An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

St. Raphaels NS Ballyfermot

Uimhir rolla: 19663G

 

             Date of inspection: 07 November 2008

 

 

 

 

Whole-school evaluation

Introduction – school context and background

Quality of school management

Quality of school planning

Quality of learning and teaching

Quality of supports for pupils

Conclusion

School response to the report

 

 

WHOLE-SCHOOL EVALUATION

 

 

A whole-school evaluation of St. Raphael’s Primary School, Ballyfermot was undertaken in November 2008. This report presents the findings of the evaluation and makes recommendations for improvement. The evaluation focused on aspects of the school’s provision including management, teaching and learning, planning and supports for pupils, with a particular focus on the provision of English as an Additional Language (EAL). The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

 

 

 

Introduction – school context and background

 

St. Raphael’s Primary School, Ballyfermot is a twenty-two teacher vertical school that serves the educational needs of pupils from the local and adjoining areas. It caters for both boys and girls up to first class and girls from second to sixth class. A preschool facility for children, funded by the Office of the Minister for Children, is also located on the school grounds. The school was founded by the Dominican Order in the 1950’s and was originally one of seven schools on the campus. The additional resources arising from participation in the DEIS Band 1 initiative are used efficiently and effectively to provide supports to pupils and their families. A range of strategies is in place to improve pupil attendance, including initiatives under the School Completion Programme (SCP), and it is encouraging that these are impacting positively on attendance rates in recent times. There are 46 pupils for whom English is an additional language in the school, the majority of whom are in the infant classes.

 

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

22

Number of mainstream class teachers

12

Total number of teachers working in support roles

6

Number of language support teachers

3

Special needs assistants

7

Total number of pupils enrolled in the school

224

Number of pupils with English as an additional language

46

 

 

1.             Quality of school management

 

1.1         Characteristic spirit, mission or vision

St. Raphael’s is a Catholic school under the patronage of the Archdiocese of Dublin. In accordance with its mission statement, the school provides a holistic education in a secure environment to pupils of all religions, cultures and ethnic groups. The principal and staff are to be praised for their commitment to realising the school’s philosophy by striving to deliver the best quality of education possible in the school so that each pupil has the opportunity to develop his/her full potential.

 

 

1.2         Board of management

The board of management is properly constituted and its functioning is in compliance with Department of Education and Science regulations. It is well informed on all school matters and is highly supportive of the work of the school. Specific roles and responsibilities have been allocated to individual members, who give generously of their professional expertise and personal time in undertaking these duties. The work of the board is informed by the comprehensive reports of the principal and treasurer at each meeting and detailed minutes are maintained of board deliberations. It is commendable that discussion of curricular issues feature prominently at board meetings. The priorities of the board were reported to be the implementation of the school’s DEIS Action Plan (2007-2010), supporting the professional development of teachers, raising further the standard of English and Mathematics in the school, dealing with enrolment issues and providing for the ongoing maintenance of the school. The board plays a role in the development of organisational policies and ratifies both organisational and curriculum plans on an ongoing basis. Upon ratification by the board, each policy or plan should be signed and dated by the chairperson and a target date set for its review. The board ensures the effective inclusion of EAL pupils by enrolling all pupils presenting and ensuring all necessary resources are provided. The constructive and welcoming school atmosphere, the positive disposition of pupils and the constructive learning atmosphere were cited as key strengths of the school by the board and these were evident throughout the course of the evaluation. The board praised the principal and school staff for their commitment and professionalism and the enthusiasm with which they engage in new initiatives in the best interests of the pupils.

 

 

1.3         In-school management

The quality of leadership in the school is of a very high standard. The administrative principal has a dynamic leadership style that impacts positively on promoting constructive relationships within the school and creating an atmosphere where the work of pupils and teachers is valued and celebrated. Her experience and expertise in both teaching and the delivery of professional development for teachers enriches the school, providing the vision for its ongoing endeavour to deliver the highest quality of education to pupils. The emphasis she places on teamwork and cooperation is laudable and her distributed form of leadership is instrumental in empowering all teachers and school staff to give of their best in school activities. Her concern for the welfare and education of each pupil is tangible and ensures supports are in place to provide an optimum learning environment in the school.

