An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Kolbe Special School

Block Road, Portlaoise, County Laois

Roll number: 20100P

 

Date of inspection: 30 November 2007

 

 

 

INTRODUCTION – SCHOOL CONTEXT AND BACKGROUND

THE QUALITY OF SCHOOL MANAGEMENT

QUALITY OF SCHOOL PLANNING

QUALITY OF TEACHING AND LEARNING

QUALITY OF SUPPORTS FOR PUPILS

SUMMARY OF FINDINGS AND RECOMMENDATIONS FOR FURTHER DEVELOPMENT

School Response to the Report

 

 

 

WHOLE SCHOOL EVALUATION

This report has been written following a whole school evaluation of Kolbe Special School. 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 school. During the evaluation, the inspectors held pre-evaluation meetings with the principal, the teachers, the school’s board of management, and parents. 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 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

 

Kolbe Special School is a co-educational special school for pupils with severe to profound general learning disability. The school is located in Portlaoise and operates under the patronage of the Sisters of Charity of Jesus and Mary. The catchment area of the school is generally restricted to pupils who are resident within the county boundary of Laois. Other special schools serve pupils in bordering counties. Most of the pupils are transported to and from the school on supervised transport funded by the Department of Education and Science.

 

The school was established in the current premises in March 2000 on a site adjacent to the MuirÍosa services. The school building is shared with a pre-school service that is operated by the patron body. The school opened with an enrolment of fifteen pupils. The enrolment has remained stable. At the time of the evaluation, fifteen pupils were enrolled in the three classes. Three new pupils enrolled in the current year. Attendance is consistently good among the pupils. A high level of nursing care is available in the school. Parents feel supported to enable their children to attend when their physical conditions and fragile health might otherwise cause anxiety.

 

Changes have been made in both the principalship and the composition of the teaching staff during the current school year. The principal was on leave at the time of the evaluation and the deputy principal was acting up in a temporary capacity. Due to a combination of circumstances, the remaining members of the teaching staff are new to the school since September 2007 and have not previously taught pupils in the range of severe to profound general learning disability. These circumstances have placed additional obligations on the acting principal to ensure that the teachers are aware of the various curriculum programmes in place in the school, the individual education plan process and the procedures for the accurate compilation of plans and records of progress for all pupils.

 

The school staffing consists of the principal, three class teachers, nine special needs assistants, a part-time school secretary and a part-time caretaker. The school has the benefit of a part-time teacher of physical education for one morning per week. This teacher is funded by the Parents and Friends’ Association. Three bus escorts are also allocated to the school for the supervision of pupils on the transport routes. Two full-time nursing posts are allocated to the school by the patron body, the Sisters of Charity of Jesus and Mary, and funded by the Health Service Executive (HSE). Psychological and social work services are also provided by the Sisters of Charity of Jesus and Mary, while speech and language therapy, occupational therapy and physiotherapy services are allocated directly by the HSE.

 

A whole school evaluation (WSE) based on a model of team inspection was conducted in November 2007. The board of management, parents, staff and pupils readily participated in the WSE and contributed in a positive manner to the process.

 

 

THE QUALITY OF SCHOOL MANAGEMENT

 

2.1 Board of management

The board of management is properly constituted and includes a representative of the patron body and other representatives of the staff, parents and the community. The field of education is particularly well represented at board level with staff from the local education centre being nominated on to the board. The board undertakes its responsibilities conscientiously and takes a proactive stance in the management of the school. Board meetings are held approximately every two months or more frequently when particular issues arise. Members of the board are assigned particular responsibilities and clear financial reports are provided on a routine basis for board approval. Decisions are reached at board level by means of full and open discussion and decisions are taken by consensus.

 

An extension to the original building was provided by the Department of Education and Science in 2002.  This extension provides an additional classroom and a medical room that is used by the nursing staff and visiting medical teams. The board has pursued a major building project for a number of years in order to improve on the quality of the school accommodation available. The provision of a new purpose-built school building is a priority goal for the board, and this matter features prominently at all board meetings. The Department of Education and Science has requested the Office of Public Works to find a viable site for a new school building, and a number of possible sites have been identified. Recently the school has begun to receive pupils from minority groups and this coupled with the recent increase in the population in county Laois is likely to result in a gradual increase in the number of pupils seeking enrolment. Consequently a new school building should provide for the expansion of the school to four classes, i.e. to cater for up to twenty four pupils.

