An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Saint Mary’s National School

Cloghan Birr Co. Offaly

Uimhir rolla: 20068W

 

         Date of inspection: 9 October 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

School response to the report

 

 

 

Whole-school evaluation

 

A whole-school evaluation of St. Mary’s NS, Cloghan was undertaken in October 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, Personal and Health Education (SPHE). The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

 

 

 

Introduction – school context and background

 

St. Mary’s NS is a co-educational school, catering for pupils from junior infants to sixth class. It is situated in the village of Cloghan in County Offaly, approximately fifteen kilometres from Birr. The present building was constructed in 1964 to accommodate Cloghan girls’ national school (GNS) and Cloghan boys’ national school (BNS), which operated as two independent entities. In 1969, another small school in the parish, Gallen NS, was amalgamated with Cloghan and, in 1997, Cloghan BNS and GNS amalgamated. The building was extended in 1985 and now comprises four mainstream classrooms, a learning support room, a resource teacher’s room, a general-purpose room, a computer room, a principal’s office, a secretary’s office, a staff room, cloakrooms, toilets and storage facilities. Outdoor amenities include a tarmacadam area, a grass area, two outdoor shelters, a games pitch and a hard court. All school partners are commended on the attractive condition in which indoor and outdoor areas are maintained.

 

The school serves the largely rural population of the small village and its hinterland. Recent trends show a steady decline in enrolment. Attendance is generally very good. In 2007, the school was recognised for inclusion in the rural band of the School Support Programme, Delivering Equality of Opportunity in Schools (DEIS).

 

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

59

Mainstream classes in the school

3

Teachers on the school staff

4

Mainstream class teachers

3

Teachers working in support roles

1 fulltime learning-support teacher

1 shared DEIS co-ordinator, based in Pullough NS

Special needs assistants

0

 

 

1.     Quality of school management

 

1.1 Characteristic spirit, mission or vision

 

St. Mary’s NS is a Catholic school, under the patronage of the Bishop of Ardagh and Clonmacnoise. The school has a strong Catholic ethos but policies and practice observed indicate that all pupils, regardless of religious, social, ethnic or academic status, are cherished equally. The school’s mission statement aspires to provide a safe, happy environment in which all children can develop a positive awareness of self, and sensitivity for the feelings, rights and views of others, which will enable them to live happy, fruitful lives and to achieve their full potential as pupils of the school and, in later life, as mature, responsible adults.

 

 

1.2 Board of management

 

The school is governed by an enthusiastic board of management. The members are committed to providing amenities conducive to high standards of education for the pupils and pleasant working conditions for the staff. The structure and functioning of the board are in accordance with Department of Education and Science regulations. A minimum of one board meeting is convened each term, and in excess of this when circumstances require. Formal minutes of all meetings are recorded. Very thorough financial accounts are documented by the principal and treasurer, outlining comprehensive details of all income and expenditure. A financial statement is furnished to the board at each meeting. It is recommended that the school accounts should be audited or certified externally each year to safeguard the integrity of the board. The chairperson of the board maintains regular communication with the principal. The parents’ representatives keep the wider body of parents informed about all relevant matters. The board presented as very supportive of the teachers and expressed a high level of satisfaction with the quality of curriculum delivery in the school.

 

 

1.3 In-school management

 

The in-school management team manages the day-to-day running of the school effectively. The principal, who has served in that capacity since 1976, is very familiar with the educational and personal needs of the pupils. As a full-time teaching principal, she is charged with mainstream classroom duties together with the administrative and management functions inherent in the post. She executes the diverse role diligently. The principal is supported by a dedicated middle management team of deputy principal and one special duties teacher. A balanced blend of curricular, administrative and pastoral duties is assigned to each middle management post. It is recommended that official contracts should be affected to formalise the allocation of duties to the various posts of responsibility. The middle management team contributes significantly to the compilation and implementation of curricular and administrative policies, and shares responsibility for the smooth and successful running of the school.

 

 

1.4 Management of relationships and communication with the school community

 

The school does not have a parents’ association but parents’ representatives on the board of management report that a positive relationship exists between all school partners, and that the level of communication between teachers and parents accommodates productive involvement of parents in their children’s education. One formal parent-teacher meeting is held each year, at which parents are informed about all aspects of their children’s social and academic progress, and are afforded an opportunity to discuss any concerns they may have. A written end-of-year report is furnished for each pupil in senior classes. A school newsletter is issued to parents each term with an update of curricular, sporting and social events. Parents assist with the organisation of a variety of curricular, sporting, social, cultural and religious activities throughout the year. The board of management and staff are appreciative of the generous support and assistance given to the school by the parents and the wider community.

