An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Curriculum Implementation Evaluation:
Science and Mathematics Evaluation 2007
REPORT
Coolfancy National School
Tinahely, Co. Wicklow
Uimhir rolla:18118W
Date of inspection: 17 April 2007
Date of issue of report: 6 December 2007
1. School background and context
2. Provision and use of resources
3. Quality of school planning in Science and in Mathematics
4. Quality of learning and teaching in Science and Mathematics
5. summary of findings and recommendations for the further development of Science and Mathematics
Introduction
The Inspectorate of the Department of Education and Science undertook an evaluation of the learning and teaching in Science and Mathematics in a sample of schools nationally.
This evaluation was the third in a series of thematic evaluations of aspects of the primary curriculum and was 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 Science. The evaluation focused on the teaching and learning in Science and Mathematics and on the quality of pupils’ achievement in these curricular areas. 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 Coolfancy National School. 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 Mathematics. A school questionnaire was administered and structured interviews with the principal and class teachers were conducted. Drawing on the evaluations undertaken in the schools nationally, the Inspectorate will publish a composite report on the quality of teaching and learning in Science in primary schools. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board.
1. School background and context
Coolfancy National School is a four-teacher, co-educational, Catholic school. It serves a rural community in the parish of Tinahely, Co. Wicklow. At the time of the evaluation the staff comprised an acting principal, three mainstream teachers, two of whom were recently appointed, a resource teacher and a shared learning-support teacher. The school attained its first Green Flag in 2007.
2. Provision and use of resources
2.1 Resources for Science
The school and its grounds provide an attractive learning environment. There are native Irish trees and plants on site as well as bird boxes, flowers, landscaped areas and hedgerows. The grounds are used for the study of Science and for the promotion of the pupils’ participation in environmental care. The school makes good use of the local environment and the pupils visit the nearby Tomnafinnogue woods regularly for the study of plant and animal life.
Very good provision is made for the recycling and the reuse of materials. The school has an appropriate selection of resources for the teaching of many strands of the science curriculum. These have been purchased using grants received from the Department of Education and Science. Some kits require extension in order to maximise pupil participation in the learning activities. These resources are centrally stored. The teachers ensure that the pupils use the available resources during lessons. In some classrooms Science is successfully promoted through the use of appropriate investigation areas, visual materials, science equipment and samples of pupils’ work. It is recommended that this good practice be extended to all classrooms.
2.2 Resources for Mathematics
A mathematics-rich environment is created in all classrooms through visual displays. The use of investigation tables is a feature of good practice in some classes. Each class has a set of mathematical resources which includes manipulatives, charts, games and textbooks. These resources are effectively employed to facilitate understanding and engage pupils actively in mathematical tasks. The utilisation of audio-visual materials to captivate pupils’ interest and contextualise mathematical concepts in this school is praiseworthy. Textbooks are used judiciously. A good range of supplementary, shared materials is rotated among classrooms. It is recommended that the staff agree an approach regarding the management and distribution of these mathematical resources. During the evaluation Information and Communication Technology (ICT) was not used to support and consolidate the pupils’ mathematics skills. It is recommended that the mathematics plan address the use of ICT to support the pupils’ learning.
3. Quality of school planning in Science and in Mathematics
3.1 Whole-school planning in Science
The science plan provides guidance on teaching and learning with regard to the curriculum objectives. To advance planning, it is advised that this plan formally incorporate the specific context of the school, including the use of its grounds and the local environment. Clear guidelines for the development of the pupils’ scientific skills through investigations and design-and-make opportunities are also required. There are various approaches undertaken to the assessment of Science. Teacher observation, work samples and teacher-designed tests are the main techniques in use. It is recommended that a whole-school approach to the assessment of the pupils’ scientific knowledge and their skills be devised.
3.2 Whole-school planning in Mathematics
A school plan has been developed for Mathematics using the School Development Planning framework. The formulation of the plan involved the collaboration of the whole staff and it has been ratified by the board. It provides guidance on teaching approaches and methodologies and consistency in relation to mathematical vocabulary. It is recommended that in the future review of this plan the school should address the following issues: consistency of approach in the teaching of mathematical operations, the use of the local environment and the utilisation of calculators and ICT in the teaching of Mathematics.
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.
3.3 Classroom planning
All teachers prepare long-term and short-term programmes of work. There are varied approaches to planning in place. Some programmes of learning address the teaching of specific curriculum objectives and the provision of differentiated learning opportunities. Other programmes are primarily content-focused. It is recommended that all planning be directly linked to the school plan and informed by the appropriate curriculum objectives for each class level. It is also advised that greater attention be given to the systematic assessment of pupils’ learning. The staff is deserving of praise for their whole-school approach to the recording of monthly progress reports and copies of these reports are maintained centrally.
4. Quality of learning and teaching in Science and Mathematics
4.1 Quality of teaching and learning in Science
Approaches to the teaching of Science vary. Some effective lessons were observed during the evaluation. These lessons were well structured and combined the direct teaching of scientific concepts with carefully organised and well-monitored group activities. In all classes, new topics are introduced through talk and discussion, teacher-questioning and some use of illustrative material. Further use of practical strategies, incorporating brainstorming and concept mapping, is advised in order to clarify the pupils’ existing ideas and to promote their questioning skills.
Suitable emphasis is placed on providing pupils with opportunities for group work and all teachers endeavour to ensure that pupils are actively engaged in their learning. It is important to ensure that lessons take account of the different learning needs of the pupils and that the group-based activities are differentiated accordingly. The practical work undertaken incorporates skills-based learning, particularly in observing, classifying and recording. Investigations and experiments are central to many programmes of work. All pupils require greater engagement with the design and make aspect of the science curriculum. In order to bring greater consistency to the whole-school provision for Science it is recommended that ongoing opportunities for whole-school review and the sharing of good practice between experienced and newly qualified teachers be facilitated.
