An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Little Angels School

Letterkenny, County Donegal

Uimhir rolla: 19724A

 

Date of inspection:  14 November 2007

  Date of issue of report: 22 May 2008

 

 

 

 

 

Whole-school evaluation

1.     Introduction – school context and background

2.     Quality of school management

3.     Quality of school planning

5.     Quality of support for pupils

School Response to the Report

 

Whole-school evaluation

 

This report has been written following a whole school evaluation of Little Angels School. 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 parents. The evaluation was conducted over a number of days during which inspectors visited classrooms and observed teaching and learning. They interacted with pupils and teachers, examined pupils’ 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 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.

 

 

 

1.     Introduction – school context and background

 

Little Angels School is recognised as a special national school by the Department of Education and Science and operates under the patronage of its founding body, Little Angels Association. Founded in 1980 in order to provide education for pupils with moderate general learning disabilities, since 2002 the school has also provided for pupils with severe/profound general learning disabilities and for pupils with autistic spectrum disorders (ASDs). Pupils generally range in age from four to eighteen years. The school serves a mixed urban and rural catchment area in North Donegal, centred on the town of Letterkenny.  

 

The current school enrolment of thirty four represents a small increase on recent years when enrolment was below thirty pupils. The staff includes a principal, six class teachers and seventeen special needs assistants. In addition, there are three part-time teachers funded by the Co. Donegal Vocational Educational Committee (VEC). Ancillary staff includes a secretary, cleaner, caretaker and four bus escorts.

 

Its mission statement commits the school to helping and encouraging the pupils “to be the best that they can be”. The school’s motto is “Education for Living”.

 

 

2.     Quality of school management

 

2.1 Board of management

 

At the time of inspection the board of management was in the process of being reconstituted. During the period of office of the outgoing board significant progress was made in upgrading the school facilities and in developing school policy documents. In the past, the school has experienced a degree of discontinuity in relation to management structures. For particular periods the school has been managed by the patron in the absence of an established board. While this position has been rectified and positive management practices have been developed, board meetings have not been sufficiently frequent.  The new board should meet at least once a term and at least five times per school year, in accordance with national guidelines. It should also facilitate its members in undertaking relevant training related to the work of school boards.

 

 

It was noted that the school day, as currently configured, requires some adjustment in order to comply fully with Department of Education and Science requirements. The timetable indicates a starting time of 9.25 a.m. and a finishing time of 2.45 p.m.  This gives a total school day of five hours and twenty minutes.  This overall period, which includes breaks, reception and dismissal, is twenty minutes less than the official requirement. The timetable should be adjusted accordingly.  It is acknowledged that, within the school’s current timetable, there is no shortfall in relation to actual teaching time.

 

2.2 In-school management

 

The in-school management team consists of a principal, deputy principal and two special duties teachers. The principal has been in her post for two years. She provides active, positive and supportive leadership to school staff. The other members of the team have been assigned an appropriate range of duties covering pupil support, organisation and curriculum matters.  They support and extend the school development work of the principal.  A commitment to cooperation on a whole-school basis is evident among the staff as a whole. Day-to-day organisational matters are well planned. The activities of the school day are efficiently managed in a pupil-friendly atmosphere.

 

2.3 Management of resources

 

The school is well-served by a committed staff group with a valuable range of experience.  Staff members show commitment to professional development and are supported in this by school management. The deployment of the six class teachers provides for a balance of experience across the respective class types. The school avails of an annual part-time teaching allocation from Co. Donegal VEC. The three part-time teachers employed on this basis provide tuition in drama, cookery, art, woodwork and horticulture.

