Ballyraine National School is a co-educational, mainstream primary school situated in Letterkenny, Co. Donegal. It has had a history of diversity and multiculturalism. Pupils from African backgrounds make up the largest grouping of EAL pupils. The school celebrates diversity and is proud of its traditions in welcoming and effectively integrating EAL pupils and their parents into a positive, inclusive school community.

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	12
Number of mainstream class teachers	8
Total number of teachers working in support roles	3
Number of language support teachers	1
Special needs assistants	4
Total number of pupils enrolled in the school	232
Number of pupils with English as an additional language	43

There were two substitute teachers and one temporary teacher employed in the school during this evaluation.

3. Quality of school management

3.1 Characteristic spirit, mission or vision

Ballyraine National School is under the joint patronage of the Church of Ireland and the Presbyterian Church. It is a school with a Protestant ethos in which pupils of all religions and of none are equally valued and respected. The cultures and traditions of all pupils are cherished and celebrated. The school creates a learning environment which promotes inclusiveness and where the unacceptability of racial prejudice or discrimination is openly addressed among the pupils and parents.

3.2 Board of management

The work of the board of management is highly effective and members display commendable energy, enthusiasm and commitment to the school. Members are motivated and empowered through the delegation of a wide range of duties and responsibilities. The board is to be commended for the excellent teaching and learning facilities available to the pupils and the school community. The board endeavours to ensure that the school complies with statutory obligations and Departmental regulations and circulars. However at the time of this evaluation class sizes in five classrooms exceeded the recommended guidelines. The board is asked to monitor this on a regular basis. There is evidence of very effective partnership with parents in the drawing up, review and implementation of school policies. Members of the board report considerable confidence in the capacity of the teaching staff to deliver the curriculum and in the overall achievement of the pupils including the EAL pupils in many different areas of the curriculum. The board’s commitment to the continuing professional development of teachers is laudable. Commendable supports have been put in place for EAL pupils and their families.

3.3 In-school management

The quality of leadership is a significant strength of this school. The administrative principal is highly motivated, proactive and an energetic leader. He articulates a very clear vision for the school and is highly committed to his pupils. The principal has a highly visible presence in the school and he closely monitors the teaching and learning across the school. He has established an excellent sense of team among staff members and a strong culture of support and collaboration are evident. The principal is very committed to the promotion of friendship, acceptance and tolerance of the diverse range of cultures in the school community. He presides over effective school planning structures in providing for the needs of EAL pupils. He has made commendable links with outside agencies in support of EAL pupils and their parents.

The work of the middle management team contributes very effectively to the smooth operation of the school. The deputy principal adopts a most professional approach to her role and is a significant support to the principal. She monitors the pupils’ school attendance and her work in this regard is particularly effective. The range of regularly reviewed duties assigned to the other members of the middle management team is highly commendable. All post holders display commitment, energy and enthusiasm for their roles. A future review of duties should include EAL co-ordination, particularly the role of communicating with the diversity of parents and outside agencies in support of EAL pupils.

3.4 The management of resources

The management of staff is very satisfactory. Supports are in place for newly qualified teachers under the National Pilot Project on Teacher Induction. Team-teaching is used as a very successful methodology in support of pupils with special educational needs and language needs across the school. Five members of the staff have accessed continuing professional development in the area of language teaching or in the development of intercultural understanding. Formal structures should now be put in place to provide for the dissemination of teachers’ acquired knowledge and expertise among the staff.

The quality of accommodation is highly commendable. The learning environment is stimulating and challenging for pupils and all classrooms are well equipped with resources for teaching and learning. A dedicated, attractive, language-support room with excellent resources in support of the EAL pupils has been established. While a satisfactory range of mathematical equipment is available in the school, teachers should further develop the classrooms as mathematics-rich environments. The parent body has invested significantly in the provision of excellent information and communications technology (ICT) equipment. The additional provision of a science room and an art room, both equipped with an extensive range of materials and resources, is particularly noteworthy. The outdoor environment has been developed to provide a most effective resource for the pupils’ learning in the environment. Consideration could now be given to the development of library provision across the school.

