An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Scoil Naomh Fhiach,

 Graiguecullen, County Carlow

Uimhir rolla: 19958C

 

Date of inspection:  19 February 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

Summary of findings and recommendations for further development

 

 

 

 

Whole-school evaluation

 

This report has been written following a whole-school evaluation of Scoil Naomh Fhiach, Graiguecullen, Co. Carlow. 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 the parents’ association. 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 and examined pupils’ work. 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 on the findings and recommendations of the report; a response was not received from the board.

 

 

1.     Introduction – school context and background

 

Scoil Naisiúnta Naomh Fhiach is an eighteen-teacher Catholic co-educational school situated on the outskirts of Carlow town. The school is under the patronage of the Bishop of Kildare and Leighlin and provides education to pupils from infants to sixth class, most of whom live a short distance from the school. The school benefits from support under the School Completion Programme. The school’s present enrolment of 482 pupils is expected to remain stable over the coming years. The implementation of the proactive, sensitive approach outlined in the school’s comprehensive attendance policy contributes to very good pupil attendance records.

 

The school’s ethos is manifest in its mission statement, which recognises and supports diversity. It encourages parental involvement and endorses staff professional development. A positive learning environment is promoted where pupils’ responsibility towards others is fostered.

 

2.     Quality of school management

 

2.1 Board of management

The board of management is properly constituted. Meetings are held at least five times per year. Minutes of these meetings are maintained. The auditing of accounts in accordance with Section 18(1) of the Education Act 1998 is recommended. The board ensures that Department of Education and Science regulations regarding class size, the retention of pupils, and the length of the school year are observed. Issues relating to the integrity of the school day must now be addressed. Board members have been assigned specific tasks which they undertake carefully. It is recommended that an action plan for the continuous development of the school plan be formulated. This action plan should include a timeframe for the review of each policy and should ensure that the board ratifies, signs and dates all policies consistently. The board has published admissions and enrolment policies.

 

The board is commended for its level of commitment to the school. Board members are a noticeable presence in the school. Training opportunities, provided by the Catholic Primary School Managers Association, are availed of by the board. The board has been actively involved in the procurement and establishment of the new school extension. The board is aware of its responsibility to the changing pupil population in recent years. Both newcomer and Traveller pupils are fully integrated into the school.

 

2.2 In-school management

The recently appointed school principal has effected a smooth transition in school management and administration. He actively promotes the use of the Irish language and he has a vision for the further integration of ICT facilities throughout the school. He undertakes his pastoral duties diligently. He is visibly and actively available to the whole school community. He fosters a welcoming, inclusive school climate. He supports and affirms staff members. It is now timely that the principal develops his curriculum leadership role so that a more consistent, cohesive approach to curriculum implementation is fostered throughout the school.

 

The principal is ably supported in the execution of his duties by an in-school management team comprising the deputy principal and ten special duties teachers. Post holder duties are reviewed each year to suit the changing needs of the school. Further attention to the pastoral elements of these posts as outlined in Circular 07/03 is advised. Team members display a sense of pride in their school. Their collegial outlook contributes significantly to the positive school climate. Information of relevance to each post is disseminated to staff informally, and formally through staff meetings as appropriate.

 

2.3 Management of resources

The teaching staff consists of an administrative principal and eighteen class teachers. The school has five learning support/resource teachers, two of whom share one of the four positions. There is one full-time resource teacher for Travellers. There are four temporary English language teachers who were appointed during the present school year. One teacher, employed under the School Completion Programme, provides support in literacy and numeracy to a number of pupils from senior infants to fourth class. Teachers are deployed in line with Department of Education and Science guidelines. The school’s policy on staff allocation ensures mobility within the mainstream setting and between mainstream and special education settings.

 

The four full-time and one part-time special needs assistants (SNAs) are deployed appropriately. The SNAs are commended for the conscientious manner in which they undertake their duties under the supervision of the class teacher, and for their commitment to their own professional development. The school secretary is to be complimented for the professional manner in which she undertakes her assigned duties. She is ably assisted by a part-time secretary funded through the School Completion Programme. The caretakers ensure a high standard of maintenance throughout the school and playground areas. 

 

Outside tutors support the implementation of the Music, Drama and Physical Education curriculum. Considerable monies are spent on these tutors’ salaries which are paid partly through board of management and Parent Association funding. A voluntary weekly family donation is used to supplement this funding. Consideration should now be given to ways in which the teachers’ professional development in these curriculum areas can be enhanced.

