An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Saint Oliver Plunkett’s National School
Navan, County Meath
Roll number: 19476H
Date of inspection: 28 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 impact 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 St. Oliver Plunkett’s National School, Navan. 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 inspectors held pre-evaluation meetings with the principal, the teachers, the school’s board of management, and representatives of the parents’ association. The evaluation was conducted over a number of days during which inspectors visited classrooms and observed teaching and learning. They engaged with pupils, examined their work, and interacted with the class teachers. They reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspectors 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.
St. Oliver Plunkett’s National School, is a large urban Catholic co-educational primary school under the patronage of the Bishop of Meath. It is situated in the suburb of Blackcastle in Navan, Co. Meath and has 617 pupils on roll. Over the past number of years the population of Navan has grown considerably. To facilitate the equitable growth of all schools in the Navan area the patron of the school has directed that the junior infant annual enrolment should not exceed 60 pupils. There have been considerable changes in the profile of pupils attending the school in the last ten years. Currently some 100 foreign national children are enrolled. Through its vision statement the school articulates its aim of enabling pupils to realise their full potential as unique individuals within society and cultivates the principle of preparing children for lifelong learning. The school provides a caring and supportive educational environment for families of all social, cultural and religious backgrounds, where differences in values, beliefs and traditions are acknowledged, respected and celebrated.
The board of management is properly constituted and members display a strong commitment to the development of the school. They have clear, specific roles and participate in various sub-committees to ensure management tasks are accomplished. Board of management meetings are held on a regular basis. It is reported that an agenda is circulated prior to each meeting and a financial statement is furnished. There is good, ongoing communication between the board of management and parents. The chairperson and other board members are in continuous contact with the principal and staff. All partners and stakeholders of the school community are very supportive of the work of the board of management.
The in-school management team comprises a principal, deputy principal, five assistant principals and eleven special duties post holders. Inclusiveness and equality of opportunity for all pupils are central to the principal’s philosophy of education. His leadership is characterised by dynamism, enthusiasm and commitment to the development of the school. Over the last number of years the school has been led with great verve and creativity in embracing very significant changes in curriculum and in the development of social inclusion. The smooth running of the school is effected by the very active approach taken to its day-to-day functioning.
The school has a defined in-school management structure with delineated responsibilities. Duties attached to all posts are clearly specified and various responsibilities are carried out with competence and commitment. In general these responsibilities relate to school organisational matters and some curriculum development. Post holders adopt a professional and responsible attitude to their duties and are agreeable to adapt to changes to designated tasks as required. Posts are regularly reviewed and matched to the talents of the members of the in-school management team. The principal, deputy principal and assistant principals who meet regularly to respond to the on-going management needs of the school should now consider a more equitable distribution of duties and a greater responsibility for curriculum development by all post holders. An excellent team spirit, a good sense of mutual support and a cooperative working atmosphere is evident among the in-school management team.
The teaching staff consists of a principal teacher, 23 mainstream class teachers, and 13 teachers who work in a support capacity. Seven of the support teachers work in the learning support and resource area, two in special classes for pupils with emotional and behavioural difficulties, one as a resource teacher for travellers and three support children learning English as a second language. In addition there are two part time resource teachers employed directly by the board of management to respond to the learning needs of some pupils. Thirteen special needs assistants ably assist the staff in catering for the needs of a number of children in the school. Teachers are afforded experiences of teaching in a variety of classes and contexts over a number of years. Policies have been developed on job-sharing, career breaks and other forms of leave to facilitate staff and to ensure the welfare and educational needs of the pupils. A mentoring system is in place to support new staff members. The management commits a financial budget towards continuous professional development for teachers and appropriate courses have been made available to improve the capacity of staff to meet pupils’ specific needs. It is reported that some appropriate in-house training had taken place through sharing the knowledge and skills acquired at these courses. Staff should now consider extending this good practice.
Thirteen mainstream classes are housed in the original school building while ten are accommodated in prefabricated temporary buildings. Nine education support areas are provided through the division of three mainstream classrooms. The remaining support rooms are in portacabin-type buildings. The school also has a dedicated library, a computer room, a general-purpose room and a staff room. A high standard of hygiene, neatness, décor and order is in evidence throughout the building, which contributes to the creation of a welcoming atmosphere and a pleasant working environment. The development of a new staff car park is at an advanced planning stage. The board of management is presently planning to extend the school to include permanent classrooms, an appropriate sized staffroom and toilet facilities.