 

The duration of the school day is from 9.20am to 2.45pm. Attention is drawn to the need to align the school timetable with the terms of Circular 11/95 which refers to Time in School. Attendance across the three class levels is consistently high with occasional absences due to complex medical issues for particular pupils. All attendance books, rolls and registers are kept up to date. The recording procedures in the school registers could be further adjusted to facilitate quick access to information on past pupils. The school has devised useful forms for parents to record their children’s absences from school on a monthly basis. It is recommended that the strategies that are already in place to promote the attendance by pupils be formally documented in an attendance strategy in the school plan. The school promotes positive relationships with the parents and local community by participating in a wide range of local initiatives, for example coffee mornings for People in Need and visits to the school by crafts people.

 

The board of management takes its responsibilities with regard to policy formation, ratification and revision very seriously. Commendable care is taken, not only to ratify the school’s administrative policies, but also to revise and ratify policies for subject areas of the curriculum and the area of staff relations. The policies in place in the school are informative, accessible and clearly presented. Recent policies have been dated and ratified by the board. Review dates for revision or adjustment are stated. It is advised that provisional review dates be identified for the older policies in order to assist in the revision of the school plan in view of the changing circumstances of the school. Adjustments are required to bring certain policies into line with recent legislation. For example, the enrolment policy should be revised to ensure that the enrolment of an eligible pupil is not delayed pending the provision of additional resources or the making of physical adjustments to the school building. An annual report on the working of the school should also be compiled and circulated within the school community.

 

Concern was raised by the board in relation to a number of issues. These include the provision of a custom-built school with state-of-the-art facilities for pupils with high levels of disability. The board also expressed concern in relation to the status of the principal’s post. Although administrative status for the principalship has been assigned annually on a temporary basis since the establishment of the school, administrative status has not been granted on a permanent basis. Board members pointed to the extensive administrative workload of the principal in managing a large staff that includes teachers and special needs assistants as well as interacting with health professionals and parents. Given the high level of complex interrelated disabilities, an intensive mentoring system was needed to assist new teachers in order to avoid loss of quality tuition time to the pupils. It was stated that the amount of time needed to induct newly-employed teachers into the school and to provide on-going support for them was far in excess of what a teaching principal could provide. Attention was also drawn by board members to the financial and administrative workload that is required in the management of the school bus escort service.

 

2.2 In-school management

As previously mentioned, the deputy principal was acting up in the post of administrative principal at the time of the evaluation. She displays good awareness of the range of complex disabilities affecting the pupils and the difficulties that these cause, both for access to the curriculum and the requirements for classroom support. She applies herself conscientiously to the wide range of administrative, curricular and pastoral duties that are part of the daily life of the school. She is aware of the pupils’ backgrounds and needs, and is conscious of any additional difficulties affecting individual pupils. She views the enthusiastic staff as a particular strength of the school and is particularly effective in creating a shared vision for the school team in the educational service provided by the school. She supports positive communication and collaborative initiatives as opportunities to enhance the team spirit in the school. The introduction of three new teachers into the school has enabled her to support and advise them with regard to planning and preparation for curricular delivery in accordance with the current regulations of the Department of Education and Science. She is involved in the development of all the individual education plans and retains cumulative records of pupils’ progress on a monthly basis.

 

The in-school management team consists of the principal, the deputy principal and the special duties teacher. The in-school management positions were all filled by teachers who were acting up at the time of the evaluation. The duties attached to the posts are clearly defined in the school plan and include administrative, curricular and pastoral elements. The in-school management team meets at least once per month for an hour after school. The principal and deputy principal meet more frequently. The duties allocated to the deputy principal post include IEP assessments, supervision rotas, fund raising, induction of new staff, organisation of religious ceremonies, maintenance of school rolls, and the curricular areas of language and mathematics. The special duties teacher has responsibility for ICT, equipment fro Physical Education, prayer services, the school website and the organisation of the sports day.  The duties allocated to the posts are reviewed on an annual basis. Some changes in the subject areas allocated to the posts are envisaged for September 2008 as the curriculum area of Social Environmental and Scientific Education (SESE) is currently seen within the school as an area for development.