 

The main school building was erected in 1991 with an extension added during the present school year. The school building includes eighteen permanent and two temporary classrooms, two learning-support rooms, two resource rooms, a room for the resource teacher for Travellers, general purpose room, library/meeting room, principal’s office, secretary’s office, staff room and staff toilets, and both indoor and outdoor storage areas. Hard court and green play areas are well-maintained and complement the general air of tidiness and order throughout the school. The school is involved in the Green School initiative and every effort is made to ensure it receives its first green flag in the near future.

 

There is a wide range of resources in the school to support teaching and learning. In particular, impressive resources are available to support the Physical Education, Science, Music, English and Irish curricula. It is recommended that a policy on the purchase, use, maintenance, and storage of resources be devised and implemented.

 

2.4 Management of relationships and communication with the school community

The parents’ association, which is affiliated to the National Parents’ Council, supports the work of the school. The association has a clear role and is involved in fundraising, the sacraments, and school events such as book fairs and concerts. Parents were involved in the development of the healthy eating policy and the code of behaviour. Annual parent-teacher meetings and end-of-year reports inform parents of their child’s progress. Termly newsletters from the parents’ association keep the general parent body abreast of upcoming school events and achievements. The chairperson of the parents’ association meets regularly and informally with the principal. One of the language support teachers acts as a translator for non-English speaking Polish families. The parents’ association recognises the welcoming atmosphere that prevails in the school. They acknowledge the sensitive and caring attitude taken with regard to parents’ concerns.

 

2.5 Management of pupils

The school’s code of discipline and behaviour, which includes a ‘Good Order for Learning Policy’ is in line with the Equal Status Act 2000. Pupils are generally well behaved and a positive relationship exists between staff and pupils. The children are proud of their school community and respond well to praise and affirmation. Commercial charts outlining rules for good behaviour are displayed in every classroom and they support pupils in remaining on task. A review of the ‘Good Order for Learning Policy’ is recommended. This review should develop a positive framework within which to manage those pupils with particular behavioural difficulties in order to imbue in them a genuine respect for others as expressed in the school’s mission statement. More consistent use of circle time is advised to support this process.

 

3.     Quality of school planning

 

3.1 School planning process and implementation

There are whole-school plans in place for key organisational and curriculum areas. Teaching staff, under the principal’s guidance, have been involved in the process of school planning. The school has availed of the support services in formulating curriculum plans. Each classroom has a copy of these plans. The recently reviewed learning-support policy is in line with Department of Education and Science guidelines. The school’s draft ICT policy acknowledges the integral role of information technology in developing pupils’ skills across the curriculum. Parents may request a copy of any school policy. The Relationship and Sexuality Education policy has yet to be formulated. The immediate development of this policy is recommended.

 

Curriculum plans are mindful of the requirements of the Primary School Curriculum 1999 and reflect the needs of the school in its particular context. Organisational plans offer a constructive basis for the day-to-day management of the school. It is recommended that a cyclical approach to planning be devised in order to extend this good work. This process should include the planned targeting of each curriculum area in order to support more fully teaching and learning.

 

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

All teachers provide long-term plans and monthly progress records. A majority of teachers provide short-term plans for most curriculum areas. While there is some evidence of well-organised planning, in general, both long-term and short-term plans are content driven and neither adequately reflect the principles of the Primary School Curriculum 1999 nor the school plan. The needs of all pupils must be addressed within both long-term and short-term planning through highlighting specific objectives, relevant methodologies and differentiated approaches. Further consideration should be given to devising or sourcing a more all-inclusive short-term template that can be used consistently throughout the school.

 

External tutors provide lessons to all classes in Music, Drama and Physical Education each week.  It is important that staff recognise that the responsibility for planning for teaching and learning in each of these curriculum areas rests with the school. It is recommended that class teachers fulfil their responsibilities in this regard.

 

4.     Quality of learning and teaching

 

4.1 Overview of learning and teaching

Provision is made for the teaching of all aspects of the curriculum at each class level. The quality of this teaching and learning varies across the school. Teacher-directed, whole-class teaching is the predominant methodology in use. Good practice in teaching observed during the inspection included the use of group and pair work, the highlighting of objectives for pupils, well-paced lessons, an appreciation and affirmation of the contributions of all pupils, and skilful higher-order questioning. Bright, print-rich classrooms provide supportive learning environments. It is recommended that varied methodologies and differentiated approaches be used consistently in each classroom so that pupils’ active, collaborative, and independent learning and problem-solving skills are nurtured and developed.