A good variety of teaching and learning resources is available in the school. Each classroom has a considerable range of appropriate charts, maps and posters on display, which contributes to the creation of a stimulating learning environment. The school library is very well stocked with good quality books to suit all levels, interests and abilities. Under the guidance of a post holder, parents facilitate the operation of the library. An extensive variety of physical education, science and mathematics equipment, visual arts supplies, board games and audio-visual resources is also available. An Information Communication Technology (ICT) laboratory has a suitable amount of software for different curriculum areas and adequate teacher ICT research and reference resources. Staff use these resources very effectively to support their teaching. They have enhanced their working surroundings and have created attractive and stimulating learning and teaching areas through the judicious use of colourful charts and displays. Corridors are used to good effect to display samples of pupils’ work, many of which celebrate the diversity of cultures among the families in the school.
The school has a very clear and purposeful mission statement that comprehensively delineates its educational intent. Many statutory policies have been developed including enrolment, health and safety, discipline and anti-bullying policies. A broad range of transparent curriculum and organisational policies, which gives substance to the school’s vision statement, is provided.
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.
Whole-school curriculum planning has been initiated in almost all subject areas and well advanced in some. All areas have been planned in accordance with the strands and strand units of the Primary Curriculum. Plans are practical, respond to the needs of the school and have clearly been developed by the school staff. The whole school planning process is presently co-ordinated by one special duties post holder and involves all teachers. To further advance whole-school curriculum planning, it is recommended that the co-ordination of the planning for each curriculum subject area be the responsibility of named post-holders.
All teachers engage in long-term and short term planning and maintain monthly progress records.
Some very good long-term planning was in evidence. Where time-bound long-term planning is laid out, work is balanced in terms of delivery of strands of the curriculum and structured in relation to progression throughout the year. Further use of this practice throughout the school is recommended. Short-term planning templates make provision for the strands of all curriculum subjects. It is suggested that they be reviewed, however, to ensure that learning outcomes are clear, teaching methodologies and assessment strategies are outlined and that provision is made for pupils’ individual learning needs. Teachers generally indicate progress in teaching through marking completion on short-term plans. To inform forward planning over a number of years, it is recommended that a separate document be maintained identifying the progress of the implementation of teachers’ yearly plans. A good range of methodologies for curriculum implementation is used in all classes through the use of teacher-directed approaches, whole-class teaching and group learning activities.
Gaeilge
Tuairiscítear gur ghlac an fhoireann iomlán páirt i bhforbairt an phlean scoile don Ghaeilge. Is inmholta mar a leagtar béim sa phlean ar úsáid na Gaeilge mar theanga bhainisteoireachta sa scoil agus mar a aithnítear ócáidí ar leith le linn an lae scoile inar féidir an Ghaeilge d’úsáid. I gcomhthéacs na scoile, aithnítear deacrachtaí agus láidreachtaí ar leith a bhfuil tionchar acu ar theagasc agus ar fhoghlaim na Gaeilge. Le forbairt a dhéanamh ar an bplean, b’fhiú teacht ar chomhthuiscint i measc na foirne maidir le háit na filíochta agus na scéalaíochta i bhfoghlaim na teanga agus soiléiriú a dhéanamh ar an gcur chuige do theagasc na ngnéithe seo ag gach rang-leibhéal. Ba chabhair freisin caighdeáin a leagan amach maidir le gnóthachtáil dhaltaí sa léitheoireacht agus sa scríbhneoireacht ag rang-leibhéil éagsúla, chun tacú le hoidí i gcéimniú a gcláracha oibre.
Is léir ó chláracha ama na noidí go gcaitear am cuí ar theagasc na Gaeilge tríd an scoil. Cuireann gach oide pleananna oibre ar fáil do mhúineadh na Gaeilge ina rang. Baineann éagsúlacht le caighdeán pleanála oidí aonair. Cuireann roinnt oidí pleananna cuimsitheacha ar fáil ina gcláraítear spriocanna foghlama faoi snáitheanna an churaclaim. Ar an iomlán, áfach, braitheann oidí go ró-mhór ar scéim téacsleabhar i bhforbairt a bpleananna. B’fhiú tascanna ar leith a thabhairt do dhaltaí go rialta chun measúnú a dhéanamh ar a gcuid foghlama agus cláracha oibre a bhunú ar thorthaí an mheasúnaithe sin, le gur féidir freastal a dhéanamh ar riachtanais fhoghlama an uile dhalta.
