An Roinn Oideachais agus Eolaíochta

Department of Education and Science

Whole School Evaluation

REPORT

Saint Conaire’s National School

Tullyvarraga Shannon County Clare

Uimhir rolla: 19274S

Date of inspection: 28 November 2008

Whole-school evaluation

Introduction – school context and background

Quality of school management

Quality of school planning

Quality of learning and teaching

Quality of supports for pupils

School response to the report

Whole-school evaluation

A whole-school evaluation of St. Conaire’s N.S. was undertaken in November 2008. This report presents the findings of the evaluation and makes recommendations for improvement. The evaluation focused on aspects of the school’s provision including management, teaching and learning, planning and supports for pupils, with a particular focus on the provision of English as an Additional Language (EAL). 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

This 29 teacher school is situated beside a busy road in a suburban area in Shannon town. The patron of the school is the Catholic bishop of Killaloe. The pupil population is drawn from families of diverse socioeconomic backgrounds. Because many parents are employed in the nearby Shannon Industrial Estate, the pupil population has for over 30 years included a proportion of pupils whose first language has not been English. At present 24% of the school’s enrolment comprises such pupils. However, some newcomer pupils already have acquired fluent English and therefore only 9% of the school’s total pupil enrolment requires additional English language support. Due to the school’s long experience of enrolling pupils who come from diverse cultural and linguistic backgrounds, the teachers display empathy with and understanding of these pupils. In addition, a number of teachers on the staff, including the principal, have had experience of teaching overseas.

The following table provides an overview of the enrolment and staffing in the school at the time of the evaluation:

	Number
Total number of teachers on the school staff	29
Number of mainstream class teachers	19
Total number of teachers working in support roles	6
Number of language support teachers	3
Special needs assistants	8
Total number of pupils enrolled in the school	520
Number of pupils with English as an additional language	124

1. Quality of school management

1.1 Characteristic Spirit, Mission or Vision

The school operates under the patronage of the Bishop of Killaloe. The school’s outline of its characteristic spirit refers to its Catholic ethos and to its aim of promoting the full and harmonious development of the child, including the child’s spiritual development. The school’s mission statement, which receives priority in teachers’ planning and in the school plan, highlights the value the school places on the uniqueness of the individual child. It refers to the school’s intention “to enable the children to have the opportunity to walk tall within themselves knowing that they are important whatever their individual talents or abilities.” The mission statement which is very comprehensive is well embedded in the values which are articulated and in the day to day practice of the school community. Some abbreviation of the current statement would increase its usefulness.

1.2 Board of Management

The properly constituted board of management operates effectively, using correct procedures. It meets regularly and manages the school’s finances efficiently. It has ratified a comprehensive range of organisational and curricular policies within the school. The board deserves credit for overseeing the smooth administration of the school. Praise is also due to the board for appointing a skilled teaching staff, many of whom are passionate about their teaching. The board has fully supported the general culture of commitment to teaching and learning within the school. The board has also supported very well the creation of a school community that benefits from diversity and multiple perspectives. In short, it has succeeded admirably in the effective inclusion of a diverse pupil population.

Apart from its concerns regarding the accommodation needs of the school, the board is facing short, medium and long-term management challenges over the next 10 years. These challenges involve the need to continue to meet pupils’ learning needs and the need to sustain and improve the currently achieved high standards in a context where there may be changes of key personnel within the school. An additional challenge will include the need to facilitate even greater involvement of the wider parent body in the life of the school.

It is recommended therefore, that the board now adopt a strategic approach to managing the school. It should agree on its long-term vision for the school and it should initiate the development of a strategic plan to meeting its short, medium and long-term challenges. This plan is envisaged as including time sequences, costings and responsibilities. In this manner the plan should allow for seamless transitions of responsibility from board to board and from personnel to personnel during the foreseeable future.

In the short-term, it is recommended that to ameliorate the negative effects of uneven class sizes, the board would review the redeployment of staff within the school. It should also develop structures whereby as a board, it can become more fully involved in management of the whole-school planning process. These structures should enable the board to oversee education provision and standards in a practical manner. The board should support the development of school based self evaluation as well as enabling more widespread distribution of leadership among the in-school management team. It is recommended that the board renew its efforts to reflect the diversity of the school population in its membership. The board should also consider publishing an annual review of the operation of the school.

1.3 In-school management

The principal has been appointed since 1998, having previously taught in the school and also having taught and been a school principal overseas. His 10 years leadership of the school has been characterised by his enthusiasm, dedication and personal knowledge of his pupils. As a leader he has led by example. Being consultative in his approach, he is accessible and has made himself available consistently to all members of the school community. He maintains a constant presence throughout the school. He visits classes frequently and monitors teaching and learning on a regular basis. The evaluation team was provided with evidence from a variety of key informants that the principal is respectful of individuals of all backgrounds, that he has been highly influential and is deeply respected by all.

