An Roinn Oideachais agus Eolaíochta
Department of Education and Science
REPORT
Coolderry Central NS
Coolderry Brosna
Birr County Offaly
Uimhir rolla: 19638H
Date of inspection: 23 October 2008
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of Coolderry
Introduction
– school context and background
Coolderry
N.S is a six-teacher co-educational primary school. It is located in the
|
|
Number |
|
Pupils enrolled in the school |
106 |
|
Mainstream classes in the school |
4 |
|
Teachers on the school staff |
6 |
|
Mainstream class teachers |
4 |
|
Teachers working in support roles |
2 |
|
Special needs assistants |
1 |
|
Secretary |
1 part-time |
|
Caretaker |
1 part-time |
The school building was constructed in 1983. It contains four classrooms and ancillary rooms which include a learning-support and a computer room. It provides spacious accommodation and there is a long-term maintenance strategy to refurbish sections of the building on a gradual basis and to add a further learning-support room. The school is diligent in promoting pupil attendance. School records indicate very good attendance levels for the majority of pupils although 20 pupils were absent for between 11 and 20 days.
1. Quality of school management
1.1 Characteristic spirit, mission or vision
Coolderry N.S is under the patronage of the Bishop of Killaloe. The school has a Catholic ethos and gives due recognition to all other religions. It strives to provide a well-ordered, caring, happy and secure atmosphere where the intellectual, spiritual, physical, moral and cultural needs of the pupils are identified and addressed. It endeavours to promote the professional and personal development of teachers and, with the co-operation of parents, to enhance their children’s self-esteem and to imbue in them a sense of respect and responsibility for people and their property.
1.2 Board of management
The board of management is properly constituted, in accordance with departmental guidelines, and functions conscientiously and effectively. Board meetings are generally convened once a term. Minutes are carefully recorded and comprehensive financial statements are presented regularly. Heretofore, accounts have not been audited externally but the present board has decided to adopt this practice. The current procedure followed for school planning is that draft policy documents, devised by the teachers, are normally presented at board meetings for further discussion. It is recommended that the board should work towards a more collaborative and systematic process of planning, to accommodate the views of the parents’ association in the deliberations. It should also ensure that all policy statements and curricular plans are ratified and that an action plan for their review is established and implemented. The board’s current priorities are the ongoing maintenance and refurbishment of the school building, the provision of accommodation for special needs education and the improvement of the school transport provision.
1.3 In-school management
At the time of the evaluation the posts of deputy principal and of special duties teacher were not assigned due to the retirement of the previous incumbents. The school principal is very dedicated and leads the school community conscientiously. She is committed to ensuring that all pupils achieve their full potential in terms of their social, personal and academic development. She convenes short weekly and more formal termly staff meetings where a varied agenda of organisational, pastoral and curricular priorities are discussed. There is evidence of co-operation and collaborative decision-making between staff members on some organisational and curricular issues. However there is need for the instructional leadership which is required to devise a developmental and progressive action plan for the implementation of the teaching objectives and methodologies of the curriculum, to achieve the appropriate learning outcomes throughout the school.
1.4 Management of relationships and communication with the school community
Very positive relationships exist between the school, parents and the local school community. Formal parent-teacher meetings are held in January of each year and the willingness of teachers to facilitate further meetings as required is acknowledged. The principal attends meetings of the parents’ association, which works collaboratively with the board of management to organise fund-raising activities. Parents organise an annual table quiz, the proceeds of which are used to subsidise educational trips and school resources. Parents regularly provide transport to sporting fixtures, attend meetings in support of the religious development of their children, and assist in the organisation of celebrations involving the school and the community. In the summer of 2008, €20,000 from the proceeds of a community threshing festival was donated to the school for the replacement of existing ICT equipment. Coolderry is noted for its hurling tradition, its keen sporting culture and its strong community spirit. The school supports this culture and maintains links with the local GAA organisation which provides a coaching programme in the school for the development of hurling skills.
1.5 Management of pupils
There is a very positive atmosphere in the school and particular emphasis is placed on pupils developing a healthy respect for themselves, for others and for the environment. The school’s code of behaviour and anti-bullying policy, which are based on the principles of respect and tolerance, are implemented successfully. Pupils display an interest in a wide range of activities including sporting activities and, in general, present as very happy, courteous and co-operative. They are respectful towards the staff and towards each other.