 

4.2 Language

 

Gaeilge

Maidir le múineadh na Gaeilge sa scoil, tuigtear go bhfuil modhanna múinte difriúla á núsáid ann. Tá dearcadh dearfach  ann i leith na Gaeilge agus í  a chur chun cinn. Is maith an rud é go bhfuil cuid maith ábhair chlóbhuailte i dtromlach na ranganna. Úsáideann múinteoirí straitéisí éagsúla cosúil le cluichí chun foclóir na ndáltaí a fhorbairt agus a mhéadú i ngach rang. Labhraíonn na páistí go muiníneach. Tá sé an-tabhachtach anois go ndeántar dul chun cinn ó thaobh an labhairt de chun an teanga a leathnú mar atá sé leagtha amach sa phlean scoile. Baintear úsáid éifeachtach as an bhfilíocht agus amhráin chun na Gaeilge a néartú sna ranganna naíonán agus sóisearacha. Ba cheart go mbeadh seans ag na páistí sna ranganna eile réimse leathan filíochta a chleachtadh chomh maith. Is sásúil é an t-aire a thugtar ó thaobh múineadh na léitheoireachta. Tá an obair scríofa búnaithe go mór-mhór ar leabhairoibre atá in úsáid. Moltar níos mó deiseanna a thabhairt do na páistí sinsearacha a gcuid scileanna scríbhneoireachta sa Ghaeilge a fhorbhairt. Moltar na múinteoirí de bharr a rannpháirtíocht sna seisiún míosúla ‘Ciorcal Gaeilge’, ina bhforbraítear eolas maith ar an nGaeilge.

 

Irish

The teaching of Irish varies throughout the school. There is a positive attitude to the promotion of Irish. Good work is undertaken in the development of a print-rich Irish environment in the majority of classrooms. Teacher-led methodologies predominate. There is some good use of games to develop and extend vocabulary at all class levels. Pupils exhibit confidence in oral language activities. It is necessary to ensure that appropriate progression is made from class to class in the extension of pupils’ oral language repertoire as highlighted in the school plan. Poetry and song is used to good effect to reinforce learning in the infant and junior classes. Opportunities for pupils in the middle and senior classes to experience a wide variety of poems should be provided. Satisfactory attention is paid to the teaching of reading. Writing activities are generally workbook based. Further opportunities for senior pupils to write in a variety of genres in Irish is advised. Teachers are to be commended for their participation in monthly ‘Ciorcal Gaeilge’ sessions to develop competence in the use of the Irish language.

 

English

Good practice is evident in the implementation of the English curriculum. A print-rich English environment has been successfully established in all classrooms. The plentiful supply of resources is well-utilised to develop and extend pupils’ competence in English. Pupils’ oral language ability is suitably addressed at all class levels through a structured oral language programme. Infant and junior pupils recite a wide variety of poems and rhymes. The extension of this good practice to all classes is advised.

 

In general, there is a good standard of reading across the school. Pre-reading and emergent reading skills are suitably developed in the infant and junior classes. The majority of pupils read with confidence in the middle and senior classes. Shared and paired reading systems support pupils’ growing competence in reading. Well-stocked libraries are used to good effect to inculcate a love of reading in pupils.

The development of pupils’ writing skills is undertaken diligently through the school. Pre-writing skills, the development of fine motor skills and teacher acting as scribe are elements of the good practice observed in the infant and junior classes. The writing process is well scaffolded in the middle and senior classes and pupils write in a variety of genres for a variety of audiences. Consideration should be given to extending the displays of pupils’ written work in all classes in order to celebrate pupils’ writing achievements more fully.

 

4.3 Mathematics

Varying approaches are used in the teaching of Mathematics. Teacher-directed methodologies predominate in a majority of classrooms. A mathematics-rich environment is established in most classes. Pupils’ mathematical language is developed consistently at each class level. Mathematical resources are plentiful. The habitual use of these resources to reinforce concepts taught is advised in all classrooms. Further development of pupils’ problem-solving skills at each level as highlighted in the school plan is recommended.

 

The establishment of clear objectives supported by a variety of methodologies results in positive learning outcomes and appropriate skills development in a number of infant and junior classes. The extension of this good practice to all infant and junior classes is advised. The use of varied methodologies and differentiated approaches is recommended in the middle classes to improve lesson pace and learning outcomes for pupils. Pupils in the senior classes are banded for the teaching of Mathematics. Clarity is recommended regarding group sizes for each band; the monitoring of pupils’ progress within bands; the management of pupil movement between bands for the various strands and the link between this banding and whole-class work as highlighted in the school plan. It is necessary to ensure that teachers take responsibility for the mathematical development of all pupils in their class. Work assigned to pupils attending learning support for mathematics as part of this banding process must be undertaken collaboratively between class teacher and learning-support teacher. It is important to ensure that even within the bands there is adequate differentiation of methods and approaches in order to meet individual pupil need.