Sonraítear teagasc ar ardchaighdeán i roinnt ranganna tríd an scoil. Baintear feidhm as stráitéisí a mhúsclaíonn suim na ndaltaí agus cothaítear a rannpháirtíocht go héifeachtúil. Gabhann luas breá leis na ceachtanna seo agus déantar na snáitheanna den churaclam a chomhtháthú go sciliúil. Cothaítear scileanna éisteachta na ndaltaí go neamh-fhoirmiúil trí úsáid a bhaint as an nGaeilge mar theanga teagaisc i bhformhór na ranganna. Baintear feidhm go rialta, áfach, as modh an aistriúcháin i líon beag ranganna. Níor mhiste an cleachtas seo a sheachaint agus cloí le bun-phrionsabail an churaclam maidir le modhanna múinte. I gcuid mhaith de na ranganna aithrisíonn daltaí cnuasach breá rann agus amhrán go líofa, taitneamhach le dea-fhoghraíocht. Moltar go bhfoghlaimeodh daltaí i ngach rang méid áirithe filíochta de ghlanmheabhair chun cur le saibhreas a gcuid cainte.
Baintear úsáid thairbheach as postaerí agus ábhar léirithe le hionchur nua teanga a theagasc agus le caint a spreagadh ar ábhar na gceachtanna. Éiríonn le formhór na ndaltaí tríd an scoil ceisteanna bunaithe ar na postaerí a fhreagairt ar chaighdeán a oireann dá rangleibhéil. Cothaítear scileanna cumarsáide na ndaltaí trí agallaimh faoi threoir a chleachtadh. Baintear úsáid bhreá as cluichí teanga agus as obair i bpéirí i roinnt ranganna chun taithí a thabhairt do dhaltaí na heiseamláirí atá foghlamtha a úsáid i suímh nádúrtha. Baineann easpa struchtúir leis an gcur chuige i roinnt ranganna áfach, agus bítear ag brath an iomad ar théacsleabhair mar bhunús don teagasc agus don fhoghlaim. Sna ranganna seo bíonn deacracht ag líon suntasach daltaí abairtí a struchturú agus réamhfhocail simplí a úsáid go cruinn.
Cruthaítear timpeallacht shaibhir phrionta i roinnt seomraí mar thaca don léitheoireacht agus don scríbhneoireacht. Léann daltaí sna hardranganna sleachta as a dtéacsleabhair le líofacht chreidiúnach agus léiríonn siad tuiscint bhreá ar a bhfuil á léamh acu. Tá an t-ábhar léitheoireachta a chuirtear ar fáil do dhaltaí teoranta go maith i bhformhór na ranganna áfach. Moltar athbhreithniú a dhéanamh ar chlár teagaisc na léitheoireachta tríd an scoil, agus a chinntiú go múintear scileanna léitheoireachta go foirmiúil ó rang a dó ar aghaidh agus go dtugtar deis do dhaltaí réimse leathan téacsanna a léamh go rialta. B’fhiú breis ábhar léitheoireachta i nGaeilge a chur ar fáil sna leabharlanna ranga agus suímh a chruthú ina mbainfidh na daltaí pléisiúr as an léitheoireacht.
Tugtar deiseanna do dhaltaí scríbhneoireacht fheidhmiúil a chleachtadh go rialta, agus bunaítear na tascanna ar leabhair saothair. Déantar monatóireacht an-éifeachtúil ar an obair. Déantar scafláil ar scríbhneoireacht chruthaitheach dhaltaí sna meanranganna ach tá gá breis taithí a thabhairt dóibh tabhairt faoin saorscríbhneoireacht go rialta. Éiríonn le cuid mhaith de na daltaí sna hardranganna aistí simplí a chumadh as a stuaim féin. Baineann struchtúr breá lena gcuid scríbhneoireachta agus sonraítear saibhreas teanga in úsáid go rialta ag roinnt daltaí.
English
The whole school plan for English forms a practical, clear and informed overview of the curriculum and is based on a good understanding of the basic principles underpinning it. Suitable emphasis is placed on methodologies and learning strategies and approaches to assessment are outlined. The plan takes cognisance of the needs of all pupils and provides a cogent guide to teachers in developing their long-term and short-term schemes of work.
In junior classes there is evidence of the development of good receptive language. Pupils have developed good listening skills and understand the conventions of oral language interaction. Worthwhile periods of free play enable pupils to talk, predict and speculate about present, future and imaginary experiences. They also listen to and respond to a rich variety of stories, rhymes and songs. Teachers in middle and senior classes have focused on developing effective direct language teaching approaches, which leads to good whole class discussion where teachers ask challenging questions, match them to pupils’ ability and encourage detailed and reflective answers. Other praiseworthy oral language activities include group presentations, and a range of drama activities. In some classes pupils’ enjoyment of language is fostered through a rich and varied experience of poetry appropriate to their stages of development. Children’s emotional and imaginative development is greatly enhanced through the exploration, recitation and appreciation of poetry. Allowing pupils to compose their own poetry for publication would further enhance this work.
