An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Rathangan Boys’ National School
Rathangan, County Kildare
Roll number: 15957D
Date of inspection: 20 February 2008
Introduction – school context and background
Quality of learning and teaching
Summary of findings and recommendations for further development
Whole-school evaluation
This report has been written following a whole school evaluation of Rathangan Boys’ National 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 work of the school. During the evaluation, the inspectors held pre-evaluation meetings with the principal, the teachers, the school’s board of management, and representatives of the parents’ association. 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, examined pupils’ work, and interacted with the class teachers. 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 on the findings and recommendations of the report; the board chose to accept the report without response.
1. Introduction – school context and background
Rathangan Boys’ National School is a seven-teacher school catering for boys from second to sixth class who reside in the town and in the surrounding large rural parish. The vast majority of these boys would have completed infants and first class in the local girls’ primary school. The school is built on a spacious site which includes a hard-surfaced and a grassy playing area. The present school building was completed in 1974, and further extended in 1987, 1991 and 2007. The school comprises five permanent classrooms, two special education rooms and one temporary pre-fabricated classroom, which is used for a variety of educational activities. The most recent extension added a classroom, a corridor and accessible toilets. The addition of the corridor space has greatly improved the circulation flow of pupils within the school building. The school also has reception rooms. A small general purposes area is used for music practice and storage and an adjacent room functions as the secretary’s and school office. The school has a current enrolment of 146. Enrolment trends are increasing with an enrolment of 180 projected for 2009. This is due to the proposed building developments in the immediate area. School attendance is high which reflects the proactive approach to good attendance adopted by the whole school.
Rathangan BNS is a Catholic school under the patronage of the Bishop of Kildare and Leighlin. The school’s mission statement aims to develop the full and harmonious development of the individual pupils in the context of a pluralist, diverse and intercultural society. The school receives additional resources under the Delivering Equality in Schools (DEIS) scheme in the form of a shared home-school-community liaison teacher under the Breaking the Cycle rural scheme. Good communication exists with the second level schools in the area which facilitates ease of transfer for pupils to second level.
2. Quality of school management
2.1 Board of management
The board of management has been appointed in accordance with proper procedures. Typically the board meets once a term and more frequently should the necessity arise. Minutes are kept and the board carries out its duties with commitment and dedication. There is continuity between the current board and the previous one, with six members continuing to serve for another term. This continuity is praised. The board reports that it experiences difficulty in meeting its financial running costs. Board members are involved in policy development and the board approves each policy in turn. Policies and plans are individually signed and dated by the chairperson in accordance with proper procedures. The board encourages open and free channels of communication between parents and the wider community. It is aware of the importance of its role in placing the quality of educational provision as the central focus of its work. Board members demonstrate a clear vision of their role in this regard. The board provides monetary assistance in supporting the on-going professional development of the staff and from time to time it assists financially in the assessment of pupils. A budget for this purpose is set aside annually. This is highly praised.
The board is aware of its responsibility to ensure that Departmental rules and regulations are complied with. It ensures that the school complies with Departmental regulations such as the length of the school year and day, among others. The teaching principal works as a learning-support teacher. It is important that the board ensures that all aspects of policy are in line with current legislation and circulars, with particular reference to the deployment of a principal teacher as learning-support teacher.
2.2 In-school management
The teaching principal has served in this school for many years, having previously been an assistant teacher in the school. He enjoys the full support of the board, the staff and the representatives of the affiliated parents’ association. He has effectively created a shared vision for the school community and he is deeply committed to facilitating the development of the whole-child with particular reference to utilising pupils’ multiple intelligences and the provision for the special education needs of the pupils. He believes in the effectiveness of creating a positive school climate and providing access to appropriate supports for pupils from disadvantaged backgrounds. His commitment to special education provision is commendable. The administrative and organisational aspects of his role as school principal are carried out satisfactorily.
