An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Kilmyshall National School

Kilmyshall, Bunclody, County Wexford

Uimhir rolla:  14777T

 

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 Kilmyshall NS 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 Geography.  The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the evaluation, and the response of the board will be found in the appendix to this report.

 

 

Introduction – school context and background

 

Kilmyshall NS is a rural, six-teacher school situated in the parish of Bunclody, Co. Wexford. It is a Catholic school under the patronage of the Bishop of Ferns. The school caters for boys and girls from junior infants to sixth class, with the majority of pupils being drawn from the immediate area. While overall attendance levels are generally good, a significant number of pupils were absent for between eleven and twenty days during the last school year. Pupil attendance levels are monitored carefully and the initiatives to acknowledge good attendance are praiseworthy.

 

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

94

Mainstream classes in the school

4

Teachers on the school staff

6

Mainstream class teachers

4

Teachers working in support roles

2

Special needs assistants

1 full-time

1 part-time

 

 

1.     Quality of school management

 

1.1 Characteristic spirit, mission or vision

 

In its vision statement, the school expresses its commitment to the promotion of an inclusive, happy and child-centred environment. It aims to encourage the pupils to fulfil their potential and to live full and useful lives as adults in society through the fostering of positive attitudes to learning. The school’s commitment to its mission statement ‘Mol an óige agus tiocfaidh sí’ (‘Praise youth and it will flourish’) is reflected in the welcoming school atmosphere and in the positive and respectful interactions in evidence between teachers, pupils and their peers.

 

1.2 Board of management

 

The board of management is very supportive of the work of the school and it contributes to its successful operation. Individual members have clearly defined roles and these responsibilities are undertaken diligently. Meetings are convened on a monthly basis, minutes are maintained carefully and accounts of expenditure are externally audited on an annual basis. A written financial report is shared with all parents at the annual general meeting of the parents’ council and regular school newsletters include a report from the board. The board is involved in the development of the school plan. All curriculum plans and organisational policies are discussed, amended as necessary and ratified at board meetings. The board is operating in compliance with statutory requirements and with departmental regulations regarding the length of the school day, the school year, class size and the retention of pupils. The board demonstrates an awareness of its statutory obligations and of departmental guidelines and circulars. In this context, the proposed review of the school’s code of behaviour and anti-bullying policy and its admissions policy is noted and should proceed as a matter of priority. Positive and productive relationships between the board and school staff, parents and the local community are reported.

 

1.3 In-school management

 

The in-school management team comprises the principal, the deputy principal and one special-duties teacher. The principal demonstrates praiseworthy dedication and commitment to the welfare of pupils and to the ongoing development of the school. She provides very effective organisational leadership and is commended for the successful cultivation of a positive school climate that is characterised by supportive working relationships. She purposefully leads the whole-school planning process and a culture of collaborative decision-making is promoted to good effect. The principal is ably supported in her role by the deputy principal and the special-duties teacher. They demonstrate commitment to their roles and their assigned duties are undertaken conscientiously. It is recommended that these duties be reviewed on a regular basis to take account of the changing priorities of the school as a teaching and learning organisation. Regular meetings of the principal and members of the in-school management team are held on an informal basis.

 

1.4 Management of resources

 

Opportunities are provided for the teachers to experience a variety of classes and contexts and for a sharing of expertise at all class levels. The documentation of existing practice regarding the allocation of classes is advised. New staff members are provided with advice and support by the principal and staff. Continuing professional development is valued by the board, the principal and staff members. The teachers share their knowledge and expertise productively with colleagues at staff meetings. One full-time and one part-time special needs assistant are employed. They are directed in their work by the principal and class teachers. They support the school effectively in contributing to the inclusion and care of pupils with additional learning needs. A policy on the roles and responsibilities of support personnel should now be formulated. A part-time secretary and two part-time caretakers provide valuable support in the smooth organisation, maintenance and upkeep of the school and its grounds.

 

The school building and grounds are maintained to a high standard and provide a safe and stimulating environment. A good range of resources is provided to support teaching and learning. Resource materials are well organised, accessible and regularly utilised in all classrooms. The board of management is commended for the importance it places on enhancing the pupils’ learning through the annual allocation of funds to facilitate participation in local educational trips. Significant advances in the area of information and communication technology (ICT) have been made in recent years. During the evaluation, the effective use of ICT was observed in mainstream and special education settings. The formulation of a whole-school plan documenting existing practice and detailing opportunities for the embedding of ICT in teaching and learning across the range of subject areas is recommended.

