An Roinn Oideachais agus Eolaíochta

 

Department of Education and Science

 

Whole School Evaluation

REPORT

 

St. Joseph’s NS,

Clinstown, Jenkinstown Co. Kilkenny

Uimhir rolla: 18607O

 

Date of inspection:  14 April 2007

  Date of issue of report:  6 December 2007

 

 

 

Whole-school evaluation

1.     Introduction – school context and background

2.     Quality of school management

3.     Quality of school planning

4.     Quality of learning and teaching

5.     Quality of support for pupils

6.     Conclusion

School Response to the Report

 

 

 

Whole-school evaluation

 

A whole-school evaluation of St. Joseph’s NS was undertaken in March 2007. The evaluation covered key aspects of the work of the school in the areas of management, teaching and learning and supports for pupils. The evaluation focused on the quality of teaching and learning in English, Irish, Mathematics and Music. The representatives of the parents’ association met with the inspector. The inspector interacted with the pupils, examined their work, reviewed school planning documentation, observed teaching and learning and provided feedback to individual teachers. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. This report presents the findings of the evaluation and makes recommendations for further development. 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.

 

 

 

1.     Introduction – school context and background

St. Joseph’s National school, Clinstown, is a co-educational primary school located ten kilometres north-west of Kilkenny city. It is a catholic school under the patronage of the Bishop of Ossory. A clear vision for the school is articulated at the beginning of the whole school plan which includes a commitment to providing positive learning opportunities for the pupils which will stimulate them to achieve their potential, face life confidently, be respected and find fulfilment in an ever-changing world. A very positive and respectful atmosphere prevails in the school and this is reflected in the very high levels of daily attendance recorded.

 

The following table provides an overview of the current enrolment and staffing in the school:

 

2.     Quality of school management

 

2.1 Board of management

 

The board of management is properly constituted and adopts a range of effective procedures. Roles are clearly defined and appropriately assigned to board members. Minutes of all meetings are meticulously maintained and an annual financial report is prepared and presented to the patron’s office for certification. The chairperson of the board is particularly supportive of the work of the school and maintains close contact with the principal and staff between board meetings. One of the school’s documented aims is to promote positive relations amongst all members of the school community. This is reflected in the collaborative practices that underpin the approach that has been adopted to whole-school planning. The board and parents work closely with the teaching staff in the compilation of a broad range of policies extending beyond the statutory requirements to include organisational and administrative areas that have been identified as relevant to their particular school context. With regard to the school’s admission policy, it is recommended that further consideration be given to the section dealing with the enrolment of children with special education needs to ensure that it is in compliance with relevant legislation and also the Department of Education and Science (DES) procedures for granting resources in this context. The board gives an undertaking that the school is in compliance with DES regulations including length of school year, length of school day, deployment of teachers, class size and retention of pupils. The board is praised, in particular, for the extent to which it co-ordinated the recent school refurbishment and extension. To build on this achievement, it is advised that the board now give consideration to the school’s requirements into the future and communicate all relevant information to the planning section in the DES.

 

 

 

2.2 In-school management

The in-school management team consists of the principal, the deputy principal and the special duties teacher. The principal is hardworking and highly professional and attends to all of the duties inherent in her post with commendable enthusiasm and dedication. She has successfully progressed the development of a variety of administrative and organisational policies through effective collaboration with the whole school community.   She is ably assisted in her role by the deputy principal and the special duties teacher. Duties for these posts are clearly defined and include specific curricular and organisational duties. A variety of pastoral duties is attended to by all staff members as they incidentally arise. A spirit of collaboration and communication characterises the relationship that exists between all members of staff and a broad range of issues relating to the school is discussed on a daily basis. In addition to this formal staff meetings are convened twice per term. Comprehensive accounts are maintained of these meetings and the staff is to be commended on the extent to which curricular, organisational and pastoral issues feature on the agenda for all meetings.

