The Inspectorate of the Department of Education and Science undertook an evaluation of the learning and teaching in Social, Personal and Health Education (SPHE) and English in a sample of schools nationally.

This evaluation was the third in a series of thematic evaluations of aspects of the primary curriculum and was part of an ongoing review of curriculum implementation in primary schools. The purpose of this evaluation is to provide information on the extent of curriculum implementation in SPHE and English. The evaluation will focus on the teaching and learning in SPHE and English and on the quality of pupils’ achievement in these curricular areas. This evaluation identifies and affirms good practice, and makes recommendations for teaching and the enhancement of pupils’ learning experiences and levels of achievement.

Two inspectors were involved in the evaluation in SN Naomh Aonghusa, Bridgend. The evaluation involved the observation of teaching and learning in different class settings, a review of planning and policy documents, and an evaluation of the progress of pupils, including those receiving supplementary teaching in English. A school questionnaire was administered and interviews with the principal and teachers were conducted. Pupils in senior classes were invited to complete questionnaires with respect to issues related to SPHE. 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. School background and context

Scoil Naomh Aonghusa is a ten-teacher mixed, mainstream primary school situated in Bridgend, Co Donegal directly on the border with Northern Ireland. There are 201 pupils from junior infants to sixth class enrolled. The school is under the patronage of the Roman Catholic Bishop of Derry. The school receives some additional funding from the “Giving Children an Even Break through Tackling Disadvantage” (GCAEB) rural scheme and from the Home-School-Community Liaison Programme (HSCL). In 1996, the year when the last school report was issued, there were 151 pupils enrolled and there were seven teachers. Enrolments have increased in the intervening period with the figure remaining quite constant in the past three years. Only two of the teachers who taught in the school in 1996 remain. Several of the teachers were appointed in the last five years and two of these have provisional recognition. The majority of the teaching staff have received their initial teacher education outside this jurisdiction.

The school leadership is strongly commended for the inclusive atmosphere that prevails in Scoil Naomh Aonghusa; the holistic development of pupils is promoted satisfactorily and pupils with special educational needs are given particular attention. The overall climate of the school is positive and child-friendly and this is reflected in the confident attitudes of most pupils. The protocol in the majority of the classrooms is excellent. Classroom rules have been clearly established in consultation with the pupils and all pupils co-operate with the teachers in implementing the school’s code of behaviour. The pupils’ school attendance figures are satisfactory and there has been no incident of prolonged pupil absence in the past term.

2. Provision and use of resources

The school has an administrative principal teacher and eight mainstream class teachers, one special education teacher, a shared HSCL co-ordinator and one part-time resource teacher. The special education teacher job-shares with a colleague from another local school. There is some rotation of teachers from year to year. It is recommended that management plans for the regular rotation of teachers based on the needs of the pupils. The current distribution of single classes means that class-size exceeds the recommended guidelines set by the Department of Education and Science in two classrooms. School management should attend to this matter so that it does not re-occur in the next school year. Three full-time special needs assistants cater for the needs of pupils with additional needs. They provide very positive support to these pupils enabling them to participate in school life as fully as possible. A full-time secretary provides valuable support to the school management and the teachers.

The majority of the classrooms are bright, comfortable, adequately heated and ventilated. As highlighted during the evaluation, one mainstream classroom and one support teaching room are inadequately sized. It is recommended that the board of management review the accommodation available in these two cases. All classrooms are print-rich and attractive samples of the pupils’ work are displayed. Other illustrative materials that support the SPHE and English curriculum are exhibited. Classroom rules, class mottos and class targets are displayed in several classrooms.

The board of management is commended for the maintenance of the school building. Classrooms and ancillary accommodation are clean and sanitary. Appropriate toilet facilities are available to pupils and staff. Playground and recreational space is satisfactory. The board is presently concerned with the development of a car park and improved exterior lighting for the school.

