Department of Education and Science

 

Whole School Evaluation

REPORT

 

Navan Educate Together National School

Navan, County Meath

Uimhir rolla:   20164S

 

Date of inspection: 27 November 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 Navan Educate Together National School was undertaken in November 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, Mathematics and English as an Additional Language. 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.

 

 

Introduction – school context and background

 

Navan Educate Together National School serves families from the town of Navan, Co. Meath and the wider Meath area including Kells, Dunsany, Kilmessan, Tara and Athboy. Established in 2002, under the patronage of Educate Together, the school has grown steadily and now has 125 pupils enrolled. At the time of the whole-school evaluation six teachers were deployed in mainstream classes. The staff also included one full-time and one part-time resource teachers for pupils with special educational needs and three teachers of English as an additional language (EAL). The post of learning-support teacher was vacant due to the current deployment of teachers. It is anticipated that enrolment figures will continue to grow into the near future. Pupil attendance is at a very satisfactory level. Attendance levels and pupils’ punctuality are monitored carefully.

 

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

125

Mainstream classes in the school

6

Teachers on the school staff

11

Mainstream class teachers

6

Teachers working in support roles

5

Special needs assistants

6

 

 

1.     Quality of school management

 

1.1 Characteristic spirit, mission or vision

The school’s mission statement upholds and seeks to realise the educational philosophy of Educate Together. The school promotes a vision of education in which no child is an outsider and where the fullest development of ability is promoted irrespective of gender, class or stereotype. The school encapsulates this ethos in a democratic partnership, combining the involvement of parents with the professional role of teachers. Evidence shows that the school has succeeded in creating an educational environment where the uniqueness of every pupil is respected. During the evaluation, the pupils were courteous, motivated and eager to learn; they engaged with one another, with their teachers and with visitors in a respectful and open manner.

 

1.2   Board of management

The work of the board of management is effective. The board is constituted properly and meets regularly. The board ensures that Department of Education and Science regulations regarding the length of the school day and school year are upheld. Practical responsibilities have been assigned to board members in support of the operation of the school. Some members have participated in training courses for boards of management and all reported their willingness to engage in further training to be provided by the patron body to support them in their work. Minutes of board meetings are maintained carefully. While a financial report is presented at each meeting, it would be helpful if a statement were recorded in the minutes of meetings detailing board income and expenditure. In addition, all circular letters received from the Department should be discussed at board meetings and implications regarding the management of the school should be recorded formally in the minutes of meetings. The board reported its strong support for the principal and staff, and expressed unanimous satisfaction with the standard of education being provided to the pupils. The board is appreciative of the co-operation of parents and stated that close communication between the board, staff and parent body is a strength of the school community.

 

1.3 In-school management

The principal teacher discharges his administrative and teaching duties in a positive manner. He demonstrates a sincere commitment to the development of the school and the celebration of its ethos. Under his leadership the school has developed successfully as an inclusive community. School records, including registers and roll books, are maintained appropriately. A respectful working atmosphere has been created in the school, daily tasks are shared regularly and a positive spirit of collaboration has been established among all staff members.

 

The other members of the in-school management team include an acting deputy principal and two special duties teachers who provide support to the principal in the general administration of the school. Post-holders report that they have curricular, organisational and pastoral duties that support school functioning, and all demonstrated a willingness to work together in support of school development. It is recommended that the curriculum leadership and organisational aspects of duties be further clarified. While there is good overall management of provision for EAL, appointing a dedicated co-ordinator from the in-school management team to manage the implementation of the whole-school policy on provision for newcomer pupils would enhance the effectiveness of provision. In accordance with good practice contracts outlining duties have been signed by post-holders and the board, and formal meetings of the in-school management team are convened.

 

1.4 Management of resources

The school building is located in rented, prefabricated accommodation. Its grounds are well maintained. All of the mainstream classrooms are of a good size and are well prepared for teaching and learning. The rooms used for the provision of EAL are small but are satisfactory for the purposes of teaching small groups. Staffroom facilities are not satisfactory. The board has made an application to the Department for capital grant aid for a new school building.