 

The management of staff and the promotion of staff involvement at whole-school level are supported by a range of suitable communication and consultation strategies, including staff memos, notices, weekly briefing meetings for teachers and termly staff meetings. The range of professional development courses and seminars availed of by staff members over the past two years indicates the professional commitment of staff and the positive attitude of school management.  Courses attended outside the school, or provided within the school, are particularly relevant to the education and care needs of pupils with general learning disabilities and autism. Training in alternative communication approaches and behaviour management have been prioritised and have been provided on a whole-school basis during summer breaks. In considering further plans for staff development, consideration should be given to extended, postgraduate courses in special education that are now available through the network of teacher education colleges throughout the country.    

 

The main school building dates from 1989.  The overall impression given by the school building is warm, welcoming and stimulating. Current accommodation includes four permanent classrooms, two recently installed temporary classrooms, a general purpose area, principal’s office, secretary’s office, staff room, art store, wood work area, two small kitchen areas, toilet areas, a sensory room and a wheelchair-accessible shower and changing area. Classroom accommodation is generally of good quality though, in some cases, restricted in size. This consideration will be addressed in the context of a major extension project that is currently at the planning stage. In the case of one of the temporary classrooms, which is currently of unsuitable size and does not have direct access to toilet facilities, an interim solution should be pursued.  A high standard of cleanliness and maintenance is evident throughout the school. The outdoor play facilities have recently been upgraded and additional equipment has been installed, including a trampoline and basketball posts.

 

Classrooms are well supplied with general and specialist learning materials, including audio- visual and information and communication technology (ICT) equipment.  Specialist items of equipment necessary for the care of individual pupils are sourced on the basis of advice from the relevant Health Service Executive (HSE) personnel.  Display space in classrooms and communal areas is resourcefully used to highlight the work of the pupils.  

 

2.4 Management of relationships and communication with the school community

 

The principal and staff make a significant effort to involve parents in the day-to-day life of the school. Each pupil has a communication notebook to facilitate the daily exchange of information between the school and the home. The school issues a termly newsletter that is produced with a pupil editor. A report of progress is sent to parents at the end of each year. Individual case conferences are scheduled, when required, and parent-teacher meetings are held annually. A good example of parent-school collaboration is the establishment of a committee consisting of parents and staff members to develop and implement the school’s policy on relationship and sexuality education (RSE). Several events and celebrations throughout the school year provide opportunities for parents to visit the school. These include the Christmas play, the Harvest Thanksgiving, Pancake Day, Mothers’ Day assembly, sacraments, a school mass and the graduation ceremony. Courses in LÁMH, a manual signing system, and in positive parenting have been organised by the school for parents in the past. Observation during the inspection confirmed the school’s open-door approach to parents wishing to speak to staff. At present, the school does not have a parents association. It is recommended that school management should encourage and facilitate the establishment of a parents association, in a format appropriate to the school’s circumstances. 

 

The school has developed positive links with local primary and post-primary schools and third-level colleges. It facilitates work experience for college students enrolled in pre-nursing and childcare courses. In addition, the school has formed a partnership with a nearby primary school to organise events related to the Green Flag environmental programme. Local second-level students help with the rehearsals for and the performance of school concerts.

 

Links with the wider community, including voluntary groups and local services, have enabled the school to enhance the range and quality of educational experiences that it provides for the pupils in a number of curricular areas, including work experience for senior pupils. Visits from theatre and music groups, and from individuals with special interests or hobbies related to the school curriculum are arranged. Commendably, the school also contributes to the wider community by supporting fundraising and awareness-raising projects. Staff members are currently involved with staff from other schools and with the Special Education Support Service in a project supported by PEACE II, the EU programme for peace and reconciliation. The aim of this project is to involve parents in the development of their children’s speech and language skills.

 

2.5 Management of pupils

 

Pupils are allocated among six classes, two classes for pupils with moderate general learning disabilities, two classes for pupils with severe/profound general learning disabilities and two classes for pupils with autistic spectrum disorders. Within each of these three categories there is a junior and a senior class. At the time of the evaluation there were six pupils in each class with the exception of the senior ASD class, which had three pupils.