 

 

2.3 Management of relationships and communication with the school community

A very active and supportive parents’ association has been in existence in the school for a number of years. The association meets on a regular basis and members report very high levels of communication with the principal and the board of management. The parents devote a commendable energy to the organisation of a wide variety of fundraising initiatives which have the dual benefit of serving as occasions for social meetings of the partners in education and also ensure that the association is in a position to financially support co-curricular initiates in the school. Very close contact is maintained between the staff and the association regarding the identification of needs in the school and the formal mechanism that has been put in place to ensure that the whole-parent body has an opportunity to contribute to the discussion on co-curricular initiatives is highly commended. The parents are given opportunities to contribute to the development of a number of policies at the drafting stage. Key policies are circulated to parents and a list of all administrative policies in the school, detailing their availability on request,  is also circulated to parents. Meetings of all parents of the children enrolling for the first time are convened on an annual basis. In addition to this, instances of teachers convening meetings with parents to provide information on specific aspects of curriculum mediation are highly commended. Further extending this approach to familiarising parents with curricular content and whole-school methodologies is encouraged. Parents are kept informed on all aspects of their children’s progress through a formal parent-teacher meeting held annually and a written end-of- year report is submitted which details the progress of each pupil.  In the interim, parents are welcome to meet with the principal or class teachers by appointment to discuss any matters of concern.  Parents express a high degree of satisfaction with the communication procedures that are in place,  with the ready accessibility of the principal, staff and board of management and with the quality of education that their children are receiving in the school.

 

 

2.4 Management of pupils

 

The quality of the relationships that have been cultivated between pupils and staff and among the pupils themselves is a very positive feature of the school. Classroom interactions observed during the evaluation were positive and highly respectful and the children participate in all school activities in an enthusiastic and uninhibited manner. Positive discipline strategies are in evidence in each classroom and the behaviour as observed during the evaluation was exemplary.

 

 

3.     Quality of school planning

 

3.1 Whole-school and classroom planning

The school plan is devised, in the main, through the collaborative activity of the school principal and the staff with the support of the primary curriculum support personnel (PCSP).  Staff meetings and in-school planning days are used very effectively to advance a broad range of organisational and curricular policies. The board of management and the parents’ association also play an active role in the development and review of the organisational policies. All documents have been formally ratified by the board of management. The staff and board are to be commended for the impressive quality of the school plan. In order to ensure that the school derives the maximum benefit from this resource it is recommended that that an ongoing focus be placed on the translation of the whole-school curricular idea into specific targets for all children, in each class, and then to review its effectiveness with the entire range of abilities in mind. Overall, the level and quality of curricular planning impact positively on the breadth of curricular provision and consequent learning outcomes for the children. The clarity of organisational planning also contributes to the effective running of the school.

 

All teachers prepare long and short-term schemes of work to facilitate the implementation of the curriculum in the particular context within which they are working. In general, the classroom plans are content based and are appropriately linked to the curriculum and the whole-school plan. The extent to which the teachers have procured a broad range of resources and have engaged with supplementary material provided by the support services to augment provision across all curricular areas is praiseworthy. It is advised that consideration be given, at this stage, to the development of a school-wide template to facilitate classroom planning.

 

Evidence was provided to confirm that the board of management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 1999) and Child Protection Guidelines for Primary Schools (Department of Education and Science, April 2001). It is advised that the provisions as contained in the updated Children First document of  May 2004 also be incorporated into this policy. Evidence was provided to confirm that the board of management has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of the Departmental guidelines.

 

 

4.     Quality of learning and teaching

 

4.1 Language

 

Gaeilge

Caitear dua le teagasc na Gaeilge agus is soiléir go bhfuil dearcadh dearfach i leith na Gaeilge tríd an scoil. Tá comhoibriú agus leanúnachas le feiceáil i scéimeanna na múinteoirí agus cuirtear ábhar na gceachtanna in oiriúint do chumas agus do spéis na ndaltaí. Sna ranganna uile spreagtar ceistiúchán agus rannpháirtíocht na ndaltaí go héifeachtach agus caitear go maith le modhanna gníomhacha chun scileanna cumarsáide agus labhartha a fhorbairt agus a chur chun cinn. Baineann na páistí sult agus taitneamh as na cluichí teanga, as an obair bheirte agus as na gníomhaíochtaí suimúla go léir atá ag dul ar aghaidh. Tugtar faoi deara go bhfuil caighdeán maith bainte amach ag na daltaí  sna ranganna sóisearacha agus tá dul chun cinn le sonrú i gcaighdeán cumarsáide na bpáistí de réir mar a théann siad tríd an scoil. Tá an tslí in a bhaineann na hoidí leas an-tairbheach as an nGaeilge mar theanga bhainistíochta sa scoil le moladh go mór. Déantar obair fhiúntach freisin, i gcuid de na ranganna, scileanna éisteachta na bpáistí a fhorbairt ar bhonn foirmiúil trí úsáid éifeachtach a bhaint as scéalaíocht.  B’fhiú, chun chur leis an dea-obair seo,  cláracha oiriúnacha a roghnú ó TG4 nó Radio na Gaeltachta chun taithí a thabhairt do na páistí canúint agus guthanna difriúla a aithint.