 

The work of the principal is complemented by that of the acting deputy principal and the in-school management team. Members of the in-school management team have been assigned specific duties across a range of curricular, organisational and pastoral domains and they carry out these duties effectively. They meet regularly as a team outside school hours, both formally and informally, and issues arising are relayed at staff meetings. A notable hallmark of good practice is the collaborative involvement of all teaching staff in the development of school plans and policies. A recent innovation within the school is the monitoring of curriculum implementation by the in-school management team through analysis of monthly progress reports. It is hoped that this practice will ensure the delivery of a broad, balanced and developmental curriculum to all pupils and further inform the planning, teaching and learning cycle. It is recommended that a regular formal review of the individual roles and responsibilities ascribed to in-school management team members be conducted to ensure they reflect evolving school needs. Consideration should also be given to individual team members drafting and submitting an annual action plan to the board of management to outline their proposed activities for the year.

 

 

1.4         The management of resources

The management of staff in St. Raphael’s is good and the cordial working relationships and spirit of teamwork within the school is noteworthy. The allocation of teachers to mainstream and support settings is decided at the end of each year and an effort is made to facilitate teacher preferences, while ensuring that best use is made of available expertise in the interest of the pupils. An effective team approach to the delivery of supports for pupils with additional educational needs, including EAL pupils, is in operation. Individually and collectively, the staff is to be commended for embracing opportunities to engage in continuing professional development across a broad range of domains. The EAL language-support teachers have undertaken and are continuing to undertake a range of courses relating to the teaching of English as an additional language. Newly qualified teachers are supported through the National Pilot Project on Teacher Induction, coordinated by one of the special duties teachers. The seven SNAs collaborate closely with teachers to support the full inclusion of assigned pupils in mainstream classes. The contribution of the secretary, who undertakes a range of administrative, clerical, budgetary and communicative roles in a highly efficient manner, is also central to school organisation. The attentive way in which the school grounds and building are maintained is testimony to the diligence of the housekeeper, caretaker and cleaners.

 

The quality of accommodation is of a high standard and the board of management is to be commended for its ongoing commitment to providing a safe, secure and productive environment for teachers and pupils. Circulation areas are very well maintained and are bright, attractive and celebratory of the work of pupils across the curriculum. A range of displays is used to reflect and celebrate the increasing cultural and linguistic diversity of the pupil population in the school and this practice is praiseworthy. The school has ample capacity to provide bright and spacious support settings, a computer room, a library, two interactive whiteboard rooms and storage for the school’s plentiful resources. Much of the school’s curricular and extracurricular equipment and resources are stored centrally for ease of access and are managed effectively by the in-school management team. Externally, the school has a large tarmacadam area surrounded by pupils’ murals, a fixed play area developed using monies from the Dormant Account Funds and a well-developed school garden wherein all classes have a cultivation bed. The school has a broad range of ICT equipment and was awarded the ICT Digital Schools Award in 2008. Little use of ICT was observed during the course of the evaluation and it is recommended that its use become further embedded as a teaching and learning tool across the curriculum. The school proudly displays its green flag awarded under the Green School’s Programme for litter and waste management and has commenced the process of acquiring a second flag for energy conservation. A range of initiatives is in use throughout the school to promote intercultural education for all pupils, including resources developed by Trócaire, links with charities in developing countries and the delivery of the modern languages programme in Spanish.

 

 

1.5         Management of relationships and communication with the school community

The management of relationships and communication with the school community is of a high standard. The parents’ association is long established and it is not affiliated to the National Parents’ Council (Primary). It supports the school in a myriad ways, including fundraising to enhance the educational resources available to the school and involvement in school musicals and events. The quality of the relationships built with the wider parental community is evident in the fact that a number of officers on the parents’ association have English as an additional language. The school is to be praised for involving parents in a range of curricular initiatives within the school, including shared reading activities, Maths for Fun, Fun Play, Science for Fun and Number Worlds. The annual Intercultural Day is well attended and provides an opportunity for pupils and their families to display and celebrate their cultures and traditions among the wider school community. Commendably, parents have been consulted on and involved in the formulation of some school policies, including healthy eating, green schools and health and safety. Internal communication between the school staff is effective and staff meetings are held on a regular basis to discuss school matters. It is praiseworthy that a large proportion of time at staff meetings is devoted to curricular issues and to enable collaborative school planning.