Pupils in junior classes, where a rich print environment is created, display an age-appropriate phonological awareness, good visual discrimination skills and a suitable knowledge of frequently used words and their meanings. Large format books are used judiciously to develop infant pupils' emerging understanding of the conventions of reading. Good standards in the teaching of reading were observed where teachers identified pupils' difficulties in reading at an early stage, tracked progress competently and used intervention programmes wisely. In the middle and senior standards a range of comprehension and analytical strategies are developed appropriately to enhance pupils’ ability in literacy. Study skills such as skimming, summarising and retrieval strategies are suitably developed during reading lessons. Class readers are used extensively, supplemented by other reading materials including the novel in senior classes. In some cases the study of whole texts and authors contributes positively to pupils’ personal choice of reading, encouraging many of them to look for other books by the same author for their personal reading. This is facilitated by the availability in the school library of an extensive range of good quality books. Parental support for literacy has been successfully developed through a paired reading initiative involving parents, reading buddies and special needs assistants. A minority of pupils, however present with difficulty in word recognition and word meaning and their rate of reading is not at an age-appropriate level. The close matching of reading material to pupils’ ability levels and the planning and structured teaching of specific reading skills, in collaboration with the special education teacher, will further develop these children’s literacy abilities. It is also recommended that the systematic programme of phonological awareness implemented in junior classes be extended to all senior classes to enhance the reading programme.
In the infant classes the motivation to write is fostered appropriately from an early age through the teacher acting as scribe and model in writing simple stories for children to read and through the prudent use of suitable and age-appropriate stimuli. Functional writing activities are varied and are appropriately matched to pupils’ abilities. Pupils experience varied oral language activity as part of the pre-writing process. In most classes teachers guide the choice of topics and the genre in which pupils write and provide opportunities for them to explore ideas and thoughts. Children write in an age-appropriate register of language, including descriptions, characterisation, letters and work based on class readers. Pupils observe the conventions of grammar, punctuation and spelling in their writing and use dictionaries to extend and develop vocabulary. Senior pupils display a growing elaboration and sophistication in the use of vocabulary, in sentence structures and in the quality of expression when writing. Consideration should now be given to a wider range of teaching strategies to engage and challenge pupils in choosing their own topics and in giving full consideration to purpose, audience and content when writing. Participation in collaborative writing activities and the use of word-processing programmes suited to the process writing approach is suggested to further develop and enrich pupils’ writing skills.
Knowledge of the directional and positional conventions of print is developed progressively in infant classes. A whole school approach to penmanship has been adopted and it receives systematic attention in almost all classes. As a result pupils have developed very fine handwriting skills and are developing a legible fluent style of penmanship.
German
A part-time teacher teaches German to senior pupils. Good use is made of visual example, pictures and flashcards in stimulating pupils’ interest in the language and in developing speaking vocabulary. Effective use is made of daily language drills. Pupils demonstrate good basic, understanding of the German language and have acquired some fluency in the language in accordance with their duration of study. It is recommended that all activities should be conducted through the medium of the target language and that pupils’ expressive language is progressively developed.
A detailed practical whole school plan for Mathematics has been developed. A comprehensive and structured programme of work has been devised for each class level under the strands of the Mathematics curriculum. Whole school approaches to the teaching of tables, number operations and aspects of mathematical concepts have been agreed. They provide useful guidance to the school staff in promoting uniformity of approach towards teaching aspects of the mathematics curriculum. As the plan is reviewed this section should be expanded further to delineate approaches for the progressive development of concepts and skills within all strands of the curriculum throughout the school. The plan also delineates assessment approaches to be employed at each class level. Overall the plan, as it is currently developed, guides teachers in preparing a balanced programme of content in their own long-term schemes of work.
Good focus is placed on oral number work in Mathematics. Number rhymes are used to enhance junior pupils’ mathematical literacy and understanding. There is good oral exploration of concepts and pupils use mathematical language effectively and accurately. Almost all lessons are preceded by verbal presentations and are taught using clear visual examples on the blackboard. It is noted that most discussions focus well upon pupils’ previously acquired knowledge and on the examination of good elements of real life experience. Teachers use concrete material in effective ways in demonstrating different concepts. Pupils are given opportunities for hand-on use of manipulate materials in order to reinforce concepts and to understand their practical application. Written work is neat and well monitored. Most junior pupils have a good understanding of the properties of number appropriate to their age level. Most senior pupils demonstrate good ability in computation and have internalised concepts well.