The principal speaks highly of the work of the steadfast in-school management team in supporting him in the implementation of his role. The team consists of a deputy principal and two special duties teachers. Currently the organisational and curricular duties for these posts are revised each year and responsibilities for most curricular areas have been assigned to the team. It is recommended that the duties of each post holder include pastoral duties in line with Circular 07/03. At present the members of the middle-management team meet and communicate informally and informal notes are kept. It is recommended that the in-school management team keep minutes of all meetings and that it plans work to be accomplished over a medium period of time. It should note the decisions made in this regard and report to the staff about progress during the regularly-held staff meetings. This method of operating should assist in the work of curriculum policy development, self-evaluation and planning in the whole-school context.
2.3 Management of resources
The staff consists of five mainstream class teachers, two teachers in special education and a shared Breaking the Cycle rural co-ordinator, allocated to the school for one day per week. One special needs assistant is employed in the school and works effectively with two pupils, in accordance with school guidelines. The school secretary and caretaker work on a part-time basis, the former four days a week and the latter as needed. Both contribute greatly to the running of the school inside and out.
While the school is very well resourced in Information Communication Technology (ICT), the overall quality of resource provision in the school is fair. More quality educational resources should be provided to support active collaborative child-centred teaching methodologies. The school fundraised for the purchase of an interactive white-board for one classroom and a data projector, which is praiseworthy. The school also has nineteen computers, a digital camera and standard cameras. More use should be made of these to make educational resources to support the particular learning needs of the pupils and to create a print-rich learning environment. The school has a number of musical instruments, including a set of percussion instruments, science equipment, a range of library books and physical education equipment, which support the implementation of the curriculum in these subject areas. Visual art materials are stored centrally in the newly constructed storage areas to good effect. An audit is underway of further teaching and learning resources needed for the implementation of the curriculum. This is welcome.
2.4 Management of relationships and communication with the school community
The quality of the relationships and the communication between the school and the wider school community is good. The principal is pro-active in implementing the school’s policy on school attendance.The school operates a most successful and innovative system whereby messages are sent to parents via their mobile phones. The school is developing its web site, which will enhance open access for a wider school community. The school prides itself on its open-door policy, which is acknowledged by all members of the school community including the representatives of the parents’ association. The school has set aside a room as a parents’ reception room. The school supports the many events run by the parents’ association during the year. It encourages and affirms the role of parents in strengthening their child’s education. Through programmes such as Maths for Fun parents work alongside teachers and pupils in a friendly environment which benefits all. Parents support the extra-curricular activities hosted by the school: for example, they transport pupils to GAA sporting events.
2.5 Management of pupils
The school’s ethos includes the development of respectful interactions between staff and pupils. The staff and the whole school community have developed good relationships with the pupils individually. Pupils appear happy in school, and this is reflected in good attendance levels. The staff is committed to the provision of a secure learning environment for all the pupils. The use of positive feedback and praise when managing the pupils was observed in some instances where it was used to very good effect to acknowledge and encourage good behaviour. Simple class rules formulated in consultation with the pupils, as seen in many classrooms should be put on display and implemented in all classrooms. This should assist with effective classroom organisation. In the light of the newly configured school building, it is opportune to review the procedures whereby the pupils’ move to and from the school grounds to ensure a smooth circulation throughout the school. At present the pupils play around the school complex during break times under the care of one staff member. In the interest of health and safety and good management, the board needs to review its policy regarding the organisation and management of the pupils during break times. Overall, the pupils are well-behaved and co-operative. During the inspection period the pupils were most willing to answer questions and offered their opinions on various topics across all curriculum subject areas.
3. Quality of school planning
3.1 School planning process and implementation
The process of consultation with regard to school planning and implementation is operating well in the school. The school’s vision for the school plan is ‘to create realistic targets for each class, look at strengths and weaknesses, specify goals and review progress to date and enhance the education for all’. The school has formulated plans for each subject area, which are reviewed in rotation. This is in accordance with best practice. The whole-school plan for Drama is in draft form. The school has prioritised the need to review the plans for Music, Physical Education (PE) and Visual Arts in the school year 2008-2009. This is welcome and should be completed with the assistance of the support service of the Department. Overall, the quality of the planning is assisting the implementation of the school’s vision in this regard. The next step is to focus on the implementation of the whole-school plan in the classroom settings. In order to assist this process the in-school management team should review its monitoring of the implementation of the school plan in the classrooms. A good starting point for this review would be to focus on the variety of key curriculum methodologies in operation in the classroom. Furthermore, the school has developed many policies of an organisational nature, which include the school’s code of discipline, the policy on internet usage, on safety and on enrolment. Overall, the quality of the policies is good. They are reviewed regularly and ratified by the board. They assist in the running of the school.