The principal has drawn effectively on his previous experience as a school principal overseas in ensuring that day to day administration and organisation of school is very smooth. Through the use of means such as a daily inter-staff flyer, a fortnightly bulletin to parents and +the establishment of a school website, the principal has established effective innovative lines of communication. He has nurtured collegiate inter-staff relationships among colleagues of a wide range of experience. As a result, staff morale is exceptionally high in this school.

To sustain and further develop the good standards attained into the longer-term future, the principal should now consider the skills of his staff as a whole with a view to optimising their roles. He should now place a key focus on leading and managing the whole-school planning process and on creating, reviewing and improving whole-school structures for self-evaluation and accountability. He should consider the tasks necessary to strengthen the leadership role of in-school management personnel. He should undertake greater flexibility in deployment and rotation of staff and consider alternative structures such as the development of cross-class specialisation.

The duties of post-holders have been clearly defined and reflect the perceived priorities of the school. Frequent redefinition of post-holders’ responsibilities occurs. At present all post-holders have been given responsibility, in addition to their other duties, for coordination of an area of the curriculum. These responsibilities have been fulfilled diligently and post-holders work hard to actively source resources which serve to ensure that their colleagues are regularly updated. The co-ordination of provision for English as an Additional Language is particularly effective.

Ongoing communication and consultation occurs within the school on a formal and informal basis, between the principal and the in-school management team. Information is disseminated by the in-school management team to parents through the fortnightly bulletin.

Consideration should now be given to broadening the remit of post-holders to include the vertical co-ordination of curriculum implementation and the evaluation of attainment of curricular objectives. As these responsibilities are wide-ranging, in particular in respect of the areas of literacy and numeracy, it may be necessary to consider allocating two posts for English and Mathematics respectively. To ensure regular communication with the board of management, the duties should include the preparation of periodic reports to the board.

1.4 The management of resources

The board of management deserves praise for its management of highly-skilled, diligent staff which has been fully supported in all aspects of teaching. The provision and management of human and material resources for pupils requiring additional language-support teaching is particularly good. The board has supported the professional development of language teachers and has also supported the creation of formal and informal structures for the dissemination of these teachers’ acquired knowledge among all school staff. A wide range of resources has been sourced and is used effectively to support the development of all pupils’ cultural and linguistic learning needs.

Consideration should now be given to deploying staff flexibly so that their skills are used to best effect at junior, middle and senior class level. Options in this regard could include a greater amount of team work, co-operative teaching, curricular specialisation or more cross-class grouping. There is a need also to formulate and implement a rotation policy in regard to allocation of classes.

The board and parent representatives articulated concerns to the evaluation team regarding health and safety issues within the school. Issues connected with the arrival and departure of pupils from the school on a daily basis were mentioned, as were concerns about perceived inadequacies in the school accommodation both internal and external, considering the current pupil and staff numbers.

In an effort to manage its accommodation difficulties and to overcome the limited play space, parking difficulties, absence of appropriate toilet and rest facilities for staff, the presence of prefabricated classrooms and the inadequate accommodation for the support teachers, the board has a long-standing application with the Department of Education and Science’s Building Section for refurbishment of the school.

1.5 Management of relationships and communication with the school community

The board of management, through the principal teacher, facilitates the involvement of a diverse cross-section of parents in the work of the school. A very active parents’ association has been functioning in the school for many years. The association is involved in a wide range of initiatives including the management and provision of school insurance for pupils whose parents wish to avail of that facility, and the organisation of fundraising events during the school year to purchase additional educational resources.

The quality of parental involvement in the life of the school is good. The parents’ association is affiliated to the National Parents’ Council (NPC). Members of the association are enthusiastic and display a willingness to work with the school. Members report that communication between the association, the board and the school is very satisfactory. The association acts as a discussion forum through which parents’ viewpoints on school related issues have been discussed. The parents’ association is also involved in the support of many extra-curricular activities. The school building is used by the community on a regular basis to facilitate the teaching of traditional music, ballet, Irish dancing, speech and drama lessons, karate and Beaver scouts. Good communication is maintained in the school through the publication of the fortnightly bulletin and also through dialogue with the parents’ association and the parents’ representatives on the board of management.