The display of the pupils’ art and project work along the corridors is most supportive of the cultural diversity within the school. Multilingual signs are on display in the public areas of the school. EAL pupils are encouraged to maintain a connection with their own culture and language through seasonal whole school activities and displays. While some commendable picture cue systems have been put in place in the mainstream classrooms in support of EAL pupils, additional supports, through the display of word lists, pictorial representations of curricular themes, dual language books, notices and pictures of diverse cultures should be considered. Resources from the language-support room could be used further in mainstream classrooms to reinforce the concept of a diverse society.

3.5 Management of relationships and communication with the school community

The quality of parental involvement in the life of this school is highly praiseworthy. The principal seeks regular feedback from parents informally and formally through, for example, the use of questionnaires. Parents are welcomed into the school to support the children’s learning at every possible opportunity. An active parents’ association co-ordinates the school book rental scheme. Parents support the school’s extra-curricular activities and those with specialist expertise are invited to share their talents with the pupils. Commendable literacy and numeracy programmes are in place to help parents support their children’ learning. Some mainstream teachers hold curriculum information sessions for parents and this work is praiseworthy. Consideration should be given to extending this practice across the school. Significant effort has been invested into developing effective communications systems with the parents and the wider community. The “Links” newsletter and the wonderful school website www.ballyrainens.ie are particularly effective means of communication.

The quality of involvement of EAL parents in the life of the school is commendable and is being actively nurtured by school management and the parents’ association. Many innovative and creative school projects such as Multicultural Week, the school farm, the Green Team and paired reading projects have been important catalysts in engaging EAL parents in school activities. Breakfast meetings with EAL parents through the Fáilte club allows the principal identify issues that may be causing difficulty for EAL pupils. The language-support teacher is an immediate link for EAL parents with queries or concerns. A diary is used for each EAL pupil to assist with home-school communication. A whole-school celebration of multicultural week actively seeks to engage EAL parents in school activities and allows pupil exposure to a number of cultures, languages and festivals. Africa Day in May 2008 was a particularly noteworthy occasion whereby the African parent body supported the pupils’ exposure to African sports, dance and cuisine. Whilst, the school information booklet is an excellent source of information about the school’s policies and procedures for the majority of parents, it could be modified somewhat for EAL parents. The inclusion of further pictures, symbols, simplified text as well as some translated text, if required, would be a significant step in this regard.

3.6 Management of pupils

The management of pupils is highly effective and the relationships between the pupils and the teaching staff are very good. The pupils are very friendly towards and respectful of fellow pupils. They are highly motivated and are eager to engage in discussion, displaying a pride and interest in their work. The Green Team promotes the decision making responsibility of pupils in relation to environmental activities in the school. The school choir is an important, inclusive facet of school life for pupils in performances within and beyond the immediate school environment. A commendable range of after-school activities is organised for pupils. The teachers’ commitment to the programme of extra-curricular activities is acknowledged. The school actively engages in a wide range of competitions, projects and events to great success which broadens the educational experiences of all pupils and promotes pupils’ participation in education.

A whole-school approach is in evidence in the procedures and supports available to EAL pupils. There are satisfactory arrangements for the enrolment, planned induction and transfer of EAL pupils. They are age-appropriately placed and integrated effectively into the mainstream classrooms. The Teanga club promotes the inclusion and the engagement of EAL pupils in the life of the school. School assemblies are a very important means of ensuring the pastoral care of all pupils and of promoting a positive, inclusive, SPHE-rich whole school ethos.

4. Quality of school planning

4.1 Quality of whole-school planning

The quality of whole-school planning is highly commendable and the school planning process is now strongly embedded in the culture of the school. It is a highly collaborative process involving the board, principal, teaching staff and parents. Minutes from staff meetings indicate that there is a strong commitment to self-evaluation and planning for improvement. The school plan is relevant to the needs of the pupils and the context of the school. It contains a wide range of organisational polices that refer to the school’s compliance with relevant legislation. The school website should now be used to allow the further dissemination of the school plan among the parent community. This would also facilitate access to policies and plans for the staff and board as necessary.

The curricular plans for English and Mathematics are of a very high quality and are positively impacting on the teaching and learning in the classrooms. The English plan is very comprehensive and gives clear direction to teachers as to how the pupils’ oral, reading and writing skills will be progressed. Planning grids are very effectively used to plan on a whole school basis for many aspects of the English and Mathematics programme. Problem solving, the language of Mathematics and the teaching of number facts are given particularly good attention. Clear guidance is given to teachers in relation to the setting of homework and to parental involvement in support of learning. An excellent junior and senior Mathematics trail is in place to allow teachers to bring the learning out into the environment for pupils.

