The Inspectorate of the Department of Education and Science undertook an evaluation of the teaching and learning in Social, Personal and Health Education (SPHE) and English in a sample of schools nationally.

This evaluation is the third in a series of thematic evaluations of aspects of the primary curriculum and is part of an ongoing review of curriculum implementation in primary schools. The purpose of this evaluation is to provide information on the extent of curriculum implementation in SPHE and English. The evaluation focuses on the teaching and learning in SPHE and English and on the quality of pupils’ achievement. This evaluation identifies and affirms good practice, and makes recommendations for teaching and the enhancement of pupils’ learning experiences and levels of achievement.

Two inspectors were involved in the evaluation in Scoil Naomh Fionán. The evaluation involved the observation of teaching and learning in different class settings, a review of planning and policy documents, and an evaluation of the progress of pupils, including those receiving supplementary teaching in English. A school questionnaire was administered and interviews with the principal and teachers were conducted. Pupils, and their parents, from the senior class were invited to complete questionnaires with respect to issues related to SPHE. The board of management 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. SCHOOL BACKGROUND AND CONTEXT

Scoil Naomh Fionán is an eleven-teacher, co-educational, mainstream primary school located in the parish of Uisce Chaoin and Upper Moville, on the Inis Eoghain peninsula. It is under the patronage of the Catholic Bishop of Derry. The school caters effectively for the educational needs of 253 pupils from junior infants to sixth class. The school and its grounds are welcoming, safe, attractive and child-focused. The school receives some additional funding from the Giving Children an Even Break rural programme. In 1996, the year when the last school report was issued, there were 213 pupils and seven teachers in the school. Enrolment has increased over the past four years and two classes of junior infants, for the first time in the school’s history, were enrolled for the year 2006-2007. The increase in enrolment necessitated the acquisition of four prefabricated classrooms. One of these temporary rooms is too small for its current use as a mainstream classroom. Its size determines that fewer pupils are accommodated there than in other classrooms. This, in turn, has impacted negatively on the distribution of pupils to other classrooms.

The overall climate of the school is warm and child-friendly and this is reflected in the positive, confident pupils in all classrooms. The teachers have high expectation of their pupils’ achievements, attendance and behaviour. The protocol in classrooms is excellent. Classroom rules have been clearly established in collaboration with the pupils and they co-operate with the teachers in implementing the school’s code of behaviour. In certain classes, the pupils draft monthly learning targets. This is commendable practice. The enhancement of the pupils’ self-esteem is a common goal among all staff. Positive and respectful interactions were observed between teachers and pupils and amongst pupils during the evaluation.

Teachers report that the board of management and the parents’ association are very supportive of the work of the school. The chairperson of the board is a regular visitor to the school and supports the teaching staff conscientiously in the moral and pastoral care of the pupils. He is enthusiastic about the work of the school and demonstrates a commendable understanding of the importance of teaching and learning matters. School attendance figures are good. There is evidence that the board monitors carefully any instance of irregular school attendance and complies with the requirements of the Education and Welfare Board in this regard. The board has applied for funding under the Department of Education and Science’s Major Capital Works initiative. The construction of additional classrooms, learning-support rooms and an administrative section would greatly improve accommodation for the school community. Increased car-parking facilities together with more recreational space for the pupils are also needed.

2. PROVISION AND USE OF RESOURCES IN SPHE AND ENGLISH

The school has an administrative principal, nine mainstream class teachers, a full time learning-support teacher, a shared learning-support teacher and a shared resource teacher. The Giving Children an Even Break co-ordinator spends two days per week in the school. There is some rotation of teaching positions in the junior and senior sections of the school. However, it is recommended that a policy of staff rotation be enacted to facilitate teachers in gaining the experience of teaching in a variety of classes and contexts and by so doing, to benefit the pupils. The current distribution of single classes means that class-size exceeds the recommended guidelines set by the Department of Education and Science in four classrooms. School management should review this matter to ensure that, as far as possible, it is avoided in the next school year.

