An Roinn Oideachais agus Eolaíochta

Department of Education and Science

Programme Evaluation Transition Year

REPORT

Saint Paul’s Secondary School

Oughterard County Galway

Roll Number: 63101K

Date of inspection: 3 December 2008

Introduction

Quality of programme organisation

Quality of programme planning and coordination

Quality of learning and teaching

Programme evaluation and outcomes

Summary of strengths and recommendations for further development

School response to the report

EVALUATION OF THE TY [Transition Year]

Introduction

This report has been written following an evaluation of the Transition Year in St Paul’s Secondary School, Oughterard. It presents the findings of the evaluation and makes recommendations for the further development of the programme in the school. During the evaluation, the inspector held meetings with the school principal, a core group of teachers and with a small group of students. The evaluation was conducted over two days during which the inspector liaised extensively with the programme co-ordinator and visited classrooms to observe teaching and learning. The inspector provided oral feedback to teachers on lessons observed. The inspector also examined students’ work and reviewed relevant documentation pertaining to the programme, as well as teachers’ written preparation. The outcomes of the evaluation were discussed with the school principal, the programme co-ordinator and a member of the core team following the evaluation.

St Paul’s Secondary School is a co-educational voluntary secondary school established by the Sisters of Mercy in 1964. The school has a total enrolment of 366 students who come from a diverse range of socio-economic backgrounds. The catchment area includes the town of Oughterard and a broad rural hinterland. The TY programme is compulsory and was introduced as part of the senior cycle curriculum in 1989.  The board of management was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

1 Quality of programme organisation

1.1 Whole school support

The TY programme in St Paul’s Secondary School promotes the school’s mission statement and ethos of fostering attitudes which will result in the development of mature, integrated and creative individuals: “Pupils will leave us with enhanced self-confidence and with life skills and attitudes to enable them to lead lives satisfying to themselves and which contribute to the betterment of society.” The principal has a good knowledge of the implementation of the programme and issues surrounding the programme from her own experience as co-ordinator. The TY programme benefits from a good level of support from management, staff and students. There are 51 students participating in TY and these are divided alphabetically into three mixed-ability class groups for sampling and modular layers of the programme. The practice of streaming into higher level and ordinary level pertains for Irish and Mathematics. It is recommended that this practice be reviewed and that students be arranged into mixed-ability groupings for all areas of study in line with the TY ethos.

There was evidence of good morale among the teaching team interviewed during meetings and in individual lessons observed. In the current year, there are thirty teachers involved in the delivery of the programme and opportunities are provided for other members of staff to teach on the programme according to their interest and expertise. All members of staff are regularly updated on developments in the programme as TY issues are included as part of the agenda at staff meetings.

There are a number of structures in place, including a TY co-ordinator, two assistant principals (AP), the TY year head and the work experience co-ordinator, to support the delivery and implementation of the programme. A weekly meeting of the principal, TY co-ordinator and TY year head takes place to discuss programme related issues. It is recommended that the work experience co-ordinator and the two rotating members of the TY teaching staff be facilitated to attend this weekly meeting. This forum will allow for more cohesive programme planning based on a wider input of information from key personnel.

There is good support for the teachers’ continuing professional development with two teachers, the co-ordinator and the principal, having attended in-service in the past three years. It is encouraged that all TY teachers get the opportunity to participate in in-service and that the information gleaned during in-service be shared with all teachers involved in the delivery of the TY programme. It is also important that appropriate handover arrangements are in place for new teachers to the programme. 

1.2 Resources

The TY programme benefits from a good level of resource provision in terms of specialist rooms and access to audio visual equipment and information and communication technologies (ICT). The Transition Year students complete the seven modular components of the ECDL and are timetabled for two hours and thirty minutes in the designated computer room. Students expressed satisfaction with the integration of ICT in a number of modules and subjects. However it was evident that there is scope for the increased use of ICT in the delivery of subjects across the programme.