 

Communication with the parent body is facilitated through the homework journal, a regular newsletter and the school’s informative and attractive website. All parents are met individually and as a group upon their child’s enrolment and key school policies are disseminated. An opportunity to discuss each pupil’s progress is facilitated through the annual parent-teacher meetings and many teachers meet parents at the beginning of the school year to build home-school links. Parents of EAL pupils, the majority of whom are in the infant classes, are met individually upon enrolment. Where necessary, some parents are accompanied by translators for meetings within the school and the services of the Home School Community Liaison (HSCL) teachers are employed to assist communication. A written report on all aspects of development and learning is issued at the end of each academic year. In addition, informal contact on an ongoing basis is facilitated and promoted by the principal and teachers. Further efforts to communicate with parents are evident in the school’s annual open day, where parents are invited into their child’s classroom to observe and celebrate the work and achievements of the class.

 

 

1.6         Management of pupils

The management of pupils is of a high standard and teachers are to be commended for the holistic approach to education evident in the school. The school rules are put into practice consistently and many classrooms display simple rules that the pupils have formulated. This is very good practice and should be extended throughout the school. Many teachers have attended training in the Incredible Years programme as a means of preventing and addressing emotional and behavioural difficulties. Behaviour plans and contracts have been devised for a number of pupils and their implementation is overseen by the support teachers and mainstream class teachers. Pupils display a palpable sense of pride and interest in their work and engage enthusiastically with their teachers and peers during classroom activities. Positive reinforcement of pupil behaviour and attention resetting strategies are used throughout the school and pupils present as comfortable, cheerful and respectful in their relationships with peers and school staff. EAL pupils are fully integrated into the life of the school and a formal ‘buddy system’ is in operation to facilitate their induction into the school. Age appropriate placement of EAL pupils is school policy. The school organises and facilitates a broad range of co-curricular and extracurricular sporting, cultural and musical activities and these enhance the overall educational experiences of all pupils.

 

 

2.             Quality of school planning

 

2.1         Quality of whole-school planning

The quality of whole-school planning is good. The school plan is comprehensive and contains a large range of curricular and organisational policies that meet all legislative requirements and ensure the smooth operation of the school. There is considerable evidence of the collaborative nature of planning involving school staff under the direction of the principal and members of the in-school management team. The school reviews plans on a cyclical basis and based on evolving school needs. The code of behaviour should now be revisited in light of the guidelines issued to schools by the National Educational Welfare Board in May 2008. The school plans for English and Mathematics are wide-ranging and include information on the range of initiatives to support literacy and numeracy in the school. In their next review, it is recommended that these plans becomes contextualised further to the needs of the school by delineating how these initiatives are being used to support the implementation of the curriculum. The inclusion of further information in the English plan on differentiation strategies and novels to be used at each class level would also be valuable. This will ensure that the good practice observed during the evaluation in English and Mathematics is reflected in school documentation and informs individual teacher planning and practice within the school.

 

 

2.2         Quality of whole-school planning for EAL

A good plan for teaching English as an additional language has recently been developed within the school. It aims to enable pupils to socialise with their peers and to access the curriculum. It provides detailed information on the role of the EAL support teacher and assessment processes to be used within the school. The effectiveness of the plan to inform practice would be improved by including further detail on the content of the programme to be delivered, guidelines on individual teacher planning, the approaches and methods to be used, the role of the mainstream class teacher in the delivery of the programme, how communication with parents is facilitated and the monitoring, recording and sharing of progress records on EAL pupils. The EAL policy is complemented by the school’s policy on intercultural education.

 

 

2.3         Quality of classroom planning including planning for EAL

All teachers prepare comprehensive long-term and short-term plans of work and these are professionally presented on agreed school templates. The overall quality of planning is good as it follows the structure, content and objectives of the curriculum. In some instances, consideration should be given to including more specific detail on the teaching content in short-term planning. Strategies for differentiation and assessment are provided in most planning. A range of approaches to planning is used in support settings, including provision for EAL pupils, and it is recommended that the support team collaborate further on developing a more consistent and streamlined approach to planning. There is considerable evidence of collaborative planning at various class levels and there are good procedures in place for the sharing of planning between mainstream class teachers and support teachers. Detailed monthly progress reports are compiled by each teacher and copies of these are stored centrally by the principal.

 

 

2.4         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.