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.
3.2 Classroom planning
The school is praised for its stated policy that teachers’ classroom planning and the recording of pupils’ progress should strive to have a co-ordinated approach. All teachers provide fortnightly schemes, monthly progress reports and yearly schemes. The special education team plans fortnightly in addition to the monthly reporting of progress. Most teachers’ classroom planning follows the format of the curriculum structure. However, this planning should focus on developing further the learning outcomes for the pupils. It is very important that all short-term plans relate the content to be covered to learning objectives in terms of skills to be taught and concepts to be developed. This should assist the staff in its implementation of the curriculum in the classroom setting and in the assessment of pupils’ progress over time.
4. Quality of learning and teaching
4.1 Overview of learning and teaching
The quality of teaching and learning varies. Good quality work was observed during the inspection, particularly in the designing and making strand in Science, in the FÍS film work and in the Green School programme. Given the school’s commitment to utilising the multiple intelligences of the individual pupil, more use should be made of authentic child-centred learning supported by active, participative teaching methodologies. A balance should be achieved between teacher-led instruction and pupil-led discovery learning and between the learning of content and the development of skills. More opportunities for engagement in group and paired learning should be organised. Approaches to group work should be developed so that pupils are assigned specific roles in accordance with their abilities and strengths. In most classrooms, the pupils’ tables are arranged in traditional type rows: this arrangement should be reviewed to enable more effective participative child-centred teaching and learning to take place. The potential for these changes to be enacted is tangible as the pupils are interested in their work.
4.2 Language
Gaeilge
Tá modhanna múinte oiriúnacha do mhúineadh na Gaeilge le feiceáil sa scoil agus múintear struchtúir na teanga go céimniúil. Ullmhaíonn oidí áiseanna pictiúrtha éifeachtúla chun tuiscint ar an teanga a chothú agus chun cabhrú leis an chomhrá. Ní mór tuilleadh áiseanna fiúntacha réalaíocha a úsáid i dteagasc na Gaeilge. Baintear úsáid éifeachtúil as cluichí cainte mar chabhair do spreagadh na muiníne sa Ghaeilge. Léirítear go bhfuil tuiscint mhaith ag na daltaí ar an teanga labhartha agus tá stór cuí foclóra acu. Tá ar chumas an-chuid de na daltaí frásaí a chruthú go neamhspleách agus ceisteanna a fhreagairt agus a chur. Sonraítear caighdeán breá san obair ó bhéal ar an iomlán. Léiríonn na daltaí leibhéal maith taitnimh agus sásaimh i leith na teanga. Ní mór anois forbairt chéimnithe a dhéanamh go ghinearálta i gcleachtadh na gcluichí teanga éagsúla ar fud na scoile. D’fhéadfaí togáil ar chothú na cumarsáide feidhmiúla i measc na ndaltaí freisin trí dhíriú ar chleachtadh na mbriathra i gcomhthéacsanna oiriúnacha.
Nótaítear scileanna éisteachta á bhforbairt go foirmiúil agus go cumasach i ranganna áirithe. Spreagtar na daltaí chun frásaí dá gcuid féin a chruthú sna gníomhaíochtaí seo. B’fhiú anois tógáil ar an dea-chleachtadh seo. B’fhiú díriú freisin ar bhonn scoile uile ar fhiúntas na scéalaíochta mar acmhainn i bhfoghlaim na teanga. Mar thaca do mhúineadh na léitheoireachta, léirítear go bhfuil rangsheomraí áirithe ullmhaithe go cúramach mar ionaid prionta. B’fhiú níos mó úsáide a bhaint as an teicneolaíocht chun saibhreas an ábhair phriontáilte a mhéadú. Baineann machnamh le ceistiúchán na n-oidí sna ceachtanna léitheoireachta sna hísealranganna agus sna meánranganna agus cothaítear tuiscint na ndaltaí ar shleachta le cumas. Ní léir go mbaintear úsáid as fíorleabhair i dteagasc na léitheoireachta. Moltar éagsúlacht téacsanna a úsáid go rialta chun scileanna léitheoireachta a fhorbairt agus stór leabhar oiriúnacha a chur ar fáil sa rangseomraí uile.