 

4.4 Social, Environmental and Scientific Education

 

History

Throughout the school, the standard of teaching in history is high. Talk and discussion are regular features of the lessons. Pupils are competent in the presentation of their findings to their peers. Project work and the integration of the history programme with many curriculum areas is a praiseworthy feature of the teachers’ approach to the development of the pupils’ skills as historians. Artefacts, photographs, time lines, and local history displays further enhance this process at each class level.  

 

Geography

There is evidence of good practice in the teaching of Geography in many classes. In other classes, discrete geography lessons are not regularly taught. It is necessary to ensure that discrete Geography lessons are planned for and taught at each class level. Where good practice in this curriculum area exists, lessons are well-structured and well-paced with some good use of varied methodologies. Plentiful resources are used effectively by a number of teachers to support the implementation of the Geography programme. The local environment is well utilised as a starting point to broaden pupils’ knowledge. Pupils’ observational skills and geographical language are suitably extended in several classes. Commendable project work is undertaken in the middle and senior classes. Further use of ICT is advised to enhance the quality of these projects.

 

Science

The teaching of Science varies across the school. Good practice includes the linkage of topics to the pupils’ experiences; working scientifically; using fair testing and discovery methods; science-rich environments and good use of the digital camera to record the different stages of experiments. The extension of this good practice throughout the school is advised in order to ensure that all pupils have hands-on access to investigations and experiments. To enhance the science curriculum further it is advised that more designing and making activities be incorporated into each teacher’s yearly plan at all levels. Consideration should be given to adhering to the menu curriculum over a two-year period in order to facilitate a more in-depth study of all strands. Investigative tables to develop pupils’ scientific skills are recommended for all classrooms.

 

4.5 Arts Education     

Visual Arts

The Visual Arts curriculum is taught competently. Due regard is paid to all strands and lessons are well-structured and well-paced. Suitable attention is given to the language of art and to the development of pupils’ creative skills. Talk and discussion are central features of lessons. The visual arts programme is integrated creatively with many curriculum areas in all classes. Fine examples of the pupils’ art are displayed in classroom and corridor areas both in two-dimensional and three-dimensional format. Portfolios of pupils’ work are maintained in some classrooms. The maintenance of art portfolios in every classroom is advised. Looking at and responding to art is an integral aspect of the visual arts curriculum in all classes. The use of ICT in the junior classes to support this strand is noteworthy.  

 

Music

The standard of Music throughout the school is good. Due attention is paid to the teaching of musical literacy, listening and responding, and performing in all classes. A music-rich environment is evident in most classrooms. There is good use of pupil-designed and commercial percussion instruments throughout. In the infant, junior and middle classes, Music is effectively integrated across many areas of the curriculum. The effective integration of the listening and responding strand with the Visual Arts curriculum in the senior end of the school is particularly praiseworthy. The composing and performing strands are of a high standard throughout the school. Pupils in all classes sing a variety of songs with enthusiasm. Pupils in the middle and senior classes learn to play the recorder. They play a variety of tunes competently. All pupils from third class upwards are encouraged to join both the school band and the school choir. The main choir sings at school concerts, sacramental occasions and other school events. The smaller competition choir, which sings in unison and two-part harmony, has been successful in many choral competitions throughout the province. The school band performs to a very high standard.

 

Drama

The teaching of Drama is good. Discrete drama lessons are of a high standard and in general, pupils co-operate and communicate in making Drama. All the elements of Drama are explored appropriately. A wide variety of resources is used to good effect to support lessons. There is good integration with other curriculum areas. The drama lessons taught facilitate character building and confidence in pupils. There is a high level of pupil participation and it is clear that pupils enjoy and benefit from drama classes. The development of a drama contract within individual classes should be considered in order to support a small minority of pupils who find it difficult to remain on task during drama lessons.

 

4.6 Physical Education

In Physical Education (PE), a broad programme across the strands is provided for all pupils. A wide range of resources is well-utilised to support the effective implementation of this curriculum area. Good use is made of both indoor and outdoor facilities. Well-structured lessons with suitable emphasis on skills development and safety are the norm. Lessons are aptly integrated with other curriculum areas and there is appropriate progression from strand to strand and within strands. All pupils participate fully in and enjoy PE activities.

