An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Tang NS

Ballymahon, Co. Longford

Uimhir rolla: 08037Q

  

Date of inspection: 22 October 2009

 

 

 

 

Whole-school evaluation

Introduction – school context and background

Quality of school management

Quality of school planning

Quality of learning and teaching

Quality of support for pupils

Conclusion

School response to the report

 

 

 

 

Whole-school evaluation

 

 

A whole-school evaluation of Tang National School was undertaken in October, 2009. This report presents the findings of the evaluation and makes recommendations for improvement. The evaluation focused on the quality of teaching and learning in English, Mathematics and History. The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

 

 

Introduction – school context and background

 

Tang NS is a four-teacher rural co-educational school on the Westmeath-Longford border near Ballymahon. The school building was extended and refurbished in 2006. Enrolments have been rising in recent years as a result of increased housing in the area. 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

118

Mainstream classes in the school

8

Teachers on the school staff

6

Mainstream class teachers

4

Teachers working in support roles

2

Special-needs assistants

1

 

 

1.     Quality of school management

 

1.1 Characteristic spirit, mission or vision

 

Tang NS operates under the patronage of the Catholic bishop of Meath. As well as declaring its Catholic ethos, the school’s mission statement highlights a wish to provide a caring learning environment that facilitates the nurturing of each pupil’s full educational potential. This vision is apparent in the school’s policies and also in the positive learning atmosphere that was in evidence during the evaluation.

 

1.2 Board of management

 

The board of management is properly constituted and meets regularly in accordance with the Department of Education and Science’s Constitution of Boards and Rules of Procedure. Members of the board are well informed about the school and very supportive of the staff. Board meetings are convened regularly and minutes are maintained. Items discussed frequently include safety issues, planning for maintenance of the school building, upcoming events, enrolments, appointments and the formulation and ratification of school policies. Individual members of the board have undertaken roles in relation to finance, secretarial recording, maintenance and safety. The financial accounts are certified by an independent accountant. The board ensures that the school complies with legislation and Department regulations in all of its activities. Communications between the board and the staff and parents are effective and this contributes to the smooth running of the school.

 

1.3 In-school management

 

The principal is very effective in leading and managing the school. She is central to all school activities and provides strong curricular leadership. Her vision for the school emphasises continual school improvement and the deeper incorporation of technology and the environment into teaching and learning. The principal monitors curriculum implementation by reviewing monthly reports from each classroom. She fosters a sense of teamwork among the staff and promotes positive behaviour among the pupils.

 

The principal is ably assisted in her role by the in-school management team, which consists of the deputy principal and the special-duties teacher. Members of the team undertake a range of curricular, organisational and pastoral duties. It is commendable that these duties are reviewed to suit the changing needs of the school. The in-school management team meets regularly to assist with planning, decision making and organisation of school activities.

 

1.4 Management of resources

 

The management of resources is very effective. The school building is a very attractive learning environment for pupils. Facilities for information and communication technologies (ICT) and sports are particularly good. A useful stock of teaching resources has been built up in the school to support teaching and learning across the curriculum. Many of these resources have been catalogued so that they can be shared between classrooms. There are displays of photographs, artefacts and pupils’ work in the classrooms and corridors.

 

All teachers carry out their duties very conscientiously. Classes are allocated equitably to their teachers, following consultation with the principal and according to the priorities of the school. Members of the teaching staff participate in continuous professional development relevant to their roles and interests. The school is commended on its use of Primary Professional Development Service (PPDS) facilitators in supporting teachers’ professional development in many curricular areas. One special-needs assistant is employed and she works very conscientiously to address the needs of her allocated pupil. The school employs a part-time secretary and caretaker and both of these undertake their duties professionally, contributing significantly to the work of the school.

 

1.5 Management of relationships and communication with the school community

 

Relationships and communication between the school, parents and the local community are well managed, supportive and cordial. The local community has been very supportive of school fundraising and local people have visited the school to assist with curricular and extra curricular activities. There is strong community involvement in the school’s social events and in football and hurling coaching. While there is no parents’ association in the school at present, there are plans to establish a formal association in the near future. Home-school communications are fostered through homework diaries, an information handbook and school newsletters. Parents express satisfaction with the quality of information they receive about their children’s academic progress in annual written reports and at parent-teacher meetings. Valuable information is provided to parents of newly enrolled pupils to help with the induction of these pupils into school life. Attendance levels are very good.