 

School corridors are attractively decorated with displays of pupils’ creative work and there are very good curriculum displays in support of pupils’ learning. The school has a good range of very useful resources to support teaching and learning across the curriculum. Resources recommended by the Department are being used to support the teaching of EAL. There remains scope to expand upon displays that promote linguistic diversity in classrooms. In this regard further use might be made of Together Towards Inclusion: Toolkit for Diversity in the Primary School (SELB/IILT) to support intercultural display.

 

School policy provides appropriately for teachers to gain experience of teaching at different grade levels and in various support teaching roles. During the whole-school evaluation it was found that one support teaching post was deployed in a mainstream class from the beginning of the current school year. This deployment resulted in the school having no teacher deployed in its learning-support post at the time of the evaluation. This decision is in breach of the provisions of Circular Letter SPED 02/05 as learning-support teaching posts are provided to schools to build on and complement the support delivered by mainstream teachers. It is recommended that the board addresses this issue immediately. During the evaluation a regularly-recurring practice of parents providing cover as unqualified substitutes was noted. This practice should be reviewed and every effort made to employ qualified substitute teachers during recognised teacher absences.

 

1.5 Management of relationships and communication with the school community

A positive and inclusive environment has been created in the school. Teachers show great care for the children and this was evident during all school activities observed. A very determined effort has been made to promote positive relationships among all members of the school community. Clear channels of communication have been established between the principal, the board and the parents’ association. Parents are welcome to visit the school at all times and regular newsletters in different languages and attendance at school assemblies keep parents informed about aspects of school life. Evidence indicates that this open communication has a very positive effect on staff morale and the quality of relationships among the school partners.

 

Good levels of parental involvement in supporting the education of their children have been achieved. Members of the parents’ association play a very active part in co-curricular activities in the areas of Physical Education, the Visual Arts and Drama, and through supporting extra-curricular activity. During a meeting with the inspectors, the representatives of the parents’ association reported parents’ satisfaction with the quality of teaching and learning in the school and reported their desire to realise the full potential of the parents’ association with the on-going collaboration of the parents.

 

1.6 Management of pupils

The management of the pupils is very good. The school has been very effective in fostering a sense of community amongst pupils and providing opportunities for a wide range of learning experiences in a variety of settings. Pupils were well behaved and motivated and they co-operated eagerly with their teachers and all school staff during activities inspected. Weekly school assemblies contribute to the sense of community and to the development of pupils’ self esteem. Praise and affirmation promote good behaviour and other evidence considered indicates that the school’s code of behaviour is being implemented successfully. Pupils’ involvement in school life is encouraged and their sense of responsibility is developed. Good care is taken to support the inclusion of new pupils, including pupils requiring support in EAL, and to create positive learning experiences for them. They are encouraged to participate fully in all aspects of school life.

 

 

2.     Quality of school planning

 

2.1 Quality of whole-school planning

The quality of whole-school planning is satisfactory. All policies required by current legislation have been developed and are updated on a regular basis. While policies have been ratified by the board they now need to be dated and signed to signify that they have been adopted by the board. The section within the enrolment policy relating to the enrolment of pupils with special educational needs requires amendment in order to comply with pertinent legislation. Genuine efforts are made to communicate plans to parents. A very good quality booklet is produced that provides parents with comprehensive and relevant information about aspects of the school.

 

Whole-school plans for most curricular areas have been drawn up and their relevance to the school context is particularly clear in some instances. Generally, however, curriculum plans need to be more detailed in terms of specific content and procedures to ensure successful implementation throughout the school. Plans provide for a balance in the delivery of curriculum objectives across the strands and strand units of the Primary School Curriculum (1999). A very good example of effective planning is the work done on developing a language resource CD for parents to assist their children in developing phonological awareness skills.

