Introduction

The Inspectorate of the Department of Education and Science undertook an evaluation of the teaching and learning in Social, Personal and Health Education (SPHE) and English in a sample of schools nationally.

This evaluation is the third in a series of thematic evaluations of aspects of the primary curriculum and is part of an ongoing review of curriculum implementation in primary schools. The purpose of this evaluation is to provide information on the extent of curriculum implementation in SPHE and English. The evaluation focuses on the teaching and learning in SPHE and English and on the quality of pupils’ achievement. This evaluation identifies and affirms good practice, and makes recommendations for teaching and the enhancement of pupils’ learning experiences and levels of achievement.

Two inspectors were involved in the evaluation in Ballycanew NS. The evaluation involved the observation of teaching and learning in different class settings, a review of planning and policy documents, and an evaluation of the progress of pupils, including those receiving supplementary teaching in English. A school questionnaire was administered and interviews with the principal and class teachers were conducted. Pupils in senior classes and parents were invited to complete questionnaires with respect to issues related to SPHE.

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. School background and context

Ballycanew NS is located in the parish of Camolin, eight kilometres south of Gorey town, in Co. Wexford. It caters for the educational needs of boys and girls from junior infants to sixth class. There are currently 152 pupils enrolled. A steady increase in pupil enrolment is in evidence in recent years, in response to the influx of families into the greater Gorey area generally. This has resulted in a more diverse school population and the appointment of additional teaching personnel. The school participates in the Department of Education and Science’s School Completion Programme. The board of management and parents are reported to be very supportive of the work of the school. The chairperson of the board visits the school on a regular basis and demonstrates laudable dedication to the work of the school. The school also plays a central role in a range of local, community-based initiatives.

The staff of the school consists of a teaching principal, five mainstream class teachers, a learning-support teacher, a shared resource teacher for pupils with special educational needs (SEN) and a shared resource teacher for Travellers. The principal teacher is strongly praised for the committed manner in which he fulfils all aspects of his role and in particular the care he demonstrates for the welfare of pupils and staff. In the context of significant staff changes, he has successfully progressed a range of curricular and organisational matters. He is ably assisted by the deputy principal and the wider in-school management team. Individual staff members regularly participate in professional development opportunities in the areas of literacy development and provision for pupils with SEN.

The school consists of five mainstream classrooms, with the sixth mainstream classroom being located in temporary accommodation. Support-teaching provision for pupils with SEN and Traveller pupils is provided in temporary accommodation. The school also has access to a small general-purposes’ room, a staff room and a secretary’s office. Funding has recently been granted for the construction of additional mainstream and supplementary-teaching accommodation. The manner in which the school grounds are maintained is worthy of particular commendation, in particular the role afforded to pupils in developing and caring for their school environment.

2. Provision and use of resources in sphe and english

Department of Education and Science curriculum grants are appropriately utilised in the purchase and provision of resources to support pupils’ learning in SPHE and English. Additional funding is provided through the auspices of the board of management. A wide range of SPHE-related programmes has been acquired, including Walk Tall, Stay Safe, Relationships and Sexuality Education, Bí Folláin and Be Safe. These are supplemented by a range of appropriate posters, videos and DVDs. Such resources are purposefully employed by teachers in the implementation of the SPHE curriculum on a school-wide basis. Extensive SPHE-related learning opportunities are provided for senior pupils through their engagement with the school completion co-ordinator. Judicious choices are made regarding the engagement of external speakers and organisations to work with pupils, including the local Garda and anti-bullying theatre groups. Pupils are also provided with opportunities to engage in national schemes, for example An Bord Bia’s Food Dude healthy-eating initiative.

The school has acquired a comprehensive range of commercially-produced and teacher-made resources to support teaching and learning in English. The materials available in classrooms include a range of programmes to promote the development of oral language and reading. Large-format books and related materials along with carefully chosen class novels are skilfully employed in classrooms. A variety of suitable materials is used to support the development of phonological awareness and to foster the spelling capacities of pupils. Information and communication technology (ICT) is also available in classrooms and utilised in support of the implementation of aspects of the English programme. The use of ICT for a broader range of English activities could be considered in some classroom settings as further ICT hardware and software resources become available. The pupils in all classrooms have access to a good range of library books to cater for a wide array of interests and to support reading for a variety of purposes.