Teachers attend nationally-delivered in-service in the implementation of the primary school curriculum. Several teachers have participated in external training in Relationships and Sexuality Education (RSE) and Circle Time. Teachers are encouraged to share any new learning from participation in external courses with the rest of the staff. The school avails of the cuiditheoir service and the School Development Planning Service (SDPS) on a regular basis.

A significant strength of this school is the committed, professional and stimulating leadership in evidence. The administrative principal is a dedicated and enthusiastic practitioner who fulfils all administrative duties in a highly competent manner. There is a praiseworthy commitment to continuous improvement and careful attention is paid to the welfare of the staff and pupils. A commendable approach is adopted towards the mentoring of new staff. Frequent visits are made to all classrooms by the principal, good practice is effectively modelled and insightful feedback is given. This is based on a very good knowledge of the teachers’ classroom practice. There is good co-operation and professional discussion among the staff.

The deputy principal and the middle management team of three special duties teachers conscientiously undertake some administrative duties in support of the principal. However, a specific schedule of duties for each post-holder is not included in the school plan. It is recommended that this is attended to without delay and that some administrative, pastoral and curricular responsibility is allocated to each post-holder. Thereafter, it is recommended that the board reviews formally the duties of the post-holders on a regular basis. The delegation of various areas of curricular responsibility to the deputy principal and to the middle-management team will enhance the professional development and corporate role of the team.

A part-time secretary, cleaner and caretaker provide valuable support to the school. The school is maintained to a high standard and presents very well. Classrooms are bright, comfortable, adequately heated and ventilated. Attractive samples of the pupils’ work are displayed.

Resources for SPHE are appropriate and are clearly outlined in the school plan. Important resource materials, such as the Relationships and Sexuality Education programme developed by the Department together with the Walk Tall and Stay Safe programmes, are used competently by teachers. The identification and use of additional materials to support the curriculum strand Myself and the Wider World is recommended, particularly in the middle and senior levels. The school avails of community support in implementing its programmes for SPHE and RSE. For example, visits from the Garda Síochana, fire-service, dental nurse and a facilitator for Heritage In Schools Programme have been used. In addition, tutors from the Health Service Executive have provided in-school training for staff in the use of circle time. In keeping with good practice, all external support invited by the board to support the school’s programme for SPHE is considered carefully and monitored by the principal and staff.

In English, there is a good range of resources in use. These resources are up-to-date and well maintained. They include posters, games, commercial materials to aid the development of pupils’ phonological and phonemic awareness, a selection of large-format books and class novels. Classroom accommodation is print-rich and provides a pleasant and stimulating environment for learning. Some reference materials on the teaching of literacy are available and these are complemented by teacher-generated materials. This store of materials should be augmented and made accessible to all staff and parents, as necessary. The acquisition of additional large-format books (and their corresponding small-format versions for pupils’ use), comprehension kits and flip charts should be considered, as resources permit.

There is varied provision and use of information and communication technology (ICT) throughout the school. In a few classrooms, there are adequate ICT resources and the teachers therein use ICT well for research, consolidation of learning, drafting and editing of stories and the creation of teaching resources such as worksheets and flashcards. Some video recording of pupils’ role-play activities was presented during the evaluation. However, in other classrooms, ICT resources need updating and repair, and as a consequence, there is less regular use of ICT as a teaching or learning tool. An audit of hardware and software is necessary so that ICT resources be augmented. In addition, a shared understanding should be reached of how best ICT might be employed in the school to supplement teaching and learning. Consistent and progressive use should be made of ICT in every classroom. The professional development needs of the staff and the provision of learning programmes for various class levels should be considered in this regard.

3. QUALITY OF WHOLE SCHOOL PLANNING IN SPHE AND ENGLISH

3.1 Whole-school planning

The principal and teachers, in consultation with the board and parents’ representatives, have compiled a comprehensive plan for SPHE including a very clear RSE policy. The school’s vision, aims and objectives for pupils’ learning in SPHE are outlined coherently, as are the contexts in which this learning is to take place. Teachers report that there was effective consultation among the partners in drafting the SPHE plan, including the RSE policy. The plan gives helpful guidance to teachers and parents as to how the programme is delivered in the school. Teachers currently meet to discuss and plan a two-year programme. To ensure the full implementation of the programme, it is recommended that an implementation plan, detailing the specific strand and strand units to be addressed in each of the two years of the cycle, be formally agreed and recorded within the whole-school policy. Consideration should be given to planning for the use of media and ICT in teaching and learning in SPHE.