  

Highly positive and supportive relationships between staff and pupils were observed in all classes. Staff maintain adult direction and control while encouraging pupil participation and independence. Daily routines are well managed to ensure the smooth operation of the day and to allow for a focus on care and education. Positive pupil behaviour was observed throughout the school and across all activities. Inappropriate behaviours are dealt with unobtrusively and confidently. Much recent staff development and policy development work has focussed on developing the school’s capacity to respond positively to the needs of pupils who may exhibit challenging behaviour. Whole-staff training has been provided, with support from the Special Education Support Service, and useful staff guidelines for promoting positive behaviour have been developed. This positive development is also reflected in the teachers’ proactive planning for behaviour management at classroom level.  Class teachers list inappropriate behaviours that may be exhibited by individual pupils along with appropriate interventions and management strategies.  This information is shared with staff members who are involved with the pupils concerned.  The positive guidelines drawn up in the context of this recent work will provide a useful basis for reviewing the school’s discipline policy/code of behaviour in due course.

 

 

3.     Quality of school planning

 

3.1 School planning process and implementation

 

The school has developed a wide range of essential policies to guide the provision of appropriate education and care to the pupils. New policy documents are generally drafted by staff members before being brought to the board of management for approval.  The school’s plans for future development have been guided by the School Development Policy Support.  Planned future work will focus on communication, in the 2007/8 school year, and assessment in the 2008/9 school year. The feasibility of offering modules from the Further Education and Training Awards Council (FETAC) is also targeted for future consideration.

 

Policy documents detailing rationale, vision and aims and incorporating lists of content, with appropriate methodologies and resources have been collaboratively developed to guide the delivery of each curriculum area. Appropriate reference is made to the Guidelines for Teachers of Students with General Learning Disabilities (National Council for Curriculum and Assessment). Various teachers have been nominated as co-ordinators for particular curriculum areas. Their role is to monitor the implementation of the curriculum and to ensure that appropriate resources are available.    

 

While essential organisational and curricular policies are in place and there is evidence of collaboration in their development, in some cases ratification and review dates are not stated.  It is recommended that each policy document should indicate the consultative process through which the policy was drawn up and should indicate the date of ratification by the board of management and target date for review.

 

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.

 

 

3.2 Classroom planning

  

Classroom activities are well planned and effectively organised. Teachers and special needs assistants collaborate well in this regard.  Classroom routines are made clear to pupils through consistency in instructions and the use of visual cues. Materials are well maintained and readily accessible. Good use is made of available space for visual displays. Timetables allow for a variety of activities and flexible access to a broad curriculum.

 

Teachers across the school have developed a consistent and professional approach to written planning for class groups and for the individual pupils. Short-term and long-term plans encompass all areas of the Primary School Curriculum, at a level appropriate to the pupils’ abilities.  It is suggested that these written plans might be prefaced by a brief overview of the curriculum as a whole and of the constituent areas of the curriculum, indicating aspects that may be particularly relevant to the class and some of the key strategies to be used.  Termly plans for each class indicate goals and teaching methodologies. Short-term planning is differentiated for the individual pupils in key curricular areas. General progress in programme delivery is recorded on a monthly basis. Pupil profiles and individual education plans (IEPs) have been drawn up for all pupils, focussing on a small number of key targets, linked to achievement criteria, resources and methodologies.  Having embedded this format for individual pupil planning throughout the school, it is now recommended that the process for involving parents in IEP development be formalised. 

 

 

4.     Quality of learning and teaching

 

4.1               Overview of learning and teaching

 

The quality of learning and teaching is good throughout the school.  Pupils benefit from a broad curriculum that is based on the six curricular areas of the Primary School Curriculum.  These curricular areas are approached in an integrated cross-curricular manner and are adapted to the needs, interests, abilities and learning styles of the pupils.  

 

Pupils are provided with a high degree of support in group and individual learning activities, while being encouraged to develop appropriate levels of independence. They are typically engaged in activity-based learning using concrete materials. The routine activities of the school day are used as contexts for learning and practising personal, social and communication skills.