3. Quality of whole school planning in sphe and english

3.1 Whole-school planning

A detailed whole-school plan for the implementation of the SPHE curriculum has been devised by the principal and teaching staff. It is strongly reflective of the principles of the primary curriculum and the assessed circumstances of the school. The school’s vision and aims for pupils’ learning in SPHE are clearly stated, in particular the school’s desire to enable pupils to be responsible, to take greater control of their personal lives and to be active in determining their own learning. The role of parents in the implementation of the SPHE curriculum is also acknowledged. The programme is being implemented over a two-year cycle, with aspects of all strands and strand units being addressed annually. In delivering the programme, cognisance is taken of the differing stages of pupil development and the consequent need to differentiate in both teaching approach and content. The principal and teaching staff are praised for the significant consideration afforded to the many ways in which SPHE principles will be promoted through the school’s day-to-day practices. The SPHE plan also acknowledges the need to convene a working group representative of the education partners to proceed with the development of a Relationships and Sexuality Education (RSE) policy. It is recommended that this matter be afforded significant priority in order that the RSE programme may be implemented fully throughout the school.

An extensive range of policies has been devised to support the implementation of the SPHE curriculum. These policies include enrolment, substance use, health and safety, behaviour, anti-bullying, equality of opportunity and home-school links. It is advised that the enrolment policy be reviewed and updated to ensure its full compliance with relevant legislation. Evidence was provided to confirm that the board of management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 1999, updated issue May 2004) and Child Protection Guidelines for Primary Schools (Department of Education and Science, April 2001). Evidence was also provided to confirm that the board of management has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of the departmental guidelines.

A comprehensive whole-school plan in harmony with the aims and approaches of the primary curriculum has been drawn up for English. The plan reflects the collaborative endeavour of the principal and staff and is to be commended. It addresses the issues of the teaching and learning of English in the light of the school’s particular and evolving context. A broad range of Department of Education and Science policy documents and other reference materials were consulted in the development of this detailed plan. The plan outlines the learning activities and the approaches to be employed in oral language, reading and writing, across all classes of the school. Provision for assessment, pupils with different needs, recording and reporting, and homework are also among the topics included in the planning documents. The planning process undertaken in English has contributed positively to the programme carried out throughout the school. The plan has been ratified by the school board of management and is subject to review.

A whole school plan in relation to provision for pupils with special educational needs has been drawn up. It is evident that care and reflection have been given to the development of this plan. A key aim of the plan is to ensure a whole-school, collaborative response to the needs of pupils experiencing difficulties in learning. Particular attention is paid to the employment of a range of strategies to prevent learning difficulties arising. Whole-school strategies for the implementation of an early intervention programme and a staged approach to the management of learning difficulties are set out. School organisational arrangements and the various roles and responsibilities of class teachers and learning support/resource teachers are outlined. The plan has been ratified by the board of management and is subject to review.

3.2 Individual teacher planning

In general, individual teacher planning is of a high standard. Each mainstream class teacher prepares long-term and short-term plans of work for SPHE and English to guide teaching and learning at individual classroom level. Such planning generally reflects a breadth and balance of curricular activity and the teachers endeavour to differentiate for the dual-grade contexts and in relation to pupils experiencing difficulties in learning. Planning is significantly linked to the objectives of the primary curriculum and to the school plan. In many settings there is evidence of detailed consideration being given to the issues of content, teaching approaches, differentiation, resource provision, linkage and integration, and assessment. Mainstream class teachers also maintain monthly records of the progress of learning generally. It is recommended that such records be maintained for a year after the school year to which they refer, in order to facilitate a review of the implementation of SPHE and English at a whole-school level. Detailed planning and recording of progress are engaged in, in both the learning-support and resource-teaching contexts. It is advised that such approaches be extended to the resource teaching for Travellers’ context. Overall, the level and quality of planning impacts positively on the nature of curriculum provision and the quality of learning experiences provided for pupils.

4. Quality of teaching and learning in sphe and english

4.1 Social Personal and Health Education

In Ballycanew NS, pupils experience learning in an encouraging and affirming environment, both in the context of individual classrooms and at a whole-school level. Their self-esteem and self-confidence is actively fostered through the range of school activities, and their more active role in decision-making is encouraged in many class settings. Overall, praiseworthy levels of pupil behaviour are in evidence. The range of strategies being implemented to promote positive behaviour is highly commended, including the regular consideration of school and classroom rules, the acknowledgement and rewarding of displays of positive behaviour and the formal promotion of mediation skills in senior classes. This mainly results in the proliferation of respectful and caring exchanges between pupils. However, in some class settings additional learning opportunities need to be provided so as to promote more effective listener/speaker relationships and social interactions.