1.6 Management of pupils

The management of pupils’ engagement in the life of the school, including EAL pupils, is very good. Relationships between staff and pupils are very positive and standards of pupils’ behaviour and discipline during the evaluation period were observed to be very good. The pupils are respectful toward staff, each other and visitors and they engage enthusiastically in curricular activities in class. The principal and teachers work collectively to create a climate where mutual trust, respect and confidence are evident in daily school life. The staff is alert and responsive to the emotional, physical and social needs of individual pupils. Pupils are encouraged to participate in a range of extra-curricular activities including sports, schools concerts and the An Taisce Green Flag awards schemes. In keeping with the Education Act (1998) Section 27(2) the school should now consider how the pupils’ participation in the operation of the school, having regard to their age and experience, might be further developed.

2. Quality of school planning

2.1 Quality of Whole-School Planning

The quality of the whole-school planning process and of the ensuing documentation complies with Department of Education and Science requirements and is adequate at present. A comprehensive range of organisational policies underpins the smooth and efficient administration of the school. Aspects of policy which support communication and which are particularly praiseworthy are the policy of circulating a daily internal news “flyer” among staff and of issuing the fortnightly news bulletin to keep parents informed of developments within the school. The school’s policy on inclusion and intercultural education includes arrangements for the organisation of a weekly assembly which allows scope for staff and pupils to welcome newcomers and for the celebration of linguistic and cultural diversity. This weekly forum gives opportunities for staff to affirm effort and achievement, for pupils to share religious and cultural differences, for affirmation of the Irish identity of most of the pupils and for individual, class and group performances. External groups have been invited to perform at this forum.

The content of the whole-school curricular plans does not adequately reflect at whole-school level the very good collaborative practice occurring at horizontal class levels in the school or the very good reflective practice which is undertaken by many mainstream class teachers. It does not support distributed curriculum leadership development within the school. A phased timescale for review of school plans has been outlined. Nevertheless, the process adopted for whole school planning and for policy development, implementation and review needs to be examined and formalised in the school. There is a need, at this juncture, for all partners in the school community to redefine the role of policy and plans within the school planning process and to commit to a school-based process of self-evaluation leading to school improvement. The very good planning processes operating at class levels should be documented so that current practice can be sustained and developed.

It is recommended that the board of management would now consider and outline the structures and the manner in which the school’s whole-school planning, self evaluation and review process will operate in the future. Placing a priority on literacy and numeracy, the content of whole-school curricular plans should be extended, so that post-holders can assist in ensuring implementation of curriculum and evaluation of the achievement of planned outcomes. In reviewing the content of whole-school curricular plans, it recommended that policy would be clarified through systematically working through the prompts supplied by the support services.

2.2 Quality of whole-school planning for EAL

The quality of whole-school planning for pupils for whom English is an additional language is good. The school’s multicultural policy indicates that there are clear and transparent arrangements in place for the admission, enrolment and induction of EAL pupils. Values are articulated and procedures for affirming cultural and linguistic diversity on a whole school and class level are outlined. A separate document lists the comprehensive resources which have been sourced for the teaching and learning of EAL pupils.

There is some scope for improvement in the whole school plan for EAL pupils in that it should now be ensured that the variety of high quality approaches being implemented within the school to support cultural and linguistic diversity and teaching and learning of EAL pupils are all fully documented with a view to sharing, sustaining and continuously improving these approaches. Therefore the current school plan should now be extended so that it adequately describes how the organisation of support teaching is organised, what teaching approaches are adopted in withdrawal and mainstream settings, how assessment operates, how collaboration with mainstream teachers occurs and the procedures which operate for gradually phasing out EAL support.

2.3 Quality of classroom planning including planning for EAL

The quality of classroom planning is very good. Mainstream class teachers prepare comprehensively ensuring breadth and balance in their long and short-term plans. Collaboration among teachers of the similar class levels has led to coherence in delivery across classes. In the majority of instances a limited number of specific learning objectives linked to Curaclam na Bunscoile are outlined in short-term planning. In the early years, in particular, formative assessment data is used to inform teachers on pupil needs and to identify short and long-term learning outcomes. In an increasing number of instances the monthly progress record is used as an instrument of identifying ongoing pupil attainment of planned outcomes and as an instrument of informing future planning. In general, differentiation to meet pupils’ specific learning needs is practised by identifying some modification of approaches which will occur.

The teachers of EAL pupils collaborate with mainstream class teachers by sharing information about the outcomes of assessment on an ongoing basis. The EAL support teachers regularly observe their pupils through the use of an in-class classroom observation schedule and these observations have become a core element of teaching and learning for EAL pupils. Meetings between EAL teachers and mainstream teachers regularly occur after school to plan in-class and withdrawal activities to support the developing needs of the EAL pupils. In this manner mainstream teachers have become very aware of the needs of EAL pupils and this knowledge informs their long and short-term planning.