 

Curriculum content, classroom atmosphere and teaching approaches are modified effectively to meet the particular needs of older pupils and pupils with specific needs. In the case of pupils with autism, a structured teaching approach emphasising visual supports and predictable routine is used. For pupils with severe-profound general learning disabilities, direct sensory experience and the use of daily routines to provide a meaningful context for learning are emphasised.  Increasingly, as pupils progress through the school, learning is enhanced through a range of out-of-school, community-based activities and through the practical activities in art, drama, cookery and work experience.   Successful approaches developed with particular pupils or classes are extended to other pupils and classes, as appropriate.

 

4.2  Communication and Language

 

The area of Communication and Language is given central emphasis in the curriculum throughout the school. The teachers are conscious of the need to create supportive environments for communication within the classrooms. The development of oral language skills is set within a broad framework of communication that includes visual supports, picture-based communication and the use of gesture and signing. The staff are highly responsive to the communicative efforts of pupils for whom oral language is not the primary form of communication. The Picture Exchange Communication System (PECS) has been in use with specific pupils for a number of years. The recent provision of whole-staff training in this approach has facilitated its introduction across the school. The pupils are provided with positive experiences involving the use of books and other printed material. A range of pre-reading and early reading activities is provided for the younger pupils and pupils are enabled to develop their literacy skills, in line with their abilities and needs, as they progress through the school.  Literacy activities focus on personal needs and functional vocabulary for independent living. The classrooms contain suitable collections of reading material. The school has begun the development of a school library and independent reading area.

 

4.3 Mathematics

 

The pupils engage in activities across the strands of the primary Mathematics curriculum, at a level appropriate to their abilities. As they move through the school, the pupils are supported appropriately in developing number recognition, counting skills and simple computation skills.  For pupils at an early stage of development or with more significant learning disabilities, the Mathematics curriculum is embedded in a range of sensory exploration activities and in daily routines. With other pupils, early mathematical concepts are developed through the extensive use of concrete materials and visual aids. With older pupils, in particular, there is an emphasis on the development of awareness of mathematical applications in social situations involving money, time and everyday materials.  

                                                

4.4 Social, Environmental and Scientific Education

 

Teachers in all areas of the school plan and deliver an SESE curriculum that incorporates appropriate aspects of History, Geography and Science. Teaching and learning activities frequently link these component subjects together under suitable themes that can be related to the pupils’ experiences at home, in school and in the wider community. The approach to History emphasises the development of the pupils’ sense of time as it relates to themselves, to their families and to their immediate environment. The school’s involvement with the Green Schools programme, since 2006, has provided a practical focus for aspects of Geography and Science. The emphasis on collecting everyday household materials for recycling and for use in art activities is in line with the concrete, sensory learning style of the pupils. Simple horticultural activities, in the classroom and on school grounds, extend this practical approach. School trips provide further useful opportunities to develop the pupils’ sense of place and space, and their knowledge and understanding of the local environment.  

  

 

 

 

4.5 Arts Education

 

Pupils in all classes are provided with a broad and stimulating range of arts activities incorporating Visual Arts, Music and Drama.

 

Visual Arts

The work of the class teachers in Visual Arts is enhanced and supported by the input of the part-time art teacher. Much of the work is centred on well chosen themes, related to the seasons, events and school curricular activities. In this context, pupils have the opportunity to explore a variety of materials and techniques. Activities that allow direct, sensory engagement are emphasised. While pupils are encouraged to express their own creativity where possible, there is also a strong emphasis on shared activities, where a group of pupils work with staff to produce large works related to the classroom curriculum. Several aspects of the work of the school are attractively illustrated in art works displayed in central locations. These displays reflect and embody the positive atmosphere that exists within the school.

 

Music

Pupils in all classes enjoy listening to music, responding to music and participating in music performance. A wide range of songs and rhymes is used to support learning in language and other curricular areas. Simple song-singing and the use of percussion instruments allow pupils to participate in music performance, often linked to drama and play activities.