Tugtar faoin scríbhneoireacht fheidhmiúil go fóinteach ag díriú ar chleachtaí gramadaí. Maidir leis an scríbhneoireacht chruthaitheach, nótaítear abairtí simplí á scríobh sna hísealranganna agus is deas an cleachtadh sna hárdranganna na daltaí ag scríobh a scéalta féin bunaithe ar ábhair ar nós “Mé Féin” agus “Na hÉin.” Ba chóir tógáil ar an mbunús seo agus an próiseas scríbhneoireachta a fhorbairt go céimniúil. Tá stór breá amhrán agus dánta ar eolas ag na daltaí agus aithrisíonn siad iad go taitneamhach. I ranganna áirithe baintear úsáid an-éifeachtúil as an nGaeilge mar theanga idirchaidrimh, neamhfhoirmiúil i rith an lae.
Irish
Appropriate methodologies for the teaching of Irish are in evidence in the school and language structures are systematically taught. More worthwhile and realistic resources in the teaching of Irish should now be used. Effective use is made of language games as a help to encourage confidence in Irish. It is apparent that pupils have a good understanding of spoken Irish and that they have an appropriate vocabulary. Many pupils are able to compose phrases independently and to answer and pose questions. Overall a good standard is noted in oral language. Pupils display a good level of enjoyment and satisfaction with regard to the language. It is necessary now to achieve an incremental development in general in the practice of various language games throughout the school. The encouragement of functional communication among the pupils could be built on as well through focusing on practising verbs in various contexts.
It is noted that listening skills are being developed formally in certain classes. Teachers capably undertake the development of listening through the use of games. Pupils are encouraged to create their own phrases in these activities. Building on this good practice would be beneficial. It would also be worthwhile to focus on the value of story-telling as a resource in the learning of the language on a school wide basis. In support of the teaching of reading it is noted that some classrooms are carefully prepared as print-rich centres. More use should, however, be made of technology to augment the richness of the printed material. In middle and junior classes, teachers’ questioning during reading lessons is reflective and the pupils’ understanding of passages is nurtured. There is no evidence however of the use of real books during the teaching of reading. It is recommended that a variety of texts be used regularly to develop reading skills and that a selection of suitable Irish books be made available for every class.
Good quality functional writing is helpfully undertaken with a focus on grammar exercises. With regard to creative writing, it is noted that simple sentences are written in junior classes and the practice of pupils writing their own stories on topics such as ‘Myself ’and ‘The Birds’ in senior classes is highly commended. This good practice should be built upon systematically. Pupils have learned a good range of songs and poems in Irish and they recite them with enjoyment. In certain classes very effective use is made of Irish as an informal language of classroom interaction throughout the school day.
English
While there is variation in the quality of teaching in English the overall quality of the provision is good. The school strives to implement the curriculum in English with the aim of enabling pupils to develop competencies orally and as readers and writers. In many classes poetry is used effectively as a stimulus for the development of oral language skills. As a result the quality of the pupils’ learning is good. In many classes the teaching is well structured with ample opportunity given to the pupils to express their thoughts and ideas based on stated learning objectives. Pupils are encouraged to write their own poetry and this is on display in some classrooms. This practice of exploring poetry should be extended to all classes on an on-going basis. A review of the methodologies used in developing oral language skills would be helpful in this regard. This experience gained from the review of current practices within the school should be incorporated into the finalised version of the whole-school plan for poetry and oral language.