2. Quality of school planning
2.1 Whole-school and classroom planning
The quality of whole-school planning is good. The school plan is reasonably comprehensive and comprises both organisational and curriculum sections. The organisational plans address all areas required by legislation, together with agreed procedures for the safe and smooth running of the school. The curricular policies developed to date address the strands and strand units of the curriculum in a general way. Future development and review of these policies should focus on ensuring clarity in detailing the specific progression in content and the teaching approaches to be taken in the dual-class situation. The quality of classroom planning is reasonably good and is prepared using an agreed school template. Attention should now focus on ensuring linkage between whole-school planning, individual teacher planning, and teacher practice in the classrooms. This will require outlining clear statements of learning outcomes based on the curriculum for each subject area, on a fortnightly basis. Variations in teaching methodologies and approaches to facilitate differentiation with an appropriate choice of resources and assessment techniques should also be outlined and implemented.
2.2 Child protection policy and procedures
Confirmation was provided that, in compliance with Department of Education and Science Primary Circular 0061/2006, the board of management has formally adopted the Child Protection Guidelines for Primary Schools (Department of Education and Science, September 2001). Confirmation was also provided that these child protection procedures have been brought to the attention of management, school staff and parents; that a copy of the procedures has been provided to all staff (including all new staff); and that management has ensured that all staff are familiar with the procedures to be followed. A designated liaison person (DLP) and a deputy DLP have been appointed in line with the requirements of the guidelines.
3. Quality of learning and teaching
3.1 Language
Gaeilge
Ar an mórgóir, déantar iarracht dáiríre caighdeán maith Gaeilge agus dearcadh dearfach i leith na teanga a chothú i measc daltaí na scoile. Cuirtear len a stórfocal agus len a gcumas tuisceana go céimniúil tríd an scoil. Baintear úsáid mhaith as acmhainn corpartha agus as an nGaeilge mar theanga bhainistíochta i roinnt ranga chun cur le héifeacht an teagaisc. Roghnaítear mórthéamaí an churaclaim, ceann in aghaidh na míosa, agus úsáidtear scéimeanna mar ‘Sin é é’ mar threoir chun ábhair teagaisc a chur ar fáil. Bíodh sin mar atá, baineann éagsúlacht ró-mhór le héifeacht an teagaisc ó rang go rang. Sna cásanna ina gcuirtear béim inmholta ar mhodh na cumarsáide, ar agallaimh beirte, ar an labhairt aonair agus ar ról-ghníomh, feictear go mbíonn toradh an-mhaith ar shaothar an mhúinteora agus baineann na daltaí taitneamh agus tairbhe as na himeachtaí ar fad. Bíonn na daltaí gafa go gníomhach sna ceachtanna sin. Bíonn ar a gcumas an foclóir atá acu a úsaid chun abairtí a chumadh agus chun ceisteanna a chur ar a chéile. B’fhiú anois an dea-chleachtas seo a leathnú chuig na ranganna eile, áit a bhíonn easpa struchtúir leis an gcur chuige agus an iomarca béime ar ghnóthú foclóra, ar rangtheagasc agus ar an sluafhreagairt.
Aithrisíonn agus canann na daltaí rainn, dánta agus amhráin as Gaeilge. Forbraítear scileanna na léitheoireachta ó rang a dó ar aghaidh. Baintear úsáid as na téacsanna a ghabhann leis na scéimeanna don chomhrá chun an léitheoireacht agus an scríbhneoireacht a fhorbairt sna meánranganna agus sna hardranganna. Léann an chuid is mó de na ndaltaí go réasúnta líofa agus le tuiscint agus freagraíonn siad ceisteanna tuiscine go cumasach. Déantar obair réasúnta mhaith sa scríbhneoireacht, go háirithe sa scríbhneoireacht fheidhmiúil. Léiríonn na samplaí atá curtha i gcrích go bhfuil éagsúlacht réimsí sna cleachtaí sin agus nach ndéantar próiseas na scríbhneoireachta a chur chun cinn. Tá sé thar a bheith riachtanach athbhreithniú a dhéanamh go luath ar an bplean scoile sa Ghaeilge. Le linn an athbhreithnithe sin, ba thairbheach don bhfoireann teacht ar chomhthuiscint agus treoir chinnte a aimsiú faoi na spriocanna, na straitéisí, na deiseanna agus an forchéimniú atá riachtanach chun an cur chuige cumarsáide a chur i gcrích agus a fhorbairt ó rang go rang. Ba thairbheach chomh maith réimhse na n-ábhar don léitheoireacht agus don scríbhneoireacht a leathnú chun scileanna na ndaltai sna gnéithe sin a fhorbairt a thuilleadh.