 

 

3.             Quality of learning and teaching

 

3.1         Teaching of English and English as an Additional Language

The overall quality of teaching and learning in English is of a high standard. Circulation areas and classrooms are print-rich and well resourced to provide a stimulating language-learning environment. Pupils’ confidence and competence in the four skills of listening, speaking, reading and writing are developed incrementally throughout the school. There is an awareness of the centrality of oral language development as the crucial integrating factor in all language learning. Discrete oral language activities are practised in the majority of classes. Admirable attention is given to the promotion of reading in the school through the use of reading schemes, library books and novels. The development of phonological and phonemic awareness is addressed systematically, primarily through the use of the fonics phirst programme. Effective modelling of reading and the development of pupils’ vocabulary is facilitated in many infant and junior classes through the medium of stories in large format books. Pupils’ language is nurtured at this level through retelling stories in sequence using pictures, drama and print. Pupils have access to classroom libraries which contain a wide range of fiction and non-fiction material and they regularly visit the well-stocked school library. A small collection of dual language books is available and this should be augmented with books in the languages of the pupils currently enrolled in the school.

 

The pupils are provided with opportunities to engage in a variety of writing activities and the First Steps writing programme is being used effectively within the school. Drafting, editing and redrafting is a feature of writing in junior, middle and senior classes. The standard of handwriting is high and pupils’ written work is displayed and celebrated throughout the school. In many classes, pupils engage enthusiastically in reciting poems and rhymes, articulating personal responses to poetry and composing their own poems. Mainstream class teaching in English is complemented by the effective delivery of in-class support from the special education needs team, who support pupils with additional needs and pupils who have English as an additional language. Pupils receive intense prevention and early intervention programmes in the infant and junior classes to support their learning in English, both in-class and on a withdrawal basis. Teachers display an awareness of the stages of language acquisition for EAL pupils from the silent phase, to social interaction and the development of academic language. The quality of the teaching observed and the engagement of pupils in their learning in English bodes well for the achievement of improved literacy targets as outlined in the school’s DEIS Action Plan.

 

 

3.2         Mathematics

The quality of teaching and learning in Mathematics is good, with some very good lessons observed during the course of the evaluation. The improvement of outcomes in numeracy has been prioritised by the school and a number of innovative programmes, including Number Worlds and Ready, Set, Go-Maths, are being employed to facilitate the achievement of targets set. Stimulating mathematics-rich classroom environments have been created for all pupils and these serve to reinforce mathematical concepts taught. The school has an extensive supply of mathematical resources to support activity-based methodologies and these, in conjunction with teacher-developed materials, facilitate a variety of hands-on teaching approaches. A commendable emphasis on the development of mental mathematical strategies, supported by the creative use of concrete resources and mathematical games, was an integral feature of all lessons observed. Concepts and skills across all strands of the curriculum are developed incrementally throughout the school in line with curriculum objectives. Effective and extensive use is made of the active participative approach and pupils are encouraged to work in pairs and groups to develop cooperative skills. In general, very good use is made of accurate mathematical language during lessons. Pupils are interested in the subject area and they demonstrate very good reasoning and problem-solving skills when questioned. Some use is made of the local environment in the teaching of Mathematics and a further exploration of the use of mathematical trails across all classes is now recommended. While teachers make some use of ICT for the teaching of Mathematics, consideration should now be given to extending this practice to enhance teaching and learning in this area.

 

In-class support for pupils in Mathematics is provided at all levels, including pupils for whom English is an additional language. The coordinated nature of this support and the productive relationships between support teachers, mainstream class teachers and special needs assistants (SNAs) to differentiate the content to the needs of individual pupils is particularly noteworthy. The structured provision of group work in the context of in-class support enables EAL pupils to access the mathematics curriculum and to interact confidently with their peers and teachers. Overall, there is a discrepancy between the high quality of the teaching methods and pupil engagement observed and outcomes as evidenced in the standardised tests. The results of standardised tests need to be carefully monitored, analysed and tracked to assess the impact of particular initiatives and to further inform the planning, teaching and learning continuum. It is hoped that the continued innovative use of concrete materials, the emphasis on mathematical games to reinforce concepts, the focus on mental Mathematics and the team-teaching approach in operation will lead to an improvement in pupil outcomes in the future.