  

1.5 Management of relationships and communication with the school community

 

The school is the focal point of the village and the parents’ council, parents generally and the local community provide commendable support for the work of the school. The parents’ council meets on a monthly basis and the principal attends each meeting. The parents contribute significantly to the work of the school. They are actively involved in fundraising initiatives and in various school activities. These latter activities include participation in the Green Schools committee, litter-action days, the development and maintenance of the sensory garden, the organisation of a monthly fruit morning and the preparation of positive-attendance certificates.  Parents have been involved in the development of a number of organisational policies. Effective and positive communication structures exist between school staff and parents. Parents are informed of their children’s progress through annual, formal parent-teacher meetings and an annual written report. Additional meetings with parents are held on request. A school booklet containing information on pertinent school policies is provided for parents. The school plan is available in the school to all parents. Practices to support the induction of new pupils and the transition of pupils to post-primary school are well established. The introduction of the text-a-parent initiative and the proposed development of a school website to further promote home/school/community links are welcomed.

 

1.6 Management of pupils

 

The management of pupils is very good. An atmosphere of mutual respect is cultivated successfully. Progress and achievement are celebrated and acknowledged through formative feedback and whole-school displays. A productive learning environment is fostered effectively, facilitating the development of the pupils’ self-confidence and self-esteem. The pupils are very well behaved and they demonstrate laudable levels of interest and pride in school activities. They are commended for their positive engagement in learning. The pupils’ participation in whole-school decision making is purposefully promoted through the work of the Green Schools committee.

 

 

2.     Quality of school planning

 

2.1 Whole-school and classroom planning

 

The quality of whole-school planning is creditable. Curriculum plans and an extensive range of organisational policies have been devised collaboratively. A three-year strategic plan and action plans to address priority areas for the current school year have been formulated. The principal maintains a comprehensive annual record of areas progressed and of future priorities. The whole-school plans for English, Mathematics and Geography are in line with national curriculum guidelines and they reflect the particular context of the school. The principal and staff are praised for their engagement in the cyclical review of all curriculum plans. Their recording of the spiral approach to curriculum implementation at each dual-class level is lauded. It is advised that this approach be integral to all future reviews of curriculum planning and implementation.  

 

The quality of classroom planning is good and the staff is commended for its efforts to review and further develop planning practices at a whole-school level. Classroom planning is based on the strands and strand units of the curriculum and is informed by the school plan. Copies of individual education plans and individual profile and learning programmes for pupils attending supplementary teaching are included in the planning of all mainstream class teachers. While all classroom planning includes some reference to differentiation, more specific attention to the expected learning outcomes to be achieved by pupils of varying ability levels is recommended.

 

2.2 Child protection policy and procedure

 

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 teaching of English is good and in the main positive learning outcomes for the pupils are in evidence. The school has prioritised the development of the pupils’ oral language competence. Commendable attention is paid to the development of the pupils’ vocabulary through discrete oral language lessons and through linkage and integration with other areas of the curriculum. In general, the pupils demonstrate satisfactory listening and speaking skills. They would benefit from further opportunities to develop their expressive language abilities through the provision of regular structured opportunities to engage with the views and perspectives of others. Analysis of a range of poetry themes is a feature of good practice and the pupils in most classes recite a range of rhymes and poems with interest.

 

Admirable attention is given to the promotion of reading and the pupils’ engagement in personal reading is encouraged. A range of methods to promote reading competence is employed including large-format books, graded reading schemes, class novels and class libraries. The pupils read according to their ability levels and they demonstrate good levels of understanding of the material covered. A praiseworthy emphasis is placed on the acquisition of basic sight vocabulary. The pupils’ phonological and phonemic awareness are suitably fostered. Their comprehension skills and their understanding and use of grammar are promoted appropriately. The implementation of a shared-reading scheme which facilitates the active involvement of parents is commended.

 

The pupils engage in a range of writing activities including letters, poems and stories. Effective use is made of well-managed talk and discussion, artefacts and poetry to stimulate the pupils’ interest and their understanding of writing structure. Some good examples of collaborative approaches to learning and developing practice in the promotion of a process approach to writing are in evidence. More regular engagement in process writing, including the provision of an enhanced role for pupils and their peers, is advised. Further development of the pupils’ handwriting skills is recommended.