Irish
By and large, an earnest effort is made to promote a good standard of Irish and a positive attitude towards Irish among the pupils of the school. Their vocabulary and capacity for understanding are gradually extended throughout the school. Good use is made of concrete resources and Irish as the language of instruction to add to the effectiveness of the teaching. The major themes are selected, one for each month, and schemes such as ‘Sin é é’ are used as a guide for teaching content. However, there is too much variation in the effectiveness of teaching from class to class. In the cases when praiseworthy emphasis is placed on the communicative method, on two-way conversation, on individual expression and on role-play, very good outcomes are apparent and the pupils derive benefit and enjoyment from all the activities. The pupils are actively engaged in the lessons and they are capable of using the vocabulary they have, to formulate sentences and to question one another. It would be worthwhile now to extend this good practice to the other classes where lack of a structured approach and too much emphasis on vocabulary acquisition, on class teaching and on whole-class response is evident.
The
pupils recite and sing rhymes, poems and songs in Irish.
English
The quality of learning and teaching in English is generally good. The curriculum strands were linked constructively in lessons observed. Oral language development is a central feature of the learning process but there is insufficient focus on discrete oral language lessons, based on a range of topics with specific language objectives. Pupils’ literacy skills are developed appropriately at all levels. Pupils in infant classes display a high level of phonetic and phonemic awareness, and good word-recognition and word-attack skills. As pupils advance through the school, their ability to read independently with fluency is extended progressively. Each classroom has a well-stocked library and all pupils are encouraged to read a suitable selection of fact, fiction and reference material for pleasure and purpose. Book fairs, visits by guest authors and poets, and shared reading are organised each year to further enhance pupils’ interest in reading. Pupils in middle and senior classes discuss a wide range of books and some have written interesting reviews on material they have read. In some instances, more focus on keyword analysis is needed to enhance pupils’ word recognition and comprehension skills.
Written work comprises a suitable blend of creative and functional writing in all classrooms. In some classrooms, it is obvious that neatness in presentation of written work is emphasised strongly and that pupils’ work is corrected systematically. It is recommended that this practice should be adopted more consistently across the school. Infants have memorised a wide repertoire of rhymes, which they recite and dramatise with a high level of enthusiasm and enjoyment. Pupils’ interest in poetry is extended as they progress through middle and senior classes through reading, analysing, memorising and writing various genres of poems.
3.2 Mathematics
The standard of teaching and learning of Mathematics, at all levels, is good. Attractive and useful displays of commercially-produced and teacher-designed materials create a stimulating learning environment in classrooms and help generate a positive attitude to Mathematics. Each classroom is equipped with a suitable range of concrete, visual and electronic resources to enhance Mathematics lessons. An inventory of these materials is contained in the school plan and lessons observed indicated that they are used gainfully. Meaningful discussion, discovery learning, and integration with other curriculum subjects were evident in most lessons observed. Review of workbooks and copybooks indicates balanced, developmental coverage of the curriculum strands and neat presentation of written assignments. A more consistent policy with regard to correction of written assignments should be adopted throughout the school.
The pupils in infant classes have a good understanding of basic concepts and apply appropriate mathematical vocabulary accurately. They display very good ability to recognise and identify the value of number, to an appropriate level, to express orally the relationship between simple mathematical sentences and word problems, and to identify shapes by describing their properties. In middle and senior classes the pupils present a high level of competence in recalling number facts, in performing age-appropriate computation and in solving problems. It is recommended that more focus should be given to extending the pupils’ ability to explain orally the processes used in mathematical operations and to link mathematical concepts more readily with real-life situations.
3.3 Social Personal and Health Education
The programme in SPHE is very well developed and all aspects are approached with sensitivity and care. Teachers combine an integrated approach with discrete lessons in order to develop a framework of knowledge, values and attitudes to inform decision-making and conflict resolution. Teachers draw on a broad range of programmes and initiatives to develop communication skills, confidence and self-esteem and to promote personal safety, self-respect, healthy living and care of the environment. Lessons are well structured and appropriately paced. Pupils are provided with opportunities to express their opinions and to listen to complementary or opposing views. More variation in teaching methodologies, such as group-work, circle-time and role-play would enhance the learning process and outcomes. Pupils are encouraged to assume a sense of responsibility in their demeanour towards themselves, peers and property. Their work and achievements are recognised and acknowledged with constructive praise throughout the day.