 

An extensive range of policies and statements have been developed to guide the day-to-day operation of the school. Whole-school planning has been approached in a highly professional manner and has addressed administrative, care and curricular aspects of the work. Roles of staff members and miscellaneous procedures are clearly defined. The various guidelines, statements and policies were carefully considered and have proved very important in allowing the school to continue to function successfully, despite the recent changes in personnel among the teaching staff.

 

2.3 Management of resources

 

The teachers are allocated to classes in accordance with Departmental requirements on current pupil-teacher ratios. The principal’s decision to assign teachers to classes is generally based on individual strengths, areas of expertise, teaching style, and the preferences of the teachers themselves. Although all the teachers observed during the evaluation were new to the school, they succeeded through a variety of methodologies in providing educational experiences of high quality to the pupils. The teaching staff are aware of the need to provide highly stimulating learning experiences for their pupils. It was noted that the school seeks the assistance of the Special Education Support Service for continuing professional development (CPD) of staff as required. An inventory of CPD courses attended by staff has been created but, with changes in staff, this requires constant revision. The school might consider identifying priority CPD areas for the future and including these in the inventory.

 

Special needs assistants (SNAs) provide an essential service in supporting the educational provision and their commitment to assisting all of the pupils is highly commended. The SNAs work under the guidance of the class teachers and the principal. The SNAs are instrumental in helping the teachers to create a learning environment that is responsive to the pupils’ needs. The SNAs are highly competent in their work, and are caring and committed to the pupils. All the SNAs display a detailed knowledge of pupils’ preferences and the classroom routines. Additional use could be made of the observational skills of SNAs to record pupils’ responses to activities or lessons when the teacher may not have the opportunity to do so. The school also has the services of a highly competent part-time school secretary. The cleaning and maintenance staff are to be commended for the manner in which the school building and environment is maintained. Two nurses are working in the school on a full-time basis since January 2008. These staff members work in collaboration with the multi-disciplinary team and contribute appreciably to the quality of the educational provision that is made for pupils in the school.

 

Support is available from a multi-disciplinary team. Professionals working in nursing, speech and language therapy, occupational therapy, and physiotherapy provide assessments, assistance and guidance. There is evidence of a high degree of cooperation and collaboration between school staff and external professionals. This ongoing support is much appreciated by the school authorities and it is considered vital that the current levels of support are maintained.

 

There is limited accommodation in the current school building. The principal and secretary share a small office in the school foyer. The staffroom and attached kitchenette are used by staff for breaks and lunches. There is a central general purpose area that is used for Physical Education, school assemblies, concerts and fund-raising initiatives. In addition, the general purpose area is used for storing wheelchairs and other items of large equipment while they are not in use, which results in a reduction in the space available for teaching and learning. The passage of staff and pupils through this area on their way to the staffroom, other classes, the nurses’ room or the office can be very disruptive to the lessons in session at the time. The school medical team uses the nurses’ room for routine medical visits and for meeting parents regarding their children’s physical needs and health related issues. No designated room is available for meeting parents or for use for assessments of the pupils by members of the multi-disciplinary team. The storage areas throughout the school are very limited, bearing in mind the continuing need to store an extensive range of equipment which includes hoists, recliners, wheelchairs and standing equipment. The 2002 extension to the original building provided the nursing station and a classroom area.  Another extension is being planned. This will provide a new classroom and adapt one of the existing classrooms for office accommodation, a small store and a meeting room.