 

The whole-school plan for English was developed in accordance with the structure and content of the English curriculum. It outlines methodologies and strategies for the development of vocabulary and language skills. The plan provides for the use of a range of approaches and a number of commercial schemes and resources to develop pupils’ competence and confidence in oral language, reading and writing. A review of planning shows that some aspects are of a very fine standard, most notably provision for the development of phonological awareness and reading skills and the assessment of language. There remains a need for further specificity in relation to delineating whole-school approaches, shared topics that might be developed at the different grade levels and planning in support of process writing.

 

The whole-school plan for Mathematics documents procedures to be adopted for assessing pupils’ progress. However, there is an under–emphasis in the plan on the provision and use of concrete materials throughout the school to develop and consolidate conceptual awareness. There is also a need to identify the language to be used in the teaching of number operations and to outline the development of the language of Mathematics through the school.

 

2.2 Quality of whole-school planning for EAL

The whole-school plan for EAL is very clearly presented and particularly effective in documenting procedures to be followed in the assessment of pupils. There is scope for greater specificity with regard to how best pupils’ interests and native language can be effectively used to foster development in English. The school has translated some school documentation into a number of different languages.

 

2.3 Quality of classroom planning including planning for EAL

The quality of classroom planning is satisfactory. The development of a common approach to long-term planning and recording of pupils’ learning is commendable. However the framework devised needs to clearly outline the topics and content through which knowledge and skills are developed. A variety of approaches is adopted to teachers’ short-term planning. Some short-term plans are effective in delineating progress and providing for differentiation in learning content. Some current planning for the provision of EAL and for pupils with special educational needs is very good. Effective plans contain clear time-bound learning targets that are linked clearly to specific achievement criteria to facilitate the assessment of pupils’ progress.

 

There is scope however for the development of some aspects of teachers’ planning. The format for recording pupils’ learning requires amendment to allow for its completion on a monthly basis and the inclusion of content that has been taught. In some short-term planning there is a lack of consistency with the objectives set out in the long-term plan. Some planning in certain subjects refers to commercial schemes only and classroom planning, generally, needs to be better informed by assessment results. Short-term planning for pupils availing of EAL tuition should address the language skills of listening, speaking, reading and writing. In-class support for pupils attending EAL tuition needs to be informed by specific planning.

 

 

2.4 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

 

English

The quality of teaching and learning in English is good. There is scope for further development however in aspects of the learning programme. Oral language skills in English are developed very satisfactorily throughout the school. Teachers display a good understanding of the importance of play in supporting the language development of infant pupils and periods of free play are timetabled formally for junior infant pupils. Particular emphasis is placed on the development of meaningful communication skills for all pupils, including pupils receiving support in EAL. During oral language activities that were observed, pupils demonstrated good quality communicative competence with only a small number of pupils experiencing frustration during discussion. Pupils clearly derived satisfaction from their oral language learning and enjoyed the stimulating topics and the strategies used during lessons. Pupils recited poems with very good expression.

 

Some stimulating approaches are used to support the teaching of reading. Pupils in infant and junior classes are introduced to print through the appropriate use of large format picture books and print-rich environments in classrooms. A whole-school phonological awareness programme is used to develop pupils’ word recognition abilities. Reading skills are taught purposefully and an analysis of attainment patterns, and other evidence obtained, indicates that most pupils read fluently during independent reading. Graded readers and differentiated reading material are used during well-structured formal reading lessons and good quality classroom libraries provide resources to develop pupils’ reading. Some pupils, including a number receiving tuition in EAL, continue to require ongoing support in developing English reading skills. Consideration should be given to group-teaching in the mainstream settings where teachers of EAL and class teachers collaborate in planning and implementing a reading programme that matches the needs of individual pupils. 

 

Good attention is paid to the introduction and development of letter formation and early writing skills. During lessons evaluated pupils were provided with opportunities to write in different genres and for different purposes. Pupils in senior classes are given opportunities to write letters to local and national organisations expressing their views. Collections of pupils’ writing are displayed attractively and samples of written work are maintained in individual portfolios for assessment purposes. A review of pupils’ writing indicates that there is scope for the writing process to be practised more fully to support pupils as they engage in independent writing activities. Commercial writing schemes are used to support the development of penmanship skills. A whole-school approach to monitoring the quality of pupils’ handwriting is advised.