4.2 Quality of whole-school planning for EAL

The quality of whole-school planning for EAL is good. The board, parents, teaching staff and the wider school community have contributed actively to the school’s policies on inclusion, enrolment, intercultural education and English as an additional language. The EAL policy states that pupils will be withdrawn for support initially during curriculum time for Irish. Whilst this practice was not observed during the evaluation, it should be reviewed, particularly for pupils under the age of ten, who are not eligible for an exemption from Irish. The EAL policy should now be developed to include further information about the use of tests of language proficiency to identify pupils for language-support, the language programme for pupils based on the Integrate Ireland Language and Training framework (IILT) themes, the recording and monitoring of pupil progress, policy in relation to the withdrawal of pupils for language-support and collaborative planning with classroom teachers for language acquisition across the curriculum.

4.3 Quality of classroom planning including planning for EAL

The quality of classroom planning, both long-term and short-term is highly commendable. Monthly progress reports are comprehensive and are used by staff in review sessions to ensure continuity and progression in curricular programmes. Teachers’ individual planning incorporates specific objectives of the curriculum and is very closely linked to the school plan. This promotes continuity in learning and contributes to clarity in teaching resulting in very satisfactory learning outcomes for pupils. Classroom planning incorporates a wide range of assessment modes. There is evidence of very successful planning between the learning-support teacher and resource teachers in support of pupils with learning difficulties and those identified with special educational needs (SEN). Teachers’ planning, in the majority of cases, does indicate strategies to support differentiation and indicates how the curriculum is adapted for pupils with differing needs. Specific planning for differentiation should be the practice in all classrooms. This should also incorporate planning for the different learning needs of EAL pupils.

IILT materials are used by the language-support teacher in planning the pupils’ language programmes. Whilst the language-support teacher collaborates with classroom teachers when planning for the EAL pupils, this should be further formalised and developed. All classroom teachers should identify language demands across the curriculum and plan for specific language development opportunities for EAL pupils in each curricular area.

4.4 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.

5. Quality of learning and teaching

5.1 Teaching of English and English as an Additional Language

The quality of teaching and learning in the English lessons observed was very good. Teachers motivate and affirm pupils very well and overall the teaching in all areas of language is uniformly strong across the school. Lessons are very well structured and resources and concrete materials are used most effectively. Opportunities for active learning are exploited and very interesting tasks are set for pupils. Integration across the curriculum is very strong. EAL pupils are well scaffolded in their learning in all classrooms. They are very well engaged by teachers through skilful questioning. In all classrooms creditable emphasis is placed on the development of oral language and a commendable range of resources and active learning approaches is used to support language development. Flipcharts are effectively used as a language resource in some classrooms. The teaching of poetry is used to very good effect to enhance children’s appreciation of language. This could even be developed further in some classes with additional emphasis placed on word games, poetry rhymes and songs, before, during and after lessons.

There is a commendable whole school commitment to literacy and a very good range of structured reading materials to cater for a diverse range of reading abilities is available. Teachers use a range of teaching approaches including whole-class teaching, group work and individual tuition. Teachers model reading well and there is very effective use of flash cards in the junior classes. There is very effective work on letter and sounds identification in the infant and junior classes and the development of phonological skills is progressive and structured. The print-rich environment is well developed and extends beyond the classroom to the school corridors and to the general-purpose room. Sight words are effectively reinforced through the displays of high frequency words. Comprehension activities are regularly undertaken. Pupils undertake a range of writing activities and are generally well supported in their writing activities. Samples of the pupils’ work indicate that they are writing in different genres. Pupils are given opportunities to develop their skills of drafting, redrafting and editing as part of the writing process. The use of cursive script and the standard of penmanship could be developed further in some classrooms. Dictionary use is promoted in middle and senior classes. Project work is used as a very effective methodology across all classrooms and pupils are reading and writing across the curriculum. Station activities are used skillfully in some classrooms to structure in-class support sessions. The in-class support observed was very pupil-friendly and clearly had positive learning outcomes for the pupils.

