An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Tullyveela National School
Corlough, Belturbet, County Cavan
Uimhir rolla: 06998Q
Date of inspection: 14 October 2009
Introduction – school context and background
Quality of learning and teaching
A whole-school evaluation of Tullyveela National School was undertaken in October 2009. This report presents the findings of the evaluation of the work of the school as a whole and makes recommendations for the future development of the work of the school. The evaluation focused on the quality of teaching and learning in English, Irish, Mathematics and Physical Education. 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.
Introduction – school context and background
Tullyveela National School is a co-educational primary school situated in the parish of Corlough in West Cavan. The school has a steady enrolment with most pupils being drawn from its rural hinterland. The current school building was originally constructed in 1965 to accommodate the amalgamation of five local schools. Plans to commence a new school building are at an advanced stage. The school participates in the School Support Programme of Delivering Equality of Opportunity in Schools (DEIS), the Department’s action plan for educational inclusion.
The following table provides an overview of the enrolment and staffing in the school at the time of the evaluation.
|
|
Number |
|
Pupils enrolled in the school |
55 |
|
Mainstream classes in the school |
3 |
|
Teachers on the school staff |
4 |
|
Mainstream class teachers |
3 |
|
Teachers working in support roles |
1 |
|
Special needs assistants |
0 |
1. Quality of school management
1.1 Characteristic spirit, mission or vision
The school operates under the patronage of the Catholic Bishop of Kilmore. The school’s mission statement aims to provide a broad, holistic education for pupils in a happy atmosphere where positive teamwork prevails. It is evident that an appropriate emphasis is placed on providing a balanced learning experience for pupils. The school’s ethos is characterised by a strong, symbiotic relationship with the local community.
1.2 Board of management
The board of management is properly constituted, meets regularly and uses a broad range of relevant skills to support the work of the school effectively. This hard-working board is commended for the manner in which it has progressed the building project while also ensuring appropriate maintenance of the current facilities and significant involvement in whole-school policy development. Detailed minutes of board of management meetings indicate that procedures are followed in accordance with Department circulars and guidelines. Budget priorities are clearly established and the school’s financial accounts are certified annually.
1.3 In-school management
This teaching principal provides effective leadership within the school and demonstrates a clear vision for its future development. She ensures the continuous progression of curricular and organisational priorities within the school community through collaboration and clear communication. Administrative duties are carried out meticulously and efficient organisational skills are in evidence. The principal creates a climate where teamwork is nurtured. There is a positive spirit of co-operation among all staff members. The deputy principal and the special duties teacher carry out all duties assigned to them in a conscientious and professional manner. The duties assigned correspond to the needs of the school.
1.4 Management of relationships and communication with the school community
Positive relationships between the board of management, the staff and parents are in evidence. A commendable range of suitable initiatives has been successful in strengthening this inter-relationship which ensures that the school remains a focal point within the local community. The parents’ representatives reported high levels of satisfaction with the opportunities provided for sharing of information within the school community and with the current educational provision. The school has an active parents’ association which contributes extensively to the development of the school. Parental participation in school-based mathematical activities has been very successful. The school community is encouraged to extend this good practice further to embrace other curricular areas.
1.5 Management of pupils
The overall quality of management of pupils throughout the school is very good. Pupils displayed exemplary behaviour and consistent positive engagement in learning activities during the evaluation. The confidence and self-esteem of pupils are promoted through a variety of suitable practices within the curricular and extracurricular domains of school life.
2.1 Whole-school and classroom planning
The quality of whole-school planning is good with staff engaging in the planning process in a way that is responsive to the needs and circumstances of the school. A strategic three-year plan outlines curriculum and organisational priorities and includes implementation strategies, roles and review dates. A wide range of administrative policies has been developed to facilitate the smooth running of the school and to respond to the requirements of relevant legislation. The majority of curricular plans provide specific guidelines for implementation which impacts positively on teaching and learning.
All of the teachers provide good quality long and short term planning which reflects a sustained emphasis on appropriate learning outcomes for pupils. Commendable provision is made for revision and consolidation in teacher planning. Detailed monthly reports are maintained. Teachers provide an extensive range of attractive visual aids and materials which enhance teaching and learning.
