An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Saint Michael’s National School

Clifferna, Stradone, County Cavan

Uimhir rolla: 20134J

 

Date of inspection: 10 April 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

 

 

 

 

Whole-school evaluation

 

A whole-school evaluation of St, Michael’s National School was undertaken in April 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 Science.  The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.

 

 

Introduction – school context and background

 

St Michael’s National School, a school under Roman Catholic patronage, serves the rural community of Clifferna, Stradone, Co. Cavan. The school was established in 2000 when two other local primary schools amalgamated. There are three mainstream teachers, a full-time learning-support and resource teacher and a part-time resource teacher on the school staff. Enrolment levels have been steady since the establishment of the school.

 

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

68

Mainstream classes in the school

3

Teachers on the school staff

5

Mainstream class teachers

3

Teachers working in support roles

2

Special needs assistants

1

 

 

1.     Quality of school management

 

1.1 Characteristic spirit, mission or vision

The characteristic spirit of the school which is guided in accordance with the Catholic faith espouses the development of children’s confidence and character. It fully upholds principles of equality and it is premised upon community values. The happy interactions evident between pupils, along with the regard they demonstrate for one another, are particular reflections of the characteristic spirit of the school.

 

1.2 Board of management

The school has an effective board of management. The board is constituted properly and meets regularly to ensure the school’s smooth running. Detailed minutes of its meetings are maintained and a financial statement is provided at each meeting. The board acts in a dynamic manner. Responsibility for a number of aspects of practical school operation has been devolved to individual members. Direct evidence shows that they discharge their duties conscientiously.

 

1.3 In-school management

A high level of organisation characterises all school activities. The principal is an effective and reflective leader. His leadership ensures clarity in prioritising goals for school improvement. He encourages close cooperation with the home as a means of ensuring pupils’ learning success. The principal demonstrates very clear interest in enriching pupils’ learning and a commitment to their overall development. The in-school-management team of principal, deputy principal and special duties teacher is strong, cohesive and functions very well. A spirit of commitment to the school underpins the collaborative approach to management. It is commendable practice that teachers exchange classes when teaching certain curriculum subjects. This provides them with regular experience of teaching different grade levels. Enrolment registers and records of staff attendance are maintained carefully.

 

1.4 Management of relationships and communication with the school community

Good quality communication among staff members and between school and home is very evident Information meetings for parents are convened annually. At these meetings teachers share learning strategies that can be used productively in the home to consolidate children’s learning. This sharing has great potential to enrich learning and almost all parents attend. A collection of carefully-produced, high quality information booklets also aids communication within the school community. Parents report that the school is a central part of the local community. They report their great satisfaction with the work of the school and acknowledge the dedication of the teachers. They also commend the board of management for its commitment.

 

1.5 Management of pupils

During the evaluation pupil behaviour was observed to be excellent. Respectful interactions with teachers, visitors and between themselves support the development of pupils’ self-confidence and self-esteem. Pupils are provided with regular opportunities to act responsibly and are praised regularly for their work. Every staff member is committed to the pastoral care, welfare and safety of pupils. Pupils take great pride in their school, their work and their parish. During the evaluation, they participated eagerly in learning and cooperated fully with their teachers. This positive climate contributes greatly to cohesion within the school community.

 

 

2.     Quality of school planning

 

2.1 Whole-school and classroom planning

The standard of whole-school organisational and curriculum planning is high. In accordance with statutory requirements, an enrolment policy, a code of behaviour, a health and safety policy and an attendance policy have all been prepared. Other policies provide valuable guidance to the school community in a range of areas regarding school organisation and management. At the time of the whole-school evaluation, policies for drama, history and geography were being reviewed in accordance with the school’s strategic plan. Whole-school curriculum planning reflects the primary school curriculum fully and incorporates content objectives for all grade levels. Teachers have considered, and planned for, developing pupils’ learning skills. This has been a key outcome of the development planning process.

