An Roinn Oideachais agus Eolaíochta
Department of Education and Science
REPORT
Ballybay Central National School
Ballybay, County Monaghan
Uimhir rolla: 19884W
Date of inspection: 20 February 2008
Introduction – school context and background
Quality of learning and teaching
Whole-school evaluation
A whole-school evaluation of
Introduction – school context and background
|
|
Number |
|
Pupils enrolled in the school |
22 |
|
Mainstream classes in the school |
2 |
|
Teachers on the school staff |
2 |
|
Mainstream class teachers |
2 |
|
Teachers working in support roles |
1 |
|
Special needs assistants |
0 |
1. Quality of school management
1.1 Characteristic spirit, mission or vision
There is a child-centred ethos in the school, which strongly promotes the full and harmonious development of each pupil. This ethos permeates all daily interaction with pupils, teaching and the range of rich opportunities for learning provided across the curriculum. All pupils receive a comprehensive and balanced education.
1.2 Board of management
The board of management is properly constituted, organised in its approach and committed to carrying out its duties. It meets regularly and records of meetings contain details of decisions taken and the school’s financial operation. The school is managed in accordance with the regulations and guidelines of the Department of Education and Science, ensuring adherence to current pertinent legislation. Policies devised through the school development planning process are discussed and ratified. The board provides effective support to the principal and teachers with regard to practical aspects of school organisation and maintenance. Members are willing to take on duties as individuals or in small groups as required and to engage in suitable training courses to support their work. The board highlights pupils’ achievement levels and the close working relationship between parents, teachers and the board as school strengths. It is concerned about the decline in enrolment that has occurred over the last few years.
1.3 In-school management
Effective school management is reflected in the consistently strong leadership and guidance given by the school principal to pupils and colleagues. All aspects of school activity are managed efficiently. High expectations for quality in learning are shared and pupils are encouraged to participate actively in the life of the school. An atmosphere of collaboration is fostered among teachers, and between the school and the home. The principal leads the whole-school planning process effectively.
Roles and responsibilities are understood clearly and the teacher with special duties discharges her duties with commitment. She and the principal work closely together. Collaboration and professional respect underpin their approach to managing school life for all pupils’ benefit. Enrolment registers and school records are maintained carefully. Average school attendance levels are very good and sustained through close relationship with the home. The quality of school accommodation is very good and the building is maintained carefully. High quality displays support learning across the curriculum.
1.4 Management of relationships and communication with the school community
There is very good quality communication between parents, teachers, the board of management and the wider community, including community groups. Communication between school and home is open, purposeful and valued and parents have confidence in the teachers. Parents stated that pupils are well prepared for their transition to post-primary education.
1.5 Management of pupils
Pupil behaviour was excellent during the evaluation and reflects the success with which the school’s code of behaviour is being implemented. Daily assemblies play a central role in enriching the sense of community in the school and in promoting pupils’ personal confidence and respect for one another.
2. Quality of school planning
2.1 Whole-school and classroom planning
The quality of whole-school planning is very good. Organisational plans are of a fine standard. Comprehensive, detailed and appropriate health and safety, enrolment and attendance policies and code of discipline and behaviour have been developed in accordance with statutory requirements. Other policies in a range of areas provide clear and useful structures to school management and the wider school community with regard to school functioning and administration. Working groups of the board have facilitated the development of a number of policies. Appropriate consultation has taken place with parents regarding the development of the anti-bullying statement and the policy on relationships and sexuality education.
Very good quality curriculum policies have been developed and these are subject to ongoing monitoring and review. These policies are stated clearly and facilitate development in pupils’ learning as they advance through the school. A review of current provision for Drama and the development of a school-appropriate plan for the delivery of the drama curriculum have been identified by the staff as planning priorities.
Good quality classroom planning was in evidence during the evaluation with planning for some subjects being of a particularly high standard. Teachers prepare comprehensive personal plans and short-term plans refer in detail to lesson structures. It is evident that teachers prepare for teaching and learning conscientiously, consistently and professionally to ensure that a broad and balanced curriculum is delivered and that richness in learning experiences is prioritised. In a small number of subject areas further differentiation within planning for content delivery is required.