  

1.6 Management of pupils

 

The quality of pupil management is very effective and pupils presented very courteously and confidently during the evaluation. Classroom rules are devised collaboratively and school policies emphasise positive behaviour and respect for pupils, staff and the school environment. Teachers model, identify and affirm positive behaviour for the pupils and an atmosphere of mutual respect is palpable in the school.

 

 

2.     Quality of school planning

 

2.1   Whole-school and classroom planning

 

The quality of whole-school planning is very good. Administrative policies cover all key areas of school life. They are clearly written, contextualised to meet the specific requirements of the school and subject to on-going review and development. In their formulation, due cognisance has been afforded to pertinent legislation and to Department of Education and Science circulars and very good use has been made of external support agencies.  While the school’s enrolment policy provides clear guidance on enrolment criteria and their application, the board should ensure that the section on the enrolment of children with special educational needs is in compliance with both relevant legislation and with current procedures regarding resource allocation.

 

High-standard curriculum policies exist for all subjects. The English plan provides for commendable continuity and progression across the full range of the English curriculum by clearly delineating content and methodologies germane to each class level. Similarly, the Mathematics policy facilitates a whole-school approach to important areas such as the vocabulary of Mathematics and agreed procedures for numerical operations. The plan also provides very clear guidance on problem-solving. Similar guidance on the other key skills and concepts should now be considered for inclusion in the plan. The History plan outlines a two-year cyclical approach to the selection of topics from the curriculum for the middle and senior classes. This good practice should be extended to the infant and junior classes.

 

There is unambiguous evidence that the process of action planning is embedded in the culture and practice of the school. Clear planning targets, encompassing curricular, administrative and pastoral areas, are established at the beginning of each year. Roles and responsibilities are assigned and outcomes are recorded. Board and staff members are involved in the planning process. It is anticipated that the establishment of a parents’ association will formalise parental involvement in whole-school planning.  

 

The quality of classroom planning is very good. Both long-term and short-term plans reflect curriculum design and make commendable use of objectives. Long-term plans provide a very clear outline of the intended programme of work at each class level and short-term plans afford appropriate consideration to methodologies, learning activities and differentiation. In special-education settings, detailed individual education plans (IEP) are compiled for pupils with low-incidence special educational needs. The format of the IEP and the process of compiling, reviewing and disseminating it are inclusive and reflective of good practice. Good long-term and short-term plans, which reflect pupils’ individual needs and establish specific learning targets, are compiled for all other pupils attending learning support.

 

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 English

 

The quality of learning and teaching in English is commendable. All strands of the curriculum are addressed purposefully and frequently integrated. Praiseworthy emphasis is placed upon the development of oral language among pupils through the use of structured programmes, the language-experience approach, discrete oral lessons, concept mapping and language games. Pupils’ contributions are encouraged during English lessons and most pupils contribute confidently and articulately. Pupils in the junior classes are exposed to attractive environmental print to support the development of emergent-reading skills. All classrooms have well-stocked class libraries and print-rich environments. Pupils’ phonological awareness and knowledge of appropriate sight vocabulary is praiseworthy at all class levels. The use of group methodologies is particularly effective in differentiating reading material for individual pupils and this could be extended throughout the school. Most pupils read well for their age and ability levels. Poetry is explored effectively at all class levels and pupils recite their favourite poems with expression. A structured and progressive approach is evident in the teaching of writing in each classroom. Pre-writing activities are effective in developing letter shapes and the standard of penmanship is emphasised in the middle and senior classes. Pupils are equipped with strategies to plan the content and structure of their writing in a wide variety of genres. The modelling of these approaches by teachers is very effective. Pupils’ written work is well presented and sometimes it is displayed and celebrated in class booklets or through the use of computers. The school is commended on its involvement in the Write-a-Book project and other initiatives to bring pupils’ creative writing to a wider audience.