 

3.2 Mathematics

The quality of teaching and learning in Mathematics is good. Pupils display a good knowledge of a range of mathematical concepts. Visual resources and story are used effectively to contextualise Mathematics for pupils and develop their understanding. While there are some examples of the use of concrete materials to support pupils’ learning, there is a need to develop a whole-school perspective and approach to their use in order to optimise their impact. A good emphasis is placed on oral mathematics and an environment rich in mathematical language has been successfully created. To optimize the impact of these efforts in the infant classes, there is a need to adopt a more structured approach to the teaching of mathematical language. Many pupils engage in problem-solving tasks with confidence and competence. The need to develop the language of problem solving with the pupils in the junior classes has already been identified by the school and effective measures are being implemented to develop this aspect of the pupils’ learning. There are some very effective examples of differentiation to meet varying pupils’ needs although, in some instances, the organisation of some group activities could be better managed. Pupils' written work is monitored regularly and carefully. The use of appropriate copybooks in infant classes as a means of assisting pupils with the recording of their learning is commendable. Pupils who receive support in EAL are enthusiastic in their learning and are achieving well. The emphasis placed on providing these pupils with specific support in understanding and applying the language of mathematics is commendable.

 

3.3 Assessment

The main assessment modes used are teacher observation, teacher-designed tasks and tests, standardised tests, and screening and diagnostic tests. Some very effective examples of teacher-designed tests demonstrate an awareness of pupils’ varying ability levels. In accordance with good practice pupils are encouraged to monitor their own progress from test to test. Pupils were eager to discuss their progress with inspectors during the evaluation and demonstrated a pride in their achievements. Checklists to monitor the acquisition of early literacy and numeracy skills need to be developed for pupil in the infant classes. Standardised test results are recorded systematically and stored carefully, results are retained and patterns extracted. It is a requirement of the Department that the results of these standardised tests are communicated to parents (see Circular Letter 0138/2006). The school is advised to implement this requirement.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

A range of strategies is utilised to meet pupils’ special educational needs. A suitable whole-school plan and practical procedures are effective in identifying pupils requiring supplementary support and in the general organisation of the provision of support. Teachers use both in-class and withdrawal models of support as determined by individual pupils’ needs. The lack of an appropriately deployed learning-support teacher at the time of the evaluation inhibited the effectiveness of this model of intervention and was not in keeping with the school’s stated ethos and its whole-school plan for pupils with special educational needs.

 

The staged approach to providing support for pupils experiencing learning difficulties has been adopted in the school. Appropriate screening measures and discussion with class teachers are used when identifying pupils for learning-support provision. Records are kept of these discussions. The teaching observed during the evaluation was enthusiastic and positive. Pupils were questioned clearly and they responded well. In a number of instances, group teaching takes place in the mainstream class. While the teachers had only recently been appointed, they demonstrated a good practical understanding of their roles. There is potential for greater use of active learning methods and structured materials during supplementary tuition and the resource teachers reported their enthusiasm to implement such strategies more widely.

 

While some good quality planning for pupils with special educational needs was evident, learning targets in some plans were general and there was a lack of clarity regarding strategies for assessing pupils’ progress. It is recommended that Individual Education Plans (IEPs) and Individual Profile and Learning Programmes (IPLPs) include the targets to be achieved and the criteria to be used to assess learning outcomes. The support teachers reported their intention to expand the range of screening and diagnostic tests being used.

 

The special needs assistants (SNAs) are deployed in appropriate ways and they work proactively and purposefully to support the access of pupils to an appropriate education.