 

 

1.5 Management of pupils

 

Observation during the evaluation suggests that, in general, the pupils are managed very effectively, with competence, care and sensitivity. School policies accentuate the importance of fostering self-esteem and of building positive relationships based on mutual trust and respect. The code of discipline outlines the school rules clearly and communicates positive expectations with regard to pupil behaviour towards teachers, peers and property. A copy of this and other relevant policies is disseminated to all new parents at the annual reception day. Simple rules are displayed in each classroom. All pupils are familiar with these rules and are aware of the importance of adhering to them. During the evaluation, the pupils presented as courteous, happy, co-operative, confident and enthusiastic about their learning.

 

 

2.     Quality of school planning

 

2.1 Whole-school and classroom planning

 

The overall quality of planning is fair. The school plan contains all administrative policies required by legislation or statute. It is recommended that the enrolment policy be amended to ensure that all sections comply with current legislation. A whole-school plan has been compiled for each curriculum subject. All teachers engage collaboratively in curriculum planning but ultimate responsibility for compilation and implementation of some curriculum policies is delegated to post-holders. Falling enrolment, in recent years, has necessitated regular review of curriculum policies to accommodate recurring restructuring of class groupings. Some curriculum plans indicate over-emphasis on textbooks. It is suggested that closer attention to planning according to strands and strand units would improve these policies.

 

All teachers prepare individual long and short-term schemes of work and compile monthly progress records in accordance with Rule 126 of Rules for National Schools. In some instances, long-term schemes tend to be excessively textbook-orientated. As each curriculum policy is reviewed in the future, it is suggested that the function of textbooks should be discussed at whole-school level, with a view to reducing the centrality afforded to them in curriculum planning. All school policies are discussed and officially ratified by the board of management. It is advised that, at the time of ratification, a projected date for review of each policy should be specified and that criteria for assessing effectiveness should be identified.

 

 

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

Tá teagasc agus foghlaim na Gaeilge ar chaighdeán ard ar ar fud na scoile. Múintear na ceachtanna go beoga agus déantar comhtháthú réamhbheartaithe idir na snáitheanna agus na snáthaonaid. Sna ranganna sóisearacha, baintear feidhm thorthúil as ábhair léirithe, acmhainní corportha agus cluichí teanga chun foclóir agus cumas tuisceana na bpáistí a leathnú. Rachadh cumas labhartha na ndaltaí i bhfeabhas, áfach, dá gcuirfí níos mó d’ualach na cainte orthu, agus dá spreagfaí iad chun abairtí iomlána a úsáid chun ceisteanna a fhreagairt. Sna meán agus na hard-ranganna úsáidtear ról-imirt agus drámaíocht go cruthaitheach chun díograis agus suim na ndaltaí a mhuscailt agus chun tromlach na cainte a chur orthu. Glacann na daltaí i ngach seomra páirt sna gníomhaíochtaí le fuinneamh, agus is léir go bhfuil dearcadh dearfach i leith na Gaeilge cothaithe go forleathan sa scoil.

 

Tá dul chun cinn oiriúnach á dhéanamh sa léitheoireacht agus sa scríbhneoireacht ó rang a dó ar aghaidh. Léann formhór na ndaltaí ar chaighdeán atá in oiriúint dá n-aois agus freagraíonn siad ceisteanna a léiríonn go bhfuil a scileanna tuisceana curtha chun cinn go cuí. Tá cnuasach oiriúnach dán agus amhrán Gaeilge meabhraithe ag formhór de na daltaí. B’inmholta tuilleadh ábhair prionta i meán na Gaeilge a chur ar na ballaí i ngach seomra chun an fhoghlaim a dhaingniú agus chun úsáid neamhspleách an teanga a chothú.

 

Irish

The standard of teaching and learning of Irish is high throughout the school. Lessons are taught in a lively fashion, with purposeful linkage of the strands and strand units. In the junior classes, visual aids, concrete materials and word games are used gainfully to extend the children’s vocabulary and understanding. Pupils’ conversational skills could be improved, however, by putting more onus on them to speak and by encouraging the use of full sentences when answering questions. In middle and senior classes, role-play and drama are employed creatively to stimulate the pupils’ enthusiasm and interest and to motivate them to use the language. The pupils in all classrooms engage enthusiastically in the activities set, and it is evident that a positive attitude to Irish has been cultivated throughout the school.

 

Reading and writing are developed appropriately from second class upwards. In general, the standard of pupils’ reading is age-appropriate and their ability to answer questions on the text displays good understanding of the content. The majority of pupils have a repertoire of Irish poems and songs. It is recommended that more print-rich material in Irish be displayed in all classrooms to reinforce learning and to stimulate independent use of oral and written Irish.