The school is well equipped with resources for learning in SPHE and English. All SPHE resources, including a commendable range of DVDs, videos and posters, are audited and a copy of all publications and packs are listed in the school plan making them easily accessible to teachers. Important resource materials, such as the Department's Relationships and Sexuality Education programme together with the Walk Tall and Stay Safe programmes, are effectively used by teachers. The teachers also avail of resources from the wider community. For example, visits from the Garda youth liaison officer assist in delivering the Walk Tall Programme in the area of substance abuse. Also, a cuiditheoir from the Primary School Curriculum Support Programme has modeled lessons in Relationships and Sexuality Education (RSE) in the school. The teachers believe that this particular support has empowered them to implement the RSE programme across the school. Any external support provided to the school is carefully planned for and monitored by the principal and staff.

In English, a good range of resources is in use. These resources include illustrative materials, both commerical and teacher-generated, language programmes, a selection of large-format books and class novels. The school library is well organised. Commercially produced materials to aid the development of pupils’ phonological and phonemic awareness, and spelling capacities are used in most classrooms. In all classrooms evaluated for teaching and learning in English, there is information and communication technology (ICT) hardware with a limited range of suitable software. Consideration might be given to the manner in which ICT is used in mainstream classrooms to support pupils’ learning in English in order to ensure consistency of practice. Some reference materials for teachers on the teaching of literacy are available in the school and are complemented by teacher-generated materials. The support teaching settings are well resourced and well organised. In order to facilitate enhanced resource provision for pupils with additional learning needs, it is recommended that the availability and use of appropriate software be increased, as resources permit. Additional large-format books (and their corresponding small-format versions for pupils’ use) and reference materials for mainstream teachers on the teaching of literacy and on the teaching of pupils with additional learning needs should be acquired.

3. Quality of whole school planning in sphe and in english

A comprehensive whole-school policy for SPHE was devised with input from teachers, parents and the board of management. The vision and philosophy is clearly outlined in relation to SPHE. The plan is based on the structure and the principles of the SPHE curriculum and it takes account of the three curriculum strands; Myself, Myself and Others, and Myself and the Wider World. A copy of the SPHE plan is provided to all the teaching staff on CD-ROM. It is commendable that the SPHE programme is sent to each home annually. Parents may access all school policies through the principal’s office. Many other organisational policies including the enrolment policy, the code of behaviour, the anti-bullying policy and the healthy eating policy support the SPHE plan. One policy that is notably absent from the school plan is a gender equity/equality policy. This should be included in the school’s planning diary. A policy on Relationships and Sexuality Education is available and it is noted the original RSE committee involved parents, board members and teachers. The policy was last reviewed in 2001. In the interim the school has been making very good provision in the implementation of the RSE programme. There remains some difficulty in the junior classes about the naming of body parts as outlined in the Growing and Changing strand unit. It is recommended that the RSE policy be reviewed in consultation with the partners and that the content objectives for all class levels be clearly outlined in this process and recorded in the school plan.

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, 2004) and Child Protection Guidelines for Primary Schools (Department of Education and Science, September 2004). 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’s plan for English states that its purpose is to enable all pupils to communicate effectively, to ensure continuity from class to class regarding curriculum content and teaching methodologies and to assist the teachers in incorporating the new emphases and methodologies outlined in the curriculum. Statements in regard to oracy and literacy are generally in line with the recommendations of the Primary School Curriculum Support Programme (PCSP) and illustrate significant effort and thought on the part of many teachers. The plan contains brief detail under headings such as language programme, reading, writing, assessment and record-keeping, parental involvement and community links. However, in order to further the school’s own rationale for planning in relation to continuity from classroom to classroom, these policies would benefit from further discussion and on-going review at a whole-staff level.

The whole-school plan for English requires more specific and structured delineation of the oral, reading and writing programme across the school. To this end, regular staff meetings should be facilitated to assist in the sharing of best practice and the consistent implementation of prioritised literacy objectives in every classroom. Review dates for whole-school planning should be outlined and the allocation of responsibility in relation to such review should be included in the school plan. Posts of responsibility have been assigned but further consideration should be given to a review of these posts in order to prioritise the pupils’ literacy needs. Whole-school planning for assessment and record-keeping needs further consideration to ensure its consistent implementation in every classroom. In order to enhance the teachers’ planning capacity, it is recommended that teachers review one strand of the English curriculum together initially, for example writing. In doing so, they might consider what is currently in place, assess its implementation and look at the considerable planning expertise available both within the teaching staff itself and through the PCSP and School Development Planning Initiative, in terms of personnel and internet support.