The school places a high priority on developing reading skills among the pupils. The recent initiative whereby parents assist pupils in reading and the buddy system for reading are most welcome and should be continued and expanded. Pupils read from the class text book and from a class novel. To complement in-class reading, pupils are encouraged to borrow regularly from the class library and to read as independent readers in their spare time. Some classrooms present as print-rich learning environments, with commercial and teacher-designed word labels on display throughout. This practice should be extended throughout the school as it consolidates reading and writing skills taught in class. At senior level the pupils are encouraged to read the class text for meaning and to develop the skills of predication. This work is supported by the pupils’ use of ICT to carry out research into the topic. Generally, the quality of achievement in reading is commensurate with the degree to which the classroom is print-rich and the degree to which participative teaching methodologies are used. Overall, the level of attainment in this aspect is in accordance with the ability levels of the pupils as observed.
A review of pupils’ copies at junior level indicates that the pupils are writing in a variety of genres appropriate to their age and class level. The work includes good examples of the creative writing process, of the drafting, re-drafting and editing of work. Personal writing tasks are completed with ease. In the middle classes, some excellent examples of writing based on acrostic poems are completed. At senior level the pupils write in a range of genres, both creative and functional. More opportunities should be given the pupils to use word processing in their personal writing. While some very good examples of penmanship and presentation of written work is noted, the school should review its whole-school policy in this regard. A structured approach to the presentation and correction of pupils’ written work should be adopted throughout. All the examples of good practice observed in the teaching and learning in English should be extended to all classes and incorporated into the school’s plan.
4.3 Mathematics
The teaching of mathematical concepts is well-organised and well-structured in many classes. The well-paced work ensures that the pupils are engaged and that listening skills are developed. In some classes, the differentiated approach to mediating the curriculum to those at either end of the educational spectrum is praised. This should be extended to all classes. In some instances, the teaching of mathematics would benefit from the precise use of mathematical language to consolidate understanding. In some classes a good range of resources is available. However, in general the teaching of mathematics requires greater provision of educational resources to support child-centred and participative methodologies. All educational posters on display should be clearly visible to all the pupils. A balance should be achieved between teacher-use of the available mathematical resources and their use by the pupils. This will facilitate pupils’ engagement in the learning process.
The quality of the pupils’ learning is commensurate with the quality of the planning, teacher preparation and the provision of adequate educational resources. Well-planned and prepared lessons ensure that the teaching is focused, and that the pupils are engaged and actively participating in the learning process. Good quality learning was observed in those classes where classroom planning included learning objectives, where the language of instruction was precise and where the pupils were working as mathematicians in an active manner. The good practice observed should be extended to all learning settings. An example of innovative practice is the Maths for Fun programme operating in second class, which adds significantly to the pupils’ enjoyment of Mathematics as a subject area. All concerned are praised for this work. Overall the level of achievement is good.
4.4 Social, Environmental and Scientific Education
History
The quality of teaching and learning in History is good. The pupils retain a considerable range of facts which are well taught. The provision for History is closely linked to the commercial schemes in use at each class level. In addition, the school encourages visits from local historians, which is in keeping with best practice. In the senior classes the pupils are provided with limited opportunities to explore photos, drawings and artefacts in their analysis of continuity and change. Historical features of the local area are explored to some extent throughout the school. It is noted that an audit of the local area is underway, which on completion can be incorporated into the whole-school plan, to reflect a greater focus on aspects of the locality to be explored at each class level. This audit should indicate the resources, including human resources in the area, which may be available to support delivery of this aspect of the curriculum. The range of artefacts, photographs and facsimiles available for the teaching of History should be extended. Pupils at senior level were able to discuss events from history knowledgeably. It is recommended that more opportunities be provided to develop their skills as historians in practical ways.