 

 

3.3         Assessment

All teachers use a wide range of assessment methods, including pupil portfolios, teacher-designed tasks and tests, checklists, standardised tests and diagnostic tests. A whole-school approach to assessment has recently been agreed and a standard template based on the structure of the curriculum will be completed twice annually by all teachers. The Sigma T and Micra T are administered annually to pupils from first class upwards and the results are communicated orally to parents. The school is currently reviewing its end-of-year report templates in order to facilitate the reporting of results of standardised tests in written format and the recently published NCCA report card templates should be considered in this process. It is recommended that the results of standardised tests should be analysed and graphed at class and school levels in order to inform the planning and delivery of differentiated learning activities. Subsequently, these results could be collated sequentially as a means of tracking individual pupil’s progress over the entire attendance at primary school. The Middle Infant Screening Test (MIST) is used in senior infants and the Non-reading Intelligence Test (NRIT) is administered to pupils in second and fourth class to complement other assessment data. Teachers in support settings maintain comprehensive assessment records on individual pupil progress, including work samples, the results of standardised tests and recorded teacher observations. The main challenge for the school going forward is to shift the focus from the assessment of learning to assessment for learning to ensure assessment data impacts positively on subsequent planning, teaching and individual pupil learning.

 

 

4.             Quality of supports for pupils

 

4.1         Pupils with special educational needs

The quality of special educational needs provision in the school is of a high standard. Practice is informed by a comprehensive school plan that details the roles and responsibilities of all personnel in the area and outlines how support is delivered. In line with best practice, the school has formed a special education support team of eight teachers that delivers all supports to pupils based on needs in assigned classes, including low-incidence needs, high-incidence needs and EAL pupils. Pupils in the infant and junior classes are prioritised and a large range of screening and diagnostic tests are administered to determine specific learning strengths and needs. Individual pupil learning profiles (IPLPs) and/or individual education plans (IEPs) are developed for each pupil availing of support. These are developed collaboratively and are reviewed regularly. The quality of these IPLPs and IEPs varies and it is recommended that the structure and content of these be reviewed to incorporate the provisions within the school plan and to reflect the guidance from the National Council for Special Education. Considerable evidence exists of effective communication and partnership between support and mainstream class teachers, including the convening of regular meetings and the sharing of planning and assessment records. Consideration should be given to issuing a copy of IPLPs or IEPs to parents, and all mainstream class teachers should maintain a copy of these in their planning records to ensure all partners are working collaboratively towards the attainment of targets. A wide range of early intervention strategies is in operation, many of which are delivered through initiatives related to DEIS. The needs of exceptionally able pupils are also addressed through participation in a number of initiatives, such as the K’Nex Challenge, the Animation 4 Success programme in Ballyfermot College of Further Education and the New Era programme in University College Dublin.

 

During the course of the evaluation very good practice by support teachers was observed. Support for literacy and numeracy was provided both in class and in withdrawal contexts. Indeed, one of the key strengths of provision is the effective use of in-class support throughout the school and the positive working relationships and structured team-teaching approaches observed. This ensures the efficient deployment of the available resources to the maximum benefit of pupils. All support rooms are print-rich and mathematics-rich, attractive and well resourced. The teaching and learning observed was characterised by the use of a broad range of engaging and interactive methodologies to meet identified needs, affirming teacher-pupil relationships and active pupil engagement. Effective Reading Recovery and Maths Recovery programmes are in operation in the school and a small number of pupils are receiving intensive support over a short period of time to develop their reading and numeracy skills.

 

4.2         Pupils with English as an additional language

The language needs of EAL pupils are catered for as part of the team approach to delivering supports to pupils and is coordinated by an assistant principal. Three posts have been allocated to supporting the needs of 45 EAL pupils in the school but in practice, most support teachers fulfil this role in their assigned classes. An excellent balance of withdrawal in small groups and in-class support is being achieved at present, based on the needs of the pupils. Language acquisition is supported incrementally and systematically through the use of the thirteen themes devised by Integrate Ireland Language and Training (IILT). Support is delivered in print-rich and attractive learning settings and productive use is made of an impressive array of teacher-designed and commercial resources. Commendably, some pupils are given the opportunity to read and write in their dominant language and use a timetable with visual cues. Very good practice has been developed in relation to the initial and ongoing assessment of EAL pupils, including the use of the British Picture Vocabulary Scale (BPVS), IILT materials and the Primary School Assessment Kit. The teaching observed was of a high quality, with an emphasis placed on pupils acquiring and using target language through the use of interactive teaching methodologies. Teacher-pupil and pupil-pupil relationships are characterised by respect and pupils generally feel confident and competent in using the new language acquired. Communication between mainstream class teachers and EAL support teachers is facilitated through in-class delivery and the sharing of planning and assessment documentation.