2.2 Child protection policy and procedures
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. Quality of learning and teaching
3.1 Language
Gaeilge
Léirítear dearcadh dearfach i leith na teanga sa scoil agus tá caighdeán an teagaisc agus na foghlama go maith ar an iomlán. Úsáidtear éagsúlacht modhanna múinte i dteagasc na Gaeilge i ngach seomra agus baintear leas torthúil as fearas corpartha agus as ábhar léirithe chun suim na ndaltaí a chothú agus a dtuiscint ar fhoclóir nua a éascú i ngach rang. Moltar don fhoireann an plean Gaeilge a athbhreithniú agus eiseamláirí teanga a rianú do gach rang leibhéal chun an fhoghlaim a chéimniú agus tógáil ar an bhfoclóir ó rang go rang. Is fiú straitéisí éagsúla a rianú chun cumas cumarsáide na ndaltaí a fhorbairt a thuilleadh. Aithrisítear rannta agus dánta oiriúnacha sna ranganna go léir agus moltar an ghníomhaíocht seo. Léiríonn na dáltaí scileanna éisteachta cuí agus léann fórmhór na ndaltaí le tuiscint agus le cruinneas. Is inmholta mar a chothaítear timpeallacht prionta-shaibhir sna seomraí ranga go léir. Eagraítear gníomhaíochtaí scríbhneoireachta éagsúla go rialta agus déantar monatóireacht oiriúnach ar shaothar scríofa na ndaltaí.
Irish
A positive attitude is displayed towards the Irish language and overall the quality of teaching and learning is good. A variety of teaching methodologies is used in each classroom and concrete and visual materials are used fruitfully to stimulate pupil interest and to facilitate their understanding of the new vocabulary. It is now recommended that the Irish plan be reviewed to outline language exemplars for each class level to ensure appropriate progression and to build on vocabulary from class to class. It is advised that strategies be delineated to further develop pupils’ communicative skills. Suitable poetry and rhymes are recited in each class and this is commendable. Pupils display appropriate listening skills and the majority of them read with understanding and accuracy. Praiseworthy print-rich environments are created in all classrooms. A variety of writing activities are carried out on a regular basis and there is suitable monitoring of pupils’ written work.
3.2 English
The overall quality of teaching and learning in English is very good. A rich language-experience approach ensures that pupils receive ample opportunities to develop their language skills through carefully facilitated whole-class discussions, group-work and pair-work. They are competent and confident in their communication and regularly apply what has been previously learnt to new and unfamiliar situations. Particular attention is given to the development of pupils’ listening skills through effective team-teaching. Pupils are enthusiastic about discussing poetry and can recite a selection of poems with appropriate expression.
Vibrant print-rich environments are in evidence throughout the school. A multi-faced approach is adopted towards the development of pupils’ literacy skills. The integrated development of language, reading and writing skills within this school has impacted positively on pupils’ learning and is favourably reflected in samples of their work and attainment scores. Pupils read widely from well-stocked class libraries and they engage with reading material which is appropriately matched to their individual instructional level. Large format books are used effectively in infant classes to scaffold the development of word attack skills and this work is developed incrementally as pupils progress through the school. Higher-order thinking skills are actively promoted and emotional response to text is facilitated through discussion of the novel and media events.
Pupils’ writing skills are very well developed throughout the school and reflect a balanced focus on functional and creative aspects of the subject. The quality of independent writing in infant and junior classes is particularly praiseworthy. Pupils’ written work, in a variety of genres, is celebrated through portfolios and booklets. Creative poetry in middle classes is notable as is the standard of cursive penmanship displayed by senior pupils. Information and communication technology (ICT) is also used effectively during the writing process. Due regard is given to the promotion of spelling and editing strategies. Pupils demonstrate an age-appropriate awareness of grammar and writing conventions.
3.2 Mathematics
Evidence in planning and practice indicates that all strands of the mathematics curriculum are addressed in a developmental and balanced way throughout the school. The quality of teaching is very good. Clear learning outcomes were established for all lessons observed during the evaluation. Work is appropriately differentiated to accommodate varying levels of abilities. A range of teaching approaches and resources is used effectively to enable pupils understand concepts and apply skills to simple problem-solving situations. It is evident that there is a sustained whole-school emphasis on regular revision of mathematical concepts and skills to ensure successful consolidation of pupils’ learning. Mathematics is integrated effectively with other subjects and mathematical software and trails are used purposefully and judiciously.
Overall the quality of pupils’ learning is very good with pupils performing at levels commensurate with their abilities. They engage in mathematical activities with enthusiasm and demonstrate very good understanding of the language underpinning mathematical concepts and procedures. Pupils display confidence when engaging in mental arithmetic and also when articulating their reasoning and mathematical estimations.