A wide range of organisational policies support the school’s SPHE plan. These include policies on substance use, enrolment, behaviour, anti-bullying, health and safety, homework, sports conduct, healthy eating, administration of medicines, the Green Schools’ Programme and school attendance. All polices are laid out clearly and are formulated with the specific needs of the school in mind. Parents receive copies of key school policies in an information booklet when their child is enrolling in the school. All staff members have copies of the SPHE plan as well as copies of all key organisational policies. It is noted that ratification dates and review dates are recorded in some school policies only. Ratification dates and review dates should be recorded on all school plans and policies. The roles and responsibilities of school personnel in policy review should also be outlined.

Evidence was provided to confirm that the board of management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 1999, updated issue May 2004) and Child Protection Guidelines for Primary Schools (Department of Education and Science, April 2001). Evidence was also provided to confirm that the board of management has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of the Departmental guidelines.

The school’s plan for English presents well and is clear and useful. It elucidates the school’s vision, aims, objectives, programmes of work, and its assessment and homework procedures. There is corporate implementation of the school’s handwriting and phonological awareness policies. These policies are in line with the recommendations of the Primary Curriculum Support Programme (PCSP). There is need now to document the good work underway throughout the school in the teaching of poetry, writing and spelling. There is need also to detail the programmes and methodologies employed for language awareness and enrichment. Review procedures, dates and roles and responsibilities should be recorded in the planning documents. All teachers keep records of pupils’ achievements. However, whole-school planning for assessment and record keeping needs further consideration to ensure consistent implementation in every classroom.

The whole-school plan for support teaching is broadly appropriate and reflects the content of the Learning Support Guidelines. The document should include detail regarding resource-teaching provision and headings and guidelines for the content of any individual plans for pupils. It should also detail the diagnostic tests administered, outlining their purpose and regularity of use. Procedures for consultation between class teachers and support staff should be clearly outlined and interventions, for example withdrawal and in-class support, and the programmes undertaken for each should be stated. Also, there should be clarity regarding the recording of learning outcomes and the sharing of such information between class teachers and support teachers and between teachers and parents. The document should include clarification of the review procedures and the responsibility for such review.

3.2 Individual teachers’ planning

All teachers prepare long-term plans and short-term schemes of work for SPHE and English. Long-term planning varies in style from teacher to teacher but in each case, there is good alignment with the school’s planning documents. Several teachers list the exact content to be covered from month to month and this makes for useful planning and might be considered by all. Teachers have begun to use a template for short-term planning template on a fortnightly basis. The teachers’ use of learning objectives in their short-term planning is commendable practice. The template’s headings are appropriate but greater facility to detail programme content would enhance their usefulness.

In some instances the standard of individual teachers’ planning for SPHE and English is exemplary. It is characterised by commendable familiarity with the curriculum and a praiseworthy understanding of its rational and philosophy. Much consideration is given to planning for the use of active learning strategies and the integration of SPHE and English across the learning programme for pupils. In other instances, however, teachers’ long-term programmes of work lack specific or sufficient detail in order to ascertain whether material from each strand unit of both subjects will be covered during the school year. It is recommended that teachers clearly outline in their long-term plan a timeframe indicating when particular units of work will be covered. It is also recommended that a thematic approach to planning be adopted whereby a theme is explored from a number of different curricular perspectives, including SPHE and English.

All teachers use a common template to provide monthly progress records to the principal. The quality and detail provided in such recording varies from teacher to teacher with some examples of commendable practice in existence. Some teachers detail any differentiated learning and assessment that has occurred. This is good practice and might be considered by all teachers. In reviewing this template, consideration should be given to including a checklist of methodologies to allow teachers reflect on the active learning approaches used.