Geography
In general the quality of teaching and learning in Geography is good. Appropriate emphasis is placed on the study of human environments, natural environments and environmental awareness and care in Geography. In the middle classes, the exploration and recording of weather, projects on a number of countries and the exploration of human and animal habitats serve to develop the children’s understanding of the world and contribute to their development of a sense of place. The whole-school community is praised for having achieved its second Green Flag and work towards a third flag is well underway. Participation in the Green School initiative provides practical opportunities for the pupils to be actively involved in their own learning and promotes awareness of their environment. In the junior classes pupils are provided with opportunities to identify common local plants and trees and to plant bulbs in the classroom. Evidence of other projects which form part of the Social Environmental and Scientific Education (SESE) programme includes the examination of rocks, birds, habitats and recycling. The school plan provides for the use of methodologies which place the pupil at the centre of the learning as a geographer and this is commended. However, while many of the topics are addressed, methodologies described in the planning are not systematically implementation in each class. There is scope, therefore, for the provision of more opportunities for pupils to experience Geography in more practical and meaningful ways. Further review and development of the whole-school plan for this area should include development of a range of geography skills and a more systematic exploration of the local area. A good start has been made recently by the school with the support of the Regional Curriculum Support Service. An audit of suitable age-appropriate topics for each class is being drawn up. Once completed the staff should review the school plan for SESE to ensure a developmental approach to the teaching of Geography, supported by suitable methodologies and resources.
Science
On the whole the quality of teaching and learning in Science is good. The work associated with the Green School project complements curricular work. This includes the creation of raised beds and a herb wheel, and the formulation of a green school’s committee, which oversees litter management in the school. The school has published a Green Schools newsletter regularly since 2004, which is colourfully illustrated with attractive graphics. This is a credible achievement. The use of a science corner in junior classes is commended and examples of science work completed include the examination of magnets, basic electricity, how we breathe and some exploratory work on the planets. During the evaluation pupils in senior classes enthusiastically discussed and displayed a good understanding of a number of scientific experiments and projects. Projects in senior classes, which involve the children designing home-made cars and the exploration of an array of complex electrical switches and circuits, are excellent examples of the potential for the development of the pupils’ scientific skills as described in the curriculum. This approach should be extended throughout the school in a systematic way. Some suitable equipment has been procured and the science audit has identified a wide range of additional equipment required to support the pupils’ active involvement in their learning in Science. It is recommended that this equipment be provided as soon as is practicable. To further extend the good work in Science, greater attention to the scientific exploration of the local environment in a developmental manner throughout the school is advised.
4.5 Arts Education
Visual Arts
A broad and balanced visual arts programme is implemented. The majority of the programme taught focuses on the making strand unit. While some work is underway in the looking and responding unit, mainly in paint and colour, a whole-school approach to looking and responding to works of art in the six strand areas should be planned and implemented. Pupils make large and small scale drawings and work in paint and colour based on their experiences and imaginations with good results on. A good start is made with regard to experiences in various print techniques. The next stage is to use these learned techniques to create personal prints. In addition to traditional print techniques the school is successfully creating digital prints in the form of digital film. The school has participated in the Fís programme under the auspices of National Council for Technology in Education (NCTE). In 2007 it won the national category in the crime section, with a short digital film created and filmed by the children, which deserves great praise. This should be continued and ways explored for linking the making of traditional prints with digital print making techniques. Good work is underway in clay, as pupils create pots and sturdy figures, which are often painted, in accordance with the curriculum. Large construction project work offers the opportunity for the pupils to explore and experiment with a widening range of materials and tools. Work is completed based on weaving with straws and reeds. The work in fabric and fibre could be further expanded to include work in hessian and threads. In many classes the pupils’ work is stored in individual portfolios, which facilitates assessment and continuity in learning. The pupils are enthusiastic about this work, and they benefit from being actively engaged in the learning. The school creates links with members of the local arts and crafts community who visit the school, which is in accordance with best practice.
Music
Some interesting work is underway in the listening and responding to music strand supported by the use of the interactive white-board. This should be further developed to include the composition of music using ICT, which offers very exciting possibilities. The pupils are introduced to a range of songs in both Irish and English. The school is fairly well resourced with musical instruments, including a piano and a small selection of string instruments. Work in the performing strand within the school is enriched by a group which is taught the tin-whistle daily before and during school time by a member of the teaching staff free of charge. This practice is highly praised. From time to time after school music lessons are available in traditional Irish music. The school places great store on its annual staging of the Christmas Concert, which adds significantly to the opportunities for the pupils to perform and extend their musical experiences. The commitment of the whole staff is acknowledged in this regard and the practice should be continued.
