An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

St Conal’s National School

Portnoo, County Donegal

Uimhir Rolla: 19756N

 

Date of inspection: 10 March 2008

 

 

 

 

Whole-school evaluation

Introduction – school context and background

Quality of school management

Quality of school planning

Quality of learning and teaching

Quality of support for pupils

Conclusion

 

 

 

 

Whole-school evaluation

 

A whole-school evaluation of St Conal’s National School was undertaken in March 2008. This report presents the findings of the evaluation and makes recommendations for improvement. The evaluation focused on the quality of teaching and learning in English, Irish, Mathematics and Social Environmental and Scientific Education.  The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.

 

 

Introduction – school context and background

 

St Conal’s National School is a six teacher co-educational, rural primary school situated in Portnoo, Co. Donegal. The school serves families from the rural and surrounding areas. Recent stable enrolment figures are predicted to continue with a slight increase in the medium term. There are no newcomer pupils currently enrolled. The school is included in the rural dimension of Delivering Equality of Opportunity in Schools (DEIS), the Department’s action plan for educational inclusion. It is included in a cluster of schools that is serviced by a rural co-ordinator who, at present, is based in the school. A new principal and deputy principal were appointed to this school in autumn 2007 and a re-assignment of teaching duties for all staff followed the new appointments. Attendance rates at the school are very good.

 

The following table provides an overview of the enrolment and staffing in the school at the time of the evaluation:

 

 

Number

Pupils enrolled in the school

89

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

0

 

 

1.     Quality of school management

 

1.1 Characteristic spirit, mission or vision

 

The school’s vision is clearly articulated in its mission statement and evident from its motto which is ‘Iarracht, Saothar agus Cúram’ (Effort, Work and Responsibility). The characteristic spirit of the school is one of caring inclusiveness where all pupils are encouraged to achieve to their full potential. While the school embraces a Catholic ethos in its everyday functions and interactions it is welcoming of other cultures and religions also. The school is under the patronage of the Catholic Bishop of Raphoe. The patron supports the school effectively in fostering its characteristic spirit. There is a strong sense of common purpose within the school community and the board supports the school staff very well in promoting a positive moral and spiritual culture in and about the school.

 

1.2 Board of management

 

The board of management manages the school effectively. It complies with statutory requirements and departmental regulations. While board members are assigned specific duties and fulfil their roles competently it is recommended that these roles be reviewed so that there is a better balance in the distribution of duties of board members. Meetings are convened once a term and minutes are maintained. A financial report is presented at each meeting and accounts are audited annually. The principal, board and parents consider that the school has achieved remarkable standards in achievement over the years and see their role as supporting the school staff in their endeavours to continue this upward trend and in their plans for school self-reviews in the future. The board of management monitors the provision of education very carefully. It is evident that the board is committed to continuous improvement in learning and teaching and in the achievements of all pupils. The board is involved in whole school planning and regularly reviews, discusses and updates school policies and plans. Procedures are in place to ensure that parents are informed of school policies. An annual review of the school’s work is published and shared with members of the school community. The board has discussed the need for training at local level for board members and it is recommended that training be sought for newer members of the board to ensure that all members are familiar with the legal responsibilities and duties of boards of management under the Education Act 1998 and the Education (Welfare) Act 2000. It is recommended that the health and safety policy be reviewed to address safety issues around the access of vehicles to the school yard.

 

1.3 In-school management

 

The principal is hardworking, dedicated and provides effective curriculum leadership within the school. A happy and productive school climate has been established, one that is characterised by positive working relationships within the staff. The duties of the principal are carried out in a highly professional and caring manner. He is committed to ensuring that the pupils achieve in all curricular areas and that they are well prepared for post-primary education. The principal sets consistently high expectations of pupils’ behaviour and attendance. He is ably assisted by a highly motivated staff which includes the deputy principal and a special duties post holder. Self evaluation is embedded in the school’s culture which focuses on the improvement of learning. All teachers attend professional development courses on an ongoing basis which are reflective of the particular needs of the school and its pupils. A schedule of duties which include areas of pastoral, curricular and organisational responsibility has been assigned to post holders. This schedule of duties should be reviewed by the board to reflect the developing needs of the school.

 

1.4 Management of relationships and communication with the school community

 

There are very supportive relationships between the school, the parent body and the wider community. However, further efforts should be undertaken by the board to establish a formal parents’ association. The board and staff reported that parents participate fully in school events, meetings and extra-curricular activities. Members of the school community and partner agencies work collaboratively to support children from disadvantaged backgrounds in deriving benefit from their education and to reduce barriers to their learning. At a meeting convened with parents’ representatives it was reported that parents were very satisfied with the educational provision in the school and with the nature of the communication procedures that exist for parents.

