An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Saint Colmcille’s National School

Aughnacliffe, Co. Longford

Uimhir rolla:  19296F

 

Date of inspection: 9 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 St Colmcille’s 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 report, and the response of the board will be found in the appendix of this report.

 

Introduction – school context and background

 

St Colmcille’s is a six-teacher co-educational primary school located in the village of Aughnacliffe in north Longford. The school serves the educational needs of the local rural hinterland and the recently expanded urban population of Aughnacliffe. While enrolments have been increasing gradually in recent years, pupil numbers are projected to remain stable in the immediate future. The school building, which was constructed in 1973, is due to have its roof refurbished in the coming months with the aid of funding from the Department of Education and Science.

 

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

147

Mainstream classes in the school

8

Teachers on the school staff

7

Mainstream class teachers

6

Teachers working in support roles

1

Special needs assistants

2

  

1.     Quality of school management

 

1.1 Characteristic spirit, mission or vision

 

St Colmcille’s NS operates under the patronage of the Catholic bishop of Ardagh and Clonmacnoise. In its mission statement the school commits itself to providing a secure, happy and purposeful environment that allows pupils to enjoy high-quality learning experiences that engage and challenge them. This vision is very much in evidence in the school’s participation in inter- schools sports and in its repeated success in Scór at county level.

 

1.2 Board of management

 

The board of management is properly constituted and very supportive of the school. The chairperson visits the school frequently and she is proactive in supporting the teaching staff. Board meetings are held regularly and the minutes record the board’s active involvement in school life. Meetings usually include financial reports, discussion of the school building, the principal’s report, parents’ reports and discussion and ratification of school policies. Members of the board use their own expertise to undertake specific roles in relation to safety, maintenance, planning and community relations. A maintenance plan has been devised for the school building. The board has applied for funding to enclose the school courtyard during the forthcoming roof refurbishment. Board members are well-informed about the running of the school and all members have undergone training for their roles. The board ensures compliance with relevant Department circulars and legislation and the board’s accounts are certified by an independent accountant.

 

1.3 In-school management

 

The principal provides effective leadership for the school and she has the support of teachers, parents, board members and the wider community. She fosters a very positive school climate. Her vision for the school is focused on raising pupils’ academic standards and enhancing their levels of self esteem. She evaluates her own role regularly and she is committed to continued school improvement. The principal leads the school-planning process very effectively and she monitors curriculum implementation conscientiously. The in-school management team also includes the deputy principal and the special-duties teacher, who carry out a wide variety of curricular, pastoral and administrative duties very effectively. It is commendable that these duties are reviewed regularly to reflect the changing needs of the school.  The in-school management team meets regularly and high levels of collaboration and co-operation are evident.

 

1.4 Management of resources

 

Resources are deployed very effectively throughout the school. Members of the teaching staff are allocated their roles according to the priorities of the school. Support and guidance is provided for newly appointed teachers and aspects of good practice are shared among the staff. The special-needs assistants work under the guidance of teachers in providing for the needs of their allocated pupils. The secretary, caretaker and cleaner carry out their duties very conscientiously and this contributes to the smooth running of the school. The school grounds include a synthetic pitch, as well as grass and hard-court play areas. The school participates successfully in the Green Schools project. Pupils in all classes are involved in recycling and there is a school garden and greenhouse to encourage environmental awareness and care.

 

A useful stock of resources has been built up by teachers to support teaching and learning in English, Mathematics and Geography. It is commendable that inventories have been compiled so that resources such as globes and computer equipment can be shared. Age-appropriate maps and plans are displayed throughout the school to promote pupils’ mapping skills. The local environment has been identified as a central resource for teaching and learning in Social, Environmental and Scientific Education.

  

1.5 Management of relationships and communication with the school community

 

A well-organised and enthusiastic parents’ association supports the work of the school. The association meets regularly to discuss ongoing events, equipment needs of the school, aspects of school policy, fundraising and the school newsletter. A volunteer database has been compiled so that the parents’ association can match volunteers’ skills with those needed to run events or to assist with school work. An effective system of communication exists to exchange information with the board, the teachers and the wider parent body. Officers of the parents’ association have received training for their roles. Some parents visit the school to speak about their languages and occupations as part of the curriculum in Social, Environmental and Scientific Education.

 

The school communicates effectively with individual parents through the newsletters. Individual members of the board of management have specific roles regarding communication with parents and community organisations such as the Dolmen club. Parent-teacher meetings are held annually and written reports are issued in respect of each pupil at the end of the year. Parents express satisfaction with the quality of information imparted by teachers on the progress of each pupil.

 

1.6 Management of pupils

 

The quality of pupil management is very good. A very positive atmosphere exists throughout the school and pupils are encouraged to respect each other, the staff and the school environment. School policies foster positive behaviour and the school’s pastoral care system seeks to raise self-esteem. School and classroom rules are presented clearly and pupils have a role in decision making through the Green schools Committee.  During the evaluation pupils presented themselves very confidently and courteously and this contributes to the co-operative learning environment which 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. There is evidence of collaboration by teachers, parents and the board of management in policy development. All required policies have been ratified by the board of management and a system for the cyclical review of policies is in place. Organisational policies reflect the priorities of the school and provide for all relevant routines and procedures. Curriculum policies clearly outline the school’s approach to curriculum implementation in all subjects and provide for continuity and progression at all class levels. It is also evident that the school plan is useful to teachers in outlining classroom planning and in deciding upon the methodologies and resources needed to optimise teaching and learning.

 

The quality of classroom planning is very good in all classrooms. Teachers identify specific objectives and desired learning outcomes for their pupils. Long-term planning is related to the strands and strand units of the curriculum and to the school plan. An agreed template is used for short-term planning and for monthly reporting. The principal collects and monitors the monthly reports as part of her review of curriculum implementation.