Drama
The draft whole-school plan for Drama forms a good basis for the development of a sequential programme of work for the pupils. Work at junior level focuses on the pupils developing their dramatic response to story. The material is well selected to suit the age group. The extended use of an integrated approach to making drama would maximise the time available for active drama making by the pupils. At senior level the pupils explore mime in Drama in groups and represent various emotions in a well-rehearsed system. The pupils are enthusiastic about this participative approach. Overall, a good start has been made in this curriculum area.
4.6 Physical Education
The school plan for Physical Education (PE) is well formulated as it places due emphasis on skills development and curriculum objectives for each class level. The school has good facilities including a large playing field and a hard-court area with basketball nets. A plentiful supply of equipment facilitates pupil participation in a range of physical and sporting activities including basketball, Gaelic games, soccer and tag rugby. All pupils receive swimming lessons once a week for a seven week period each year. The outdoor and adventure activities strand of the PE curriculum is integrated with elements of the annual school tours. The pupils also take part in fun treasure trails using basic maps. The school participates successfully in inter school competitions in Gaelic games. Lessons in PE are well presented with clear instructions, appropriate warm-up and cool-down exercises and due attention to class management. Pupils demonstrate good mastery of skills for their age levels. Every child is encouraged to participate in lessons which they enjoy. In addition a wide range of after-school sporting activities is on offer. These include GAA sports, rounders, soccer, athletics, seven-a-side football and hurling, athletics, and Rathangan Community Games. Chess and drafts are included in after-school activities. All concerned are praised for their dedication to these worthwhile activities.
4.7 Social, Personal and Health Education
Good quality in learning and teaching in Social, Personal and Health Education (SPHE) occurs during dedicated lessons and in an integrated fashion throughout the school day. The work observed focused on exploring themes such as myself and myself and the wider world. The pupils were organised into groups to answer teacher-led questions based on photographic evidence with good results. The possibility of allowing for self-directed discovery learning here should be explored. This would extend and enrich the learning for the pupils. Collaborative work by the pupils is an active methodology which complements the aims and objectives of this curriculum area. The school organises regular visits by a Garda and other members of the community to enrich the pupils’ learning, which is in keeping with best practice. Pupils’ written work is stored in folders in many classes, which facilitates assessment in this area. This practice is welcomed. Overall, pupils in the school demonstrate an interest in their work and are benefiting accordingly. The many after school activities, such as pupils’ participation in the Tidy Towns clean-up, adds to the development of pupils in this area.
4.8 Assessment
A broad range of assessment tools and approaches is used effectively in the school. All teachers use teacher-observation and portfolios when assessing individual pupil’s work. In many subject areas good use is made of teacher-designed tests and checklists. All pupils are tested using standardised testing in Mathematics and English annually. Parents are informed of their children’s progress during yearly parent-teacher meetings, which are held at convenient times for parents. In addition to the standardised assessment tests, a range of diagnostic tests are administered to identify and evaluate pupils for supplementary teaching in literacy and numeracy. The school uses the results of these tests to inform subsequent teaching in accordance with guidelines in the area.
5. Quality of support for pupils
5.1 Pupils with special educational needs
There are two full-time resource teachers, who work co-operatively, in the school. The school has been particularly successful in the area of the provision of support for pupils with learning difficulties in literacy and numeracy. The teachers with particular responsibility for these pupils display a high degree of interest and care for pupils. Procedures are laid down for identifying pupils with learning difficulties in line with the staged approach. It is important that those at the higher end of the ability spectrum be included in the provision. Diagnostic testing, standardised tests and screening tests inform the provision and pupils who progress satisfactorily return to mainstream class. A group of thirty-five pupils receive supplementary teaching in Mathematics and English. Tuition takes place primarily in the learning support room but support in Mathematics is also delivered in the classroom in some instances. This latter method of delivery is commended and it is recommended that this practice be extended to include in-class support in English. Generally the pupils are withdrawn from class individually or in groups of two to six. The learning-support classrooms have some additional resources including extra readers and ICT software. However, there is a need for the utilisation of a wider range of supplementary reading materials and mathematical manipulatives to help develop a broader range of skills and concepts and also to facilitate fuller participation in activities and tasks. These extra resources would assist the school in utilising the multiple intelligences as outlined in its school plan. It is also recommended that a wider range of diagnostic tests be undertaken to pinpoint with greater accuracy a pupil’s specific processing difficulties.