 

Each of the classrooms is of a reasonable size. Two classrooms have attached areas with large scale apparatus that is used for both relaxation and therapeutic interventions. Each classroom has access to suitable toilet and changing facilities. The lack of integral ceiling hoists in both toilet and classroom areas requires the routine movement of mobile hoists to assist in moving pupils, both to avail of changes in position and in orientation during the day. The movement of mobile hoists, supportive seating and wheelchairs within the classrooms impacts on the optimum positioning of furniture, and restricts the creation of interest areas for curriculum subjects such as library corners and investigation tables. However, the staff members are very imaginative and have assembled an extensive range of suitable teaching resources including commercial materials and resources developed by the teachers themselves. The school has recently been conferred with a Digital Schools award in recognition of the use of technology in the school. In some cases, information and communication technology is used extensively to prepare schemes of work and to maintain records. Various forms of technology are also used to present the curriculum. This equipment includes electronic switches to facilitate communication and to motivate the pupils. Therapists provide advice regarding the selection of suitable assistive technology for each pupil. Very effective use is made of technology to enhance sensory inputs such as creating sound effects in activities related to Drama, P.E., Music and sensory integration work. The staff has assembled a range of big books, mathematics equipment, musical instruments and pictures. These resources are used productively with the pupils. It is suggested that an inventory of the available resources for teaching and learning be compiled. These resources can be matched to the learning objectives within the various areas of the curriculum.

 

2.4 Management of relationships and communication with the school community

The school serves a population that is spread over a wide area. Some pupils travel considerable distances to attend the school. Due to physical disabilities, some pupils have time consuming care needs when they are at home. As a result, it can be difficult for parents to find suitable babysitters or carers to allow them to attend after-school meetings. The staff and parents’ representatives at board level feel that these factors have contributed to the difficulties encountered in establishing an active parents’ association at present. In addition, many of the parents are already involved in the Parents and Friends Association since their children attended the pre-school services.

 

The school operates an open-door policy with regard to parental access. Staff members expressed their appreciation for the support provided by the parents. The parents commented very positively on the supportive relationship they have with school teaching, care, and nursing staffs. Parents meet annually with the school staff to plan and review their children’s IEPs but they are less aware of the work completed in curricular subject areas. An impressive home-school notebook that includes defined areas for contributions from parents, school staff and nurses is maintained for each pupil. This diary greatly assists in the communication of pertinent information between home and school. The school has produced a school prospectus for parents which includes the routine procedures of the school day, and information on school personnel and school policies and procedures. This prospectus could be updated to include revised school policies and procedures.

 

Consideration might also be given to the production of a newsletter a few times during the year. This would help the parents to become aware of activities within the school and to disseminate information on curricular priorities and successes. Such a newsletter could include information on the aspects of the curriculum that are being emphasised during a specific school term and community initiatives such as visits to local areas of interest for SESE.

 

2.5 Management of pupils

The very caring and supportive staff seeks to provide an environment that is highly responsive to the pupils’ learning needs. The school has devised a policy on the management of challenging behaviour that acknowledges the communicative aspect of such behaviour. In addition, a code of behaviour is in place that aims to bring about a safe environment for all the pupils and staff. However, this code of behaviour needs adjustment to take into account the requirements of Section 23 of the Education (Welfare) Act, 2000 by clearly stating what constitutes a minor or major breach of the code and the ensuing consequences for such breaches. It is recommended that consideration be given to carefully differentiating the code of behaviour in accordance with the special educational needs of the pupils in the school. Staff members have received training in the management of pupil behaviour and this has assisted staff in catering for particular pupils.

The three special needs assistants in each classroom play a significant role in managing the behaviour of the pupils. During the period of the school evaluation, it was evident that the staff expected acceptance of the rules for group activities and standard on-task behaviour in classroom work. Courteous interactions between staff and pupils were observed. The teachers and SNAs ensure that there is constant supervision of the pupils. The pupils are given time to interact with peers without direct adult intervention at times of rest and play.