It is noted that where lessons are well structured with emphasis on mental calculations, estimation and problem solving skills in real life settings, pupils’ mathematical skills are well developed and attainment is high. A small number of lessons, however, lack structure and are premised upon whole class teaching that contains limited explanation and demonstration and little differentiation in terms of differing levels of ability and learning styles among pupils. In these classes a significant number of children have difficulty with the application of concepts to solving problems and with carrying out numerical operations. It is recommended that concepts and skills acquired from early years be systematically consolidated through everyday oral and activity-centred problem solving throughout the school.
Geography
A good, broad range of topics in Geography is taught in the school. Posters, photographs, maps and other visual examples are used effectively in the teaching of geography topics. Learning is facilitated through discussions that are characterised by reflective, probing questioning that fosters pupils’ understanding. Teachers base these discussions in part on pupils’ previously acquired knowledge. In many lessons teachers provide for development of independent learning skills through cooperative activity. Pupils demonstrate very good levels of engagement during lessons.
The study of other countries is presented in a manner that makes it meaningful to the children. Practical aspects such as the examination of countries’ cultures, social issues and their history are explored. Good use is made of ICT in providing appropriate overviews of more complex geographical elements. Across the school pupils have a good overall grasp of the geography of their own immediate environment and community and they recall facts about European and wider international geography with suitable levels of accuracy and detail. The school has obtained a good range of supporting resources, including maps and atlases to support teaching and learning in this subject area.
History
A review of teachers’ planning confirms that a significant emphasis is placed on the locality as a stimulus for developing pupils’ understanding of a sense of time during History lessons. A broad and balanced programme of work is planned, with due attention being paid to developing skills that enable pupils to work as historians. Teachers are to be commended for designing their own lessons in History, and making judicious use of textbooks to support pupils’ learning experiences.
During lessons observed, pupils examined photographic evidence related to a range of topics from local, national and international history, and through guided discussion were enabled to gain an understanding of the lives of people in past times. From an early age pupils’ understanding of chronology is developed through story, with well-planned activities focussed on recalling and sequencing stories. Pupils work collaboratively during lessons and very fine examples of project work were noted in some middle and senior classes.
Science
A whole-school plan has been devised for Science in which scientific skills are outlined and topics for class levels are listed. It is recommended that the plan be reviewed to place equal emphasis on the different strands of the curriculum and strategies be devised to ensure that scientific skills are progressively developed through the school.
Teachers foster a positive attitude to Science and have developed an appreciation of its relevance to pupils’ lives. In the infant classes pupils explore and investigate how forces act on objects through simple experiments and suitable focus is placed on the development of prediction and observation skills. Pupils’ knowledge and understanding of scientific ideas are appropriately developed through the study of living things and the environments in which they live. Pupils are enabled to observe the growth of plants and to understand the essential needs for their growth. Some simple science investigations were observed in which effective questioning of pupils and age-appropriate discussions promoted the active participation of pupils. Teachers facilitate pupils to apply and use scientific knowledge through the designing and making strand of the curriculum and these activities are judiciously integrated with Mathematics through practical problem solving. While a balance of strands is planned for in whole school planning and in teachers’ long term planning, progress records indicate that particular emphasis is placed on the strand of living things. It is recommended that equal emphasis be placed on all strands and on practical investigations and discovery learning methodologies to allow pupils acquire facts for themselves and to identify variables relevant to investigations. This would facilitate the progressive development of essential scientific skills through the school. It is also suggested that an audit of the local environment be carried out to ascertain how it can be used as a resource for the teaching of science.
Visual Arts
The school plan for Visual Arts guides the delivery of the curriculum throughout the school. Key methodologies in all of the strands are included as is the policy on the display of children’s art. In a review of the plan consideration might be given to identifying specific modes of assessment to monitor the progress in pupils’ artistic development over their years in school. Photographic records could contribute to the range of assessment tools, alongside individual art portfolios that are currently maintained by some teachers.
It is clear from a review of teachers’ planning and progress records that pupils throughout the school experience a broad and balanced Visual Arts curriculum. Pupils’ work in many strands is celebrated through extensive, attractive displays in classrooms and along corridors. The stimulus for making art often emerges from current work in other subjects, thereby enhancing learning across the curriculum. New techniques are demonstrated purposefully and pupils are encouraged to use their own ideas when making art. During looking and responding activities, pupils are guided to observe and reflect upon various forms of art. Through well-managed discussion and sharing of ideas they gain confidence in their ability to respond aesthetically to art in their environment.