 

Drama

The class teachers integrate play and drama into learning activities in various areas of the curriculum.  The pupils’ enjoyment of and participation in drama-related activities is enhanced by the input of the part-time drama teacher, who works productively in collaboration with class teachers and special needs assistants.  Music, songs, rhymes and visual and concrete props are used to stimulate participation and imagination. Whole-school celebrations and events provide opportunities for pupils to perform for a wider audience.

 

4.6 Physical Education

 

The school provides a varied programme of Physical Education (PE), suitable to the needs of the pupils. The school’s plan for PE is referenced to the six strands of PE in the Primary School Curriculum. PE lessons are organised in the school’s general purpose hall, for pupils whose physical needs permit. Pupils are helped to change into appropriate gear before attending the hall and some classes are timetabled together to facilitate group activities. Warm-up and cool-down exercises are incorporated into the lessons. There is an emphasis on making an effort and taking part as well as the development of gross-motor skills. Participation in the physical education programme also provides opportunities to develop social, personal and communication skills. For some pupils with restricted movement, individualised movement exercises are implemented on a daily basis by school staff, following physiotherapy advice.

 

Most of the pupils take part in weekly swimming lessons in a local leisure centre. Horse-riding activities are provided by the Riding for the Disabled Association on alternate weeks. In addition, pupils from Little Angels participate in aquatics, athletics and equestrian events organised by Northwest Special Olympics. One of the junior classes attends an indoor play facility every week.

 

 

 

 

4.7 Social, Personal and Health Education

 

A broadly-based programme in Social, Personal and Health Education (SPHE) is incorporated in the school curriculum, through specific lessons and through cross-curricular linkages. It is facilitated by a climate of social interaction and a range of daily activities and routines, including circle time. The overall curriculum plan for this area incorporates the three strands – Myself, Myself and Others, and Myself and the Wider Community. These strands are reflected in classroom activities at all levels. Initially, the emphasis is on the pupil’s sense of self, including body-awareness, and awareness of people in the immediate environment of family and school. As the pupils progress through the school there is an increased emphasis on developing confidence and competence in interactions with people and places in the wider community.  For some pupils this latter aspect incorporates a programme of work experience in local businesses.

 

The SPHE programme incorporates a number of other specific programmes, related to healthy eating, substance abuse, personal safety (Stay Safe).  Personal and social skills are developed in the context of general classroom activities, lunch and snack periods, play times, circle time and cookery activities. Depending on individual needs and stages of development, individualised programmes related to toileting and bodily care are provided. The caring and respectful role of the school’s SNAs in relation to these aspects of SPHE is to be commended.  Care of self and of personal belongings is encouraged in a range of ways including the allocation of an individual locker to each pupil. Increased personal competence and appropriate degrees of independence are encouraged in the context of swimming, cookery activities and household activities. The classes   also participate in weekly lunch trips out of the school to local restaurants.

 

A healthy eating policy is promoted throughout the school, through the operation of a breakfast club, a healthy lunchbox policy, participation in the school milk scheme, the weekly purchase of fresh fruit and the installation of two filtered water dispensers for pupil use. Two of the senior classes have access to small kitchen areas to make their own sandwiches for lunch and participate in the school’s breakfast club. At these times there is a clear emphasis on developing independent living skills, healthy eating, hygiene, manners, turn-taking, the careful use of appliances and cleaning up. The senior class for autism and the classes for moderate general learning disability take part in cookery lessons under the direction of a part-time teacher funded by the local VEC. Individual learning plans are created for each student and progress is tracked with checklists for achieved targets.

 

Relationships and Sexuality Education (RSE) has been identified as a priority area for development in the current school year, 2007-2008. Policy development and implementation is led by a working group of staff and parents. Staff members have received training in a number of relevant programmes including Stay Safe and Walk Tall.  