 

3.2 Mathematics

 

Effective practice is evident in the teaching and learning of Mathematics. Teaching at all levels is clear and places an appropriate emphasis on the development of mathematics-specific language. Pupils’ understanding of concepts is well developed and group work is judiciously employed as a methodology in many classes.  Pupils are enabled to become actively involved in their learning and concrete materials are used to assist pupils in reinforcing and consolidating concepts. Teachers are encouraged to extend this practice and facilitate the use of mathematical equipment by pupils at all levels as they engage in independent work in Mathematics. Good learning outcomes are evident in the results of standardised tests, in pupils’ recorded work in copybooks and also in pupils’ ability to engage in problem-solving exercises. Throughout the school pupils can discuss their work with understanding and clarity.

 

3.3 History

 

The quality of learning and teaching in History is commendable throughout the school. All strands of the curriculum are addressed and there is a strong emphasis on developing pupils’ skills as historians through project work, interviews with grandparents and interaction with visitors to the school. Pupils are very familiar with their own personal histories and family trees. The collection and display of local artefacts has been particularly useful in enabling pupils to learn about  continuity and change. Pupils can describe the purpose of the artefacts with clarity. Stories and legends are well explored and pupils in the junior and middle classes sequence events from the stories accurately. In the senior classes pupils display a well-developed sense of chronology and a clear understanding of cause and effect in relation to historical events. Local historical sites such as Athlone Castle, Corlea bog, Clonmacnoise, Brideswell Museum and local sites associated with Oliver Goldsmith have been identified for study in the school plan. The school is commended on its success in winning a county award for its project on its local heritage and it is recommended that the project itself be used as a teaching resource for younger pupils in the future.

 

3.4 Assessment

 

The quality of assessment is very good. Standardised, screening, and diagnostic tests are administered as appropriate. Results of these tests are used for the identification of pupils with specific learning needs and the provision of support teaching. Results of standardised tests are communicated and explained orally to parents at the annual parent-teacher meetings. It is recommended that this good practice be extended to the annual school reports, as recommended in Department circular 138/06. At classroom level, all teachers use a commendable variety of assessment modes to identify and record pupils’ progress across the curriculum. These modes include teacher observation, teacher-designed tasks, checklists and portfolios of work samples. Information from these assessments is used by teachers in their planning and also for the provision of accurate progress reports to parents and other teachers.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

 

Focused support is afforded to pupils with special educational needs. Instruction is mainly provided on a withdrawal basis. It is informed by frequent contact between learning-support staff and class teachers and endeavours to meet both the pupil’s individual needs and the requirements of the mainstream class programme. Well-resourced, stimulating learning environments have been created for pupils with special educational needs and positive, affirming pupil-teacher relationships prevail. The lessons observed contained a praiseworthy emphasis on developing pupils’ oral competencies and good use was made of structured schemes to develop reading skills. The learning-support policy has been identified for revision in the current school year. As part of this process the staff should evaluate the effectiveness of withdrawing pupils who attain above the tenth percentile in standardised tests, and establish procedures for discontinuing learning support for pupils who are no longer in need of such support. A particular priority should be afforded to early intervention and the value of in-class support should also be explored. The up-dated policy should also reflect the principles of the staged approach to assessment, identification and programme planning as outlined in Department of Education and Science circular 02/05.

 

4.2 Other supports for pupils: disadvantaged, minority and other groups

 

At the time of the evaluation no identifiable pupils from these groups were enrolled in Tang NS. The school’s policies are inclusive and it is envisaged that any such pupils who enrol would be supported sensitively and confidentially from the school’s resources.

 

5.     Conclusion

 

The school has strengths in the following areas:

 

 

 

The following key recommendations are made in order to further improve the quality of education provided by the school:

 

 

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

 

 

 

 

Appendix

 

School response to the report

 

Submitted by the Board of Management

 

 

 

 

Area 1   Observations on the content of the inspection report     

 

The Board of Management and staff of Tang National School are very satisfied with the outcome of the Whole School Evaluation.

 

Area 2   Follow-up actions planned or undertaken since the completion of the inspection

               activity to implement the findings and recommendations of the inspection.  

 

Following recommendations from the Inspectors in relation to the Enrolment Policy, the Board of Management have reviewed and amended the enrolment policy accordingly.

We have taken the recommendations regarding our Learning Support Policy on board and are currently reviewing our policy to implement these recommendations.