 

QUALITY OF SCHOOL PLANNING

 

3.1 School planning, process and implementation

The school has taken advantage of the service provided by the School Development Planning Support (SDPS). Planning days have been spent with the SDPS coordinator. The writing of school policies has been characterised by a process of collaboration and consultation across all interested parties. Committees are formed to review or create policies and draft policies are circulated for consultation. The staff meets on the first Monday of each month from 9.00-9.20am to discuss curricular areas. Items can be raised at these meetings that might lead to the review and revision of school policy. The school has taken care to implement the Guidelines for Teachers of Students with General Learning Disabilities that are published by the National Council for Curriculum and Assessment (NCCA). The subject content of the school plan is clearly delineated into the strand and strand units to ensure that the pupils have access to the required breadth of experience across the subject areas. In addition, the school has sourced other curricular documents such as Routes for Learning to enhance the curriculum experiences of the pupils.  The board members are well informed with regard to both policy and curricular plans in place within the school. School policies are ratified by the board and dates for review are agreed. The school might consider circulating a list of school policies to parents and inform them of their right to consult any of these policies, should they wish to do so.

 

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, 2004) and Child Protection Guidelines for Primary Schools (Department of Education and Science, September 2004). Evidence was also provided to confirm that the board of management has adopted and implemented the policies. The principal was appointed as the designated liaison person in line with the requirements of the Departmental guidelines. However, as the principal was on extended leave at the time of the evaluation, and the deputy principal is acting up into the designated liaison person role, a deputy liaison person should be appointed.

 

3.2 Classroom planning

In recent times, there has been a significant turnover of teaching staff. Nevertheless the well established whole-school approach to classroom planning and record keeping is a commendable feature of the planning process. It has ensured consistency in the way that teachers, including those who are new to the school, prepare their various programmes. The teachers provide wide-ranging written preparation and records of progress. They compile termly schemes and short-term plans in the main curricular areas. The planning documents convey an awareness of the competencies and needs of individual pupils. Learning programmes are structured accordingly. The pupils have access to a broad, balanced and relevant curriculum that is differentiated to their particular levels of achievement and needs. The teachers are careful to take into consideration the pupils’ additional motor or sensory impairments. The learning and teaching programme is evaluated through ongoing assessment of the pupils’ progress. The formation of universal school-wide templates for assessment was an objective fulfilled by the school last year.

 

 

QUALITY OF TEACHING AND LEARNING

 

The relative inexperience of teaching staff has prompted the acting principal to become particularly involved in the planning of individualised programmes across the school. All the teachers approach their work with enthusiasm and commitment. The special needs assistants are very experienced and their work is carefully synchronized to support pupils’ access to the curriculum. Effective classroom management skills are deployed and the staff members engage the attention of the pupils in their work through skilful presentation of the learning activities.

 

Careful attention has been paid to the organisation of classrooms. In each room, the staff members endeavour to create stimulating learning environments. The classrooms are well organised in order to provide structure to the day. Learning experiences are presented through a range of illustrative materials and suitable strategies. A variety of methodologies is used in the classrooms to assist curricular delivery. Methodologies include circle time, one-to-one instruction and guided discovery learning, Picture Exchange Communication System (PECS), and tactile, verbal and physical prompts. ICT is used well to stimulate learning, to give the pupils opportunities to exert choice and control, and to learn about cause and effect. In the case of pupils with complex needs, the teachers face the challenge of balancing their individual needs and their right to a broad and balanced curriculum. Considerable time can be required for therapeutic interventions, toileting and feeding, so the class timetables are often individualised and intricate.

 

A significant challenge facing the school is to provide the pupils with a spiral range of curricular experiences during their school career. As there are only three classes in the school, a pupil could remain in a single class for a considerable number of years with the same peer group and possibly with the same teacher. Consideration should be given to this possibility in future curriculum reviews, with a view to clearly identifying structures that will expand the pupils’ experiences within their peer groups through the careful structuring of subject content and strand delineation within the areas of the curriculum.

 

 

 

 

4.1               Language

 

An Ghaeilge

Tá cead ag na daltaí a fhreastalaíonn ar an scoil seo, gan Gaeilge a dhéanamh, de bharr míchumais ghinearalta foghlama.

 

Irish

(The pupils in this school present with general learning disabilities and are entitled to an exemption from studying Irish).