Individual teachers’ planning in the support-teaching context is generally satisfactory and reflects the Department’s Learning Support Guidelines (2000) and the requirements of the school plan. Teachers have drafted individual profile and learning programmes (IPLPs) for pupils and include samples of work and completed tests in the pupils’ profiles of learning. However, there is inconsistency regarding the recording of learning outcomes for pupils. Further, there is need to plan more precisely for in-class intervention and for early intervention programmes which are based on diagnostically assessed learning needs. Systematic consultation between teachers and support staff should take place.

Action plans and termly work schemes for the Give Children an Even Break programme were presented. These documents are focused on interactions with parents, teachers and pupils and they are implemented effectively by the rural co-ordinator. Further planning for this programme of support in the school should focus on the priority needs of disadvantaged pupils and their families and on the school’s development priorities. There is further opportunity, and enthusiasm, for involvement by the co-ordinator in the school’s programmes for literacy and SPHE, including RSE.

4. QUALITY OF TEACHING AND LEARNING IN SPHE AND ENGLISH

The quality of provision in SPHE was evaluated on the basis of observation of teaching and learning, a review of samples of pupils’ work and interaction with the pupils in four of the mainstream classrooms. A very good programme of SPHE is delivered in this school. Teachers implement the SPHE curriculum as a core curricular subject and afford ample attention to the strands of Myself and Myself and Others. Issues related to personal health and safety, friendship and bullying, healthy eating and growth and development are covered competently in the school. A positive, respectful classroom climate allows for very effective teaching and learning in SPHE. Teachers encourage and affirm their pupils and work hard to provide experiences in SPHE lessons that raise the self-confidence and self-esteem of all pupils. In some classrooms, the lesson content is based on the specific learning needs of the pupils. This is excellent practice. Lessons are constructed skilfully in order to ensure the maximum participation of pupils in the learning process. A range of active learning approaches is employed including talk and discussion, pair and group work, song, story, poetry, games and role-play. Most pupils remain on task and teachers ensure that talk and discussion sessions are focussed on the lesson’s objectives. In classrooms where the rules of circle time are strictly enforced, the outcomes of pupils’ learning are positive, particularly for the quieter pupils. All teachers are aware of the different learning needs and styles of their pupils and most teachers differentiate activities in respect of pupils with learning difficulties. Some teachers skilfully exploit opportunities to link and integrate the pupils’ learning in SPHE with other subject areas including, Irish, Music, Mathematics, English, Visual Arts and Geography. This practice is commended as it results in a cohesive programme of learning. Teachers have created very rich SPHE-learning environments in their classrooms. Consideration should now be given to the further use of media and ICT equipment in the teaching of SPHE.

During the evaluation, the pupils’ participation in the SPHE lessons was excellent. They engaged willingly in all activities and were confident in their responses. They listened respectfully to others and understand the rules of collaborative learning. The senior pupils talked confidently about themes explored in SPHE and the relevance of SPHE is in their lives.

A range of co-curricular and extra-curricular activities is available to pupils. They engage in céilí dancing, Gaelic games, soccer, swimming, quizzes, cross border activities, school tours and dramatic productions. Pupils also contribute to the school’s web site. Pupils regularly participate in competitive activities, including sport, handwriting and speech and drama. Pupils’ awareness of the world around them is fostered through projects such as Operation Christmas Child and the Green Schools’ programme. The school believes in the importance of participating in this environmental project and An Taisce has renewed the green flag to the school on three occasions. The decision-making role of the pupils in partnership with their teachers in the Green Schools’ Committee is laudable. The introduction of a pupils’ council would now further the good work underway in the school in this regard. More regular school assemblies, where organisational responsibility is given to each classroom to host the assembly, would also enhance the pupils’ democratic learning opportunities.

In English, learning and teaching was observed in five mainstream classrooms and in all literacy support settings. As with SPHE, samples of pupils’ work were examined and various tasks were allocated to pupils. Overall, the teaching of English is good. Some instances of excellent teaching in this subject were observed during the course of the evaluation. All teachers work very hard to provide challenging and enjoyable programmes of work for their pupils. Teacher-pupil and pupil-pupil interactions are very positive and pupils engage enthusiastically in the various literacy activities.