3.3 Physical Education
The quality of teaching and learning in Physical Education is very good in this school. Pupils demonstrate age-appropriate skill development and discuss with enthusiasm, an extensive range of activities which they have experienced from each strand. Effective facilitation of the dance and gymnastics strands is supported on occasion by the work of an external tutor. It is commendable that the external coach from the Gaelic Athletic Association and the class teacher work together to implement the games and athletics strands of the curriculum. Pupils are given considerable opportunities to express their creativity through devising new game formats, rules and dances. Opportunities are provided for pupils from second to sixth class to participate in swimming lessons in a nearby pool facility. A creditable range of outdoor and adventure activities is provided for pupils which includes orienteering. Physical Education is integrated effectively with other curricular areas and the involvement of parents and grandparents in the cross-curricular project on games is praiseworthy. The school is proactive in cultivating positive pupil attitudes towards active healthy lifestyles and encourages a variety of recreational and sporting activities during break-times and after school. School teams have participated in a number of sporting competitions and have enjoyed considerable success. The commitment of parents and teachers in facilitating these additional opportunities is acknowledged and commended.
3.4 Assessment
Assessment is an integral part of planning for teaching and learning in Tullyveela National School. Teacher-designed tests are used regularly across a range of curricular areas to monitor pupils’ learning and to identify areas which merit further consolidation. Pupil’s work is carefully and consistently monitored. Analysis of assessment data from standardised and diagnostic testing is used to track individual pupil and whole-school progress. The quality of record keeping is very well managed on a whole school basis. Annual written reports are issued by the school which informs parents of pupil progress and performance in all curricular areas. Pupils’ standardised assessment results are shared with parents in a verbal manner. It is advised that the school now build on this good practice and issue parents with a written record of their child’s results in accordance with Circular Letter 0183/2006.
4. Quality of support for pupils
4.1 Pupils with special educational needs
The quality of teaching and learning for pupils with special educational needs is very good. Provision for pupils with special needs is characterised by positive affirming relationships and a culture of conscientious care. The very effective co-ordination of the special needs provision ensures early intervention for pupils with learning difficulties in literacy or numeracy in accordance with the staged approach recommended in Special Education Circular 02/05. The implementation of the Reading Recovery programme has contributed greatly to the focus placed on strategic skill development for pupils with particular difficulties. Purposeful collaboration is facilitated between all the partners involved in meeting the pupils’ needs and it is commendable that parents are invited to observe a reading-recovery lesson. Clear targets and differentiated use of methodologies and resources are outlined in planning documentation. Team-teaching and in-class support focus effectively on prioritised needs. Lessons provided in a withdrawal context are well structured and it is evident that pupils benefit significantly from the supplementary tuition provided.
4.2 Other supports for pupils: disadvantaged, minority and other groups
The school has the services of a rural co-ordinator under the DEIS scheme. The newly appointed co-ordinator spends a half day per week in Tullyveela N.S and has successfully initiated the cross-curricular project on games in senior classes to establish relationships with parents, grandparents, pupils and teachers. She has also established the Primary Movements programme in junior classes and promoted mathematical games using the team-teaching model in the middle classes. Parents have been involved in the Maths for Fun initiatives in previous years and it is recommended that this good practice be re-established. Further development of this good practice should include paired-reading initiatives with parents. Funding received under the DEIS programme has been used appropriately to enhance the opportunities for pupils to engage in a wide variety of recreational and co-curricular activities.
The school has strengths in the following areas:
· The positive symbiotic relationship that exists between the school and local community enriches the pupils’ holistic development.
· Teachers are conscientious in their work and they are effective in their use of a suitable range of methodologies to ensure high levels of pupil engagement in learning activities.
· Effective teamwork and collaboration among the staff, in particular the team-teaching and the in-class support, impacts positively on the quality of education provided.
· The co-ordination and provision for pupils with special educational needs is very good.
· Regular revision and purposeful integration ensure consistent consolidation of pupils’ learning.
The following key recommendations are made in order to further improve the quality of education provided by the school:
· Ní mór athbhreithniú a dhéanamh ar an bplean scoile don Ghaeilge le cinntiú go dtagann forbairt leanúnach ar theanga na ndaltaí agus ar a scileanna labhartha ó rang go rang.
(It is recommended that the Irish plan be reviewed to ensure continuous progression in the development of pupils’ speaking skills from class to class.)
· It is recommended that parental involvement in paired-reading initiatives be developed.
· It is recommended that parents be given a written record of their child’s standardised assessment scores.
Post-evaluation meetings were held with the staff and the board of management where the draft findings and recommendations of the evaluation were presented and discussed.
Published April 2010