The learning-support teacher’s planning and the administrative duties associated with the provision are carried out satisfactorily. The enhancement of pupils’ self-esteem is actively promoted and teacher-pupil interactions are very caring and supportive. Both learning support teachers meet with class teachers on an informal basis. Parents are met once a term to discuss pupils’ progress and they receive a copy of the Individual Education Plans (IEPs) and the Individual Pupil Learning Plan (IPLPs). Where there is a need for further meetings with parents, these are facilitated. The planning and implementation of IEPs for pupils is carried out in consultation with the teachers and parents. The IPLPs and IEPs detail the results of testing, the strengths, priorities and long term goals for the pupils. They have short-term targets and strategies and the individual profiles and learning programmes are developed to meet those targets. Good use of ICT was observed during the evaluation where pupils had suitable opportunities to practice phonics and word attack skills. Some pupils receive tin-whistle lessons and this adds to their enjoyment of learning and develops skills such as fine motor skills. Hand-eye coordination is developed through a typing programme. It is evident that the supplementary teaching boosts the self-confidence of the pupils. Existing resources for the support of pupils with learning difficulties are used effectively. However a greater variety of books and graded readers is needed to enhance this support and to provide opportunities for a more differentiated approach to reading. It is also advised that more varied strategies for guided reading be implemented. Very good samples of pupils’ stories, complete with photographs and news typed on computer by the teacher, are on display in the learning-support room.
5.2 Other supports for pupils: disadvantaged, minority and other groups
The work of the school’s Breaking the Cycle rural co-ordinator is broad and varied, aimed at meeting the needs of the target group and to maximise their participation in the learning process. The work is well structured and a strategic plan is in place based on supporting the specific needs of the whole-school community. Contact time is divided equally between the boys and liaising with local groups and organisations such as Offaly and Kildare partnership (OAK), and Kildare County Council among others. A dedicated space is available in the school in which purposeful activities such as cookery sessions are accommodated for boys from fourth to sixth classes. Many seasonal-based activities, such as pancake making, and maths-based treasure trails are completed, thus making good use of the environment. The work is integrated with that of the special education team to good effect. Many courses including numeracy and literacy are run for parents. By its nature, the majority of the work of the rural co-ordinator is behind the scenes. The results of the work are reflected in such areas as the high attendance figures. The work is adding significantly to the quality of the support for pupils and parents alike and to maintaining open channels of communication with all.
6. Summary of findings and recommendations for further development
The following are the main strengths identified in the evaluation:
· The commitment of the board of management to the development of the school as exemplified by the overseeing of the refurbishment and recent successful remodelling of the school building is a strength of the school.
· The principal and staff of the school demonstrate very good collegiality and loyalty.
· The school is commended for its caring approach to the on-going welfare of its pupils.
· The school is committed to providing for the special education needs of the pupils.
· The school is aware of its central role in the life of the local community.
· The school is very successful in its participation in the Green School project. It has been awarded two flags and is working towards a third Green Flag.
· The school has a wide range of ICT resources, including an interactive white-board and a digital camera and it is developing a school web site.
· The success of the school in the recent FÍS national competition is commended as it exemplifies a good application of the use of ICT in teaching and learning.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· It is important that the board ensures that all aspects of policy are in line with current legislation and Department circulars. It is recommended that the board adheres to the terms of Circular 07/03 when allocating personnel to special education posts.
· More use should be made of active, collaborative, child-centred teaching methodologies and the resources to support this should be provided.
· It is recommended that the duties of each post holder include pastoral duties in line with Circular 07/03. It is recommended that the in-school management team keep minutes of meetings which are currently being held and that it plan work to be accomplished over a medium period of time. It should note the decisions made in this regard and report to the staff about progress during the regularly-held staff meetings.
· In the interest of health and safety and good management, the board needs to review its policy regarding the organisation and management of the pupils during break times.
Post-evaluation meetings were held with the staff and board of management where the draft findings and recommendations of the evaluation were presented and discussed.
Published November 2008