tá sé ar chumas cuid de na daltaí léitheoireacht Ghaeilge a dhéanamh le luas agus le cruinneas áirithe. Tá gá le scileanna tuisceana agus fóineolaíochta na ndaltaí a fhorbairt a thuilleadh, áfach. B’fhiú a chinntiú go bhfuil scileanna na léitheoireachta á bhforbairt go céimniúil ag gach leibhéal le go dtiocfaidh forbairt chuí ar a gcuid léitheoireachta. Ní mór soláthar breise de fhíorleabhair a chur ar fáil do na daltaí sa gcaoi is go dtabharfar deis dóibh téacsanna éagsúla a léamh. Cuirtear ar chumas na ndaltaí scríbhneoireacht fheidhmiúil agus scríbhneoireacht chruthaitheach a chleachtadh. Scríobhann siad téacsanna gairide atá bunaithe ar théamaí an churaclaim maraon le cleachtaí gramadaí agus nuacht phearsanta. Tá gá le tuilleadh forbartha a dhéanamh ar scileanna neamhspleácha scríbhneoireachta na ndaltaí, áfach. Ní mór na cuspóirí atá leagtha amach don scríbhneoireacht sa phlean scoile a chur i bfeidhm go córasach ar bhonn uile scoile.

 

Irish

 

Effective methodologies are employed to teach Irish. Strategies are judiciously used to develop pupils’ listening skills and they display a good understanding of the language. In some classes suitable language input is taught and sufficient practice is given to pupils to consolidate language structures. Appropriate emphasis is placed on the extension of vocabulary and suitable strategies are employed to develop pupils’ communicative abilities. Pupils enjoy learning Irish and some make very good efforts to structure sentences. There is need, however, to teach language content suitable to pupils’ abilities in all classes to ensure the progressive development of language exemplars on a systematic basis throughout the school.

 

Some pupils read in Irish with fluency and a certain degree of accuracy. There is need, however, to further develop pupils’ comprehension and phonological skills. Reading skills should be systematically taught at all levels to ensure pupils’ reading develops appropriately. A greater selection of real books would expose pupils to an appropriate variety of reading materials. Pupils are enabled to write functional and creative texts. They write short texts based on curriculum themes, personal news and grammatical exercises. Pupils require further development of their independent writing skills, however. The implementation of the objectives outlined in the whole-school plan would facilitate this process.

 

English

 

Pupils’ oral language skills are developed during a range of talk and discussion activities across the curriculum and during discrete oral language lessons. A variety of activities is organised to develop pupils’ receptive and expressive skills. Class discussions are well managed to ensure the participation of all pupils and good questioning techniques develop their thinking skills. Most pupils speak confidently and articulately and are keen to engage in oral discussion on a variety of topics. The development of a discrete whole-school oral language programme would enhance this provision, ensure progression in pupils’ oral language skills and provide for consistency of approach throughout the school. Staff might also consider the use of indicators to assess pupils’ oral language skills. Pupils’ response to and creation of poetry is actively nurtured throughout the school.

 

Suitable emphasis is placed on reading readiness activities in infant classes. These include knowledge of the conventions of print, word identification strategies and the development of phonological and phonemic awareness. Reading skills are appropriately extended as pupils progress through the school and, in general, pupils read with a level of accuracy, fluency and comprehension appropriate to their ages. In some instances, however, there is need for a differentiated programme in mainstream classes for pupils who are experiencing difficulties reading the class reader. Pupils are effectively enabled to experience shared and individual responses to reading. Pupils in all classes engage in a wide variety of writing tasks with opportunities created for them to write in a range of genres. Some very appropriate strategies are used to aid pupils in process writing. The use of ICT would further facilitate the writing process.