The TY co-ordinator has no office space and there is no dedicated storage area for resources. It is recommended that provision be made for such facilities. Subject departments should catalogue all of the resources available to support the teaching and learning of subjects. This resource list should be included in the TY written plan and will be a useful reference document for updating support materials in the context of learning aids available on the Transition Year Support Service (TYSS) web site at www.slss.ie  The school is currently developing a school web site and consideration should be given to creating an external link to the TYSS web site to allow for ease of access for all areas of study.

In almost all areas of study staff members are appropriately assigned according to their interests and qualifications. It is recommended that the deployment of staff be reviewed to ensure that subjects taught are in line with the qualifications held by the teachers.

The TY capitation grant is used to fund modules, the school musical, some transport costs, and the procurement of resources. Students pay an annual contribution of 60 euro for photocopying, subject folders, an annual retreat, the graduation and the TY awards ceremony. Additional costs incurred during the year include the European tour, ECDL fee, books, and admission fees to various events and the trip to the outdoor pursuits centre. It is recommended that parents be provided with a sample costing of the programme at the TY open evening. This sample costing should also be included in the written plan. It is commendable that the significant cost of the European tour is collected in instalments over the three terms.

1.3 Student selection and support

The TY programme is compulsory in St Paul’s for all students who wish to progress to the Leaving Certificate. Notwithstanding that parents of prospective first-year students are informed of the compulsory nature of the programme it is recommended that the admission policy of the school be reviewed to reflect a six-year programme of  study.  An orientation evening is held for students and parents in the May preceding students’ entry into TY. The details and benefits of the programme are outlined and a TY information pack is provided. It was evident from attendance at lessons that appropriate gender balance has been maintained in the formation of the three class groups.

There is one timetabled class period per week for Guidance provided by two teachers. A guidance plan was made available during the evaluation. The sequence of the guidance provision should be reviewed to ensure that there is appropriate matching between aptitude and career interest prior to the undertaking of career investigations. In this regard the Differential Aptitude Test (DAT) should be administered in term one as opposed to term three as set out in the guidance plan. It is recommended that a broad base of interest be taken into consideration when students’ career trips or visiting speakers are planned. The substitute guidance teachers should access the ‘Be Real Game’ promoted by the TY support services to guide planning for guidance in TY. This is available on www.slss.ie   Students with special educational needs are withdrawn at suitable times for additional support. Whilst TY teachers are made aware of the identified needs of these students it is recommended that more formal sharing of strategies and expertise to support their inclusion within the mainstream setting takes place with the learning-support department. Other methodologies outlined in the guidelines of the Department of Education and Science, Inclusion of students with Special Educational Needs and on www.sess.ie.should be explored as alternative models of delivery.

There are a number of students in TY for whom English is an additional language. It is recommended that the language needs of these students be identified using appropriate assessment instruments and  that subsequent  support be tailored to meet these specific identified needs. Some teachers showed a mindfulness of the need to grade their language to support these students. This practice is commended and encouraged across all subject areas.

1.4 Home, school and community links

There is regular and frequent contact maintained with parents through school reports, newsletters, an annual parent-teacher meeting, invitations to school-based events and the TY magazine.  Parental support for the work experience programme and school competitions also facilitates further contact. Student absenteeism is reported to parents by telephone and letter. It is recommended that earlier and more diverse interventions be deployed in addressing student non-attendance. To this end the school calendar of events should be furnished to parents on a termly basis so that they are fully informed of planned activities for students. The acknowledgement of attendance in end-of-year certification could also serve to be a positive motivating factor for students.

Strong community links have been developed with local industries and businesses as part of the work experience programme. The TY students engage in voluntary community projects which include involvement in youth clubs, meals on wheels, teaching GAA skills in the local national school  and visits to nursing homes. It is commendable that students produced an enlarged printed version of songs and carols for the local senior citizens as well as a guide to internet use for the elderly as part of their Young Social Innovators (YSI) project.  In the current year a Christmas trade fair is planned by  the TY mini-company to serve the needs of the local company where an array of festive produce will be available for sale. Staff and students are commended for their many efforts to establish and develop links with the local community.  

