An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Stratford Lodge National School
Baltinglass, County Wicklow
Roll number:19339U
Date of inspection: 15 March 2006
Date of issue of report: 29 June 2006
1. Quality of School Management
2.1 The School Planning Process and the Content of the School Plan
2.2 Implementation and Review of the School Plan
3. Quality of Learning and Teaching in Curriculum Areas
3.3 Social, Environmental and Scientific Education (SESE)
3.6 Social, Personal and Health Education (SPHE)
3.7 Assessment and Achievement
4. Quality of Support for Pupils
4.1 Provision for pupils with special educational needs
4.2 Provision for pupils from disadvantaged backgrounds
4.3 Provision for pupils from minority groups
5. Summary of Findings and Recommendations for Further Development
This Whole School Evaluation report
This report has been written following a whole school evaluation of Stratford Lodge NS. 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, and the school’s board of management, including the parents’ representatives on the board. 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 and examined the work of the pupils. The inspector reviewed school planning documentation and teachers’ written preparation, and met with staff members. 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.
Stratford Lodge National School is a two-teacher school for boys and girls under the management of the Church of Ireland, serving the community in the vicinity of Baltinglass, Co. Wicklow. The school is one of the oldest schools in the country and was established circa 1820. At the time of this whole school evaluation 49 children were enrolled. This is a significant increase since 2002 and enrolment is projected to grow to over 50 pupils by 2007. The children attend the school from a wide catchment area and the majority avails of school transport. Good levels of attendance are recorded. A variety of social backgrounds is represented among the pupils and many come from a farming background. The school receives a small grant under the Department of Education and Science scheme Giving Children an Even Break. The last school report on the work of the school was provided in 1995.
The school endeavours to provide a safe, caring and supportive environment where each child can develop his or her abilities as an individual and as a member of the wider community. The school aims to foster the spiritual, moral intellectual, social, cultural, aesthetic and physical development of the children. The school endeavours to promote high levels of attainment according to the abilities and needs of the children. The school is under the patronage of the Church of Ireland Bishop of Leighlin (Cashel and Ossary) and has close links with the local parish community. While the characteristic spirit of the school reflects the fact that the majority of the pupils and their families are members of the Church of Ireland community, the other religious denominations of pupils attending the school are acknowledged and respected. All pupils receive equal recognition and respect, regardless of individual differences. The school aims to inculcate values of honesty, tolerance, fairness, awareness of the needs of others and a sense of responsibility.
The board of management is properly constituted and works conscientiously to support the development of the school. The board meets at least once each term and the minutes of its meetings are recorded. The members of the board undertake a range of duties and aim to ensure that the statutory responsibilities of the board are fulfilled and that the school complies with the rules and regulations of the Department of Education and Science. Requirements in such areas as the length of the school year and school day are adhered to. The board of management carefully considers matters of school policy and issues relating to the development of the school. The school’s financial resources are appropriately managed and at the time of this report arrangements were being put in place for the formal auditing or certification of the school’s accounts. The board of management should ensure that this is carried out on an annual basis. A current concern of the board is the provision of an additional classroom and ancillary accommodation. The board of management should consider putting arrangements in place for communicating with the wider school community in relation to its ongoing work on behalf of the school. The chairperson and members of the board are to be commended for their longstanding commitment to the work and development of the school.
The work of the principal is characterised by a very high level of commitment and dedication in the performance of the duties regarding the management of the school. The work and development of the school is enhanced by the leadership and direction provided by the principal. Good co-operation among the children is promoted and there is effective communication between the school staff and parents of the children. The maintenance of high standards in all aspects of the work of the school is a priority in the work as principal.
The principal is ably supported in the organisation and running of the school by the teaching colleagues. The second teacher holds a special duties post of responsibility and assigned duties are conscientiously undertaken. Good co-operation is to be seen among all school personnel in the effective running of the school and the provision of a committed service to the children. A range of policies and procedures have been put in place to support the smooth running of the school. School records and documentation are carefully maintained. Cooperation with external agencies and organisations is facilitated. The teachers meet regularly to coordinate the work of the school and to plan for future curricular and organisational developments.