Lesson provision in SPHE is of a high quality with a wide range of pertinent issues being addressed. In many classes, due attention is afforded to achieving an appropriate balance between the programme strands over the course of the school year. In other classes, increased consideration should be given to exploring the Myself and the Wider World strand, in particular, issues related to wider communities and media education. Well-structured, whole-class and group-based talk and discussion are employed widely throughout the school. Pupils’ existing knowledge is effectively used as a starting point for learning, with such knowledge being constructively added to by class teachers in a manner that is cognisant of pupils’ differing stages of development. The incisive nature of teacher questioning is praised as is their encouragement of the use of SPHE-specific language. Teachers’ capacities, in some settings, to foster openness of discussion among pupils and respectful engagement with the views of peers are highly lauded. The use of talk and discussion is complemented by a range of active-learning approaches including story, mime, role play, visualisation, pictures and photographs, and writing and drawing activities. The majority of pupils engage very enthusiastically in the breadth of SPHE learning activities presented to them. It is evident that they are acquiring knowledge, understanding, values, attitudes and skills, and an increasing capacity to relate this learning to their own experiences. Purposeful use is made of opportunities to enhance pupils’ learning in SPHE through well-designed integration with other areas of the curriculum. SPHE-rich environments are in evidence in some classrooms and are usefully employed to stimulate and consolidate learning. It would be beneficial to extend such approaches to all class settings.

Opportunities for promoting pupils’ SPHE-related learning are also provided through a range of co-curricular activities. Pupils’ physical health and well-being are promoted through the school-wide implementation of healthy-eating practices and the encouragement of their involvement in a range of physical activities, for example the annual Fun for All Day and the Community Games. In senior classes, pertinent issues related to pupils’ physical development are comprehensively addressed through the auspices of the school completion co-ordinator. This forum also provides senior pupils with opportunities to explore issues of particular concern to them, including transition to post-primary schooling, in a caring and supportive environment. A wide range of initiatives is being implemented to promote pupils’ awareness of, and care for, their school and local environment. They include school-wide recycling initiatives, the ongoing development of the school garden, the operation of a Junior Tidy Towns’ Committee in the school, as well as participation in County Council and FÁS-sponsored environmental initiatives.

4.2 English

The teachers succeed in creating supportive classroom environments and provide constructive guidance to pupils for the learning activities in English. Careful attention is given to each strand of the English curriculum and the lessons observed were effectively organised to cater for the range of learning needs and abilities in classrooms. The pupils respond well to the learning activities provided and engage actively in a range of oral language, reading and writing tasks. Oral language development is afforded particular attention in the infant and junior classrooms and the pupils participate in a broad range of oral-language activities. Story, poetry, language games and drama are all effectively employed in providing the pupils with interesting and stimulating language-experience opportunities. Further opportunities for language development are drawn from the pupils’ own experiences beyond the school. A positive focus on language development is evident in the English programme carried out in middle and senior classes. Pupil engagement and discussion on a range of themes and topics, as a whole class, in groups or as pair work are features of the language work undertaken in classrooms. The majority of pupils display confidence and competence in oral language and the teachers are conscious of the need to differentiate activities to facilitate the participation and language development of all pupils. Due attention is given to the pupils’ experience of a range of poetry. In infant and junior classes, the pupils can recite a variety of rhymes and poems. The language development of pupils is also supported through the use of a selection of drama activities.

The development of reading among the pupils is approached with care and skill throughout the school. The teachers are imaginative and resourceful in fostering the interest of the pupils in reading and in exploring a variety of fiction and non-fiction books and printed material. In infant and junior classes, a broad programme is implemented involving the development of a range of approaches to the teaching of reading. It includes the use of large-format books and a variety of strategies to promote the development of phonological awareness. The pupils engage in attentive listening, recall and discussion of stories. The skilful use of questioning was observed and this was linked imaginatively to a range of reading tasks. Print-rich environments are a feature of classrooms throughout the school. A wide array of teacher-made and commercially-produced resources are effectively deployed and the majority of pupils respond well to the programme of activities. Higher-order reading skills are carefully fostered as the pupils’ progress through the school. In middle and senior classes, the class novel is used proficiently and the pupils engage actively in the discussion of themes, character and plot. Tasks are suitably differentiated to cater for the range of ages and abilities in each classroom. The pupils read for a diversity of purposes and many have acquired the habit of independent, personal reading. The pupils can discuss, describe and express views on particular books that they have read. Access to a good range of library materials is significant in this regard and the school endeavours to provide a wide assortment of library books to cater for the various ages, abilities and interests of pupils.

The development of pupils’ writing skills is given due attention across the school and a good range of resources is employed in support of the writing programme. A systematic approach is taken to the development of handwriting skills and commercial materials are used to support the implementation of the school programme. The pupils engage in a range of writing activities, for a range of purposes and audiences and encompassing the exploration of a range of themes, topics and writing genres. The work of the pupils is recorded in copies, workbooks and folders and thematic projects undertaken by the pupils can be seen in classrooms. Careful attention is given to the development of spelling. Wider use of current ICT resources, wherever practicable, could also provide the pupils with further useful opportunities to engage in the processes of editing and redrafting their personal writing in the context of sharing it with a wider audience. Some of the written work of the pupils is attractively displayed and the practice of celebrating the work of pupils in this way is commended. Further consideration could be given to extending the range of opportunities of acknowledging, sharing and presenting the personal writing of pupils across the school.