 

English

In communication and language, the teachers focus on the development of functional communication skills for the pupils using the most appropriate methods, taking account of each pupil’s physical and intellectual capabilities. The teachers use real objects of reference, icons, photographs, gestures, sign language and the Picture Exchange Communication System (PECS). The teachers individualise the curricular objectives to the pupils’ communicative ability levels. The teachers also utilise topics that are related to the pupils’ own personal experiences, routine events, seasonal themes and particular areas of interest. Particular attention is paid to the consistent use of technology to enable pupils with physical limitations to engage in oral language sessions. The teachers make good use of props to obtain the pupils’ attention and to assist their comprehension of oral language for both communication and enjoyment purposes. Personalised reading resources and multi-sensory materials are used to engage the pupils in appropriate literary experiences. Communication passports enable the pupils to impart pertinent information about themselves to others in a constructive and individualised manner.  The teachers frequently relate stories to the pupils’ real life experiences and they use multi-sensory approaches to engage the pupils in reading experiences.

 

4.2               Mathematics

In Mathematics, there is a focus on developing the pupils’ knowledge of object permanence, cause and effect, the passage of time and mathematical concepts such as size, shape and volume. Short-term schemes of work identify the specific learning objectives and tasks in which pupils will engage. Where appropriate, the use of hand-over-hand activities are referred to in the teachers’ short-term planning. Visual schedules and objects of reference assist pupils in recognising the sequence of activities. Each pupil follows an individualised programme relating to his/her particular level of competence in the various strand areas. In the mathematical activities observed, pupils explored three dimensional shapes in a sensory way. The pupils were encouraged to develop sensory awareness and to detect similarities and differences in objects.

 

 

4.3               Social, Environmental and Scientific Education

 

History

School plans are developed for each aspect of SESE and staff has availed of training opportunities provided by the Primary Curriculum Support Service. In History, the teachers use the weekly routines, pupils’ families, photographic records, the immediate environment and the school building as starting points for social, environmental and scientific education experiences. In one lesson observed, a sequence of pictures of a seed planting activity was used along with fresh materials to remind pupils of multi-sensory experiences they had experienced in a previous lesson. The classroom SNAs provided essential and sensitive support.

 

Geography

Pupils observe and experience the immediate environment through sensory exploration. Bird tables are placed outside some classrooms to further develop the pupils’ powers of observation. The pupils experience climatic conditions in stimulating but safe ways. Trips out of school are arranged to places of interest such as shopping centres in the locality. The pupils are encouraged to observe changes in their immediate surroundings, while seasonal changes are explored. Festivals throughout the year are celebrated with enthusiasm and imagination. In the lessons observed, the pupils were helped to explore through the olfactory, haptic, visual and auditory senses. Computer technology was used very effectively to explore sounds of a variety of weather conditions. This work was enriched by the imaginative use of stimulating music, props and costumes.

 

Science

In science, there is a high degree of sensory exploration and experimentation. A good range of cookery lessons are organised and food such as toast and pizza is prepared. A lesson observed on the potato successfully linked geography, science, communication, visual arts and drama. Toys, potatoes and soil were used to provide stimulating visual, tactile and olfactory experiences while the work was recorded in photographs for recall later. The SESE topics are explored further through making sounds with musical instruments and in songs that relate to the various topics, e.g. ‘Old Mac Donald’s Farm’.

 

4.4               Arts Education

 

Visual Arts

The teachers consistently refer to the strands and strand units of the Visual Arts curriculum in their individual planning to ensure that the pupils have access to a wide variety of artistic and creative experiences. The classrooms and common display areas around the school are used to good effect to exhibit works completed both individually and collectively by the pupils. The pupils are provided with structured opportunities to explore the full range of media in all three classes. The teachers focus on integrating the lessons with seasonal themes and learning in other areas such as SESE and communication and language. In the lessons that were observed, the pupils were facilitated to achieve the lesson objectives through incremental steps. There was a clear focus on the enjoyment of the process rather than the creation of a product. Pupils with little independent movement were enabled to experience various media through hand-over-hand and coactive approaches. Care needs to be taken to ensure that a pupil’s creative impulses are respected when operating a coactive approach and that pupils are allowed to cease an activity when they wish to do so.