Overall, the quality of pupils’ learning is praiseworthy. Pupils demonstrate very satisfactory progress and achievement in the four areas of language. They are confident speakers and can articulate their feelings and thoughts using a very good range of language structures and vocabulary. Few pupils present with reading difficulties and the quality of the children’s writing is very good. The EAL pupils, in many cases, are achieving as well as their peers and the progress of some pupils is remarkable.

5.2 Mathematics

The quality of teaching in Mathematics is highly commendable. Lessons observed were well structured, well paced and learning outcomes were clearly identified. Active learning approaches are utilized across the school. There is a satisfactory range of teaching methods, including whole-class teaching, group work and individual teaching in use. A wide range of concrete materials is used to support learning. Problem solving strategies are in use in classroom teaching. Whilst visual prompts for problem solving were on display in some classrooms, they should be displayed in all classrooms. Oral mathematical activities are used very effectively at the outset of lessons. Learning tasks are differentiated to suit the needs of all pupils. ICT is effectively used to support learning in the middle and senior section. The language of mathematics is given very good attention in all classrooms which is a very effective support for EAL pupils. Flashcards and visual prompts are also effectively used in many classrooms. The language-support teacher offers very good in-class support of EAL pupils during lessons. The resource teacher supports fun mathematical activities in the junior section.

The quality of pupils’ learning in Mathematics is very good. Pupils have a clear knowledge and understanding of concepts and skills, appropriate to their age, class level and stage of development. They are enthused by mathematical activities, display satisfaction with lessons, enjoy working on tasks set and display an interest in and capacity for problem solving. The pupils displayed satisfactory understanding of mathematical language in the lessons observed. The pupils’ performance on standardised tests is very good and the pupils’ achievement in Mathematics is one of the strengths of the school.

5.3 Assessment

There is a clear whole-school approach to assessment and a satisfactory range of assessment modes is used by teachers on a consistent basis to assess pupils’ progress and achievement. Teachers maintain records of pupils’ progress and monitor samples of the pupils’ work on a regular basis. Pupils are enabled to reflect on their own learning and to self-evaluate. The outcomes of class based assessments inform and enhance the teaching and learning. Careful attention is paid to the monitoring and analysis of the pupils’ progress in literacy and numeracy. Copies of assessment results are sent to parents annually.

Initial language assessments are carried out on EAL pupils at an appropriate interval after enrolment. Their progress is assessed regularly within the EAL setting in the four language skills of listening, speaking, reading and writing. An individual language profile is meticulously kept for each pupil and is reviewed regularly. Information on pupils’ progress is shared with parents, class teachers and other professionals when necessary.

6. Quality of supports for pupils

6.1 Pupils with special educational needs

The quality of whole-school policy and planning for pupils with SEN is very good. It gives clear direction in relation to the school’s provision for pupils with additional educational learning needs. The staged approach to the identification of pupils who require support teaching is consistent with the Department’s guidelines and circulars. Well maintained records detail the initial concerns identified, the screening measures administered and the pupil’s response to the classroom support plan put in place by the class teacher in consultation with support teachers. Very effective individual education plans (IEPs) and individual pupil learning profiles (IPLPs) are drawn up for pupils who receive additional supports.

The quality of teaching and learning for pupils with learning difficulties and SEN is very good. Support teachers work very effectively alongside class teachers in the mainstream classrooms. Overall progress is in keeping with ability and the teaching targets set. The range and quality of activities undertaken demonstrates very good progression and development of pupils. The special needs assistants support pupils very well within the classrooms. Concrete materials and ICT support are easily accessible to teachers and pupils and are used to very good effect. The interactions observed between teachers and pupils receiving supplementary teaching were very affirming and encouraging of pupils. Lessons in both the learning support and resource contexts were well structured and suitable resources were used effectively to support teaching. The quality of assessment of SEN pupils is very good. The monitoring of progress and the interpretation of results feeds clearly into planning at pupil, class and school level. There is daily communication with parents and their views and perspectives are valued by the staff. The quality of pupils’ achievement is very good. Pupils are given opportunities to grow in social confidence through co-operative activities and through presentation of their work to others. They participate actively in, and benefit from, all areas of the curriculum.