The whole-school plan for support teaching is broadly reflective of what is contained in the Department’s Learning Support Guidelines. A review of the document is needed in light of the appointment of a resource teacher and the appointment of several new teachers to the staff. The document might include clarification regarding homework, the criteria for supplementary teaching selection, and examples of the individual learning plans utilised in the school. The very progressive consultation arrangements currently employed by the school between mainstream and support teachers should be documented and clear detail of early intervention programmes and any in-class provision by support teachers should be included and reviewed regularly.

The quality of the individual teachers’ planning for SPHE is good in the majority of classrooms. The teachers conscientiously prepare long-term plans and short-term schemes of work that are focused and detailed. It is recommended that all teachers plan in a similar manner. It is reported that teachers meet and plan programmes together on a two yearly basis to ensure continuity and progression in SPHE for pupils. Excellent practice was noted in a number of instances where planning is closely linked to the curriculum objectives and to the curriculum strands and strand units. In these cases, teachers use templates effectively to facilitate the integration of SPHE with other subjects across the curriculum. It is evident that all teachers are conscious of individual differences in their classrooms and pay careful attention to pupils with special educational needs. It is recommended that teachers include planning for differentiation in SPHE activities in respect of such pupils.

A review of the teachers’ monthly progress records indicates that all aspects of the SPHE curriculum are covered with particular attention given to the strands Myself and Myself and Others. The principal teacher reviews these monthly records in order to monitor whole-school provision of SPHE. At the moment, this is not an easy task as the teachers record progress in varying formats. It is recommended that all staff record progress in a similar and systematic manner so that the monthly progress reports become a more useful tool in reviewing the progress of curriculum implementation across the school.

All teachers provide long-term and short-term plans for teaching English. All teachers provide monthly progress records to the principal. The quality and detail provided in such planning varies from teacher to teacher with some examples of commendable practice in existence. It is recommended that a staff consensus is reached with regard to planning and that particular attention should be paid to providing detail of work completed under strand and strand unit headings with, perhaps, some specific reporting on the use of the novel, assessment, handwriting, the newly introduced phonemic awareness programme and any other area that the teachers consider to be in need of consistent monitoring. In this manner, teachers with curriculum leadership responsibility can monitor progress more readily across the various elements of the school’s literacy programme. Additionally, whilst classroom practice indicates that teachers are aware of the need to differentiate learning tasks for pupils in English, there is no written evidence in some sections that such differentiation occurs.

Individual teachers’ planning in the support-teaching context is very good and pupils’ records are maintained in a thorough and efficient manner. Though on parental leave, the HSCL teacher visited the school during the evaluation period and presented planning documents for the previous school year. A yearly plan, weekly record and brief tick-list of activities completed on a monthly basis are maintained. These documents outlined an impressive list of activities completed with parents and the wider community. It is recommended that the school maintains more detail in regard to home-visitation and that for the immediate future there is a particular focus on literacy initiatives to correspond with the school’s prioritisation of literacy.

4. Quality of learning and teaching in sphe and english

4.1 Social Personal and Health Education

The quality of learning and teaching in SPHE was evaluated on the basis of observation of teaching and learning in five mainstream classrooms, a review of pupils’ work and the allocation of SPHE tasks to pupils. All teachers implement the SPHE curriculum and SPHE is timetabled as a core curricular subject. Teachers are encouraging and affirming of their pupils and work hard to ensure the maximum participation of the pupils in the learning process. A satisfactory programme of SPHE is delivered particularly in the curriculum strands Myself and Myself and others. A review of provision in the curriculum strand Myself and the Wider World in the middle and senior sections of the school is recommended. In some classrooms the integration and linkage of SPHE with other subjects is carefully planned and executed. This results in a comprehensive programme of learning for the pupils. Planning for the integration of SPHE with other subjects should be a regular feature of practice in every classroom.