 

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 very good. Teachers use a wide variety of methodologies and resources during lessons to engage pupils’ attention. Oral-language development is fostered systematically at all class levels through the use of games, concept mapping, discussions and discrete oral-language lessons. Most pupils speak confidently and articulately about chosen topics. The use of well-stocked class libraries, large-format books, reading areas and environmental print is very successful in creating the impetus to read among pupils. Emphasis on phonological awareness, word-attack skills and sight vocabulary equips pupils to develop age-appropriate reading skills. Teachers encourage the use of reading logs to celebrate pupils’ reading achievements and the use of a buddy system of paired reading has been effective in supporting the emergent reader. Pupils are exposed to a wide range of reading genres as they progress through the school. Teachers have identified literacy skills as a priority and reading standards have improved significantly in recent years. Very good practice in the teaching of writing was noted during the evaluation and pupils’ written work is generally of a high standard. In the junior classes, pupils develop good skills at letter formation and handwriting and they are supported carefully as they undertake early independent writing. In the middle and senior classes, teachers help pupils to plan their writing and the writing process is modelled effectively. Opportunities are given to pupils to edit and redraft their own stories. Pupils are given opportunities to write in a variety of genres and their work is often displayed and celebrated. The school participates in the Write a Book project. Poetry is explored for enjoyment and for meaning at all class levels and pupils can recite a range of age-appropriate poetry with expression.

 

3.2 Mathematics

 

There is effective practice in the teaching and learning of Mathematics throughout the school.  Lessons are presented very effectively through the use of whole-class and group methodologies. Concrete materials are used at all levels to encourage pupils to acquire concepts and develop skills constructively. Early mathematical activities are undertaken very effectively in the junior classrooms and the use of the circus-of-activities methodology is particularly effective. Calculators and computers are used effectively to support Mathematics in the senior classes. Lessons are often integrated with other curriculum areas and linked to pupils’ own experiences. There is commendable emphasis on the accurate use of agreed mathematical language in all classrooms. Pupils engage well during the lessons and their oral and written responses are monitored and affirmed. The provision of differentiated tasks for pupils was noted in some classrooms and it is recommended that this effective practice be extended to all classrooms to further serve the needs of pupils with special educational needs and those with higher ability levels. Pupils respond well to number-recall, operational and computational tasks. Responses to more complex problem-solving tasks in some of the middle and senior classes indicate that many pupils need more practice in the use of problem-solving strategies. It is recommended that a new whole-school approach to problem solving be devised to enable pupils to solve challenging problems in an enjoyable manner.

 

3.3 Geography

 

The quality of learning and teaching in Geography is very good. A broad and balanced programme is implemented at each class level and there is commendable emphasis on the development of geographical skills. Lessons are presented using a praiseworthy blend of methodologies and appropriate resources. Particularly good work has been undertaken in relation to the local community and several parents have visited the school to speak to pupils about their own occupations. Pupils have created projects based on these visits. Field work has been undertaken at all class levels, ranging from exploration of the school building and grounds to more in-depth studies of Lough Gowna, Lough Lebeen and Derrycassin Woods. Pupils in the senior classes have created video and Powerpoint presentations of their field work. In the infant classes, mapping skills are developed through construction of plans of the school and the village. Maps of County Longford and the townlands of Aughnacliffe are painted in the corridor and these are used effectively by the senior classes. Pupils in the middle and senior classes can describe a range of European and non-European countries. The school’s involvement in the modern- languages initiative provides a cross-curricular link for the study of France. The school’s involvement in the Green Schools project has been very valuable in highlighting and supporting the curriculum strand environmental awareness and care.

 

3.4 Assessment

 

There is effective practice in relation to assessment in the school. Levels of attainment in English and Mathematics are measured by annual standardised tests and the results of these tests are analysed and graphed to identify patterns and trends. Results for individual pupils are explained to parents at the parent-teacher meetings. Screening and diagnostic tests are used effectively to identify pupils for early-intervention measures and for supplementary teaching. At classroom level all teachers utilise teacher observation, teacher-designed tasks, portfolios and concept mapping to provide and record information on pupils’ progress across the curriculum. There is evidence that this information is used by teachers to help with forward planning. Very effective use of assessment-for-learning techniques was noted in some classrooms and this helped the teachers adapt the lesson to meet the needs of particular pupils.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

 

The quality of support for pupils with special educational needs is very good and is co-ordinated effectively. The school plan commits to early intervention and to the staged approach outlined in the Department’s Learning-Support Guidelines. Standardised, screening, diagnostic and observational assessment data are used to identify pupils for support teaching. At the time of the evaluation, one teacher was employed to carry out the combined duties of the learning-support and resource teacher. Support teaching is provided for pupils in literacy and in numeracy. It is commendable that this provision is delivered through both in-class support and small-group withdrawal. The support teacher communicates effectively with classroom teachers regarding the progress of the pupils in her care. Individual Profile and Learning Programmes (IPLPs) and Individual Education Plans (IEPs) are devised each term in respect of each pupil receiving support and it is commendable that parents and class teachers collaborate in this planning. The plans include specific targets and these are reviewed at the end of the instructional term. Copies of the plans are shared with class teachers and parents to ensure clarity in the support. The quality of support teaching is very good and the widespread use of suitable resources enhances its success.

 

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

 

At the time of the evaluation there were no identifiable pupils from these groups enrolled in the school. The school is committed to supporting any such pupils sensitively and confidentially as the need arises.

 

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 wishes to express its appreciation to the examining inspector for the courteous and professional manner in which he carried out the inspection.

 

 

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 staff has enlisted PPDS support to further enhance and enrich the teaching in our school.