An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Mathematics
REPORT
St. Fergal’s College
Rathdowney, County Laois
Roll number: 71520D
Date of inspection: 7 April 2008
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 St. Fergal’s College, Rathdowney Road, Co. Laois. 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 was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board.
Subject provision and whole school support
Timetabling provision for Mathematics in senior cycle is good with each class being allocated five periods per week. There is one period each day for Mathematics, this distribution of classes is very good. In Transition Year (TY) three periods per week are allocated for Mathematics. In junior cycle there are four periods and all are forty minutes long. This provision is in line with national norms. It is suggested that this be reviewed with a view to increasing the provision in junior cycle to five periods per week. This is in keeping with the stated objectives of the subject department plan and would enhance the provision greatly.
Mixed ability classes are formed in first year following a common assessment. At the end of the year classes are banded for the remainder of junior cycle. This arrangement facilitates vertical movement of students and enables them to follow the highest level for as long as possible. The commitment of management and the teaching staff to facilitating this arrangement is commended. Classes in TY are mixed ability and students are streamed upon entering senior cycle.
Incoming students are informed about the school through the distribution of written information to the feeder primary schools, followed by a visit from a designated post holder and other members of staff. The students are then invited to an open day in the school to sample the various subjects and the school’s wider activities. This is followed by an open night for parents. The transition to post-primary school is further facilitated by the provision of mixed ability classes in first year. This enables the students to adapt to the demands of their new setting and to learn at a pace and in a style that is more in keeping with their earlier experiences of school.
The arrangements in place to identify, provide support and monitor students who are experiencing difficulties in Mathematics or with special education needs (SEN) are very good. Incoming students sit standardised tests in February or March prior to their entry to the school. The learning-support teacher and the home-school-community liaison co-ordinator then visit the primary schools to consult with the relevant class teachers. Permission is sought from parents to access any psychological assessments that have been completed. The students are assigned to mixed ability classes in first year and in the initial weeks the learning-support cohort is finalised through further testing, teacher referrals and contact with parents. A small group is withdrawn to form the learning-support class in Mathematics. The progress of the group is monitored by class tests, weekly meetings of the school’s care team and contacts with parents. Two-way movement between the other first year classes and the learning-support group occurs as the need and opportunity arise. Learning support is a standard agenda item at meetings of the mathematics team.
The commitment of management and staff to continuous professional development (CPD) is evident from the extensive list of courses attended by the mathematics teachers. There was evidence of further good practice in that this list is included in the subject department plan. There is an induction programme in place. Newly appointed teachers are paired with an established teacher in their subject area in their first year in the school. An extensive staff handbook is available and more senior teachers are actively encouraged to give advice and to support new staff in their subject departments.
There is no formal budget for Mathematics but management responds favourably to requests for resources and funding. It is recommended that the department identify and, with the agreement of management, purchase a suitable range of mathematics resources. The mathematics support service is available to offer support and advice in this regard.
Planning and preparation
School development planning (SDP) is well embedded in the school and a subject department plan for Mathematics, which is updated yearly, is in place. There is one formal planning meeting held annually. This year the final staff meeting will be devoted to planning. It was evident that a good deal of informal planning is also taking place. The department plan is comprehensive. It is suggested however that the minutes of any future meetings, be included in the plan. In addition, it is recommended that teaching strategies, methodologies and classroom resources be included in the subject department plan, with particular emphasis on teaching and learning in the mixed-ability setting.
The subject department plan details the curriculum content to be covered by year and level. It also gives the schedule for the delivery of the curriculum. To facilitate the practice of holding common assessments in first year and to enable a more streamlined delivery of the curriculum generally, it is recommended that the schedule be reconfigured to specify the material to be covered each month for each year and level.
In all cases the teachers’ individual planning was very good and in some cases it was consistent with best practice. The planning materials included long-term and short-term schemes of work, records of attendance, records of work completed, assessment materials and teaching resources. Good practice was evident in the inclusion of differentiation strategies and individual student profiles in some of the documentation.