 

4.7 Social, Personal and Health Education

The teaching of Social, Personal and Health Education (SPHE) reinforces the school’s commitment to its mission statement. Regular assemblies promote and affirm good behaviour. Pupils’ achievements are praised and acknowledged consistently. Pupils display high levels of self esteem and are enabled to relate issues under discussion to their own experiences. The availability of a wide range of resources supports teachers in the implementation of the SPHE programme. Cross-curricular work supplements discrete timetabled lessons. Mime and group work are used to good effect in the infant and junior classes. The use of varied methods in all classes and, in particular, the use of circle time is advised to enhance the good work taking place in this curriculum area.

 

4.8 Assessment

Standardised tests in Mathematics and English are administered annually to all pupils from first to sixth class. The selection of pupils for learning support is based on the results of these tests. Early intervention screening tests are used to identify infant pupils in need of learning support. Some monitoring of pupils’ work is undertaken through teacher observation and the correction of pupils’ written work. The consistent monitoring of all written work is recommended. Very good practice in some infant and junior classes is undertaken in relation to continuous assessment for all areas of the curriculum. A review of the school’s standardised testing policy is recommended in order to identify an agreed whole-school approach to assessment across the curriculum. This review should incorporate a process whereby assessment becomes an integral part of each teacher’s classroom planning so that pupils’ achievement can be monitored and suitable planning can take place to support pupils of all abilities.

 

5.     Quality of support for pupils

 

5.1 Pupils with special educational needs

Department of Education and Science guidelines are adhered to with regard to pupils in receipt of learning support. The school’s recently reviewed learning-support policy clearly outlines suitable early intervention procedures and appropriate selection strategies for the identification of these pupils. The varying needs of pupils are addressed flexibly through the provision of both withdrawal and in-class support. A block timetable is used throughout the school for the withdrawal of pupils for learning support and to ensure pupils’ maximum participation in in-class activities. This is praiseworthy. Members of the Special Education Team (SET) provide comprehensive plans of work and maintain detailed records of individual pupil progress. Lessons are well-structured and pupils’ achievements are rewarded and acknowledged. Bright, print-rich learning environments are in evidence incorporating a wide variety of suitable resources, including ICT. A more consistent use of ICT is advised to support all pupils with special educational needs. The attendance of those pupils with a known history of non-attendance is monitored by the learning-support teachers. The monitoring of all pupils’ attendance at learning support is now advised.

 

The learning-support teachers, in consultation with class teachers formulate each pupil’s Individual Pupil Learning Profile (IPLP). Parents are involved in developing behaviour targets where relevant. Learning targets are reviewed twice yearly. Both class teacher and learning-support teacher keep a copy of the completed IPLP and parents are offered a copy. Further parental involvement in developing learning targets is recommended. The storing of IPLPs on the school file is also advised. Learning support is discontinued if a pupil reaches the targets set out in the IPLP. In such instances, parents are informed that their child will be kept under observation for the following year to ensure targets are maintained. The SET team are to be complimented for the positive, collaborative approach to their work and for their willingness to share expertise both within the team and with class teachers.

 

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

The continuing expansion of the Graiguecullen area has resulted in a growing diversity in the school’s population. Four temporary language teachers provide structured support to pupils whose first language is not English. Lessons, largely based on the Integrate Ireland Language and Training (IILT) programme, focus on oral language development, comprehension, and confidence in using language. It is envisaged that assessment of pupil progress in this area will occur when the relevant IILT assessment tools become available to the school. An International Day is held in the school each year. Very positive home-school links for Traveller pupils ensure their well-established integration into school life. The meaningful inclusion of all pupils in every aspect of school life is a praiseworthy feature of this school.  

 

6.     Summary of findings and recommendations for further development

 

The following are the main strengths identified in the evaluation:

·         Pupils are well behaved. All pupils are meaningfully included in all aspects of school life.

 

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

·         It is recommended that the principal develop his curriculum leadership role so that a more consistent, cohesive approach to curriculum implementation is fostered throughout the school.

·         It is recommended that a review of classroom planning take place to ensure the needs of all pupils are addressed. Varied methodologies and differentiated approaches should be used consistently in each classroom so that pupils’ active, collaborative, and independent learning and problem-solving skills are developed to the maximum.

·         It is recommended that the school devise and implement a whole-school approach to assessment for each curriculum area.

·         It is recommended that a review of the banding of pupils for Mathematics in the senior classes take place to ensure all pupils benefit optimally from this process.

·         A review of the ‘Good Order for Learning Policy’ is recommended in order to develop a positive framework within which to manage those pupils with particular behavioural difficulties.

 

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.

 

 

 

 

Published February 2009