2 Quality of programme planning and coordination

2.1 Planning

A written TY plan is in place for the programme. The introductory section of the plan includes the school’s mission statement and ethos based on which the aims of the programme have been devised. The school’s specific aims take appropriate cognizance of the three national aims of TY. Many of the organisational details are included in the plan. These document the role of the co-ordinator, the programme layers, the calendar of events, the work experience diary, and assessment, reporting and evaluation instruments. Pertinent programme policies such as assessment, special educational needs and health and safety in addition to documents on the organisation and debriefing of work experience and sample letters to parents should be contained in the organisational  section of the plan.

Outline plans were made available for individual subjects and modules. These should be appended to the TY programme plan. In general these were developed based on the ten-point format set out in the document Writing the Transition Year Programme. It is necessary that all subjects and modules are collaboratively reviewed by pertinent departments and personnel to reflect current practice in the 2008/2009 school year. In some subject areas two different programmes of study are being delivered. This practice is not encouraged and common course content should be developed to facilitate effective cross-curricular links. All plans should incorporate timeframes for delivery of content, outline the specific resources used, teaching and learning strategies employed, and detail a variety of assessment modes. Subject plans developed for first aid or the physical education (PE) modules could be used as templates to inform this work. To further guide and facilitate this work, reference should be made to relevant support materials on the www.slss.ie  web site. This will enable the development of an overarching plan containing the three main sections set out in Writing the Transition Year Programme. Once collated accordingly this document will allow for more strategic planning and meaningful review of the programme.

2.2 Coordination

The post of TY co-ordinator is a special duties post (SDT) in the school and a time allowance of three hours per week is made available for carrying out co-ordination duties which are discharged in a conscientious manner. It is recommended that in-service in a sustained manner be availed of as appropriate.  As previously mentioned, the programme co-ordinator is assisted by two assistant principals who contribute to the effective running of the programme. Communication with senior management is regular and effective. Formal and informal communication takes place with the TY teaching team and is further supported by the maintenance of a TY notice board in the staff room.  The TY newsletter, produced by the TYSS, should be posted regularly on this board so that all staff members are kept up-to-date on TY events.

The TY co-ordinator teaches business to each of the three TY groups on a modular basis. Further contact with all TY students is effected through regular informal contact and class visits.  In order to facilitate more systematic contact with all class groups it is recommended that consideration be given to the allocation of one class period per week for the dissemination of information to the TY student cohort. This meeting time will also provide a forum for any staff member to liaise collectively with the year group. The TY notice board is centrally located and up-dated on an ongoing basis.

2.3 Curriculum

The TY curriculum is broad and balanced and adheres to the principles underlying TY. The school is highly commended for the balanced provision of the four layers, namely core, sampling, modular and calendar events. The core TY curriculum consists of Irish, English, Mathematics, French, German, Computer Aided Design, Religion, Physical Education (PE), Career Guidance, Work Experience and ECDL. These subjects are timetabled throughout the entire year. It is commendable that students are afforded the opportunity to sample all optional subjects for the Established Leaving Certificate. This sampling occurs over three ten-week periods. This enables students to make an informed choice at the end of TY as was recommended in the Technical Graphics and Design and Communication Graphics subject inspection report conducted in April 2008. A rich programme of subject modules is available to students incorporating practical life skills including survival cookery, first aid, DIY, road safety, solid works, music, mini company, YSI, recreational sport and the TY magazine. This provision is tailored to cater for both students who have no prior experience of the subject as well as those students who have previously studied the subject. These learning experiences create opportunities for peer learning across many subject areas and should be exploited as a means of enhancing the aims of TY in the school. It was noted that the curriculum on offer in the sampling and modular areas of study allows both boys and girls to experience subjects that were traditionally gender stereotyped. The school is commended for this gender-balanced approach. It is also lauded that the modular provision allows for student ownership and innovation in keeping with the TY ethos.