 

Léann na daltaí na téacsanna ranga go cruinn agus tugtar faoi deara go bhfuil tuiscint an-sásúil ag mórchuid acu ar a bhfuil á léamh acu. Déanann na hoidí cúram breá de na scileanna tuisceana, aireachtála agus foclóra a fhorbairt le linn ceachtanna sa léitheoireacht. Tá réimse maith d’ábhar léitheoireachta ar fáil tríd an scoil agus tá úsáid an úrscéil ins an gcomhthéasc seo le moladh go mór. Tá samplaí maithe de scríbhneoireacht fheidhmiúil ar fáil tríd an scoil. Moltar anois breis deiseanna a thabhairt do na páistí scríobhneoireacht chruthaitheach a chleachtadh. Tá cnuasach rann agus dánta i gcuid is mó de na ranganna agus moltar an cleachtadh seo a leathnú do gach rang.

 

Irish

The school is successful in the teaching of Irish and it is clear that there is a positive attitude towards the language throughout the school. There is evidence of co-operation and continuity in teachers’ planning and the subject matter of all lessons is appropriate to the interests and ability levels of the pupils. In all classes the children’s participation in lessons is elicited effectively and a variety of activity-based methodologies is used to advance the children’s communicative abilities. The children derive visible enjoyment from the language games, the pair work and the interesting activities that are engaged in. It is noted that the children in the junior classes have a good standard of spoken Irish and their communicative abilities are systematically advanced as they progress through the school. The manner in which the teachers make effective use of Irish in incidental interactions during the school day is praised. Worthwhile work also takes place in classes to develop the children’s listening skills through effective use of story telling in Irish. It is recommended that this work be further developed by providing opportunities for children to listen to appropriate broadcasts from TG4 or Radio na Gaeltachta to expose them to different voices and accents. 

 

The children read classroom texts with accuracy and it is noted that they have a very accurate understanding of the material they read. The teachers take due care in advancing the children’s comprehension, perceptual and word recognition skills during reading classes. A good range of reading material is available in the school and the use of the novel in this context is highly praised. Good samples of the children’s functional writing are noted in the school. It is advised that provision in this area be extended to provide greater opportunities for the children to engage in creative writing activities. Children in almost all classes recite a broad range of rhymes and poems and it is advised that this practice be extended to all classrooms.

 

English

A comprehensive whole-school plan has been developed for the teaching of English in the school and this combined with effective individual teacher planning ensures that all aspects of the programme are explored. Oral language receives priority in each class and it is developed both through discrete provision using a variety of published schemes and in a cross-curricular context. Further referencing provision in this area to the  school plan which contains a structured approach to oral language development based on clearly identified attainment objectives for each class level that are measurable and assessable on an ongoing basis is advised.

 

The standard of reading of the children in this school is high. A structured approach is taken to the teaching of all aspects of reading within the school. The provision of print-rich environments is a notable feature of classrooms. All pupils benefit from a clear, progressive phonics programme. This approach enables pupils to enhance their word-attack skills and phonological awareness and significantly contributes to raising their levels of skill and confidence. The provision of a wide range of appropriate reading material in all class libraries succeeds in creating and fostering noticeable levels of enthusiasm for reading amongst the children.  The judicious use of a variety of reading schemes is a positive aspect of school practice.  It is clear that the range of material is diverse, encompassing newspapers, reference books, fiction and non-fiction as well as many other genres.  A variety of class novels is available and these are used effectively. It is recommended that an ongoing focus be maintained on developing the children’s comprehension skills through activities such as scanning, prediction and summarising to assure that all children are reading with meaning.

 

Children are encouraged to write for a variety of purposes. Impressive examples of writing across many genres, including poetry and creative work, are available. The children’s work reaches a high standard in relation to handwriting, layout and presentation. Throughout the school, copies are very well monitored and written work is creatively displayed and presented. Greater engagement with ICT should facilitate further development of the process approach to writing.  The use of poetry to stimulate interest and reinforce learning is notable.