TY is optional and is offered to all students. The subject department plan contains a separate plan for TY and it is amended yearly as the needs of the students dictate. This flexible approach to planning and delivery of the curriculum in TY is commended.
Teaching and learning
The lessons observed during the inspection were very well planned. There was good continuity with previous lessons and there were frequent references to other areas of the curriculum to contextualise the lesson content. The teachers were well prepared, lessons proceeded at a suitable pace and were well organised. The material covered in the lessons was appropriate and, when the opportunity presented itself, the students were challenged by reference to more exacting problems and procedures. The material covered during the inspection included: percentages, trigonometry, coordinate geometry, differential calculus sequences and series and coordinate geometry of the circle.
In almost all cases the teaching methodologies were traditional, involving teacher exposition followed by directed whole-class student activity. The material was well delivered. The teachers were knowledgeable, caring and enthusiastic. In one instance good practice was observed in the use of locally produced models to enable students to tackle very testing trigonometry questions. In another case the students were actively engaged in measuring, constructing and drawing various trigonometric shapes. This is very good practice and is commended.
The lessons proceeded in an atmosphere of mutual respect. The teachers had high expectations of the students’ behaviour and work. The students were polite, anxious to please and worked well during the lessons. The teachers constantly affirmed the students and the rapport between the teachers and students was excellent.
Classroom management in all cases was very good. Discipline was appropriate and the teachers were skilled in managing the transition between the different phases of the lessons. Good use was made of questioning by the teachers. In some instances questions were directed at students to elicit factual responses and in other cases more global questioning was used. It is suggested that higher-order questioning be incorporated in all mathematics lessons, and that the students be encouraged to speculate and hypothesise as an integral part of the experience of learning Mathematics.
In one lesson the teacher gave the students various problem-solving strategies by skilful use of the blackboard, questioning and individual attention to subsequent student activity. This was very impressive, particularly as the strategies were transferable to areas outside of the immediate subject matter.
Student learning was good. Their homework copies were well maintained and the good practice of students correcting and amending their own work was evident. The students answered confidently when questioned by the teacher and in their interaction with the inspector, they demonstrated a good knowledge of Mathematics.
Assessment
Homework and assessment procedures are outlined in the subject department plan and it was evident that they were being followed rigorously. Homework is given and checked every day. Effective use of the student diary to note the homework and as a means of communicating with parents was evident. Formative assessment of students is carried out on an ongoing basis by questioning in class, through correction of homework and through teacher observation of students during class.
Class tests are given at the end of each chapter and, if appropriate, more frequently. Results of these tests are recorded in the teachers’ diary and form a portion of the mark that is sent home with the Christmas report. In some cases, parents were asked to sign the tests. This is very good practice. In addition, the teachers’ diaries record student attendance and student profiles.
Examination students sit timetabled tests at Christmas, and sit mock examinations in the second term. The non-examination classes sit timetabled tests at Christmas and again just prior to the summer holidays. Reports issue to parents after each of these events. Communication with parents also occurs through the student diary, parent-teacher meetings and less formal procedures if required.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
· The time allocated to Mathematics at both junior cycle and senior cycles is in line with national norms.
· The arrangement of classes in junior cycle with mixed ability in first year and banding for the remainder of the junior cycle, which facilitates vertical student movement, is very good.
· The procedures for supporting those with special education needs and learning-support needs are very effective.
· Management is proactive in facilitating attendance at relevant CPD courses.
· Departmental and individual planning is well advanced and the individual planning is particularly good.
· Homework, assessment and reporting procedures are in place and are implemented effectively.
· Teaching and learning of a high quality was observed during the evaluation.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· It is recommended that the mathematics department identify and, with the agreement of management, purchase a range of suitable mathematical resources.
· It is recommended that teaching strategies, methodologies and classroom resources be included in the subject department plan, with particular emphasis on teaching and learning in the mixed-ability setting.
· It is recommended that the schedule of curriculum delivery in the subject department plan be reconfigured to specify the material to be covered each month for each year and level.
Post-evaluation meetings were held with the teachers of Mathematics and the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.
Published September 2008