Music

Good use is made of objects and instruments to assist the pupils to enjoy and actively participate in lessons in Music. Resources for Music education include commercial schemes, drums, tambourines and shakers. The pupils listen to and respond to a range of musical experiences that include song singing and percussion activities. Skilful teaching was observed in song singing. Background music creates a relaxed and soothing atmosphere in some classrooms. The pupils are encouraged to respond to music through movement. Very effective use is made of ‘Soundbeam’ technology. The pupils are encouraged to indicate preferences, to take the initiative and to take their turn.

 

Drama

The teachers provide the pupils with innovative multi-sensory experiences in Drama. Activities in Drama are integrated with learning in other areas of the curriculum, especially Mathematics and English. The lessons are also successfully linked to the daily lives of the pupils and to aspects of the environment. Appropriate books are dramatised using sensory stimuli such as water spray. Variations in lighting help to maintain the pupils’ attention and interest. Supported imaginative work was observed with costumes and story props. Particularly good use was made of technology to add sound effects in the dramatisation of stories and to motivate the pupils.

 

4.5               Physical Education

The Physical Education curriculum provides the pupils with opportunities to experience a range of activities across the strand areas. The programme includes aquatics, movement for leisure and the completion of small circuits of activity. Resources include a hall and outdoor hard surface and grass areas. A range of suitable equipment including parachute, trampoline, mats, benches, soft play equipment, brushes, soft mats, and a variety of balls are used. Differentiated demands are made of the pupils to engage in physical activity, depending on their physical capabilities. Some pupils are taken to a local swimming pool for aquatics. Records are maintained of each pupil’s participation. Staff members are supported by a qualified physical education teacher on a part-time basis. This adds variety to the programme and the pupils respond with obvious excitement to well organised and carefully selected activities. The physiotherapist and occupational therapist provide beneficial advice on the suitability of particular activities for individual pupils.

 

4.6               Social, Personal and Health Education

The Social, Personal and Health Education programme is linked with themes in other areas across the curriculum. The pupils are encouraged to interact socially with peers and with familiar adults. The development of independent living skills in the areas of diet, hygiene, dressing and self-care as appropriate to the needs of the pupils is emphasised. Life skills are reinforced both formally and informally throughout the school day and across the boundaries of subjects. Circle time is used to develop social skills and to facilitate peer interactions.

 

4.7               Assessment and achievement

 

The staff clearly acknowledges assessment as central to the process of teaching and learning. Assessment is used to monitor learning processes and to identify strengths for the development of individual learning plans (IEPs). In addition, assessment underpins the differentiation of teaching approaches and programmes. Assessment outcomes are also used to inform the whole-school development planning and review processes. Programmes for the pupils are informed by the recommendations in professional assessment reports. Copies of the pupils’ psychological reports and other clinical reports from the multi-disciplinary team are kept in files in a central secure location in the school. These files also include copies of annual IEPs and pupils’ end-of-year reports. Access to these files is restricted and photocopying is not permitted. Relevant recommendations can be accessed for use in programme planning. A separate classroom file for each pupil is maintained by the teacher for planning pupils’ programmes and recording their progress.

 

A varied range of assessment strategies that include formative, summative and diagnostic approaches were in evidence during the school evaluation. Functional assessments are conducted to elicit causes and conditions of challenging behaviour. Teachers use a range of instruments for review of progress including teacher-designed tests and task evaluations based on the NCCA Guidelines for Teachers of Pupils with Severe to Profound General Learning Disability. Samples of each pupil’s work, reflecting the whole curriculum, are compiled in a portfolio that is retained for the duration of the pupil’s time in school. The school might consider recording the level of prompting used on each of these retained samples and to note the reduction in prompt levels over time as an indicator of progress.