Music
The whole-school plan for Music has recently been updated. It is evident from the plan that teachers have embraced the changes in the curriculum particularly in relation to the new strand of composition. The plan gives clear guidance to teachers with regard to content at various class levels and identifies a range of useful resources to support the delivery of the curriculum. Individual teachers base their own written plans on the school plan and on a series of textbooks that provide a structured approach to teaching Music through the various class levels.
Very effective teaching was noted during most lessons observed. Pupils’ listening skills are very well developed from an early age. They display good awareness of rhythmic and melodic patterns and their understanding of dynamics and tempo are developed during well-structured activities. Children have clearly had regular exposure to discussion during Music lessons and use specific terminology with ease. Pupils sing a variety of suitable songs both in Irish and English with good tone and expression. Participation by pupils from senior classes in the school choir provides opportunities to celebrate music and to share it with the wider community. Pupils work collaboratively to create sound effects to accompany stories, using vocal sounds, body sounds and a range of percussion instruments. Excellent development of pupils’ imagination is a feature of composition activities in some classes. A variety of effective strategies is used to develop the quality of pupils’ responses to extracts of music. Pupils perform competently on the recorder and further develop their musical literacy skills in a practical manner through reading simple notation.
Drama
Drama is used to effectively harness children’s imaginative potential and leads them to enter appropriately into the dramatic fictional context. Storytelling is an integral part of the drama programme and involves pupils in recreating scenes and empathising with characters in the plot. Poetry is explored to afford the children a very enriching experience in this area of the curriculum. In the lessons observed, drama activities encouraged improvisation, positive group interaction, negotiation skills and creative expression in the spontaneous making of drama. Through drama pupils explore complex social and moral issues and they are enabled to plan dramatic activity to include the particular tensions appropriate to the theme. Education support teachers have enabled pupils with special educational needs to participate in the FÍS film project for primary schools, through which pupils get the opportunity to explore the filmmaking process, develop an understanding of film as a medium of expression and acquire skills in communication, teamwork, problem solving and critical thinking. An external tutor has been employed by the board of management to allow pupils the opportunity of extra- curricular drama.
The whole-school plan for Physical Education has been completed recently and the process through which it was devised is well delineated. It is strongly indicated that teachers have taken effective guidance from in-service education in planning for this curriculum area. The school’s vision for pupils’ learning in Physical Education is clearly stated. The principles, methodologies and approaches of the curriculum are laid out clearly in a practical format. The school’s resources are also listed. Teachers’ responsibilities with regard to in-school and extra-curricular activity, the role and duties of external coordinators, extra-curricular activities and parental involvement in Physical Education are clearly outlined. The strands for each class level are explained and explored. Levels of skill development for each class could be determined as the plan is reviewed and further developed.
The school has a suitably-sized general purpose room which provides for the teaching of a broad physical education programme throughout the year. The school has high quality resources to support the delivery of the physical education programme. These are used extensively during lessons at all class levels and are securely maintained for longevity of use. Teachers ensure that all pupils engage in appropriate warm-up exercises in preparation for lessons. The full participation of all pupils is a key consideration of teachers and pupils engage enthusiastically in physical activity. Instructions are given clearly to pupils. Opportunities to practise skills in context are included in lessons. During the period of evaluation stimulating lessons in games, gymnastics and dance were observed. Clear and appropriate instruction was given in each strand area and skills were practised in groups, using apparatus appropriately. The school is involved in a wide range of sporting activities and teams from various class levels participate in a range of sporting competitions.
A whole-school plan for Social, Personal and Health Education has been prepared. The plan constitutes an overview of themes and content for each class level in the school. It provides for an appropriate balance in the teaching of content objectives and suitably guides teachers in enabling a broad programme to be taught.
There is an evidently positive atmosphere in the school that appropriately affirms pupils throughout all aspects of their school life. A strong sense of mutual respect exists between teachers and children. The school has implemented the Discipline for Learning programme and it is reported that this has, in no small measure, added to the healthy interrelations evident among the school community. Formal lessons in Social, Personal and Health Education are based on a selection of themes that are very relevant to the lives of pupils. Teachers use different interesting approaches in teaching lessons. These include oral discussion, story as stimulus and activity learning. Group games facilitate fruitful collaboration and cooperation among the pupils and encourage examination of topics and discussion in the peer setting. Circle time is used very effectively to foster learning and discussion. Many class discussions on chosen themes are characterised by good questioning. Pupils give good responses based upon their own experiences. Some valuable group discussions explore themes in non-threatening ways. Pupils have a good grasp overall of topics taught to them in Social, Personal and Health Education. They can discuss potential scenarios in respect of these topics with confidence and clarity of expression.