 

3.2 Mathematics

 

A broad and balanced programme in Mathematics is implemented with competence. The schoolwide importance placed on the promotion of specific mathematical language and the development of the pupils’ knowledge of number facts through the use of games are commended.

Concepts are clearly explained and mathematical manipulatives and aids are employed effectively. The pupils’ estimation abilities and their awareness of problem-solving approaches are purposefully fostered. The pupils engage in activities with interest and in the main, positive levels of achievement are in evidence. As a means of enhancing their abilities to apply their knowledge and understanding, more regularised and structured opportunities for linkage across the strands and the further development of their problem-solving capacities are recommended. This should include the pupils’ involvement in problem construction, the resolution of multi-stage problems and the more effective incorporation of their estimation skills during problem-solving activities.  

                

3.3 Geography

 

Teaching and learning in Geography are of high quality. Resources, including the interactive whiteboard, maps, photographs and textbooks are employed successfully. The local environment and members of the wider community are laudably utilised to enhance the pupils’ learning. A broad range of approaches, which includes the investigation of natural and human environments, field work, mapping and learning about other places, is employed effectively in the promotion of the pupils’ abilities to work as geographers. Their sense of space and place, investigation and graphical skills are developed purposefully with appropriate emphasis placed on fostering their directional language. Fine examples of their project work are in evidence. The pupils demonstrate interest, knowledge and understanding of topics previously undertaken. They can discuss the human and natural features of the locality with confidence. They knowledgably compare and contrast national and European locations. The school’s involvement in the Green Schools initiative and the Our World Irish Aid Awards scheme and the recent development of a sensory garden are commended.

 

3.4 Assessment

 

A whole-school policy on assessment has recently been devised.  Standardised tests in English and Mathematics are administered annually to all pupils from first to sixth classes. The results of these tests are analysed by the principal and staff to assist in the identification of pupils in need of further support. Early screening tests are administered to pupils in junior and senior infants and an early intervention programme is put in place to respond to the needs of particular pupils. All teachers maintain formal and informal records of their pupils’ progress. Classroom-based assessment provides valuable information on the progress of individual pupils primarily in the areas of English and Mathematics. The analysis and use of assessment results to differentiate activities for pupils with special educational needs are praised. The more systematic use of assessment results to inform teaching and learning for the varying ability levels of all pupils is recommended. It is advised that the policy on assessment be further developed to detail agreed whole-school modes of assessment to be used in each curriculum area.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

 

Provision for pupils with special education needs is good. A comprehensive range of screening and diagnostic tests is administered. Individual education plans and individual profile and learning programmes are in place for all pupils and are formulated in consultation with class teachers, parents and relevant personnel. The involvement of senior pupils in the formulation of their learning targets is commended. These education programmes have, in the main, focused learning objectives and clearly identifiable learning outcomes. Ensuring that all work undertaken with pupils is duly reflected in their learning programmes is advised. A review of the pupils’ progress is undertaken biannually. The special needs team has developed positive working relationships with pupils. A variety of effective teaching methodologies is employed and there is evidence of pupil progress. Successful use is made of a good range of resources including ICT. Support for pupils is provided primarily on a withdrawal basis with some in-class provision. The further development of special education provision is recommended and should include the implementation of additional models of support including team-teaching approaches. The formulation of a policy on supporting the more able pupils should form part of this process.

 

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

 

The school’s commitment to the inclusion of all pupils is outlined in its ethos and is discernible in its inclusive learning environment. Currently, a very small number of pupils for whom English is an additional language attend the school. Language support is provided by the learning support teacher and emphasis is placed appropriately on the development of the pupils’ social and academic vocabulary and language fluency.

 

 

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 of Kilmyshall N.S. is grateful for the professional and courteous manner in which the WSE was carried out and is very pleased with its findings.  We are delighted the report acknowledges the good standards and exemplary behaviour of our pupils, the high quality teaching and professionalism of the principal and staff and the positive and productive working relationship the school has with the parents, the board of management and the local community. 

 

Area 2   Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection          

 

 

The board of management, staff and parents will endeavour to maintain the high standard in the school through its ongoing review of policies and practises with handwriting, mathematical problem solving and the review of the assessment policy taking priority.