 

Record keeping and reporting are managed well. Monthly progress records across the areas of the curriculum are provided by the teachers. There is continuous recording of progress and the staff complete observation sheets describing pupils’ behaviour and levels of participation. Key words used by staff in their observations of pupils’ learning include ‘attended’, ‘initiated’, ‘partook’ and ‘enjoyed’. IEPs are developed on an annual basis for each pupil in close consultation with the pupil’s family. There is consistency in approach across the school in the planning of IEPs. A team approach is very much in evidence. Teachers and SNAs are mutually supportive and appropriately involved. The teachers maintain samples of the pupils’ work and keep photographic recordings of the pupils’ educational experiences. The possibility of using a recently developed innovative assessment instruments for pupils with severe to profound general learning disabilities was being considered by the staff at the time of the evaluation.

 

Observation of classes and interaction with the pupils during the evaluation indicate that the pupils’ achievements are at a level commensurate with their ability levels, ages, co-morbid conditions and the prompting mechanisms used to assist them.

 

QUALITY OF SUPPORTS FOR PUPILS

 

5.1 Pupils with special educational needs

The school is designated to provide education to pupils with severe and profound general learning disabilities. Some pupils have additional disabilities, and others present with a range of medical conditions requiring constant care. Some pupils have particular needs in relation to feeding and toileting. The support provided by the nursing and care staffs is crucial for these pupils. There is ongoing consultation with relevant professionals on the multi-disciplinary team. Seating arrangements, work surfaces and hoists maximise pupil safety and comfort. Some pupils have sensory disabilities including hearing and visual impairment. Some have dual sensory impairments and have needs that require much specialised support. Mindful of this, particular attention is paid to providing stimulating multi-sensory experiences for these pupils. The teachers have assembled a variety of resources that are interesting to touch. The visiting teacher service provides ongoing support.

 

While there is no designated multi-sensory room, each classroom is equipped with a range of equipment that is used effectively to provide stimulating and relaxing experiences and to improve pupils’ attention and concentration. Spaces in two classrooms can be adapted for the provision of multi-sensory experiences. Some classrooms have been sub-divided to support the methodology of structured teaching by making visual boundaries between certain work and recreation areas. These classrooms have been organised in a way that gives direction to pupils and staff and in a manner that helps the pupils organise and predict daily and weekly events.

 

5.2 Other supports for pupils: (Disadvantaged, minority and other groups)

The school has begun to enrol children from ethnic minorities. The staff has endeavoured to ensure that the families of these pupils are supported to fully engage in the individual planning processes in the school. The school has endeavoured to have a family member who is able to translate for the multi-disciplinary team present at meetings to facilitate the full and informed involvement of the family in the process.

 

 

 

SUMMARY OF FINDINGS AND RECOMMENDATIONS FOR FURTHER DEVELOPMENT

 

The following are the main strengths and areas for development identified in the evaluation:

 

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 daily timetable be reorganised in line with the terms of Circular 11/95.

 

Post-evaluation meetings were held with the staff and board of management when the draft findings and recommendations of the evaluation were presented and discussed.

 

 

Published June 2008

 

Appendix

 

                                                                          School Response to Report

 

Submitted by the Board of Management

 

 

 

Area 1   Observations on the content of the inspection report     

 

 

The Board of Management would like to take this opportunity to thank the Department of Education and Science and in particular, inspectors Ms. Emir Duffy and Mr. John Murphy for the professional and balanced approach used to conduct the Whole School Evaluation.

The Board acknowledged the fairness, accuracy and courtesy shown to the staff and pupils alike. The Board and staff found this evaluation very helpful and supportive to the teaching and learning in the school.

We welcome the recommendations and advice offered in the report. The Board of Management is actively looking at all recommendations and will be happy to implement them in the school year 08/09.

 

 

 

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

               activity to implement the findings and recommendations of the inspection.          

 

 

The school day has been extended in line with terms of circular 11/95.

The code of discipline is now in draft form.

The 2nd edition of the newsletter will be circulated in June.

The review dates on the older policies will be reviewed.

The enrolment policy and the attendance strategy will be further examined.

The spiral range of curriculum activities and suitable continuity of content will be offered to all pupils.

 

The Board will continue to endeavour to secure a new school building in order to enhance the educational provision of all its pupils.