 

4.3 Mathematics 

In general the quality of learning and teaching in Mathematics is good. A range of resources is skilfully used during lessons and pupils enjoy learning activities. Most pupils display an appropriate knowledge and understanding of concepts and use mathematical language accurately. Regular consolidation of concepts is undertaken and teachers monitor written work carefully. Commendable emphasis is placed on the development of pupils’ problem-solving skills in some classes. This good practice should be extended throughout the school. Linkage of mathematical activities to the pupils immediate experiences and environment and further emphasis on mental calculations would also develop pupils’ facility in problem-solving skills. It is recommended that active learning approaches and differentiated learning programmes be further employed to address pupils’ diverse learning needs.

 

4.4 Social, Environmental and Scientific Education

 

History

 

A range of topics is explored in History to ensure pupils develop a balanced understanding of family, national and world history. In junior classes suitable emphasis is placed on pupils’ own past and that of their families. A sense of chronology is fostered in pupils from an early age through the use of story and the development of sequencing skills. Pupils display a good knowledge of topics that have been taught. Their skills as historians are appropriately developed in many classes. Pupils in the senior classes competently discuss events of national and international history. A whole-school approach to the exploration of local history is recommended.

 

Geography

 

Overall, a broad and balanced programme is delivered in Geography. Pupils are enabled to develop knowledge and understanding of natural and human environments in Ireland and in the world. Their sense of space and place is being developed incrementally through exploration of a range of human and natural environments in national and international contexts. Pupils are enabled to gain an accurate understanding of the lives and environments of people in other countries through the judicious use of ICT and of concrete materials. Pupils’ mapping skills are effectively developed. Appropriate emphasis is now being placed on developing pupils’ understanding of environmental awareness and care through the schools’ active involvement in the Green-Schools Programme. In order to develop pupils’ geographical understanding through direct experience and activity, further exploration of the local environment is recommended

 

Science

 

Pupils study a range of suitably identified topics to assist them in developing their knowledge and understanding of scientific concepts drawn from the natural and human environments. They prove knowledgeable about topics that have been taught in aspects of human life, animal life and plant life. Pupils are afforded opportunities to explore, investigate and predict outcomes and to record observations in scientific experiments. Pupils’ participation in national projects enhances their knowledge and understanding of Science. The designing and making strand of the curriculum could be further developed at various class levels. Further use of the immediate environment as a source for learning, particularly in the strand of Living Things is also recommended. 

 

4.5 Arts Education

 

Visual Arts

 

The Visual Arts programme provides for a variety of creative experiences through a range of activities. Bright, attractive displays in classrooms celebrate pupils’ creativity. Pupils demonstrate an appropriate understanding of concept and skill development in Visual Arts. Pupils enjoy participating in all activities and are enthusiastic in discussing their work. Art activities are successfully integrated with a variety of other curricular areas. Further provision for pupils to explore the Looking and Responding strand in the Visual Arts programme is recommended.

 
Music

 

Pupils enjoy music lessons and achieve good standards in the performing strand. Pupils sing a repertoire of songs of different styles in English and in Irish. They are effectively enabled to listen to and respond imaginatively to a variety of familiar and unfamiliar pieces of music. Musical literacy is appropriately developed and suitably linked to song-singing and performing. Opportunities are provided for pupils to compose their own music through the exploration of various musical elements such as rhythm, pulse and tempo. This good practice should be extended in order to ensure that a balanced music programme is delivered in all classes. The work of an external tutor, employed on a part-time basis enhances pupils’ learning in instrumental playing. All pupils have an opportunity to participate in annual school concerts when each class level performs a range of dramatic and musical activities. The school choir is commended for its participation in the Cross Border Orchestra of Ireland, a cross community initiative to promote peace, reconciliation and excellence in music education and performance among children. 

 

Drama

 

Pupils’ imaginative potential is appropriately developed during drama activities. Teachers employ a range of methodologies and strategies such as improvisation, story, group-work, hot seating and teacher-in-role to engage pupils in the drama process. In the teaching observed, pupils were appropriately facilitated in enacting various scenes in which they developed fictional relationships spontaneously. They were also successfully encouraged to cooperate and communicate with others and sustain a role while engaging in the dramatic process. A good level of engagement was also observed in post-drama reflection and discussion. Drama is also incorporated into many aspects of the school’s curriculcum and provides a significant educational opportunity to reinforce language.