Work on oral language development and vocabulary extension is good. In most classrooms, pupils listen respectfully to others and have good concentration skills. Their ability to remember what has been said, and to anticipate what is coming next is appropriate. In senior classes pupils represent their ideas clearly and coherently and make effective use of quite complex syntax. In some classrooms, during the evaluation, well-structured opportunities were provided for pupil-pupil interaction. There is potential to develop this approach on a school-wide basis. A whole-school language-enrichment programme would enhance the pupils’ overall standard and provide consistency of approach from classroom to classroom.

Attainment levels in reading are good overall. Emergent reading is well handled in the junior classes. Pupils’ word attack and identification skills are satisfactory. In the middle and senior classrooms, teachers provide differentiated readers to their pupils according to their ability levels. Teachers also make satisfactory use of class novels to supplement the reading programme. In most instances, teachers use more than one novel to cater for pupils with differing reading abilities. This practice should be extended to all classrooms. High frequency words, common words, root words, prefixes, suffixes and polysyllabic words to encourage word identification and reading fluency are displayed in most classrooms. This is good practice. Some teachers are helping to develop the pupils’ comprehension abilities in a competent manner. For example, peer-preparation of comprehension questions and coding of text was observed during the evaluation. The acquisition of comprehension kits for whole-school use would be beneficial. Poetry for recreation and memorisation is a feature of all teachers’ work and the standard of individual and choral recitation in some classes is excellent. The poems and rhymes are well chosen and reflect a wide range of themes and poetic genres.

Teachers provide plenty of opportunities for pupils to write. Pupils in the junior classes get opportunity to scribble and pretend-write. Such emergent skills should be nurtured. Older pupils write in a variety of genres, including poetry. Commendably, the ‘process’ approach to writing is promoted in most classrooms. It is recommended that all pupils are taught to review their own writing in a structured manner and that writing folders be introduced throughout the middle and senior classes.

An analysis of pupils’ written work indicates good writing ability in the school. Strengths are evident in the content and in the organisation of the pupils’ writing. Most pupils are able to focus on a topic and provide good description of people and events. Their narrative is well sequenced and some pupils’ use very sophisticated storytelling devices. The style of the writing was generally good and the pupils use a good range of vocabulary and quite complex sentence structures. The standard of spelling is satisfactory. The majority of senior pupils have a good grasp of punctuation and paragraphing.

The quality of teaching for pupils with additional learning needs in literacy is satisfactory. Lessons observed in the support-learning settings were structured and incorporated active learning methodologies, brainstorming strategies, discussion and the use of ICT. Pupils were provided good opportunity to express their opinions and ideas were committed and co-operative in their learning. It is recommended that comprehensive recording of learning outcomes for pupils be put in place.

5. QUALITY OF ASSESSMENT IN SPHE AND ENGLISH

In SPHE, the most common assessment tools employed are those of teacher observation, display and discussion of pupils’ work and the use of teacher-designed tasks. The quality of the assessment undertaken varies. In the junior section a very comprehensive approach to the assessment of the pupils’ progress is taken with the use of checklists, teacher tasks and teacher observation complemented by anecdotal notes. Opportunity to engage the young pupils in reflecting on their work is also taken and this is commendable practice. There is less evidence of such practice in other sections. It is recommended that teachers review the nature and role of assessment in SPHE at a whole-school level and decide upon the most effective ways of using it in order to enhance the teaching and learning in the classrooms. Instances of excellent practice, which already exist in the school, should be shared with colleagues. Careful consideration should be given to what teachers observe and subsequently record with regard to pupils’ progress, achievements, skills’ development and attitudes. Further opportunities to engage the pupils in self-assessment are also recommended. A whole-school assessment framework will ensure greater continuity and progression in SPHE in the school.

In English, the pupils’ reading abilities are assessed using the standardised reading test Micra-T. This test is employed in all classrooms from senior infants to fifth class. There has been occasional use of Middle Infant Screening Test (MIST) and the Schonell spelling test. Pupils who receive supplementary support teaching for literacy are assessed using the Aston Index, the Salford Sentence Test and a combination of teacher-designed tests. It is recommended that infants are tested annually using screening tests such as the MIST or the Belfield so that intervention programmes are planned as early as possible. Regular implementation of diagnostic tests such as Quest for younger pupils by the literacy support team would also prove useful.