  

1.5 Management of pupils

 

The board and teachers are commendably committed to the pastoral care and general welfare of their pupils. Pupils are eager and motivated in their learning. They cooperate fully with the school’s rules, code of behaviour and initiatives to prevent bullying. They demonstrate high levels of confidence and self-esteem and participate enthusiastically in curricular and extra-curricular activities.

 

 

2.     Quality of school planning

 

2.1 Whole-school and classroom planning

 

The quality of whole-school planning is very good. The school has coherent planning for all areas of the curriculum and for the organisation of the school. The planning process has involved staff, the board, parents and the school planning support services and there is clear evidence of its positive impact on teaching and learning within the school. While the programmes of work for each class are differentiated, further collaborative review of planning for differentiated approaches is recommended to ensure that the wide range of pupil needs across the school is met.

 

The quality of classroom planning is very good. Teachers have comprehensive planning for all areas of the curriculum. There is evidence that it guides the teachers’ work in the classroom and that it contributes to successful learning. Monthly progress records are carefully maintained and there is progression from class to class. However, it is important that further attention is given to ensuring that some topics from the strand units which are revisited at different class levels are appropriately adapted and challenging for the various class levels. The teachers collaborate very well with support teachers in planning for the needs of individual pupils. Individual educational programmes and coordinated support plans contain relevant and appropriate learning targets for pupils.  

 

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

Cothaítear dearcadh dearfa i leith na teanga sa scoil agus deántar iarracht mhaith an teanga a úsáid go neamhfhoirmiúil i rith an lae. Deántar an phleanáil don Ghaeilge trasna na scoile bunaithe ar théamaí. Baintear úsáid as rainn agus amhráin chun fuaimeanna agus rithim na teanga a chur in iúl do na daltaí.  Cé go mbaintear úsáid as gníomhaíochtaí go sásúil chun an chumarsáid a chothú b’fhiú breis béime a chur ar úsáid abhár léirithe agus leabhair mhóra san bhun roinn chun an tuiscint a spreagadh níos faide. Tá cumas cumarsáide na ndaltaí bunaithe ar na téamaí atá clúdaithe acu sna ceachtanna sasúil, ach b’fhiú an fhíorchumarsáid a fhorbairt níos faide trasna na scoile.

 

Cuirtear béim chuí ar fhorbairt na léitheoireachta sna meán agus sna hardranganna. Léann mórchuid na ndaltaí go cruinn agus tuigeann siad a bhfuil a léamh acu. Níor mhiste anois cur leis an raon agus ábhar léitheoireachta sa teanga chun breis taithí agus leathnú a dhéanamh ar an fhíorléitheoireacht. Cleachtann na daltaí téacsanna éagsúla scríbhneoireachta agus is inmholta na hiarrachtaí atá curtha i gcrích acu. Chuirfeadh sé go mór leis an obair mhaith atá ar siúl acu dá ndeánfaidh forbairt ar phróiséas na scríbhneoireachta.

 

Irish

A positive attitude to Irish is nurtured among the pupils in the school and a conscious effort is made to use the language informally throughout the day. Planning is based on curriculum themes. Rhyme and poetry is employed to familiarise pupils with the sound of the language. While activities are used to good effect to promote communication, further use of big books and visual materials would further develop understanding of the language. Pupils’ communicative skills based on the topics covered in the class is satisfactory however further development of real communication is recommended across the school.

 

Appropriate emphasis is placed on fostering reading in the middle and senior classes. Most pupils read accurately and with understanding. A broader range of reading materials would further engage pupils in the reading process. Pupils are provided with various opportunities to write and the examples observed during the evaluation are particularly noteworthy. The development of the writing process would greatly enhance the good work already in hand.

 

English

The quality of teaching and learning in English is very good throughout the school. A praiseworthy emphasis is placed on the development of pupils’ vocabulary and language skills on a cross-curricular basis and discrete language lessons observed reflect the promotion of pupils’ higher order thinking skills through effective teacher questioning. Pupils in all classes can express themselves in a confident and fluent manner on a wide range of topics and themes. Pupils can recite a commendable range of poetry in infant and junior classes while pupils in middle and senior classes can discuss, analyse and appreciate a broad repertoire of poetry. The greatest part of the teaching observed during the evaluation was whole-class teaching. It is recommended that group work and pair work be further explored to facilitate activity-based learning and effective differentiation in this curricular area.

 

A strong structured approach to the development of pupils’ phonological skills and to word attack skills in infant and junior classrooms creates a firm foundation for the development of good literacy skills. Emergent reading skills could be enhanced by the provision of a greater variety of reading materials for the infant pupils and further development of a print-rich environment. A range of reading material is provided in middle and senior classes and pupils were able to speak, with confidence, on a variety of materials which they had read. The majority of pupils display very good reading and comprehension levels.