 

4.6 Physical Education

Lessons in Physical Education are well structured with appropriate warm-up and cool-down activities being practised. In the teaching observed there was a clear emphasis on suitably challenging skill development. The use of Irish during lessons is commendable. Aquatic lessons are provided in the local swimming pool. An external GAA coach provides tuition on a regular basis, in the Games strand of the curriculum and teachers’ progress records indicate that particular emphasis is placed on the teaching of games in the school. The length of time spent on the games strand of the curriculum should be reviewed in order to ensure that a more balanced programme of Physical Education is delivered. Pupils participate in local and inter-school sporting competitions including Cumann na mBunscol leagues and these activities are enthusiastically supported by teachers and parents.

 

4.7 Social, Personal and Health Education

The positive climate evident in classrooms and throughout the school promotes the principles of the Social, Personal and Health Education (SPHE) curriculum. Inclusive and respectful language is fostered to facilitate pupils in expressing their feelings and in interacting appropriately with other pupils. The teaching staff is vigilant in providing a secure, safe environment for pupils. During discrete SPHE lessons a range of suitable topics is explored using a variety of participative methodologies including group work, drama, circle-time and class discussion. The learning programme provides valuable opportunities for pupils to develop an understanding of themselves and to establish and maintain healthy patterns of behaviour. Communication and decision-making skills are also suitably developed. The Walk Tall and Relationships and Sexuality Education (RSE) programmes are appropriately incorporated into the SPHE curriculum and enhance pupils’ knowledge and skills in this curriculum area. An external tutor is employed to deliver aspects of the RSE programme to senior pupils. Overall the SPHE curriculum is being implemented successfully on a whole-school basis.

 

4.8 Assessment

The range of assessment modes used to assess pupils’ progress includes teacher observation, monitoring of pupils’ written work, graded tests from commercial schemes, teacher-designed tasks, checklists and pupil profiles. Standardised tests are administered in literacy and numeracy while the Middle Infant Screening Test is used to identify pupils with specific learning needs at an early age. Teachers maintain careful records of outcomes in all assessments and results are usefully shared between class teachers and support teachers. A range of diagnostic tests is used to identify the specific learning needs of individual pupils. Staff might now consider developing the assessment policy and extending assessment modes to include all curriculum areas in accordance with the assessment guidelines issued by the National Council for Curriculum and Assessment (NCCA). Further whole-school analysis of assessment results would inform teachers’ planning of differentiated learning programmes for pupils in mainstream classes.

 

 

5.     Quality of support for pupils

 

5.1 Pupils with special educational needs

Tuition is provided for pupils with special educational needs in the areas of literacy and numeracy and in the development of a range of social skills. Appropriate screening mechanisms are in place for the identification of pupils requiring supplementary support. The results of assessments, consultation with class teachers and relevant information from parents are purposefully used in the development of individual learning programmes. At the time of the evaluation supplementary support for pupils with special educational needs was delivered through the withdrawal of pupils from mainstream classrooms to receive group or individual tuition.

 

Lessons in both the learning support and resource teaching contexts are well structured and suitable resources are used effectively to support learning. Teachers employ a variety of teaching approaches and learning strategies to engage pupils in learning activities. In some instances, however, reading materials are too challenging for pupils and there is need to ensure that targets set in the learning programmes are being implemented. Purposeful activities, appropriate to the pupils’ ability, are used to internalise basic mathematical concepts. Differentiated learning activities for those pupils within the mainstream setting would also reinforce concept development. It is reported that in some instances team teaching has taken place to support in- class provision for pupils with special educational needs. It is recommended that consideration be given to the re-introduction of in-class support to meet the needs of those pupils.

 

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

The inclusive environment of the school ensures that all pupils have equality of access to the full range of school activities. Currently there is one newcomer pupil in the school and provision is made for teaching English as an additional language through the learning support system.

 

 

6.     Summary of findings and recommendations for further development

 

The following are the main strengths identified in the evaluation:

 

 

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

 

 

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 June 2009