2.4 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 Teaching of English and English as an Additional Language

The quality of the teaching of English varies from good to very good in the school. The teachers have acquired an understanding of the structure, principles and approaches underpinning the English curriculum. As a result they are conscious of the focus of the strand units which underpin the work in oral work, reading and writing. The teachers exhibit a clear understanding of the integrative approach. The teaching of English is particularly very good in the early years where there is excellent practice in planning, delivering and evaluating age-appropriate approaches.

Discrete oral language lessons are taught. In general however, a more focused approach to oral language development throughout the school should be undertaken. Where very good teaching in English was observed, group teaching was the dominant classroom organisation adopted and collaborative group work was facilitated. Play-based approaches were dominant in infant settings.

The teaching of reading was observed to range between being good to very good. In the infant classes in particular emergent reading was very well supported. As children’s reading skills develop, strategies for reading are carefully taught and attainment is systematically tracked.

Class teachers assume full responsibility for teaching the EAL pupils in their own classrooms. The support of EAL teachers is complementary to mainstream class teaching. The classroom observation schedule, frequently used by the EAL teachers in observing EAL pupils in their mainstream class, replaces the need for in-class support for EAL pupils. The observations noted on this schedule underpin the consequential EAL teaching which occurs intensively in a withdrawal setting. Excellent resources have been sourced and acquired over many years to support the teaching and learning of all pupils.

The quality of learning in English is good. In many classes pupils were enabled to express opinions fluently and with confidence. Attainment in reading is of a high standard. Reading material is varied, supported by the school library. The quality of written work is good in general. It is now recommended that the evaluation of the outcomes of written work should be further developed on a whole-school basis. Within the particular context of this school, the quality of learning of EAL pupils is very good. In many classes where group work is the dominant teaching methodology, EAL pupils work with and communicate with their peers during role play, pair work and group activities.

3.2 Mathematics

The quality of provision for the teaching and learning of mathematics is consistently good throughout the school and very good in a number of classes. In general, pupils’ attainment in mathematics in this school is very good.

All teachers present long-term and short-term planning and this planning is of a very high standard in most classes. The classroom planning observed reflects the breadth and balance of the five curriculum strands in mathematics. Teachers allocate the appropriate time for Mathematics. The lessons observed had clear learning objectives and in the majority of classes these were explicitly linked to the strand units and objectives in the curriculum.

In general, classroom environments were stimulating. Very effective displays of pupils’ work were observed and in some cases these displays reflected the diverse cultural and ethnic backgrounds of the children attending the school. Centres of interest focusing on Mathematics featured in many classrooms. In the infant classes there was evidence of highly co-ordinated delivery of the various aspects of the curriculum in the exemplary displays that have been put in place with the purpose of consolidating number concepts.

A wide range of concrete materials was in use throughout the school and this practice enhanced the quality of learning. Teachers use a wide range of teaching strategies including direct teaching, teacher modelling, role play, group work, individual learning and active learning. In general, teachers introduce Mathematics lessons though a short consolidation exercise. Good work was observed in the development of the children’s Mathematical language around previously taught concepts. In senior classes some of the learning was embedded in authentic learning contexts where pupils engaged in real life activities in real-time. In some classes, this learning was also thematically based and led to the development of skills in other subjects in an integrated way.

Pupils were fully engaged in their learning in all mathematics classes observed during the evaluation. Pupils displayed a positive attitude to mathematics and in general, all teachers provided stimulating and challenging learning experiences for the children. Overall pupils’ learning achievement is very good. Their knowledge and understanding of the content objectives outlined in the curriculum is good and very good in some cases. Children exhibited good problem solving skills but require further opportunities to develop their skills to the optimal level. The extended use of problem solving in authentic contexts is recommended as a strategy for developing pupils’ higher order thinking skills in mathematics.

3.3 Assessment

Teacher observation, teacher-devised tests and monitoring of pupils written work comprise some of the assessment modes used regularly throughout the school. These are complemented by the administration of formal and standardised tests namely Micra-T, Sigma-T, Drumcondra Primary Reading and Mathematics standardised tests from first class upwards. The Middle Infant Screening Test (MIST) is also administered to pupils in senior infants to assess pupil attainment in literacy and to identify pupils who may require supplementary support. Parents are advised of pupils’ progress at the annual parent-teacher meetings.

Data on pupil attainment and performance are documented and analysed by individual class teachers and communicated in writing to parents at the end of first and fourth classes. In some classes teachers are continuously tracking the ongoing attainment of individual pupils. This good practice is commended and should be extended.