Good working relationships have been developed between the school staff and the chairperson and members of the board of management. There is ongoing communication with parents regarding developments in school life. Further development of arrangements for communication with parents and the school community generally, regarding the work of the school, for example, through a regular newsletter, is recommended.
Teaching staff consists of a teaching principal, one class teacher and the school also has the services of a shared special education teacher for 10 hours per week. At the time of the WSE, the second permanent teacher was on maternity leave and was replaced by a trained substitute teacher. Administrative assistance is provided to the school through the services of a part-time secretary. Good co-operation among all staff is in evidence.
The school has a good variety of teaching aids and these are used effectively in classrooms. Resources include photocopier, library materials, CD player, computers and computer software, Mathematics equipment, Science equipment, musical instruments, Physical Education equipment and Art materials. A wide range of learning resources is employed with children with special educational needs. Teaching resources are well maintained and are regularly updated. It is recommended that further development and implementation of school policy regarding the use of information and communication technology (ICT) as a valuable and accessible resource for teaching and learning in each classroom is undertaken.
Each classroom has appropriate furniture and is well maintained, heated and cleaned. The school has both tarmacadam and grassy play areas. Great care is taken to maintain the school and its environs in an attractive and safe condition. The active involvement of parents in this regard is to be commended. The current school accommodation is of a good standard. The accommodation needs of the school, particularly in the context of children receiving support from the special education teacher, are increasing. The board of management should address the emerging needs of the school in its planning and development for the future.
The teachers have engaged with the School Development Planning Service and the Primary Curriculum Support Service. A range of policies dealing with the administration of the school has been devised, including policies on school enrolment, a code of discipline and child protection. Policies have also been drawn up for most of the curriculum areas. The school plan is in an accessible format and is available for consultation. Work on the development of the school plan is ongoing in a number of curricular and organisational areas. Formal recording of the ratification of all school policies by the board of management is recommended.
Evidence was provided to confirm that the board of management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, September 1999) and Child Protection: Guidelines and Procedures (Department of Education and Science, April 2001). Evidence was also provided to confirm that the board of management has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of the departmental guidelines.
The school plan provides overall direction for the programme of work undertaken in the school and the organisation of the school. The teachers plan conscientiously for their work and suitable links are made between whole school planning and the individual planning carried out for each classroom. A review of policies is required in order to ensure that school policy and plans in each area of the curriculum are implemented on a whole-school basis, providing for, breadth, balance and continuity through the school. In the light of the implementation of the Primary School Curriculum 1999, it is recommended that priorities for the review of the school plan, to include particular areas of the curriculum be identified and a time frame set out.
Gaeilge
Tá an-iarracht déanta ag na hoidí dearcadh dearfa a chothú i leith na Gaeilge. Tá sé soiléir ón teagasc sna ranganna go bhfuil tuiscint mhaith ag na hoidí ar bhunphrionsabal an churaclaim. Baintear úsáid as modhanna múinte éagsúla – caint neamhfhoirmiúil, cluichí agus drámaíocht, obair i mbeirteanna agus dánta – chun foclóir na ndaltaí a fhorbairt. Bunaíonn na hoidí an obair ar théamaí ón gcuraclam agus léirítear na ceachtanna le fearas ilchineálach. Cothaítear scileanna éisteachta agus tugtar deiseanna do na daltaí ceisteanna a chur agus a fhreagairt. Is féidir leis na daltaí roinnt mhaith rainn a rá agus tá sé soiléir go mbaineann said taitneamh as seo. Moltar an bhéim a chuirtear ar an obair ó bhéal sna bunranganna.