Class teachers maintain progress records in certain aspects of literacy and they monitor the pupils’ written work consistently. Results of dictation, reading, and grammar tests are most frequently maintained. In the junior section of the school, some records of words’ mastery and checklists of emergent writing attainments are maintained. Some teachers facilitate the pupils in evaluating their own work and collect samples of work in this effort. This is commendable practice. In one classroom the pupils set targets for their own learning and evaluate their success in achieving those targets, another example of very good practice. Best and consistent practice should be implemented in every classroom. The development of pupil-profiles should be considered as part of the school’s review of assessment procedures generally.

Teachers meet parents once per year at individual parent-teacher meetings. Parents are also welcome to come to the school at other times, on appointment, to speak with the teachers about their children’s progress. Written reports, including a section on the pupils’ social and personal development, are sent to parents at the end of each school year.

6. FUTURE DEVELOPMENT OF SPHE AND ENGLISH

Scoil Naomh Fionán is a very effective school. All staff members are committed to providing an enriching, holistic educational experience for the pupils. The underlying principles of the SPHE curriculum are clearly evident in the practice and general ethos of all the classrooms. The overall quality of teaching and learning in the school is very good in both SPHE and English and there are some instances of excellent teaching. Teachers have high expectations of the pupils’ achievements and behaviour and the pupils respond positively to these expectations.

A number of themes for future development are identified and some are outlined below:

It is recommended that a review of the school’s assessment policy and procedures be conducted and that systematic record-keeping practices be introduced.
In respect of literacy support provision, it is recommended that early-intervention procedures be planned that are based on assessed needs. Learning outcomes should be documented comprehensively. Consultation procedures should be formalised and additional focus be placed on in-class support.
It is recommended that that some administrative, pastoral and curricular responsibility is allocated to all post holders and that the board formally reviews the duties of the post-holders on a regular basis.
It is recommended that an implementation plan for the SPHE programme be formally agreed, detailing the specific strand and strand units to be addressed in each of the two years of the cycle.

7. CONCLUSION

The Inspectorate of the Department of Education and Science wishes to acknowledge the contributions made by the principal, teachers, pupils and the entire school community during the course of the evaluation. It is hoped that this report will assist the school in reviewing practice at school level and in identifying priorities for future development.

Táthar fíorbhuíoch d’fhoireann na scoile as a gcuid tacaíochta le linn na hoibre seo.

Appendix

8. SCHOOL RESPONSE TO THE REPORT

Submitted by the Board of Management

Area 1: Observations on the content of the inspection report

The Board of Management of Scoil Naomh Fionán accepts that the report is a fair and accurate assessment of the work being done in the school.
Both the evaluation and report were thorough and detailed.
The report reflected and affirmed the good work that is being done in the school.
It acknowledged the valuable contribution that the whole school community is making to the work of the school.
Staff were reassured and affirmed, both individually and as a team, that they are doing a good job.
We acknowledge and appreciate the professional and courteous manner in which the inspectors carried out the evaluation.

Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection

Six new computers and seven printers have been purchased by the B.O.M.
Teachers are in the process of drawing up a programme of ICT suitable for each class level.
Assemblies now take place once a month and each class takes it in turn to present the assembly.
While there was always informal consultation between L/S teachers and class teachers this consultation has now been organised on a more structured, formal basis. Informal consultation will also continue.
A list of all resources that are available in the staffroom for "Myself and the Wider World" strand of the SPHE Curriculum has been compiled and distributed to all teachers.
The MIST will be administered to all senior infants in February.
Assessment and record keeping will be reviewed and analysed at the School Development Planning Day on 12th December.
A review of the work of middle management will be undertaken in the New Year in consultation with all post holders.
The application for an extension to the school, which was first lodged in 2000, is being pursued with the DES. We have been informed that priority is now being given to rapidly developing areas as a matter of urgency.