The quality of teaching in SPHE is very good in the majority of classrooms. Whole-class teaching is the predominant strategy adopted. Pupils are stimulated by well-constructed lessons and most pupils are actively engaged. Discussion is a key methodology employed in SPHE lessons. Pupils are encouraged to ask questions, give opinions, explore ideas and make responses. The care and attention given to pupils with special education needs by classroom teachers, special needs assistants and by support teachers are laudable. The Skills for Life programme that is implemented by the support teachers in collaboration with the special needs assistants is praiseworthy.

Most pupils display confidence in their SPHE learning. The majority of pupils talk confidently about themes explored and about the relevance of SPHE in their lives. The senior pupils are enthusiastic about themes they have studied including growing and changing, nutrition and drugs. However, some pupils remain hesitant speakers and display poor articulation and fluency of speech. Further opportunities to develop competence and confidence in their use of language across the curriculum should be exploited. In the majority of classrooms pupils listen respectfully to the views and opinions of others. However, this is an area for development for the school as some pupils had difficulty in listening to their peers.

A comprehensive range of co-curricular and extra-curricular activities is available to pupils. They engage in dance, football, choir, soccer, swimming, quizzes, school tours, school productions and dramatic activities. The provision of after-school clubs, such as the science club, instrumental music and singing club to the pupils is laudable and deserving of particular commendation. An attractive school magazine is issued regularly. The introduction of school assemblies and a pupils’ council would further the good work underway in the school.

4.2 English

In English, learning and teaching was observed in five mainstream classrooms and in all the support teaching settings. As with SPHE, pupils’ work was examined and various tasks were allocated to the pupils. The teaching of English in the school is generally good and teachers work hard to provide an interesting programme for their pupils. However, attainment levels in reading, as evidenced in the school’s standardised assessment records, give cause for some concern. Teachers are aware of the need to improve their pupils’ literacy levels and show considerable dedication to this goal. While the pupils’ word attack and identification skills are satisfactory, there is need to improve reading comprehension levels and to extend the pupils’ vocabulary knowledge.

Most teachers provide differentiated readers to their pupils according to their pupils’ ability levels. This practice should be extended to all classrooms. Some teachers also use a class novel to augment their reading programme. High frequency words, common words, root words, prefixes, suffixes and polysyllabic words to encourage word identification and reading fluency are displayed in a number of classrooms. Such practice should be extended to all classrooms.

Teachers provide ample opportunity for pupils to write and most teachers ensure that the pupils get to work in a range of genres. The introduction of the writing process as outlined in the English curriculum should be progressed in all classrooms and pupils should be taught to review their own writing in a structured manner. While close attention is paid to handwriting and presentation in some classrooms, the teaching of handwriting requires a more systematic approach in the school. It is admirable that pupils are encouraged to use approximate spelling progressing to more formal spelling. The practice of giving dictation tests rather than word lists in most classrooms means that pupils confidently approach writing any tasks assigned to them.

Teachers have opted to implement a new phonics programme, Sounds~Write. Their interest and innovation in progressing their pupils’ skills in this important area is commendable. Most teachers undertook a training course in the programme and it is implemented in most classrooms but not in all. In order to assess the impact of the programme in this particular school setting, it is advised that pupils’ achievement be considered at the end of the current school year in a formal and systematic manner. The teachers should also document their impressions of implementing the programme and detail the progress made by pupils in their monthly reports.

Provision for pupils with additional learning needs in English is very good in the school. Support teachers have begun to employ a combination of withdrawal and in-class support. Lessons observed were well structured and involved an appropriate range of tasks and activities. Active learning methodologies, brainstorming strategies, discussion and visual cues were used regularly. Pupils were extremely co-operative and enthusiastic in their learning and are making good progress in acquiring literacy skills generally.