6.2 Pupils with English as an additional language

Conscientious efforts are made to ensure that the EAL pupils have appropriate additional language-support within the classrooms or in group or individual withdrawal contexts. The majority of the pupils supported are in the infant classes. There is very good engagement with the pupils in the withdrawal context. Very structured teaching is evident which allows pupils to experience active learning approaches allowing for peer interaction and language development. The commendable practice observed incorporated the use of a wide range of resources and teaching methodologies including direct instruction, play, games and group work. Song-singing could be used further in instruction. Pupils are prompted very well through the use of gestures and key visual aids and are given adequate time to respond and to speak. They are encouraged very well in their attempts at communication and their language skills are reinforced effectively. There is particular empathy for pupils in the silent and emerging phase of language acquisition. Relevant and achievable learning targets are identified for pupils that allows for consistent and systematic progression of the pupils’ language skills. Language themes, language benchmarks and assessment scores in respect of the EAL pupils are shared with class teachers. Outcomes of assessments inform and enhance the teaching and learning for EAL pupils. Pupils who are more able and confident with adequate fluency should, however, be supported within the classrooms to avoid them missing out on curriculum activities.

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

The inclusive nature of the school ensures that all pupils have equality of access to the full range of school activities. Many extra-curricular activities are aimed at keeping targeted pupils engaged with school life. Department grants are appropriately used to support pupils from disadvantaged backgrounds.

Conclusion

The school has strengths in the following areas:

· Ballyraine National School has a very positive ethos which values and affirms linguistic, ethnic and cultural diversity. The school is to be commended for the many strategies it has developed including the Fáilte and the Teanga clubs, to engage and welcome EAL pupils and their parents into the life of the school.

· The board of management is commended for the provision of excellent teaching and learning facilities and a comprehensive range of resources that are used creatively to enhance teaching and learning.

· The administrative principal is a highly motivated, effective, energetic leader who is very engaged in the monitoring of teaching and learning across the school.

· The deputy principal and the middle management team play a very strong role in leading improvement and innovation in teaching and learning across the school.

· The range, quality and variety of the learning activities undertaken and experiences gained by the pupils illustrate significant reflection and innovation by a dedicated team of teachers.

· The pupils are very friendly towards, and respectful of, fellow pupils and of school staff. They are highly motivated and display a pride and interest in their work.

· The teaching of Mathematics is commendable. Pupils are happy and confident in their learning and are achieving commendably well.

· The school’s website and the photographic evidence of the pupils’ involvement in a wide variety of interesting educational projects capture the spirit of Ballyraine National School in a very effective way.

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

· The EAL policy should now be reviewed and further developed. Providing further information on the identification of pupils for language-support with reference to the use of the Primary School Assessment Kit, the language programme based on the IILT themes and the policy in relation to the withdrawal of pupils from mainstream classes for language-support.

· Opportunities for collaborative planning between the class teachers and the language-support teacher should be formalized and held on a regular basis, particularly in the infant section, to ensure continuity in use of IILT themes in both the language-support and classroom settings.

· All classroom teachers should identify language demands across the curriculum and plan for specific language development opportunities for EAL pupils in each curricular area.

· Specific planning for differentiation should be the practice in all classrooms. This should also incorporate planning for the different learning needs of EAL pupils.

· A future review of the duties of post holders should include EAL co-ordination, particularly the role of communicating with the diversity of parents and outside agencies in support of EAL pupils.

· Some photographs, symbols, simplified language and some translated text, if required, could be used in a modified school information booklet in support of newcomer families.

· The school website should be used to circulate school policies, both organizational and curricular to the parent community.

· Library provision in the school should be developed further.

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

Published March 2009

Appendix

School Response To The Report

Submitted by the Board of Management

Area 1: Observations on the content of the inspection report

The Board of Management of Ballyraine National School welcomes the WSE report and would like to thank the DES inspectors for the courtesy and professionalism shown during the WSE. The board of management welcomes the WSE report in its affirmation of the excellent work of teachers, pupils, parents and school community. The report affirms many features of good practice currently being implemented in our school.

Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection

The report has provided us with a ‘snapshot’ of our current strengths and the recommendations provide new challenges which will further enhance the quality of the educational experience for all the partners in our school community.