 

4.8 Assessment

 

Assessment modes employed in the school include teacher observation, teacher-designed tasks and worksheets, and the retention of work samples and scrapbooks. In some cases, standardised tests are used to assess literacy skills.  A range of checklists is used to track pupil attainment in a number of areas. The teachers create and maintain pupil profiles based on the results of previous testing and on psychological, medical and speech and language reports. This information is used to guide classroom and individual planning.

 

Parents receive annual progress reports and can attend scheduled parent-teacher meetings for oral feedback. Parents may also request meetings with staff to discuss pupil progress at any time.

 

According to the school plan, a whole-school policy on assessment is scheduled fro development during the school year 2007-2008. This will include a review of a number of available instruments that are relevant to the school’s population.  In preparation for this, the school has assembled a folder of information on a range of diagnostic and attainment tests in language and literacy as well as screening and developmental checklists.

 

5.     Quality of support for pupils

 

5.1 Pupils with special educational needs

 

The school creates a highly supportive environment for all of its pupils through the quality of care that it provides, its links with other agencies and the curriculum as delivered in the classrooms and enhanced by additional activities.  The particular contribution of the special needs assistants to the care and well-being of the pupils is commended.  In responding to the specific care needs of individual pupils, the school has regard to information and advice from parents and relevant Health Service Executive personnel. Specific aspects of provision, such as the healthy eating programme, the breakfast club, eating in local restaurants, and the allocation of lockers for pupil’s belongings serve to enhance the quality of care for pupils and create valuable learning contexts for them. The school engages proactively with clinicians and therapists from the HSE, particularly in relation to the needs of children with additional or complex needs. Activities recommended by such personnel are regularly incorporated into daily routines and pupil programmes.   

 

In 2002 the school established a dedicated class for pupils with severe/profound general learning disabilities. In September 2007, a second class was established, allowing pupils to be divided into junior and senior classes on an age basis. The school’s provision for children with ASD also dates from 2002; there are currently two classes for pupils with ASD, junior and senior, respectively.  Staff assigned to these classes have shown a strong commitment to developing their expertise in relation to approaches that are considered relevant to the pupils’ needs. Appropriate approaches to classroom organisation, use of visual supports and schedules, sensory-based learning and alternative communication methods have been highlighted in the context of staff development and have been incorporated into practice. While the approaches to teaching and learning are geared to the additional or different needs of the pupils, the pupils have access to the full curriculum in an appropriate manner and are fully included in the life of the school. This inclusive approach is further evidenced in the practice of team teaching, whereby teachers from different class types combine their classes for particular lessons.

 

In the light of its growing expertise in relation to severe/profound general learning disabilities and autistic spectrum disorders the school should now consider developing policy statements on these two areas of education, for inclusion in the school plan.

 

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

 

The school’s inclusive approach to the education of children with a wide range of needs and abilities and the positive, supportive climate that characterises its work, place it in a strong position to respond to the needs of pupils from varying social and cultural backgrounds in the future and to adapt to meet the needs of a changing population. Adding a policy statement on intercultural aspects of education to the school plan would affirm the school’s inclusive approach.  

 

 

6.   Summary of findings and recommendations for further development

 

The following are the main strengths 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 board of management where the draft findings and recommendations of the evaluation were presented and discussed.


 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Area 1   Observations on the content of the inspection report     

 

 

We were very happy with the content and observations included in the report.

 

 

 

 

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 school-timetable has been adjusted accordingly.

·         We have already started working on the policy documents as advised and have brought a number for ratification by the Board.

 

·         We have met twice since the formation of the new Board of Management and are about to arrange next meeting.

·         We intend to formally involve parents when developing I.E.P.S and intend to procure some training in this area in the near future.

·         A parents association is being formed (discussed at Board of Management meeting) and first meeting already arranged and as Principal I have sought advice on establishing and supporting a Parents' Association from sdps.

 

·         Staff have already met to discuss the development of policy statements in the areas of autism and severe and profound learning disabilities.