Leagtar béim chuí ar thuiscint na ndaltaí sa léitheoireacht agus éiríonn go creidiúnach leo san obair seo. Léiríonn siad a dtuiscint ar an ábhar trí phlé agus trí chleachtaí sa scríbhneoireacht. Déantar cúram den obair scríofa agus tá samplaí den scríbhneoireacht le sonrú sna ranganna sinsearacha. Déantar monatóireacht chuí ar obair na ndaltaí freisin.
English
Conscientious planning is undertaken at the school level and at individual teacher level in relation to the implementation of the English curriculum. The changes in emphases of the Primary School Curriculum 1999 have been incorporated into the teaching approaches adopted in each classroom. The activities provided for the children are carefully differentiated to cater for the multi-grade setting where each classroom accommodates four class levels. Planning takes due account of the strands and strand units of the English curriculum and opportunities are created for the integration of English and the promotion of language development across all areas of the curriculum. The implementation of the teaching programme is supported throughout the school by the availability of a wide variety of fiction and non-fiction books and resource materials. A print-rich environment is a feature of each classroom.
Good practice was observed in the teaching and learning activities, which provided for many aspects of the English curriculum. Lessons in English are broadly based, employing a range of materials, and the use of story, drama, poetry, novels and games is commendable. The children are developing a good understanding of concepts of language and print. The children are provided with a range of opportunities to broaden their vocabulary, to develop listening skills and to use oral language in a variety of contexts. At the junior level, the children display enjoyment in reciting a selection of rhymes and poems. The children demonstrate good listening and speaking skills and in the senior level, they can talk competently and confidently about project work they have undertaken.
Children engage actively in the learning tasks in reading throughout the school. Emergent and early reading and writing skills are systematically promoted and due attention is given to the development of phonological awareness and handwriting. Higher order reading skills are carefully developed as children progress through the school. A wide range of reading materials is available to the children and they are encouraged to read for enjoyment, information and interest. Confidence and competence in writing are carefully fostered from infants through to the senior classes, and the children undertake writing activities for a range of purposes. Children in the higher classes have successfully engaged in interesting project work with cross-curricular themes. The written work of the children is carefully monitored and the use of grammar, punctuation and spelling is given due attention. While generally good standards are achieved in English, it is recommended that in building on current practices, strategies for the prevention, and for the identification and provision of support to children experiencing difficulties in learning should be strengthened across the school. The setting up of arrangements, such as paired reading and buddy systems should also be given consideration. Development of the use of information and communication technology (ICT), as a resource for teaching and learning in the area of English should also be further explored.
School planning for Mathematics takes account of the strands and strand units of the Primary School Curriculum 1999. Careful planning is undertaken regarding the implementation of the Mathematics curriculum as the teachers endeavours to provide for a wide range of age and ability in each classroom. Lessons are well organised and a variety of concrete materials and visual aids is available for the teaching and learning activities. Prediction and estimation skills are taught effectively. The children are encouraged to engage actively in the learning process through discussion and the use of materials. In the teaching of the Mathematics programme, an appropriate emphasis is placed on the development of the children’s abilities in oral Mathematics activities and their use of mathematical language. The integration of mathematical concepts with other areas of the curriculum is given due attention. While all strands of the Mathematics curriculum are covered, there is a particular emphasis on the strand of number and it is recommended that a balance be maintained between all strands in the Mathematics programme through the school. Greater opportunities for the children to practise skills and to develop their abilities in solving problems are recommended along with the wider application of problem solving skills to real life contexts related to their own experiences.
Teaching approaches are differentiated to accommodate children experiencing difficulties in learning mathematics and a number of children receive individual attention and support in this area. In general, the children are progressing well in Mathematics and the teachers monitor their progress on an ongoing basis. The children are provided with regular and constructive feedback on their work. The regular correction of the children’s copies, teacher-devised tests and commercial tests are all employed in the assessment and promotion of progress in Mathematics. This is commendable.