Relevant information from the analysis of the assessment data is primarily used to identify pupils who are in need of additional support teaching. Teachers exchange assessment information informally with each other on an ongoing basis. Pupil record cards are completed and formal reports are prepared at the end of each school year. Copies of these reports are retained in the school in each pupil’s report booklet. In addition, teachers maintain records of individual achievement on class tests and other aspects of the curriculum.

It is advised the school would give further consideration to the recommendations of Assessment in the Primary School: Guidelines for Teachers NCCA, 2007 with a view to implementing the practices outlined in this documentation. As a further development of assessment procedures, the school might usefully direct attention to the plotting of trends, an exercise which would result in the creation of a whole-school perspective on pupil achievement in literacy and numeracy. Teachers should use this analysis to devise future programmes of learning. It is also recommended that the school would use the Forward Together Programme in senior infants in collaboration with parents when appropriate.

4. Quality of supports for pupils

4.1 Pupils with special educational needs

A good policy underpins the approaches taken to teaching and learning with regard to pupils with special educational needs. Screening is carried out effectively. In some instances individual education plan (IEPs) and individual profile and learning programme (IPLPs) were formulated and implemented usefully. Very beneficial liaison occurs between support teachers and relevant agencies and professional collaboration occurs with special schools. Pupils requiring support were observed to be positively engaged in their learning. Structured and focused teaching activities were observed. Appropriate resources and ICT were effectively employed and in general, pupils were observed to be making systematic progress commensurate with their identified needs.

The provision of an integrated approach to the support of pupils with special needs should take precedence in the future. There is a need now to develop a collaborative team approach among teachers who support such pupils. The proposed team should focus on planning, implementation and monitoring of pupil progress. Consideration should be given to increasing the level of in-class support as opposed to pursuing the dominant withdrawal mode.

4.2 Pupils with English as an additional language

Support for EAL pupils is provided by experienced, knowledgeable teachers who have undertaken continuous professional development. They take a professional approach to meeting the linguistic and cultural needs of EAL pupils and to co-ordination of provision of support. Very detailed initial and ongoing assessment is undertaken in keeping with recommended approaches. Integrate Ireland Language and Training (IILT) assessment materials and the Cambridge Young Learners English Test are used very effectively.

The teaching approaches adopted reflect the teachers’ knowledge of strategies which have succeeded in the past. The teachers themselves manifest empathy with and understanding of newcomer pupils. Broad-based varied resources to support teaching and learning of English as an additional language have been sourced and utilised during the many years the school has been supporting these pupils. EAL pupils are affirmed and their learning is well developed in this school. It is to the school’s credit that its pioneering approaches have produced very good outcomes and many past EAL pupils have subsequently attained very well in the Irish educational system. The entire school staff deserves credit for the very good collaboration currently practised between the EAL support and mainstream teachers, much of which takes place outside school hours.

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

The school, in keeping with its characteristic spirit and mission, encourages, facilitates and supports the participation of all pupils in the life of the school.

5 Conclusions

The school has strengths in the following areas:

The quality of teaching in the school undertaken by a skilled committed staff is very good.
Staff morale is very high in the school. Staff members feel valued, consulted and supported.
The personal qualities of the school’s experienced principal complement his very good leadership skills.
The current degree of seamless integration of a widely diverse pupil population is a credit to all members of the school community including its board of management.
High levels of collaborative planning are evident in some classes. This planning is creditably linked to the evaluation of learning outcomes.
Pupils in the school are enthusiastic, responsive, confident and well-behaved.
The school is managed by a very supportive board of management. The parents’ association is equally supportive.
The quality of pupil outcomes in English and Mathematics is very high.

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

The board of management should review the current deployment of staff.
The board should develop structures whereby it can become more fully involved in management of the whole-school planning process. These structures should assist the board in overseeing education provision and standards in a practical manner, in encouraging school based self-evaluation and in supporting a more widespread distribution of leadership among the in-school management team
The board of management should renew its efforts to reflect the diversity of the school population in its membership.
The board should consider publishing an annual review of the operation of the school.
The principal should now focus on sustaining and maintaining the good standards already attained in the school. In this respect he should consider further the skills of his staff as a whole with a view to undertaking greater flexibility in staff deployment and rotation. He should also consider the tasks necessary to strengthen the curricular leadership role of in-school management personnel.
All teachers should aim to adopt the very good practice currently in existence in many settings in the school. Aspects of this very good practice include collaborative planning, teamwork, frequent tracking of progress, evaluation of outcomes and use of assessment data to inform future planning and implementation of programmes of work.

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.