 

The quality of classroom planning is uniformly very good. Specific learning objectives are outlined clearly. Progression in the learning of key skills across the curriculum is clear. Quality learning strategies are planned to enhance pupils’ learning experiences. These strategies incorporate provision for differentiated learning needs and for integrated learning and they contribute greatly to progression in teaching and learning. Planning for pupils with special educational needs is of very good quality. The two support teachers engage in planning collaboratively. All individualised plans have clear and detailed learning targets.

 

Clear monthly progress records are maintained in all classes. The principal reports that, within the school development planning progress, the teachers are considering revising the current template. In this context a structure which complements the focus in classroom planning on progression in learning of key skills would be useful. Teachers’ commitment to planning reflectively ensures high quality educational experiences for pupils.

 

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

Múintear an Ghaeilge le spraoi agus déanann oidí machnamh soiléir ar stíleanna foghlama teanga na ndaltaí. Úsáidtear acmhainn, scafaill phictiúrtha, ábhar coincréiteach agus geáitsíocht oiriúnach go héifeachtúil chun foclóir a fhorbairt. Éiríonn go maith leis na daltaí le linn ceistithe agus freagartha. Léiríonn siad go bhfuil foclóir breá leathan acu. Cleachtar cluichí cainte, obair i mbeirteanna agus drámaíocht go hoiriúnach le linn ceachtanna. Cuirtear daltaí ag rólghlacadh, ag cur ceisteanna ar a chéile agus ag soláthar freagraí dea-struchtúrtha dá chéile. Is léir go mbaineann siad sásamh as na gníomhaíochtaí foghlama. Tá sé ar chumas tromlach na ndaltaí abairtí a chruthú go neamhspleách agus labhairt go leanúnach faoi ábhair oiriúnacha le scafaill íosta. Tugtar faoin ngramadach a theagasc i gcomhthéacs na dtéamaí a mhúintear. Mar thacaíocht do dhaltaí ar ísle muiníne sa labhairt moltar an ghramadach a mhúineadh trí dhruileanna a chleachtadh i gcomhthéacs struchtúr na n-abairtí.

 

Tá straitéisí foirmiúla éisteachta agus freagairt á gcleachtadh d’fhorbairt scileanna na héisteachta. B’fhiú anois an scéalaíocht Ghaeilge a úsáid ar bhonn níos leithne. Moltar scéalta éagsúla a léamh a oireann d’aois, do shuim agus do leibhéil tuisceana na ndaltaí. Is an-éifeachtúil mar a bhíonn teagasc na léitheoireachta. Tá leabhair léitheoireachta shaibhre ar fáil do na daltaí agus tá straitéisí fiúntacha á chleachtadh go tairbheach. Baintear úsáid éifeachtúil as leabhair mhóra ar chaighdeán cuí, dúshlánach do fhréamhú bunscileanna na léitheoireachta. Nasctar obair ó bhéal go héifeachtúil le gníomhaíochtaí na léitheoireachta. Tá fiúntas soiléir ag baint le múineadh na fóineolaíochta. Tá caighdeán an-bhreá bainte amach ag daltaí na scoile sa léitheoireacht.

 

Comhtháthaítear gníomhaíochtaí sa scríbhneoireacht Ghaeilge go hoiriúnach le snáitheanna eile an chláir. Sonraítear cleachtaí tuisceana agus cleachtaí feidhmiúla oiriúnacha lonnaithe go torthúil. Cumann daltaí abairtí, scéalta, litreacha agus ailt, in oiriúint dá náois agus dá gcumas teanga. Cleachtann siad saor-scríbhneoireacht le scafaill chuí ón múinteoir. Déantar monatóireacht chúramach ar an obair.

 

Irish

Irish is taught in a fun way and teachers engage in clear reflection about pupils’ language-learning styles. Resources, pictorial scaffolding, concrete materials and suitable activities are used effectively during vocabulary development. Pupils achieve well during questioning and answering and demonstrate a broad vocabulary. Language games, work in pairs and drama are practised appropriately during lessons. Pupils are encouraged to role play, ask questions and respond with properly-structured answers to one another. It is evident that they derive satisfaction from learning activities. The majority of pupils are able to create sentences independently and converse in an extended way about appropriate subjects with minimal scaffolding. Grammar is taught in the context of the themes taught. As support for less-confident pupils during conversation, it is recommended that grammar drills be practised in the context of structuring sentences.  