 

 

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

The provision for disadvantaged pupils and minority groups is very good as there is a sincere emphasis on meeting the educational and pastoral needs of all pupils within the school. The school provides a number of services, and participates actively in a multiplicity of community initiatives to support pupils. These are funded through Department grants, Partnership funding, Dublin City Council programmes, resources provided under the DEIS initiative and local fundraising. Providing for the needs of individual pupils and their families is planned for and coordinated through the weekly CARE team meetings of the principal, deputy principal and HSCL teachers. This ensures that available school resources are targeted at those pupils who find school challenging or who are dealing with social, economic or personal issues hindering their educational development. A breakfast club is in operation and school lunches are provided for all pupils. Improving school attendance is one of the priorities within the school’s DEIS Action Plan and this target is being addressed through ongoing tracking and the celebration of good attendance on a monthly and annual basis. The school runs a Rainbows group for pupils who have suffered loss or bereavement and links with a wide range of community services to access appropriate therapies for pupils in need. The seven Traveller pupils in the school are fully integrated in mainstream classes and receive additional supports as needs arise from the support team, one of whom is a resource teacher for Travellers. The visiting teacher for Travellers effectively supports pupils and their families in relation to enrolment, school attendance and communication between the home and the school.

 

Two HSCL teachers are shared among the three schools on the campus and their practice is informed by a clear policy developed collaboratively with parents. They effectively encourage parents to become more involved in their child’s education and strengthen home-school links by facilitating a broad range of courses for parents, organising external speakers on topics of interest and encouraging parental participation in school initiatives. Many parents visit the school’s parent room regularly, where they attend courses and network with other parents. Home visits form a core element of their work and this is considered crucial in establishing relationships and building parents’ self-esteem. They also facilitate liaison for parents with community agencies such as the Child and Family Centre, Barnardos and Familiscope. The coordinator and project worker of the School Completion Programme (SCP) are proactive in the delivery of an extensive range of in-school and out-of-school supports for pupils. These include the tracking of pupil attendance, homework clubs, after-school clubs, school holiday camps, a comprehensive transition programme to the adjoining post-primary school, therapeutic services and peer mediation. Communication between the SCP team and the school is facilitated through regular attendance at the school’s CARE team meetings.

 

 

5.             Conclusion

 

The school has strengths in the following areas:

  • The board of management is well informed and is highly supportive of the work of the school.
  • A positive and caring atmosphere is evident in the school and the quality of relationships within the school and between the school, the parents and the wider community is commendable.
  • The school building and environment is well maintained and educationally productive, which serves to create a very nurturing and supportive learning environment for all pupils.  
  • The school is led by a professional, competent and conscientious principal who is efficient in administration and visionary in focus. She is supported by a diligent and committed in-school management team and school staff.
  • The collaborative nature of school and individual teacher planning is praiseworthy, as is the sharing of planning between mainstream class teachers and support teachers.
  • The quality of teaching in English and Mathematics in the school is consistently good.
  • The management of pupils in this school is excellent and teachers are to be commended for the positive learning atmosphere pertaining in the school.
  • The school is proactive in meeting the educational and pastoral needs of each pupil and engages in a range of co-curricular and extracurricular activities to enhance the educational experiences of pupils.

 

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

 

  • School curricular plans should be further contextualised to the needs of St. Raphael’s to support the implementation of the curriculum within the school.
  • Teacher planning in support settings should be reviewed and streamlined to ensure it has a maximum impact on teaching and learning.
  • The data generated through existing school assessment practices across all curricular areas should be analysed and distilled further to inform the cycle of planning, teaching and learning.
  • Whilst the use of ICT is a feature of the work of the school, it is recommended that the school investigate further opportunities for the use and promotion of ICT in teaching and learning.

 

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     

 

 

·         We would like to thank the inspectors for their commitment to a thorough inspection of the work of the school. We are delighted that they affirmed the Board of Management, principal, teachers, special needs assistants, secretary, caretaker, housekeeper and cleaning staff on their commitment, dedication and hard work.

 

·         We welcome the acknowledgement of the very good practice and high standards of teaching and learning. We note that the strong emphasis on teamwork, co-operation, inclusivity and communication in the school, with parents and with the wider community was recognised.

 

·         We particularly welcome the recognition of the caring atmosphere and the acknowledgement that "pupils display a palpable sense of pride and interest in their work and engage enthusiastically with their teachers and peers during classroom activities".

 

 

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 recommendations made were discussed by the staff and they will inform and guide school planning for the next school year.

·         The Board of Management will continue to support and provide on going assistance in their implementation.