A range of assessment tools is in use throughout the school. These include teacher observation, teacher-devised tests, monitoring of pupils’ work, and standardised and diagnostic tests in literacy and numeracy. Early screening and profiling of junior pupils’ individual strengths and weaknesses is undertaken through the administration of the Middle Infant Screening Test (MIST). The Drumcondra Primary Reading Test and the Micra-T is administered to pupils to determine levels of attainment in English, while the Sigma-T is used to assess levels of attainment in Mathematics. The information is used to track pupils’ progress, challenge under-achievement and provide intervention programmes for pupils who need specific support. The Non Reading Intelligence Test (NRIT) is administered to pupils in second and fifth standards. Comparisons are made between quotients on the NRIT and scores on standardised tests to ascertain if difficulties are related to specific or general learning difficulties. Support teachers administer various diagnostic tests to ensure planning programmes are in line with children’s educational needs.
Individual pupil profiles are maintained in most classes to record progress in various aspects of the curriculum including the development of reading skills, the mastery of concepts in mathematics, oral language indicators, teacher devised test results in all curriculum areas, behaviour checklists and home reading record sheets. Consideration should now be given to making more use of these carefully maintained records for designing differentiated learning tasks to meet the needs of pupils at all levels of ability. Pupils’ work is systematically monitored and corrected. In some cases marking is detailed, provides a personal response to what pupils write and clearly identifies specific areas for improvement. This practice is commendable. Clear procedures for reviewing targets with pupils, discussing progress and determining areas for improvement will enhance all pupils’ work. Overall the quality of teaching and pupils’ learning is good.
A comprehensive whole-school plan for resource and learning support was drawn up in June 2005. The uniqueness of each child and the aim of assisting all children to reach their potential are at the heart of the policy. The aims of supplementary teaching are clearly stated and the roles and responsibilities of staff members are delineated. Procedures and criteria for the selection of pupils are outlined and methods of fostering parental involvement are identified. A short policy on the operation of the special class for children with emotional and/or behavioural difficulties has recently been developed. Guidelines on the selection of pupils for this unit are outlined.
Two teaching posts have been sanctioned to meet the needs of pupils in special classes for children with emotional and behavioural difficulties. While one of the classes supports a small number of pupils by providing a high level of individual support, the second class caters for a large number of pupils who attend for varying periods of time. While recognising the need to be flexible in order to respond to urgent situations, it is recommended that the criteria for participation in these classes be very clearly stated and reflect the original purpose for which the classes were established. In the context of the nature of these classes, consideration should be given to including health and social services personnel on an admissions committee.
Five teaching posts have been sanctioned to meet the needs of pupils with general learning difficulties while a further two posts have been sanctioned to support pupils with low-incidence learning disabilities. The practice during the current school year is to attach individual support teachers to grade levels within the school, rather than to caseloads of specific children across various grades. While this approach facilitates regular consultation between class teachers and support teachers, care should be taken to ensure that pupils with low-incidence learning disabilities receive the level of support that has been sanctioned, irrespective of what grade they are in. Supplementary support is provided mainly by withdrawing pupils from the mainstream setting. Opportunities for working in-class alongside mainstream teachers should be further explored in the context of group teaching in mainstream classes, and existing models of team-teaching should be built upon.
Teachers prepare individual learning programmes for pupils, and support is given in English and Mathematics. While some very detailed programmes with specific learning targets have been prepared, other learning plans would benefit from clearer identification of children’s specific learning needs, and the preparation of programmes of work with detailed time-bound learning targets. Good practice in relation to maintaining detailed progress records was noted. Further sharing of this approach would enhance the quality of assessment of pupils’ learning.