 

Pupils in all classes engage in a variety of writing activities which are presented to a high standard and corrected consistently by their teachers. Consideration should now be given to the further development of process writing in all classes through the use of Information and Communication Technology (ICT). Spelling strategies are appropriately developed throughout the school and they incorporate phonetic spelling, sight vocabulary and dictation.

 

3.2 Mathematics

 

The teaching of Mathematics is undertaken diligently throughout the school and pupil attainment is very satisfactory as evidenced from the standardised tests results and regular teacher assessments of progress. A variety of resources is skilfully employed for teaching and learning activities. Lessons are well structured and focused discussion and purposeful questioning direct pupils’ activities. Active approaches are adopted for the teaching of mathematics at the junior section and there is particular emphasis on the development of mathematical language in a structured way across the school. Pupils are given suitable opportunities to work co-operatively. However, further differentiated and more challenging tasks should be provided for some of the more able pupils. Mathematical concepts are developed appropriately and pupils display very good computational abilities. Regular revision is undertaken and the pupils record their work neatly and appropriately.  

 

3.3 Social, Environmental and Scientific Education.

 

A comprehensive two-year plan has been devised for the teaching of Science within this school which reflects balance across the strands and strand units. Effective development of scientific skills was observed in the lessons during this evaluation period. An appropriate balance between discussion and hands-on activities is a strong feature of provision while a wide range of resources was used effectively in all classes. Commendable emphasis is placed on linking pupils’ learning to real life experience and the development of the school garden and environment greatly enhances the teaching and learning of science. It is recommended that this school now considers participation in the Green Schools Initiative to further develop environmental awareness and care within their school and local community.

 

3.4 Assessment

 

A range of assessment strategies is employed in the school to monitor the pupils’ attainment in a number of subject areas. All teachers implement a variety of teacher-designed tasks and tests at regular intervals during the year. Pupils’ written work in copies is closely monitored with evidence of purposeful and helpful feedback provided by the teacher to the pupil on a regular basis. Purposeful checklists are maintained in some contexts which document the pupils’ achievement of quality outcomes in the areas of English and Mathematics. It is recommended that this good practice be extended throughout the school and to include other curricular areas, in particular Gaeilge and Science. A selection of appropriate standardised tests for literacy and numeracy is administered and analysed by staff on an annual basis in compliance with Circular 0138/06 Supporting Assessment in Primary Schools. These include Micra T and Sigma T for pupils from first to sixth and MIST for senior infants in the Spring term. The information obtained from the analysis of the standardised testing is used to inform teaching and learning, to review progress of individual pupils and to identify priority areas for pupil and whole-school improvement. Additional screening and diagnostic tests are provided by the learning support teacher when required. Effective use is made of ICT to operate some assessment tools. Records are maintained in a methodical and consistent manner in the school. Parents are consulted and advised of results at parent-teacher meetings and informative pupils reports are sent home annually.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

 

The provision for pupils with special educational needs is guided by a clear whole school policy. It is enriched by a whole-school commitment to creating a positive climate where these pupils are nurtured and supported in their learning and development. There is one full-time learning support teacher in this school and supplementary support is provided for pupils in literacy and numeracy, mostly on a withdrawal basis. It is recommended that in-class support be further developed to promote early intervention, inclusiveness and also to facilitate effective differentiation. All pupils attending for learning support has detailed Individual Education Plans (IEPs) or Individual Profile and Learning Programmes (IPLPs) which contain specific learning targets to be achieved within a defined timeframe. Consultation with parents and class teachers is considered a valued element of the IEP/IPLP process. All supplementary teaching observed during the evaluation was appropriately focused, paced and delivered in a positive and reassuring way. Effective use was made of ICT software, concrete equipment and suitable visuals to enhance the teaching and learning.

 

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

 

There are no newcomers pupils in attendance in St Conal’s NS at the time of the evaluation. The rural co-ordinator who is shared with another four schools under the DEIS initiative works well with the class teachers to support pupils and to organise activities and a programme of work for pupils’ from disadvantaged backgrounds for one day each week. In–school activities include literacy and numeracy programmes, sporting and arts activities. Out-of-school activities planned for include trips to the theatre and national parks. A transfer programme is organised to facilitate the pupils’ movement from primary to post-primary. This commendable programme is organised in conjunction with the four other schools in the cluster to prepare the children for transfer to the larger post-primary schools. The needs of parents were researched and a variety of courses have been facilitated for parents funded through the Vocational Education Committee and the Health Service Executive.

 

 

5.     Conclusion

 

The school has strengths in the following areas:

 

 

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

 

 

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 November 2008