3 Quality of learning and teaching

3.1 Planning and preparation

In some lessons very good short-term planning was observed which impacted positively on the structure, purpose and quality of learning outcomes. However, in other lessons whilst preparation was noted in the teacher-generated materials, lessons lacked purposeful pace and targeted learning intentions. It is recommended that planning should focus on clear learning outcomes in tandem with the duration of the lesson.  This will ensure that the maximum learning benefit for the student is achieved within the specified timeframe. Where focused planning characterised lesson delivery continuity and clear links were established with previous learning and the link with future lessons was also shared with students. It was also clear that these lessons reflected the long-term planned teaching programme and provided for a meaningful and sequenced teaching and learning context. This is in line with good practice and should be a feature of all short-term lesson planning.

3.2 Learning and teaching

A variety of subjects and modules was observed during the course of the inspection including Design, Mathematics, First Aid, Business, Irish, Geography, Chemistry, and Survival Cookery.

Teachers employed a range of methodologies to deliver lesson content.  Effective methodologies were observed in those classes where there was an appropriate balance between teacher input and student activity.  In these lessons there was very clear teacher explanation of the learning activity and students either individually or in groups carried out the assigned tasks. As the work was being completed the teachers attended to the learning needs of individual students within the groups.  In Chemistry and Survival Cookery, student groups were appropriately formed to allow for opportunities for peer learning. This practice is commended. Active learning methodologies were skilfully employed to develop students’ first-aid skills. This learning was further supported by the structured outline of the lesson content on the whiteboard. In other lessons where more traditional teaching strategies were deployed student learning was supported through structured presentation and layout of lesson material on the board and with a focus on specific strategies to enhance students’ learning and standard of work. In those lessons where whole-class input was consolidated through the use of group work it is recommended that each member of the group be assigned a particular task, that a suitable timeframe be set for task completion and that a structured recorded debriefing session afford each group the opportunity to share their learning with the whole class. It is also essential that tasks assigned for group work should reflect adequate content to ensure that appropriate and substantial learning occurs. Prior to the assignment of tasks it is recommended that students be provided with adequate preparation to allow them to undertake tasks successfully across the range of learning experiences. This is also necessary to support the differentiated learning needs and styles that pertain within the mixed-ability class setting. Recapitulation should also be an integral part of the conclusion of lessons to assist in the identification of learning outcomes and to foster independent learning in students.

In line with the remediation principle underpinning TY it is important that the programme content appropriately bridge the gap between junior-cycle and senior-cycle curricular provision. This requires a balance between consolidating previous learning with new material that will provide a flavour of the skills and knowledge to be developed at senior cycle. To this end it is recommended that some core and sampling subjects be reviewed including the outstanding recommendation for the TY programme in Geography following a subject inspection in November 2007.

There was a supportive atmosphere for learning in most lessons. Students’ contributions were encouraged and affirmed and classroom interactions were mutually respectful. Classroom management was generally effective. However, the practice of completing the lesson before the end of class time and students congregating at the door is actively discouraged from a health and safety viewpoint as well as the low expectations it sets for the use of class time.

The provision of teacher-based classrooms is commended and some rooms had image-rich and print-rich learning environments. In all cases there is scope for the further development of this practice. It is recommended that consideration be given to the learning value of some displays and their strategic placement in the classroom.  It is also recommended that the physical environment of the school is maintained to ensure a clean and litter-free environment throughout the plant.

3.3 Assessment

Assessment in TY at St Paul’s includes continuous assessment, end of module testing and some use of project work. The students reported that homework is not assigned in some subjects and this was also evident in the random sample of homework diaries inspected. The ongoing assignment of homework and use of diaries is strongly recommended in TY. It is recommended that a greater variety of both summative and formative assessment modes be used to monitor student progress in learning. In respect of summative assessment and the reports that ensue from it students are currently assigned a grade and a corresponding comment similar to report cards used for other year groups. It was reported that this practice is currently under review. This review is strongly encouraged as it will provide the opportunity to develop a holistic approach to student testing and reporting for TY in line with the reported use of Gardner’s Theory of Multiple Intelligences in TY. Assessment modes should therefore reflect a range of skills and student participation, effort, attendance and co-operation in the programme in each subject area. To effect these changes subject departments within the TY programme should collaboratively develop an assessment policy and accreditation system to acknowledge students’ learning and engagement across the range of areas studied.  Once developed this should be endorsed at whole-school level.