The school plan for SESE aims to provide the children with opportunities to explore, investigate and develop an understanding of the natural, human, social and cultural dimensions of local and wider environments and to learn and practise a wide variety of skills. In implementing the school plan for SESE, the children are provided with a variety of opportunities to explore and learn about a range of concepts and topics related to the local environment and the wider world.
Geography
In Geography, individual teacher planning provides for the development of a range of skills and concepts as the strands of human environments, natural environments and environmental care and awareness are explored. A thematic approach is employed in the teaching of Geography and discussion and investigation of topics are fostered. The children’s work in Geography is attractively displayed and they enjoy talking about their topics of interest. There are impressive samples of the children’ work to be seen in classrooms. Increased use of the local environment, where possible, should be given further consideration, along with wider application of active learning methodologies. Themes in Geography are suitably linked with other areas across the curriculum. The work in classrooms is supported through the judicious use of textbooks and related materials. The progress of the children in Geography is monitored through teacher observation and questioning, the completion of tasks by the children and through their involvement in project activities.
History
A broad programme of activities is undertaken in History incorporating the range of strands and reflecting the new emphases of the Primary School Curriculum 1999. An appropriate emphasis is placed on the exploration of the children’s personal and family history and to exploring aspects of past life in the local community. The children in the junior level enjoy a wide range of legends and stories. In the senior level the activities provide for the development of a growing range of concepts and skills as the children explore the lives and circumstances of people in the past. The work in classrooms is supported through the careful use of textbooks and reference materials. Themes from History are successfully linked with other areas of the curriculum. Teacher-led discussion and questioning, written tasks and project activities are used as the main forms of assessing the children’s progress in History.
Science
In the presentation of topics and concepts in Science practical activity is promoted and the children are given opportunities to work collaboratively as they observe, question, predict, hypothesize, investigate, experiment, and record findings. The children were observed engaging and participating with enthusiasm in the learning activities presented to them. The range of approaches employed aims to stimulate the interest of the children in Science and to promote the development of science related skills. The practical activities in the classroom are supplemented by the use of textbook and other resources. An awareness of and respect for the environment is actively encouraged among the children and they display good knowledge and understanding of environmental issues. The school has undertaken initial work in gaining recognition as a participant in the Green School Initiative. This is an important initiative and will provide practical experience and a focus for the children in furthering their knowledge and interest in the natural environment and Science generally.
Visual Arts
School planning in the Visual Arts aims to develop the children’s creativity and an appreciation of art. A broad programme is undertaken. The teachers endeavour to provide the children with a range of suitable experiences in all strands of the curriculum including, drawing, paint and colour, clay, construction, print, fabric and fibre. Activity-based learning and guided discovery are among the approaches and methodologies employed in the Visual Arts lessons and suitable materials are easily accessible. The children are given regular opportunities to look at and respond to art and to discuss their own work and the work of other artists. Classroom environments support the children’s creativity and celebrate their work through bright, attractive displays. Folders of the children’s work are maintained and their progress in the Visual Arts is monitored through teacher observation.
Music
A broad programme of activities is implemented in Music. While all strands of the curriculum are covered, the strands of listening and responding and of performing are given most attention. Through the range of activities of listening, responding and performing, the children are provided with opportunities to develop an appreciation and enjoyment of music. The children are taught a repertoire of rhymes and songs and they are encouraged to participate in a wide variety of musical activities. Musical activities are also used as an aid to learning across the curriculum, particularly in the junior level. Throughout the year, the children are provided with occasions to participate in seasonal and religious events. Rhythm work and music literacy are given due attention.
Drama
Drama is used as a methodology to encourage the participation of the children in the learning activities. Where appropriate, Drama activities are also integrated across other areas of the curriculum. Drama is used productively in the teaching of oral language lessons in Irish, English and as part of the SPHE programme. A specialist Drama teacher is funded by the parents and the children in both classrooms receive a one hour lesson each week.