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
Tugtar faoi mhúineadh na Gaeilge go dúthrachtach. Tá stóras leathan foclóra ar eolas ag daltaí agus tá tuiscint mhaith acu ar an nGaeilge labhartha. Is léir go mbaineann na daltaí sásamh as an gcluichíocht a ghabhann leis an bhfoghlaim inti.
Ullmhaítear acmhainní go cúramach mar thacaíochtaí fiúntacha don teagasc. Leagtar béim ar fhorbairt fhoirmiúil an fhoclóra nua, ainmniú rudaí agus gnéithe agus fearas cuí á húsáid don chiallú. Breathnaíodh ceachtanna breátha ó bhéal inar úsáideadh puipéid agus inar cruthaíodh deiseanna do chomhrá ar an saol mórthimpeall. Is éifeachtúil mar a spreagtar comhrá simplí, bunaithe ar scéalta saibhre a léitear go rialta do dhaltaí. Ceistítear daltaí le dúshlán cuí le linn ceachtanna. Ullmhaítear deiseanna do cheistiú agus freagairt fiúntach i mbeirteanna. B’fhiú tabhairt faoi cumas comhrá líon beag daltaí a shaibhriú toisc go nótaítear frustrachas in amanta ina measc agus iad ag láimhsiú briathra agus ag cruthú abairtí iomlána. Ba mhór an chabhair do fhorbairt cumas labhartha na ndaltaí seo cleachtadh sa bhreis ar struchtúrú agus aithris abairtí iomlána a dhéanamh i ngach ceacht ó bhéal agus drámú, difreáilte do na grádleibhéil díscréideacha, a chleachtadh chun neamhspleáchas in úsáid nádúrtha na teanga a chothú.
Baineann cur chuige éifeachtúil le teagasc na léitheoireachta Gaeilge. Tá leabhair den scoth agus acmhainní comhthreomhara fiúntacha roghnaithe do theagasc na léitheoireachta sna rangleibhéil oiriúnacha. Léann daltaí sleachta le cruinneas agus le tuiscint. Ceistítear na daltaí go cumasach agus freagraíonn siad ceisteanna a bhaineann le raon scileanna léitheoireachta go hábalta. Sonraíodh cumas maith léitheoireachta i measc na ndaltaí le linn na meastóireachta.
Bhain dea-chaighdeán le sleachta sa scríbhneoireacht chruthaitheach ar ar deineadh meastóireacht le linn na cigireachta agus sonraíodh leithne foclóra iontu. Tugtar go rialta faoi ghníomhaíochtaí scríbhneoireachta feidhmiúla a scaflaíonn foghlaim scileanna na scríbhneoireachta go fóinteach. Tá cur chuige fiúntach, bunaithe ar obair chomhtháite trí snáitheanna an churaclaim, in úsáid chun scileanna scríbhneoireachta aistí a fhorbairt. Feictear torthaí breátha ar an obair i measc daltaí sinsearacha. D’fhéadfaí cur i gcoitinne leis an réimse genres a chleachtann daltaí le linn próisis na scríbhneoireachta pearsanta sa Ghaeilge.
Irish
Irish is taught diligently. Pupils have a well-developed store of vocabulary and a good understanding of the language. It is evident that pupils derive satisfaction from the play-based methodologies used during learning.
Resources are carefully prepared as valuable supports for teaching. Emphasis is placed on the formal development of new vocabulary and appropriate materials are used to support the understanding of specific terminology. Fine oral language lessons were observed where puppets were used and opportunities were created to promote discussion of real-life situations. Conversation and discussion are prompted effectively by rich stories that are read regularly to pupils. Pupils are questioned in an appropriately challenging manner throughout lessons. Opportunities for effective questioning and answering in pairs are exploited. Attention should be paid to enriching conversational ability among a few pupils as frustration is noted at times in their handling of verbs and structuring sentences. It would greatly help these pupils if additional practice in the structuring and repetition of full sentences was included in each lesson and dramatisation, differentiated for each grade level, was used to promote pupils’ independent and natural use of the language.