Students maintain a folder of excellence for which agreed and comprehensive criteria have been developed. However a review of a sample of last year’s folders indicated that only some criteria are being implemented. Students in the current TY programme were not aware of the criteria pertaining to the compilation of the folder of excellence. It is recommended that the eight criteria be communicated to students over the year and that all students meet the co-ordinator in the course the year to discuss their progress with the portfolio of excellence. The successful adherence to the criteria will also depend on the co-operation of teachers in the provision of three exemplars of best work from each subject area.

Student achievement is acknowledged in the end-of-year graduation and award ceremony. Students are awarded externally accredited certificates in a range of areas acknowledging skills acquired throughout the programme of study. A number of school awards are presented and this is commended. However, it is recommended that a certification system be generated based on the accreditation system recommended above. This will allow for the acknowledgement of the broad range of areas studied, skills acquired, students’ development and effort.

4    Programme evaluation and outcomes

It was evident from changes made to the TY programme that it is evaluated regularly. Major changes have occurred as a result of such review including the opportunity to sample all subjects, changes in time periods for work experience and the introduction of new modules following the discontinuation of others. This practice of review is highly commended.

The school has developed some evaluation instruments to identify student responses to modules and calendar events delivered in the current academic year. In building on the work achieved to date it is recommended that these instruments be further developed into more comprehensive instruments, extended to all subject areas and that the views of all staff, parents and employers also be elicited. The review process for the programme and subjects should be formalised and led by the TY co-ordinator and the core team. The materials to assist schools in programme review can be obtained on the Second Level Support Service website at   www.slss.ie

The TY programme on offer in St Paul’s strives to uphold the mission statement of TY as set out in the document Transition Year Programme: Guidelines for Schools. Students reported very favourably on the sampling provision and feel more capable of making informed decisions in relation to subject choice for the Leaving Certificate. Students also articulated a high level of satisfaction with the work experience programme and the insights they gained into working life, and the research and active learning opportunities provided within some subject areas. From their participation in TY activities and representing the school at TY events they feel a stronger sense of belonging and pride in the school.

School management reported that the main benefits of TY include the increased maturation of students, the development of students’ self-esteem, confidence and life skills.  Reported benefits for teachers included the opportunity for life-long learning and the development of teaching and learning experiences for students. The overarching vibrancy that TY brings to St Paul’s enhances the educational environment for everybody.

5 Summary of strengths and recommendations for further development

The following are the main strengths identified in the evaluation:

· The school’s broad aims for the TY programme are being fulfilled and there is good

whole-school support for the programme and its implementation,

· The TY programme benefits from a good level of resource provision.

· Home, school and community links are well developed.

· Staff members are deployed according to qualifications and interest across the programme.

· The TY curriculum is broad and balanced and adheres to the principles underlying TY.

· In some lessons very good short-term planning was observed.

· A variety of effective methodologies was observed to deliver lesson content.

· Classroom interactions were mutually respectful.

· Significant positive changes have been made to the TY programme following review.

· TY positively impacts on life in St Paul’s Secondary School.

 As a means of building on these strengths the following key recommendations are made:

· A central storage area for relevant TY resources should be developed and an inventory of up-to-date resources relevant to each of the subject areas should be listed in the TY plan.

· The recommendations in relation to programme and subject planning contained in the main body of the report should be implemented.

· The school’s admission policy should be reviewed and updated to include reference to a six-year cycle where TY is a compulsory programme for all students.

· In keeping with the TY philosophy there should be mixed-ability class groups in all subject areas.

· Short-term planning for lessons should focus on clear learning targets being achieved within all lesson periods.

· The recommendations in relation to teaching and learning methodologies, subject content and classroom management should be implemented in line with good practice.

· The narrow focus of current assessment modes and procedures should be addressed.

· The evaluation and review of the programme and the subjects and modules contained therein should be formalised to include students, staff, parents and employers inputs.

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

.

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’s admissions policy has been reviewed and now includes a reference to a six-year cycle where T.Y. is a compulsory programme for all students.