3.4 Assessment
The school policy on assessment outlines the test materials that are used. The Middle Infants Screening Test (MIST) is administered at senior infants’ level while the Micra-T and Sigma-T and the Drumcondra standardised tests are used annually to determine pupils’ attainment in reading and Mathematics in all classes from first to sixth class. Teachers use checklists and observation-based assessment schedules from structured schemes in language and Mathematics, and teacher observation is used as an ongoing formative assessment strategy. The focus of observation could be beneficially refined, with attention given to both observing levels of pupils’ attainment and the quality of their engagement in learning tasks. These observations and standardised test results should also be used as a means of structuring group and collaborative teaching and as an important element in tracking pupil performance, and in cyclical school planning.
4. Quality of support for pupils
4.1 Pupils with special educational needs
The standard of support provided for pupils with special educational needs is good. The support team consists of a full-time learning-support teacher and a full-time resource teacher. The learning-support teacher provides supplementary teaching in literacy and numeracy for eleven pupils identified with learning difficulties. The resource teacher provides support in language, social skills and specific areas of individual need for six pupils with low-incidence special needs. Pupils in need of learning support are identified by means of consultation with class teachers and parents, results of standardised testing and, where appropriate, diagnostic testing and psychological reports. The current system defers the identifying of pupils in need of support until after the administration of the Middle Infant Screening Test at the end of senior infants. It is recommended that this should be reviewed to facilitate earlier intervention and the provision of a preventative support strategy. The administration of tests such as the Belfield Infant Assessment Profile at junior infant level should be considered as part of an earlier assessment programme. Furthermore the caseload of the learning-support teacher should be extended and the strategies for delivery should be varied so that a greater number of pupils could benefit from this learning intervention. Currently all support is given on a withdrawal basis, in either small group or individual settings, apart from one instance where the resource teacher gives in-class support.
The support team works in close co-operation with the principal, mainstream teachers, parents and, where appropriate, outside agencies in planning and implementing a suitable programme of work for groups and individuals. Well-structured individual profile and learning programmes and individual education plans are compiled. Pupils’ progress is monitored and recorded methodically to document the extent to which targets are achieved. The learning-support room is small but is attractively laid out to create a suitable learning environment for the individuals and small groups attending for support. The resource teacher operates from a screened-off corner of a mainstream classroom, which creates a certain amount of unavoidable noise and distraction for pupils attending. Despite this, pupils engage happily and industriously in tasks set. Sessions observed during the evaluation indicate that both teachers have developed a very positive and productive rapport with their pupils. Tasks were well planned to ensure that they were suitably challenging and focused specifically to address the pupils’ individual needs. Communication of high expectations and constructive use of praise and encouragement elicited a high level of pupil commitment, enthusiasm and achievement.
4.2 Other supports for pupils: disadvantaged, minority and other groups
Due to the nature of the small rural community served by the school, support for minority groups is not an issue. Incidences of disadvantage are very rare. These are dealt with sensitively by the teachers and board of management if they arise.
5. Conclusion
The school has strengths in the following areas:
· A spirit of community and collegiality permeates the life of the school contributing to the creation of a supportive learning environment.
· Pupils’ self-confidence and self-belief are effectively developed at all levels and this generates a pleasant and respectful demeanour among the pupils
· The staff is committed to providing positive educational experiences for the pupils.
· The school community benefits positively from the ongoing support of the board of management and the parents’ association.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· There is a need to establish clear management and communication structures to foster an effective, collaborative and systematic approach to whole-school and classroom-based planning in order to ensure clarity, consistency and progression in detailing the specific content objectives and learning outcomes to be achieved and to develop a more consistent policy with regard to correction of written assignments
· The potential for lessons in all curriculum areas to enrich pupils’ language skills, in terms of both cognitive development and competence in use, should be emphasised. This could be further developed through the selection of appropriate content themes which would enable the development of pupils’ independent and creative writing skills.
· I dteagasc na Gaeilge b’fhiú na scileanna teanga a fhorbairt go córasach agus béim a chur ar an nGaeilge labhartha agus ar an gcur chuige chumarsáide.
In the teaching of Irish, it would be beneficial to develop the language skills systematically with emphasis placed on spoken Irish and on the communicative approach.
· A review of the current learning-support system is advised to ensure that a comprehensive programme, which facilitates earlier intervention for pupils with special educational needs, is delivered and that efficient use is made of this valuable resource.
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 April 2009
Appendix
School Response to the Report
Submitted by the Board of Management
Area 2 Follow-up actions planned or undertaken since the completion of the inspection
activity to implement the findings and recommendations of the inspection.
· Additional Resource room and a secretary’s office built.
· Posts of Deputy Principal and Special Duties filled.
· Twenty new PCs and an inter-active white board purchased with €20,000 donation from the Threshing Committee.
· Increased caseload of Learning Support Teacher – now taking Senior Infants and 1st as a preventative measure.