An effective approach to the teaching of Irish reading is used. Excellent books and valuable parallel resources have been chosen to support the teaching of reading in appropriate class levels. Pupils read with accuracy and comprehend readily. Pupils are questioned capably and answer questions pertaining to a range of reading skills ably. Good reading ability was observed among the pupils during the evaluation.
A fine standard was observed in the creative writing pieces, which were evaluated during the inspection and breadth of writing vocabulary was evident. Teachers regularly teach functional writing exercises that scaffold the learning of writing skills. A valuable approach to developing essay-writing skills, based on content integrated across the curricular strands, is in practice. Fine outcomes are observed among the senior pupils. The range of genres in which pupils engage in the creative writing process in Irish could be augmented, in general.
English
English lessons are well structured, dynamic and purposeful. Discrete oral language lessons are taught regularly and opportunities to develop oral language skills are exploited effectively during lessons across the curriculum in both classrooms. Pupils converse eagerly with each other and their teachers about real-life topics. Valuable, well-chosen toys and resources support play experiences for pupils in infant and junior classes. At the current time no formal timetabling of child-initiated play takes place and it is advised that discretionary time should be formally allocated for free play during pupils’ early years’ education. Pupils clearly demonstrate an appropriate ability to attend to discussion and their listening skills are suitably developed.
Good quality big books provide a range of experiences for pupils in infant and junior classes. Pupils demonstrate very good phonological awareness and apply their phonological skills effectively during reading activities. At all grade levels pupils read with good fluency and at rates appropriate to their ages. Almost all pupils demonstrated a good ability to apply higher-order comprehension skills effectively during tasks given.
A systematic approach to developing writing skills is in evidence with good quality personal writing, appropriate to pupils’ ages and individual levels of ability, produced in all classes. Cross-curricular stimuli foster pupils’ imagination and comprehensive oral discussion of a very good standard is a central feature of creative writing lessons. Pupils regularly write creatively in infant and junior classes and gain valuable experience that clearly develops their confidence and personal creativity. This process works effectively as pupils progress through the school, with rich work in a number of genres observed in middle and senior classes. Pupils’ stories, in response to a variety of stimuli, are evocative, well structured and display good use of suitable vocabulary. Some stories evaluated during the inspection were of a particularly high standard. Good standards are in evidence in functional writing exercises and the quality of penmanship throughout the school is very good. All writing is monitored carefully. Pupils in senior classes have collated anthologies of poems. Pupils clearly enjoy reading and responding actively to poetry.
3.2 Mathematics
The standard of teaching of Mathematics is high. Very good quality, well-prepared resources support sound child-centred teaching approaches and rich learning experiences were evident in the lessons observed. Teachers’ high expectations for mathematics learning lead to very satisfactory attainment levels among pupils. Pupils’ early mathematical skills and their understanding of fundamental mathematical concepts and vocabulary are very well developed and act as a solid basis for future learning.
Concepts are explained clearly. Group teaching and active learning approaches are used effectively during all stages of lessons and act as scaffolds for deep learning. Manipulation of structured resources and physical material takes place during lessons in classes throughout the school. Pupils engage in challenging tasks premised upon practical applications of concepts and very many of them demonstrate a good ability to apply problem-solving skills. All written mathematics work is regularly and carefully monitored.
3.3 Science
The quality of teaching in Science is very good. Effective questioning and reflective pupil responses are central features of lessons that are well structured and suitably paced. Hands-on learning and observation are strongly emphasised. Pupils manipulate carefully prepared materials and use apparatus regularly. Their previous knowledge and understanding are very often chosen as the starting points of lessons. Pupils regularly work collaboratively in pairs and groups. They are given valuable opportunities to research information about topics individually, to analyse, classify and record in an appropriately structured manner during experiments and to observe and discuss patterns and phenomena in the natural world around them using appropriate terminology. Pupils recall findings from their experiments and scientific facts from a wide selection of topics clearly.