In the context of this evaluation, supplementary support for literacy development was observed in both the learning support and resource teaching for pupils with SEN settings. Positive developments in supplementary-teaching provision generally are being initiated on a school-wide basis, following the significant increase in SEN personnel in the school. These include the implementation of prevention and early intervention measures, a staged approach to intervention and the allocation of responsibility for the co-ordination of SEN provision to the deputy principal. The openness of the principal and teaching staff to continuing such developments is lauded. As supplementary support in literacy is currently being provided on a solely withdrawal basis, it is recommended that immediate consideration be given to its introduction on an in-class basis also, through the use of team and co-operative teaching approaches. In particular, the provision of intensive supports for language, literacy and social skills’ development at infant class level should be afforded significant priority.

Appropriate assessment mechanisms for the identification of pupils in need of supplementary support in literacy are being implemented, including an increasing range of diagnostic assessment. The process of recording Individual Education Plans (IEPs) has been recently updated and in the main, the clarity of learning targets is praiseworthy. Lesson provision is well structured, with the lessons observed containing an appropriate range of elements that are responsive to pupils’ individual and shared learning needs. The pupils experience supplementary teaching in a very supportive environment, with the levels of pupil participation and teacher encouragement being praised. Ongoing consultation is engaged in with mainstream class teachers to review the progress of individual pupils. Regular contact with parents is also reported. Judicious use is made of a wide range of resources to support pupils’ learning, including ICT. The attractiveness of the support teaching environments are also commended, in particular the pleasant displays of pupils’ work.

5. Quality of assessment in sphe and english

In SPHE, the primary mode of assessment of pupil progress in evidence is that of teacher observation. The teachers display a keen understanding of individual pupil strengths and needs, in tandem with a capacity in many settings to respond to such needs, for example through the establishment and implementation of strategies to develop pupils’ social skills. The use of teacher observation is complemented by the employment of a variety of assessment approaches across differing class settings. Such strategies include the use of worksheets, the compilation of pupils’ work in portfolio format and the use of consolidation activities in SPHE-related workbooks and copies. Project-oriented activities and displays are used effectively in some class settings. It would be beneficial to review the range of assessment approaches currently in use. Consideration might also be given to extending the formal recording of relevant and significant observations of individual pupils as is in evidence in some classrooms, such as their capacity to work co-operatively with their peers. Such recorded observations would contribute to the overall picture of pupils’ development and could be used as a reference for planning for SPHE at class and whole-school levels.

The school employs a range of strategies to assess the progress of pupils in English. At the individual classroom level these strategies include teacher observation, completion of teacher-designed tasks and tests, ongoing monitoring of the pupils’ written assignments and the use of portfolios of pupils’ personal writing. Whole-school planning also provides for the use of checklists and profiles, for example The Drumcondra English Profiles. Standardised tests are administered on an annual basis and the assessment data acquired is used to assist with planning, to inform teaching and to contribute to the development of suitable programmes of work for pupils with specific learning needs. The tests administered by the school include the Micra-T, and the Middle Infant Screening Test (MIST). A useful selection of diagnostic tests and materials has also been acquired by the school and used in the identification of learning difficulties and the planning of individualised programmes for pupils who require additional support or supplementary teaching. The teachers are conscious of the need to provide consistent feedback, constructive criticism, praise and recognition to pupils. The teachers are commended for the conscientious manner in which they monitor the work and progress of the pupils in their classes. The parents of the pupils are kept informed of their child’s progress through annual parent-teacher meetings and school reports.

6. Future development of sphe and english

Ballycanew NS is a caring school community in which pupils experience a genuine sense of belonging. The principal, teachers and support staff are commended for their dedication to the pupils and to the fulfilment of their respective roles. A commitment to the holistic development of pupils is strongly in evidence, with positive support being provided by the board of management and parents generally. The pupils are praised for their openness, confidence and enthusiastic engagement in their learning.

A number of themes for future development are identified and these include:

§ A policy for the implementation of Relationships and Sexuality Education should be collaboratively devised by the education partners and the programme implemented on a school-wide basis.

§ The range of assessment approaches in use to assess pupils’ learning in SPHE should be reviewed and a whole-school approach to assessment adopted and implemented.

§ Wider opportunities should be provided for pupils to engage in process writing in English and this should be supported through extended use of available ICT resources.

§ Building on existing good practices, collaborative approaches in relation to the identification and provision for pupils experiencing learning difficulties should be further developed.

§ Supplementary teaching in literacy should be further expanded to include in-class provision, in particular the provision of early-intervention support for the development of language, literacy and social skills in infant classes.

Conclusion

The Inspectorate of the Department of Education and Science wishes to acknowledge the contributions made by the principal, teachers, pupils and the entire school community during the course of the evaluation. It is hoped that this report will assist the school in reviewing practice at school level and in identifying priorities for future development.