 

Formal listening and answering strategies are practised to develop listening skills. Irish story should be used in a broader way here. It is recommended that different stories appropriate to pupils’ age, interest and levels of comprehension be read. Teaching of reading is very effective. Rich books are available for pupils and valuable strategies are practised profitably. Effective use is made of large-format books of appropriately-challenging standards to root the fundamental skills of reading. Oral work is linked effectively with reading activities. There is clear value to the teaching of phonics. Very fine standards are attained by the school’s pupils in reading.

 

Activities in writing are integrated appropriately with other language strands. Comprehension and functional writing activities are implemented fruitfully. In accordance with their ages and language ability pupils write sentences, stories, letters and paragraphs. They practise free writing with appropriate scaffolding from the teacher. Work is monitored carefully.

 

English

English lessons have fine structure and pace. Oral language is taught through discrete lessons and cross-curricular activity. Strong emphases are placed on developing richness of language and extending vocabulary. Pupils display high levels of confidence when contributing during oral language lessons. Pupils’ imaginations are stimulated and their ability to use descriptive language is promoted successfully. In order to maximise opportunities for language development free play should be timetabled more formally for pupils in infant classes.

 

The reading lessons observed during the evaluation were effective in all classes through the school. Infant pupils experience quality pre-reading activities through the use of large-format books. Team teaching during language lessons in the early years is effective, enabling close attention to the needs of individual pupils. Teacher questioning is differentiated carefully in accordance with pupils’ grade levels and levels of ability. Development of higher-order comprehension skills is emphasised appropriately. Pupils recall story sequence and detail very well. Reading standards are uniformly good. Some pupils read with high levels of competence, demonstrating very-well-developed higher-order comprehension skills. In order to maximise learning opportunities for less-able pupils, it is recommended that discrete mini-lessons in reading at very small group level be timetabled. Fluency and comprehension when reading different types of text are demonstrated among pupils. Use of novels, particularly in the senior classes, is clearly stimulating. Good quality responses during discussion of the novel were observed during the evaluation.

 

Integrated reading and writing tasks were observed during the evaluation. A particularly-effective element of this activity is the manner in which pupils are encouraged to create new sections within stories and recall and rewrite story detail. The writing process is implemented successfully and quality creative writing is in evidence in a range of genres. Stories, letters and poems written in response to different stimuli lead to rich experiences in this area. Good standards are achieved uniformly across all personal writing. Fine standards in creativity, fluency and structure and also, very good style and use of writing conventions are demonstrated by the majority of pupils. The quality of penmanship is satisfactory, with good standards evident among the majority of pupils and a high standard among some. Poems are chosen reflectively for pupils’ enjoyment and to stimulate thinking and reflection. Very good quality discussion surrounding poetry was observed during the evaluation.

 

3.2 Mathematics

Mathematics is taught effectively with teachers’ and parents’ high expectations for learning clearly contributing to achievement of very satisfactory attainment levels among pupils. In all classes teaching is effective because pupils are consistently encouraged and supported to think mathematically during lessons. In keeping with the spirit of the primary school curriculum, they are provided with opportunities to estimate, predict and reflect upon what they have learned and to relate their learning to real life situations. This encourages very good levels of engagement during tasks.

 

Lessons have very good structure and concepts are explained carefully and thoroughly. Teaching of new content is linked successfully to pupils’ previous learning and conceptual understanding and is supported through reflective use of scaffolding material. Very good quality oral mathematical activity was observed in all classes and pupils are questioned methodically. Teacher-designed concrete material is used regularly during teaching and learning to extend understanding. Effective differentiated reinforcement tasks were observed. Fundamental number concepts are taught effectively from infants onwards and very good standards are achieved in all classes through successful teaching. Some pupils demonstrate high mathematical ability and the majority demonstrate fine ability during independent problem-solving tasks.