Field trips and visits to the school by external personnel provide additional opportunities for learning. Good quality displays support learning in Science. Examples of scientific experiments and models that pupils have designed and constructed are on display. Analysis of monthly progress records shows that a balanced science curriculum is taught with regular opportunities provided for pupils to develop scientific working skills. Pupils demonstrate an ability to apply these skills in real settings, as evidenced in the achievement of the Green Flag.
3.4 Assessment
Teachers use a common template where the monthly progress of content taught is recorded. Teachers report that they use a range of teacher-designed tests regularly to assess pupils’ progress. Standardised tests in reading and Mathematics are administered annually. A range of suitable diagnostic tests is used to identify pupils experiencing learning difficulties.
With the small number of pupils enrolled in the school strong consideration could be given to creating individual profiles and records of pupils’ learning. In addition to recording standardised test results, these would enable teachers to record observations and identify skills learned across the curriculum as pupils advance through the school. This would aid the further targeting of teaching strategies in support of differentiated learning.
4. Quality of support for pupils
4.1 Pupils with special educational needs
A whole-school policy on supporting pupils with learning needs has a commendable focus on early intervention. Group plans are prepared to support pupils’ learning of early literacy skills. Folders of pupils’ work are maintained. Specific focus is placed upon developing and consolidating pupils’ phonological awareness and structured resources are used effectively for this purpose. Individual learning plans are prepared for pupils availing of supplementary teaching and daily and monthly progress records outline the content and skills that have been taught.
An affirming and supportive atmosphere is evident during lessons. Pupils’ engagement in learning is fostered through the use of computer activities and a range of good quality, carefully-chosen games. Parallel writing tasks linked to reading activities enhance the development of literacy skills. Pupils are provided with suitably challenging work and are achieving well. All intervention takes place in a withdrawal setting at the current time. It is recommended that teachers plan to engage in shared teaching in mainstream classes to further meet individual pupils’ learning needs.
4.2 Other supports for pupils: disadvantaged, minority and other groups
The school is in receipt of Department of Education and Science grant aid to support pupils from disadvantaged backgrounds. Where, and when appropriate, pupils in need are supported sensitively to enable their full access to all school activities. While there are no pupils from minority groups or newcomer pupils currently enrolled, school policies clearly state that all children have equality of access to the school.
5. Conclusion
The school has strengths in the following areas:
· Very good quality communication between the school and home and the supportive and familial ethos among the school community contribute greatly to the development of pupils’ self-confidence and self-belief.
· Insightful leadership, collaboration, professional respect and sharing of expertise among the staff are reflected in the supportive learning environment created for pupils.
· The school has a committed board of management which carries out its functions conscientiously.
· The school building and grounds provide a fine environment within which positive attitudes to learning are promoted successfully.
· The teachers have high expectations for their pupils.
· Mathematics is taught effectively, resulting in very satisfactory attainment levels among pupils.
· There is a key focus on early intervention to address the learning needs of young pupils.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· Chun tacaíocht
bhreise a thabhairt don líon beag daltaí
a léiríonn frustrachas in úsáid neamhspleách na Gaeilge is cóir
go mbéadh cleachtadh breise ar struchtúrú
abairtí mar ghné lárnach de gach ceacht, agus
go mbéadh gníomhaíochtaí difreálaithe drámaíochta san áireamh sa chlár foghlama.
(To give further support to the small number of pupils who demonstrate
frustration when using Irish independently, additional
practice in sentence structure should be a central feature of all lessons and differentiated drama activities should be included in the learning programme.)
· In order to support planning for differentiation in teaching and learning the maintenance of individualised records and profiles of pupils’ learning strengths and needs should be considered.
· Support teaching within mainstream classes should be provided to complement the existing effective early intervention and support teaching in the withdrawal setting.
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