An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Mathematics
REPORT
Presentation Secondary School,
Grogan’s Road, Wexford
Roll number: 63661C
Date of inspection: 25 January 2007
Date of issue of report: 6 December 2007
Subject provision and whole school support
Summary of main findings and recommendations
Report on the Quality of Learning and Teaching in Mathematics
Subject inspection report
This report has been written following a subject inspection in Presentation Secondary School, Wexford. It presents the findings of an evaluation of the quality of teaching and learning in Mathematics and makes recommendations for the further development of the teaching of this subject in the school. The evaluation was conducted over two days during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with students and teachers, examined students’ work, and had discussions with the teachers. The inspector reviewed school planning documentation and teachers’ written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and subject teachers. 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.
Subject provision and whole school support
Presentation Secondary School, Wexford is an all girls’ school offering the Junior Certificate, Transition Year, Leaving Certificate Vocational Programme and Leaving Certificate to its 668 students. The school operates a forty-four class period week with class periods of thirty-five and forty minutes in duration.
The Mathematics department comprises ten teachers. Teachers generally retain the same class grouping from year to year. This is good practice as it promotes continuity in the learning experience for students. Further commendable practice has been established to ensure that subject expertise within the Mathematics department is maintained, through the rotation of the teaching of levels and programmes among Mathematics teachers.
The commitment by management to the subject is evident in the allocation of an extra teacher or teachers to Mathematics. In the current year this provision has allowed for the creation of a small class grouping accommodating students who choose to study foundation-level Mathematics in sixth year. The allocation of an extra teacher in third year also accommodates students’ preferred subject level.
On entry to the school, first-year students are assigned to mixed-ability classes, and banding of classes takes place from second year onwards. In general, two or three higher-level and two ordinary-level class groupings are formed in second year. In fifth year usually one or two higher-level class groupings are formed depending on demand.
Overall, the timetabling of Mathematics in Presentation Secondary School Wexford is very good. For example, good timetabling practices have afforded students the opportunity to have daily contact with the subject, which is commendable. Mathematics classes are well distributed throughout the week thus allowing for continuity in the learning experience and systematic development of new mathematical concepts. Time allocated to Mathematics is good, with many Mathematics classes being of forty-minute duration. First-year students have four class periods; second, third and fifth-year students each have five class periods, Transition year students have three class periods and sixth-year students have seven class periods per week. Furthermore, the concurrent timetabling of classes from second year onwards allows students to access the most appropriate level while facilitating movement between classes of different levels.
In line with school policy each subject department within the school applies on a yearly basis for an annual budget to purchase resources. Mathematics teachers collaborate and identify the needs of the department and recent purchases include an overhead calculator and geostrips. Membership of the local branch of the Irish Mathematics Teachers Association (IMTA) and competition fees for students to enter Mathematics competitions are also funded by the subject budget. To facilitate the storing of resources for the teaching of Mathematics the school has a designated room within the school, which is shared by all subject departments.
School management facilitates teacher attendance at in-career development courses. Additionally, a member of the Junior Certificate Support Service (JCSS) has provided school-based inservice to Mathematics teachers. Teachers also attend inservice training provided by the IMTA and, in line with best practice, upon return to the school share ideas and notes received during such meetings.
Students have many opportunities to experience Mathematics in co-curricular and extra-curricular non-classroom based activities. For example, students compete in Mathematics competitions organised by the IMTA and Irish Mathematics Olympiads. Students also attend the Scholastic Aptitude test organised by the Irish Centre for Talented Youth. Furthermore, to promote Mathematics in the school, Transition Year students have attended Mathematics lectures in Waterford Institute of Technology (WIT) during Maths Week. To this end Mathematics teachers are commended for the promotion of Mathematics and for providing students with opportunities to experience the subject in a variety of different learning environments.
During the second week of the first term of school, first-year students sit assessments. These assessments, in addition to information gathered from parents and feeder primary schools, help in the identification of students who may have difficulties with Mathematics. The provision of support to students who find Mathematics challenging is arranged in a variety of ways. All efforts are made to ensure that the needs of all students are addressed.
Planning and preparation
School development planning is ongoing in the school. In addition to subject development planning, the school is currently working on the development of a number of policies and has received input from a regional coordinator of the School Development Planning Initiative.
The position of convenor of the department is rotated among Mathematics teachers every two years. This is good practice as is ensures that teachers within the department share in the responsibility for the co-ordination of the subject. The school has a regular timetabled period allocated to school planning and time is made available to subject department planning during this period. In addition, subject department planning time is also given at the beginning of each school year. Management is commended for providing teachers with regular opportunities to meet as a department. Minutes from formal meetings are retained and issues discussed include decisions regarding agreed methods for teaching of common topics, a review of some aspects of the long-term plan for Mathematics and an agreed agenda for upcoming meetings. This is good practice as it provides a record of issues discussed and decisions taken.
Good progress has been made in the development of a long-term plan for Mathematics. This plan includes minutes of meetings, an assessment policy and a yearly scheme of work to be studied for each level and year grouping. The current practice of factoring time to review and update the long-term plan is commendable and could now be used to further advance aspects of the plan. For example, it is recommended that learning outcomes for each yearly plan be developed and that planning for the integration of Information and Communication Technology (ICT) into Mathematics be included.
The Transition Year Mathematics programme offered in the Presentation Secondary School, Wexford has a good balance between the consolidation of Junior Certificate material, the introduction of Leaving Certificate material and the teaching of Mathematics through mathematical puzzles and research projects. This imaginative programme provides students with an opportunity to encounter Mathematics in different learning situations and is commendable.
Individual planning documentation made available by Mathematics teachers during the course of the inspection was very good and has been developed from the long-term Mathematics plan for the department. Supplementary materials used in lessons and revision materials were also made available.