A detailed school policy, addressing all strands of the curriculum has been drawn up in Physical Education. The school has access to outdoor facilities and a school hall for PE lessons and a good range of equipment is available. A broad range of physical education activities and games is included in the programme offered to the children throughout the school. The physical education lessons are well organised and the active participation of all the children is encouraged. Progress in the development of a range of skills is carefully promoted and the children clearly enjoy taking part in the range of activities provided. Opportunities to relate PE to other areas of the curriculum are pursued. The school also participates in local sports competitions and events. The school has benefited from the in-service training provided by the Primary Curriculum Support Service and this should provide further scope for development of the PE programme for children of all abilities and ages attending the school.
The school plan for SPHE aims to foster the social, personal and health education of the children and to enable them to make informed decisions about the social, personal and health dimensions of life. The implementation of policy in this area is given careful consideration in the school. Values and attitudes such as mutual respect and co-operation are encouraged and fostered. The children are recognized for their efforts. They are co-operative with each other and display positive attitudes towards their teachers and school. Turn-taking and respect for the opinions of others are cultivated. Opportunities for developing cross-curricular themes and the integration of curriculum areas are explored. The school has participated in initiatives such as the Readathon and Skipathon and other community, parish and diocesan initiatives. Elements of health education, safety and social and environmental awareness are included in the school SPHE programme and resources such as the Walk Tall are employed across the school. The school has developed and implements a policy in Relationships and Sexuality Education. The programmes in place in the school aim to address the wide range of learning needs of the children in this area of the curriculum.
The teachers carefully monitor the progress of the children in each class group. Particular attention is paid to the children’s progress in English and Mathematics. Standardised tests are administered annually in English and criterion referenced test are used in Mathematics and a screening test is used with children in senior infants. The results of these tests are used to identify children experiencing difficulty and to inform the planning of work programmes for each class group. Records of these results are carefully maintained in the school. In the other areas of the curriculum, the teachers regularly assess the progress of the children through observation and the administration of teacher designed tasks and tests. Parents are provided with a report on the progress of their children. Across the areas where the revised curriculum has been implemented, it is recommended that the range of assessment methods currently employed should be further extended. The children participate actively in lessons across all areas of the curriculum and are capable of producing work of a high standard.
School policy in this area is guided by the Learning Support Guidelines, recent circulars of the Department of Education and Science, and legislation. The special education teacher normally works in the school for two hours each day. Conscientious planning and preparation are undertaken in the development of individualised programmes for children who require support teaching. The programmes of work for each child are carefully organised and delivered. A variety of teaching methodologies is employed in meeting the special educational needs of the children. The school has acquired a range of special education resources, including a variety of teaching materials, ICT, and appropriate educational software. A range of commercial assessment materials has also been acquired. Records of the children’s progress are carefully maintained. Effective collaboration informs the provision of support for children experiencing learning difficulties and this good practice is commended. In the context of the development of whole-school procedures and programmes for the prevention, early identification and provision of support to children experiencing learning difficulties, opportunities for the development of in-class support should be further explored.
The school receives a small grant under the Giving Children an Even Break scheme. Among the purposes the grant has been used for, is the provision of a home-work club and a small group of children have availed of this service. Children attend the school from a variety of socio-economic backgrounds and all participate in an inclusive manner.
The characteristic spirit of the school supports inclusive policies and practices and the school is aware of its responsibilities in relation to the inclusion of children from minority groups.
Links between the school and the homes of the children have been established. Annual parent-teacher meetings are held and the principal is readily available to discuss issues of concern to parents. While parents are actively involved in the school in an informal way, a properly constituted parents’ association is not currently in existence. It is recommended that the board of management make arrangements for the putting in place of a parents’ association in line with the guidelines of the Department. Among its main functions will be the fostering of co-operation among parents, teachers and school management.
The following are the main strengths and areas for development 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 the board of management at which the draft findings and recommendations of the evaluation were presented and discussed.