 

4.2 Pupils with English as an Additional Language

The quality of the initial assessments of pupils requiring support in EAL is very systematic and makes effective use of the Primary School Assessment Kit issued by the Department of Education and Science. The teachers of EAL report their satisfaction with the usefulness of these tests to establish pupils’ English abilities particularly in reading and writing. They report a need for training in the use of the tests to assess pupils’ listening and speaking abilities accurately. Programme planning is based on the ‘Up and Away’ programme from Integrate Ireland Language and Training (IILT) and takes careful cognisance of initial assessment results.

 

Where classroom planning identifies targets under the four skills of listening, speaking, reading and writing, it is particularly effective and it is recommended that this approach be adopted by all teachers of EAL. The ‘English Proficiency Benchmarks’ established by IILT are used to monitor pupils’ progress. The on-going communication between the teachers of EAL and the class teachers and the provision of support on both a withdrawal and in-class basis are also very effective in monitoring pupils’ progress. The school is very receptive to communicating with parents regarding their children’s progress.

 

The quality of support teaching is good. Lessons are taught in an affirming manner which encourages pupils to participate. Visual resources, games, concrete materials and references to the countries of origin of pupils are very effective in providing pupils with a context and stimulus for learning. The attention paid to supporting pupils with the language requirements of other curriculum areas is very effective. The emphasis placed on correct pronunciation, social language and social convention is appropriate. While lesson content is at a level commensurate with pupils’ ability levels, there is a need, in some instances, to make further use of higher-order questioning to optimise pupils’ opportunities to provide comprehensive oral responses. More use of pair-work and group-work would also contribute to developing pupils’ fluency of expression and thought. In-class support is an integral element in the provision of support in EAL. In order to optimise the learning potential of this support for pupils, there is a need for in-class support to be more focused on meeting pupils’ needs within small group settings.

 

Pupils in receipt of support in EAL are making good progress. The use of running records will assist in identifying and clarifying specific elements of language in which pupils require assistance. The establishment of an ‘EAL clinic’ is effective in monitoring the progress of pupils who are no longer in receipt of supplementary support in EAL.

 

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

The school places a significant emphasis on identifying the needs of all pupils. It is assiduous in seeking to meet these needs through on-going communication with parents and through discussion between mainstream teachers and support teachers.

 

 

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

 

a.       The Board of Management would like to thank the Inspectors for a very fair, thorough and positive evaluation of our school. We accept and will fully implement all the recommendations in the Report. There are a few points raised in the Report that we would like to clarify.

b.       Regarding the provision of qualified teachers in Learning Support and EAL: we were only sanctioned for a fulltime Learning Support teacher in late September 2008. We advertised immediately but were unable to recruit this post and an EAL post. All schools will be well aware that available qualified teachers have been very thin on the ground in recent years, particularly once school term has begun. We were in an emergency situation as a result, and were obliged to re-organise our teaching resources in order to best address the needs of the children in the school – which we view as our paramount responsibility. We were delighted that a couple of university graduates from among our broader school community made themselves available to provide temporary cover in support roles at very short notice. We are indebted to these individuals, who provided an excellent professional service, as attested by the WSE report.

c.       With regard to our enrolment policy: the inclusive nature of our school is well known and is attested throughout the WSE report. We have never refused a child, for any reason. Our purpose in adding a condition to our enrolment policy was specifically on the basis of protecting the needs of the child, i.e. if a child is professionally diagnosed as requiring SEN support, that support must be provided by the Dept. If it is not, then there is a clear conflict with the child’s interests and the school’s overall interests of health and safety,

 

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

 

a.       The Board of Management formally accepted all the recommendations of the WSE. Several have been implemented already, such as agreeing systems for communicating results of Sigma, Micra and Drumcondra tests to parents. And the BOM has undertaken to implement/start the process for all recommendations in time for the beginning of the next school year, Sept 09.

b.       Our Deputy Principal volunteered to act as the 3rd EAL teacher and to coordinate the EAL Dept. We have advertised again for 3 qualified teachers for Learning Support and EAL. Given the changed economic climate, we are optimistic of receiving qualified applicants and to be in a position to make appointments asap.