Teaching and learning
Lessons generally opened with the calling of the class roll, the correction of assigned homework from the previous night and the continuation of the topic from the previous lesson. The content of all lessons observed was appropriate to the student ability and in line with syllabus requirements.
Teachers presented the lessons in a confident and purposeful manner and effective used was made of time. Best practice ensured that clear learning objectives were established from the outset of the lesson, thus allowing students to be motivated and have a sense of achievement at the end of the lesson. The practice of recapping on newly acquired concepts and skills, which featured in many lessons, was further evidence of good practice.
Mathematical terminology appropriate to the topics being studied and student abilities was used in lessons observed. The placing of Mathematics in context, for example, when teaching scientific notation, added to students’ engagement and enjoyment in the lesson, and is commendable practice.
Teaching was of a high standard. Methodologies observed were mainly teacher directed but did include, to a lesser extent, pair work and some problem solving activities. It is recommended that all teachers explore opportunities to include a range of methodologies during the planning for a lesson, thus ensuring that the preferred learning styles of all students are catered for, which encourages students to become active participants in their learning.
Questioning strategies used by teachers in lessons allowed for a good balance between recall type questions and more probing questions. Generally, recall type questions were used to find the next step in a solution or to establish student understanding before proceeding with the lesson. Effective use was made of higher-order questioning, which allowed students to be extended, and challenged their understanding of topics. The use of such questioning is commendable and allows students to develop competencies in the subject. Furthermore, students’ questions were encouraged and demonstrated their engagement with topics in hand, while providing them with an opportunity to have any misconceptions addressed.
The predominant resources used in lessons were textbooks or prepared differentiated worksheets. Effective use was made of geostrips to develop students’ concepts in geometry, and individual student whiteboards were also well used. These whiteboards allowed students to record and display solutions to teacher questions. The use of such boards was very effective as it allowed the teacher to observe immediate errors, to provide appropriate feedback to students and recap on material to address student difficulties. On occasion, however, greater use of an overhead projector (OHP) would have been more beneficial in some lessons. Therefore it is recommended that, where appropriate, an OHP could be used in the teaching of Mathematics when demonstrating accurate graph reading or in the correction of work.
Teachers had very good classroom management skills and had developed very good rapport with their students. Students were well behaved and attentive during lessons. Students’ responses to questions were affirmed and frequently students were encouraged to suggest alternative mathematical methods to determining the solution to a question. This is commendable practice as it allows students to develop firm mathematical skills.
Many classrooms did not have displays of student mathematical work or mathematical posters. It is therefore recommended that such displays be sourced and used as a resource that can be referred to in the teaching of Mathematics in lessons, while also providing students with a stimulating learning environment.
Teachers set high standards for their students and students responded accordingly to such encouragement. Students are encouraged to choose the highest level appropriate to their ability. Evidence from the observation of State examination results indicate that the uptake of levels is very good and that students are achieving favourably at both Junior and Leaving Certificate Mathematics examinations.
Assessment
Assessment of students takes many forms and includes class questioning and end-of-topic and formal school examinations. Formal examinations take place for first, second and fifth years in November and in the summer. Examination year groupings sit November and ‘mock’ examinations and Transition Year students are assessed using a combination of class tests and project-based assessments. Currently, common assessments take place for first-year students. Teachers are currently reviewing this policy and intend extending this practice to more year groupings. This should be undertaken, as it will ensure consistency in the assessment of students in all year groupings.
School reports are issued following formal school examinations. Parent-teacher meetings are convened for each year grouping. Further communication between home and school is maintained through the school newsletter and, when necessary, via phone calls. Student diaries reveal that they are primarily used by students to record homework but can be used by teachers to communicate with home and vice versa. In addition, it is the policy, particularly at junior cycle, to get a parental signature on end-of-topic assessments.
Homework was assigned in lessons observed and follows procedures outlined in the homework policy. The assignment of homework has an important role in learning for students and was relevant in terms of quantity and appropriate to the abilities of the students.
Students’ Mathematics copies were well presented and work was structured in an orderly manner. There was evidence that teachers are monitoring students’ work and that good practice has developed to ensure that students share in the responsibility for correcting their work. Generally, students received feedback orally during the lesson regarding their written work. However, it is recommended that formative assessment should be included in students’ copies. This should provide students with a constant reminder of suggested areas for further scope for improvement.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
- There is good whole school support for Mathematics within Presentation Secondary School, Wexford. This is evident in: the concurrent timetabling of classes, the time allocated to the subject, the allocation of extra teachers to Mathematics and time for subject department planning.
- Management is commended for supporting Mathematics teachers through: facilitating attendance at relevant inservice and the provision of an annual budget to the subject.
- Mathematics teachers demonstrated commendable practice in their support for the subject by ensuring that students have many opportunities to access co-curricular and extra-curricular activities associated with Mathematics and by encouraging their students to study Mathematics at the highest possible level appropriate to their abilities.
- Teachers were well prepared for lessons as was evidenced in the prior preparation of materials and planning documentation made available during the inspection.
- Students were positive in their attitude to Mathematics and were engaged in their lessons. Classroom management was very good and provided a positive atmosphere for the teaching and learning of Mathematics.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
- Some aspects of the long-term planning for Mathematics should be reviewed to include the learning outcomes associated with each yearly plan and planning for the integration of Information and Communication Technology (ICT) into Mathematics.
- A review of the range of methodologies used in the teaching of Mathematics should be undertaken to ensure that all students benefit from an appropriate range of teaching strategies. Furthermore, when planning a lesson, care needs to be given to selecting resources that will both assist and enhance the learning experience for students.
- In the assessment of students’ Mathematics copies, more formative assessment should be included.
Post-evaluation meetings were held with the teachers of Mathematics and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.