 

3.3 Science

Fine quality preparation for Science teaching leads to success in learning and achievement. During science lessons pupils have opportunities to engage in prediction, manipulation and discussion and sharing of findings. Concrete resources are prepared to facilitate regular hands-on learning. During lessons observed great care was taken to relate content to previous learning activities. Teachers utilise group work extensively throughout all science lessons to enable pupils to share ideas. Science experiments are carried out with particular attention to detail. Teachers are commended for the quality of discussion regarding adherence to best principles of experimentation that takes place between them and pupils. This encourages reflection among pupils both during and after lessons.

 

Effective use of activity and discovery approaches ensures development of pupils’ scientific skills. When common themes are taught, different reinforcement activities with varying levels of challenge are prepared for separate grade levels in classes. Pupils recall facts they have been taught and structures of previous experiments with good levels of accuracy. They use scientific terminology with confidence when discussing activities and recording their findings. Age-appropriate recording methodologies are used in lessons throughout the school and support internalisation of learning. Pupils engage in constructing models and derive personal satisfaction from this work.

 

3.4 Assessment

Micra-T and Sigma-T standardised tests are administered annually and results are analysed to identify patterns of attainment. This information is used in part to influence forward planning and whole-school policies for pupils with special educational needs. The Middle Infant Screening Test is administered annually to infant pupils. Results are used to inform teaching and learning strategies. The Ballard/ Westwood Arithmetic test is administered each term to pupils from first class onwards and patterns in pupils’ computation abilities are recorded carefully. Teachers demonstrate an ongoing keen awareness of the practical need to use assessment as a guide for implementation of teaching strategies. Until the current school year policy did not provide for annual written reports to be issued to parents. Pupils’ learning was reported on orally during formal parent-teacher meetings and information about learning was maintained on file. The school has reviewed this practice and determined that written reports should issue to the home in support of learning. In order to further strengthen the quality of communication with parents, it is recommended that the teachers consult Assessment in the Primary School Curriculum, Guidelines for Schools (National Council for Curriculum and Assessment, 2007) in this regard.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

The school’s policy for special educational needs was developed through an appropriate consultation process and provides clear, effective direction to the staff and school community. The identification process is effective and delivery of support is carefully planned and organised in accordance with the staged approach to provision recommended by the National Educational Psychological Service (NEPS). Diagnostic testing and consultation with parents and mainstream teachers are considered carefully when devising learning targets. Ongoing records of progress in learning are maintained and information about their children’s progress is communicated clearly to parents through ongoing, well-maintained home-school links. Good schemes of graded reading books and a collection of quality computer software are used effectively.

 

Early intervention is a school priority and is succeeding well. In addition to suitably-targeted intervention in reading, spelling, writing and Mathematics, the development of fundamental language skills, sensory skills and coordination skills is also addressed effectively. High quality questioning was observed and learning experiences are properly differentiated. Pupils receive individualised attention and direct evidence reveals very satisfactory attainments among them in accordance with their ability levels. A comprehensive range of resources chosen carefully in line with the learning characteristics of young pupils is used regularly during early intervention. The language experience approach is effective and pupils’ personal interests are very much used during this work. Good standards in accuracy, detail and clarity are achieved during writing tasks.

 

Support is provided to small groups of pupils, in both withdrawal and mainstream settings. At the time of the evaluation team teaching was implemented in one mainstream classroom but teachers are willing to explore this approach more fully. The staff is encouraged to explore this approach further. The commitment of the special needs assistant enables pupils with supplementary needs to access the curriculum effectively. She works closely with teachers and on her own initiative.

 

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

The ethos of the school supports an inclusive education for all pupils. At the time of the evaluation there were no newcomer pupils enrolled. The board receives a small amount of targeted grant aid from the Department to support pupils from disadvantaged backgrounds. The principal and staff members use this sensitively and in practical ways to ensure equality of access among pupils to all school activities.

 

 

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 December 2008