Some very effective teaching methodologies were observed during the evaluation. The principles underlying the Mathematics curriculum inform approaches to developing pupils’ understanding of mathematical concepts, and pupils use manipulatives effectively under the guidance of teachers. In some cases however an over-dependence on textbook material as a basis for lessons is evident. Good use is made of ICT to reinforce concepts. In seeking to meet pupils’ language needs, teachers in support roles use a range of approaches to stimulate learning. Phonological awareness is developed through the use of interesting games that focus upon teaching sound blends. Worthwhile tasks were observed where pupils applied their reading skills in context to a purpose. It is indicated that structured writing activities are an aspect of daily learning in support contexts. The school is to be commended for its initiative in participating in the Reading Recovery Programme. The programme addresses the needs of young pupils and is in line with the Department of Education and Science policy on early intervention. Evidence indicates that pupils are benefiting from this intensive intervention programme. Effective methodologies are used to develop a range of life-skills in the special classes, and the development of pupils’ self-esteem is evident in all support settings.
A team of 13 special needs assistants provides care support to pupils in special classes or to named pupils in mainstream classes for whom support has been sanctioned. It is indicated that the special needs assistants discharge their duties conscientiously. They report that they receive great levels of support from the teaching staff. A post holder coordinates the work of the special needs assistants. Their roles and duties are defined and reviewed regularly. All special needs assistants have engaged in at least one professional development course and a few have engaged in several. The special needs assistants uniformly report that the continuous professional development courses are very beneficial to them.
Grant aid for disadvantaged pupils is used to employ two part-time teachers to provide resource-teaching support. Given the existing high level of support teaching in the school, it is recommended that these additional resources be deployed to meet the needs solely of disadvantaged pupils in a range of practical ways that focus on developing self-esteem and facilitate practical exploration of aspects of Social, Personal and Health Education.
The philosophy of inclusion that is central to the characteristic spirit of the school is clearly evident in the school plan. Policies on supporting pupils from the traveller community and foreign national pupils have been drawn up by staff. The policies clarify the roles and responsibilities of staff and provide guidance on the selection of pupils and the model of provision of supplementary support.
Three teachers are employed to provide English language support to foreign national pupils, while one resource teacher for travellers supports children from the travelling community. In all cases supplementary support is provided by withdrawing pupils from classes. Currently it is noted that some pupils attend more than one English language teacher. This practice needs to be reviewed to ensure that the benefit of supplementary support is maximised for each pupil. Consideration should be given to providing in-class support for pupils where appropriate.
Individual learning plans are prepared for pupils. Targets in many of these plans are very general in nature, however. It is recommended that specific learning needs for individual pupils be identified and that clear time-bound learning objectives be closely matched to these needs. This will facilitate the assessment of learning on which future plans will be based. All teachers provide written plans for the delivery of programmes of work and maintain an account of work completed. Language and communication evaluation records are maintained appropriately to track ongoing language development. This good practice should be extended to all aspects of supplementary support, with the focus of progress being mastery of concepts rather than content taught.
Interaction between teachers and pupils is purposeful and very pleasant learning environments have been created. Significant emphasis is placed on developing pupils’ oral language skills through the use of language games and ICT resources. Pupils’ self-confidence and self-esteem are promoted during suitable interactive activities. Pupils participate actively in their own learning and clearly enjoy the activities in which they engage.
The school endeavours to promote good communication and build trust between parents and teachers. The spirit of partnership that exists between all the school’s stakeholders is evident and this is best exemplified by the open manner in which the principal and staff respond to the needs of pupils and parents. This has a noteworthy impact on the well-being of pupils and on the high esteem in which parents hold the school. A school prospectus has been prepared for prospective parents. A school website, developed by staff, is a very useful communication tool through which school policies, general school information and current school news and activities are communicated to parents and to the public. Formal parent-teacher meetings are held annually to report children’s progress. Parents are also welcome to discuss their children’s education with the staff of the school at any time.
A well-organised parents’ association supports the school through a number of projects and fosters cooperation and mutual respect between parents, teachers and the board of management. The association enhances the work of the school and supports it through such activities as the organisation of parents’ voluntary contribution to the school, the augmentation of educational resources for teaching and learning and the promotion of a healthy eating policy. Representatives of the parents' association commented to inspectors on the openness and welcome afforded to all parents in the school by the staff and principal. Among the school’s strengths they included its inclusiveness and support for pupils with special educational needs. The committee reported that parents are satisfied with teaching and learning in the school and pupils receive a holistic education with many teachers engaging pupils in extra curricular activities. Pupils are affirmed through the school’s very positive discipline system. The parents’ association has collaborated with management and staff on the development of some school policies. They would like the consultation process to be extended to curricular programme development, as they believe parents could contribute positively to the enhancement of certain areas of the curriculum such as instrumental music. They stated that they wished to support the proposed school building programme and said that this issue was a shared concern of all school partners. Overall parents are satisfied with pupils’ education in St. Oliver Plunkett’s National School.
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.