In most classrooms, the pupils are seated in groups to facilitate learning and interaction with their peers. A number of commendable group learning activities were observed. However, observation of learning activity in some classrooms, particularly with regard to pupils sharing responsibilities, roles and tasks indicates that the teachers’ facilitation of collaborative learning approaches would be advantageous.

5. assessment and achievment in sphe and english

In SPHE, teacher-observation is the main method of assessment used in this school to evaluate the pupils’ learning. Some teachers require pupils to use dedicated SPHE copybooks and other teachers use photocopied worksheets. A small number of teachers have begun to create individual pupil-portfolios and this is good practice. Project work is used effectively as a method of assessment in the middle and senior sections. Consideration might now be given to a whole-school approach to assessment of SPHE. This approach should be recorded in the school plan. Careful consideration should be given to what teachers will observe and record with regard to their pupils’ progress, achievements, skills’ development and attitudes in SPHE. The assessment section in the curriculum will be an important starting point in this regard. Further opportunities to engage the pupils in self-assessment are also recommended. Once per year, teachers meet parents formally to discuss pupils’ progress. Written reports including a section on the pupils’ social and personal development are sent to parents at the end of the school year.

In English, pupils’ reading abilities are assessed using the standardised reading test Micra-T. Junior pupils have been tested using the Middle Infant Screening Test and Early Years Easy Screening. Results of this assessment show that many pupils are not achieving satisfactorily in reading. Pupils who receive supplementary support teaching are assessed using suitable diagnostic tests including NRIT, Neale Analysis, Quest, Aston Index and Schonell. As a result of such testing the use of Forward Together and other pertinent literacy intervention programmes has been initiated. Support teachers have also begun to research the use of Reading Recovery techniques and will assess its success at the end of the current school year.

An analysis of pupils’ written work indicates a good average writing ability overall in the school. Strengths are evident in the content and organisation of writing. Pupils are able to focus on the topic and give reasonably detailed description of people and events. The style aspect of the written work is mainly good, but there is scope for use of a more extensive range of vocabulary and more complex sentence structures.

All mainstream teachers maintain some records of progress in certain elements of literacy and monitor the pupils’ written work well. Results of dictation, reading, and grammar tests are those most frequently maintained. In the junior sections of the school, there are some records with regard to words mastery and checklists with regard to emergent writing attainment. There is a need to review record-keeping so that there is consistent and best practice in every classroom. Record-keeping in relation to pupils’ oral and writing abilities needs to be improved throughout the school and should be considered as part of the school’s review of assessment procedures generally.

6. Future development of sphe and english

Scoil Naomh Aonghusa is a caring school community that provides a well-ordered, secure and happy atmosphere. The principal, teachers and support staff are praised for their commitment to the pupils and to their work. They are committed to the holistic development of the pupils and receive strong support from the board and the parents in this regard. The support of the chairperson in particular, in the moral and pastoral care of the pupils is acknowledged. The pupils are commended for their open, positive and enthusiastic approach to learning.

A number of themes for future development are identified and some are outlined below:

There should be prioritisation of teaching and learning in literacy throughout the school to include

Ø the development of pupils’ reading attainment across all curriculum subjects

Ø a systematic focus on the teaching of the writing skills, including handwriting throughout the school

Ø the provision of regular and structured peer and group learning opportunities in every classroom

Ø further emphasis on pupils’ listening and discussion skills and on the development of pupils’ vocabulary

Purposeful record-keeping practices should be implemented throughout the school in order to better inform teaching and learning practices.
There should be a review of individual classroom planning to promote consistency of practice.
A review of posts of responsibility should be considered in light of the school’s literacy development needs
The policy for Relationships and Sexuality Education should be reviewed in consultation with the partners. The objectives for all class levels should be outlined and included in the school plan.
Teachers should plan for the differentiation of SPHE tasks and activities in respect of pupils with special educational needs.
A whole-school approach to the assessment of SPHE should be adopted and implemented.

Conclusion

The Inspectorate of the Department of Education and Science wishes to acknowledge the contributions made by the principal, teachers, pupils and the entire school community during the course of the evaluation. It is hoped that this report will assist the school in reviewing practice at school level and in identifying priorities for future development.