 

English

The quality of teaching and learning in English is high. The subject is taught proficiently throughout the school. All lessons observed featured effective linkage of the curriculum strands, with oral language as a central factor. Pupils in all classes display a high level of confidence in their use of language and they contribute willingly to oral lessons. Phonetic and phonemic awareness and word recognition skills are developed appropriately in the junior classes. Each classroom is equipped with a library containing a wide range of age-appropriate fact and fiction books. The ability of pupils in middle and senior classes to discuss and critique a wide range of books indicates that a strong interest in, and love of, reading has been established. In general, pupils read with a high level of accuracy and fluency. Senior pupils display good ability to assimilate and summarise content of texts and to use the dictionary competently.

 

A suitable range of creative and functional writing activities is undertaken in all classrooms, through a variety of genres. Review of copybooks shows that written work is monitored and corrected methodically at all levels, and that consistency in handwriting is promoted. Pupils in junior classes have a wide range of rhymes, related to various curriculum subjects, which they recite with great enthusiasm at intervals throughout the day. Reading, memorising and writing of poetry is extended sequentially as the pupils advance through the school. Impressive samples of pupils’ compositions are displayed on the walls or in booklet form in some classrooms.

 

3.2 Mathematics

 

The quality of teaching and learning in Mathematics is high throughout the school. Suitable resources and tasks are used to introduce infants to early mathematical activities and to develop their understanding of basic concepts. Pupils’ understanding of number, place value, shape, measures and data is extended appropriately in each class. Discovery learning with concrete materials, and oral discussion on findings, are used resourcefully at all levels to link Mathematics to practical experiences. The level of pupil engagement in oral, practical and written tasks indicates a positive attitude to Mathematics. Pupils in middle and senior classes show good ability to recall number facts, perform computation and solve problems. A commendable feature of lessons observed was the pupils’ ability to explain processes clearly and rationally, using accurate mathematical vocabulary. The development of a more mathematics-rich environment in all classrooms would augment consolidation of content taught.

 

 

3.3 Social, Personal and Health Education

 

A balanced Social, Personal and Health Education (SPHE) programme is implemented successfully in all classrooms and pupils achieve high standards. Suitable content is chosen from the various curriculum strands to suit the dual and multi-class groups. Topics focus on developing pupils’ self-esteem; cultivating qualities such as respect, co-operation, compromise and tolerance; enabling informed decision-making; and enhancing awareness of safety and hygiene issues. SPHE lessons observed were well structured and paced. More variation in teaching methodologies, such as the use of circle-time and role-play would stimulate more child-centred learning and help consolidate the content covered. Observation of classroom activities and normal school routines suggests that, in addition to formal SPHE lessons, the social and personal development and well-being of the pupils is central to all activities. Extra-curricular activities and functions are also organised regularly to foster pupils’ self-esteem, social skills and team spirit.

 

 

3.4 Assessment

 

The quality of assessment across the school is varied. Teacher-designed tests are administered regularly in some subjects. These are corrected systematically and, in some instances, results are recorded. An individual portfolio, containing samples of work and tests in various curriculum areas, is maintained for each pupil. In October each year, the senior infants are tested using the Belfield Infant Assessment Programme. Standardised tests in literacy and numeracy are administered to all pupils from first class upwards at the end of each year. The results of these tests are analysed and tabulated by the learning-support teacher, and are discussed at a staff meeting to help determine pupils in need of additional support.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

 

Support for pupils with special educational needs is delivered effectively. The school has the services of a full-time learning-support teacher, who works in close co-operation with the mainstream teachers. Support in literacy and numeracy is administered either on a withdrawal or an in-class basis, depending on the specific needs of individuals or groups. The learning-support room is spacious and is well equipped with concrete and electronic resources. Suitable long-term and short-term programmes of work are planned for each group. Individual profile and learning plans (IPLPs) are compiled for pupils with low-incidence needs. It is recommended that parents of these pupils should be more involved in drafting these plans and should be issued with a copy.

 

During the sessions observed in the course of the evaluation, activities and methodologies were suited to the ability and needs of the groups or individuals. Concrete and electronic resources were used constructively. High expectations were communicated to the pupils, who engaged enthusiastically in tasks set and reacted positively to praise.

 

 

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

 

The DEIS co-ordinator, who is based in Pullough NS and serves a cluster of four schools, attends St. Mary’s NS for five hours each week. She assists competently with the implementation of literacy and numeracy measures under DEIS. She provides individual support for Traveller and new Irish pupils. In some instances, she conducts home visits to promote parental interest and involvement in their children’s education.  Coffee mornings and classes for parents have been organised in the school to build and strengthen parent-school relationships.

 

 

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 April 2009

 

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

Area 1   Observations on the content of the inspection report     

 

The standard of teaching and learning in English, Irish and Mathematics is high throughout the school.

 

 

Area 2   Follow-up actions planned or undertaken since the completion of the inspection

               activity to implement the findings and recommendations of the inspection