The pupils display positive attitudes to Science. The school has achieved very good levels of practice in relation to caring for the environment through recycling and waste management. The Green School committee is deserving of praise for its successful coordination of the green school’s action plan which has impacted positively on the school. The pupils demonstrate a satisfactory level of application of scientific concepts to real-life situations and in the use of scientific terminology. Pupils in the senior classes are knowledgeable about many aspects of the science curriculum, particularly the study of living things. They display confidence in undertaking practical investigations.
As part of this evaluation the pupils’ conceptual knowledge of individual strands of the science curriculum was tested using tasks drawn from curriculum objectives for each class level. The majority of pupils in infants displayed mastery of the strand of Living Things. Over half of the junior pupils achieved satisfactory levels of knowledge of the Energy and Forces strand. More than half of pupils in the middle classes did not display mastery of concepts in relation to the strand of Environmental Awareness and Care. Most pupils displayed mastery of concepts relating to Materials in the senior classes. The pupils’ procedural knowledge was also tested. Almost all pupils in the junior classes displayed an understanding of the variables necessary for the growth of living things. The majority of pupils in the middle and senior classes did not display mastery of the skill of fair testing. The systematic and progressive teaching of the pupils’ procedural skills throughout the school is recommended.
4.2 Quality of learning and teaching in Mathematics
A broad and balanced programme in Mathematics is in place. Features of good practice include structured talk and discussion, focused questioning, linkage of strands and pupils’ active engagement with tasks. The promotion of effective group and pair work was observed in some classes. In all classes there is consistent implementation of the agreed school policy on problem-solving strategies and mathematical vocabulary. Differentiation of teaching methodologies and tasks to cater for pupils with special education needs is evident in some classes. It is recommended that greater attention be given to the varying abilities of pupils through the provision of differentiated programmes of work. In general pupils’ oral Mathematics and mental calculation skills are appropriately developed. Good use is made of the local environment in reinforcing the strand of Shape and Space. It is advised that all teachers use the local environment for the consolidation of the strands and skills of the mathematics curriculum.
Pupils demonstrate positive attitudes to Mathematics and engage in written and oral tasks with interest. Appropriate standards are achieved in many aspects of the mathematics programme. In the infant classes pupils demonstrate satisfactory achievement in relation to Shape and Space and conservation of number. In the junior classes pupils display confidence in number facts and extending patterns. Pupils in the middle classes show an understanding of the strand of Measures and, in general, they demonstrate good estimation skills. There is commendable practice in relation to the teaching of Chance and Data in the senior classes. Throughout the school, there are some pupils who lack confidence in carrying out number operations. It is recommended that a whole-school approach to the teaching of number operations be agreed.
Formal assessment in Mathematics is undertaken annually through the use of standardised tests. All teachers use a range of assessment procedures to monitor pupils’ progress including teacher observation, teacher-designed tests, criterion-referenced tests and monitoring of pupils’ written work in copies and textbooks. A whole-school systematic approach to assessment is recommended. This should incorporate an analysis of assessment outcomes to inform future programmes of work.
4.3 Quality of support for pupils in Mathematics
A full-time resource teacher (RT) and a shared learning-support teacher (LSRT) provide support for pupils in the area of numeracy. This support is provided to individuals and groups on a withdrawal basis. Detailed individual education programmes (IEPs) and individual pupil learning programmes (IPLPs) are prepared for most pupils. Lessons are focused on each pupil’s individual learning needs and, in general, are well structured. Elements of good practice include the effective utilisation of mathematical manipulatives and games to ensure the active participation of pupils in their learning. It is recommended that the special education needs policy be reviewed to ensure cohesive support in the teaching of Mathematics. This policy should attend to the following: the need for regular liaison and collaboration of the members of the special education team and also with class teachers; the development and review of IEPs and IPLPs and parental involvement.
5. summary of findings and recommendations for the further development of Science and Mathematics
The following are the main strengths identified in the evaluation:
· The teachers provide a caring and supportive environment and work together in promoting a positive school climate.
· The pupils are well behaved and motivated; they display good levels of application to the learning tasks.
· The pupils achieve good standards in many strands of the mathematics curriculum.
· The pupils’ commitment to caring for the environment and waste management is praiseworthy.
· Pupils at all class levels are encouraged to work collaboratively in active-learning contexts.
· The school’s grounds are well-maintained and provide an attractive learning environment.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· It is recommended that the staff review the science plan and mathematics plan in order to reflect fully the context of the school, to guide comprehensive programmes of work and to facilitate whole-school assessment approaches at all class levels.
· It is recommended that on-going opportunities for whole-school collaboration be facilitated to enable the sharing of good practice between experienced and newly- appointed teachers.
· It is recommended that the skills of designing and making and the procedural skills of fair testing be taught systematically in Science.
· It is recommended that provision be made for the varying abilities of all pupils through differentiated programmes of work.
· It is recommended that the school ensure consistency in the teaching of number operations in all classes.
Post-evaluation meetings were held with the staff and the chairperson of the board of management, at which the draft findings and recommendations of the evaluation were presented and discussed.
Conclusion
The Inspectorate of the Department of Education and Science wishes to acknowledge the contributions made by the principal and teachers during the course of the evaluation. It is hoped that this report will be directly useful to the school as a basis for review and development of practice at school level. It is anticipated that the composite report on the quality of teaching and learning of Science will serve as a valuable reference at system level and will inform the further development of policy and provision for the teaching of Science.