 

 

4.2 Mathematics

The provision for Mathematics, as observed during the evaluation, reveals that all children participate enthusiastically in a broad range of appropriate learning activities. Classroom practice combined with a review of the children’s work reveals that all strands of the curriculum are explored, with the overall programme within the school being implemented in a measured and consistent fashion.  Lessons are structured in a manner that ensures a judicious balance is maintained between oral and written work in all classes. The relating of mathematical operations closely to the children’s everyday experience is particularly effective in enhancing the development of problem solving skills. Evidence of pupils being provided with opportunities to learn using concrete materials was noted and they are encouraged to learn co-operatively and actively. There is an effective emphasis placed on the development of mathematical language and this aspect of practice is managed in an age-appropriate and developmental manner. Teachers provide multiple consolidation activities in each of the core areas of learning and high levels of pupil achievement in this subject are recorded.

 

 

4.3 Music

The pupils in this school are motivated to enjoy and understand Music and to appreciate it critically. A detailed whole-school plan has been formulated which commits to the study of the subject in its own right and also to the integration of components of the programme with a number of subject areas to enhance the children’s learning. A variety of commercially-produced schemes are also usefully employed to ensure continuity and progression in the provision for Music in the school.

 

The children perform a wide range of action songs with visible enjoyment and enthusiasm and a range of enjoyable activities in rhythm, tempo, pitch and dynamics is integrated creatively with other aspects of the curriculum. A suitable repertoire of songs in both Irish and English and from different cultures and traditions is taught.  The school has acquired a range of percussion instruments to encourage children to explore and compose rhythmic patterns. In the junior classes, the children perform on tuned and untuned percussion instruments while all children from first to sixth receive very effective support from a visiting tutor on the recorder. This provision includes attending to the simple rhythmic and melodic features in the junior classes through to the implementation of a more graded and formal approach as the children progress through the school.  The children are facilitated to explore and listen to a range of sound sources, from ordinary household sounds to a variety of percussion and melodic instruments, as well as music in different styles and traditions including Irish music, folk music of other cultures and music in the classical and popular vein. A visiting tutor works with the children to develop their understanding of both the history of Music and Music as a source of history, reflecting the social and cultural contexts of time and place. A particularly noteworthy feature of the Music programme is its very effective use in the special education context. As muscular activity is closely linked to musical elements such as pulse, tempo, rhythm and dynamics, the integration of movement to music in this context provides opportunities for children to develop their gross and fine motor skills. It is advised that the impressive work noted in this area of the curriculum includes greater opportunities to develop the children’s own creativity through Music by further developing the strand of composing.

 

4.4 Assessment

A range of formal and informal approaches to assessment is employed throughout the school. Teacher designed tasks and tests and assessments linked to published schemes are implemented in specific subject areas at agreed intervals. The effective use of a variety of purposeful checklists was a notable feature of provision in some classrooms. These forms of assessment are complemented by ongoing informal teacher-observation and the level of in-depth knowledge that each teacher has about the learning styles, abilities and needs of each child is commendable. In addition to this, standardised tests in the areas of literacy and numeracy are implemented on an annual basis and the Middle Infants Screening Test is administered to facilitate the early identification of children at risk of developing literacy difficulties. It was also noted during the evaluation that the results of the assessments are used both in a summative context to gauge the extent to which pupils have mastered specific concepts and also in a formative sense to inform differentiated approaches to curriculum mediation. To further develop the good practice that has been noted in this area, it is recommended that the school consider the development of a whole-school policy on assessment. This should devote due consideration to the most appropriate modes of assessment to be implemented for each subject area and also consider creating further  opportunities for the pupils to engage in self and peer assessment activities.

 

 

5.     Quality of support for pupils

 

5.1 Pupils with special educational needs

The school has the services of a full-time teacher attending to pupils with special education needs. These pupils are selected for supplementary tuition on the basis of their results on standardised attainment tests, recommendations from teachers, and psychologists where relevant. Detailed pupil profiles have been developed for all children attending this support and individual education plans have been formulated which contain clear learning objectives for the pupils, to be achieved within an agreed timeframe. Class teachers meet with the support teacher on a monthly basis and all plans are reviewed on a bi-annual basis. It is advised that consideration be given to extending the range of diagnostic instruments available in this context, to facilitate in-depth identification and analysis of the specific requirements of children’s special needs. Further consideration should also be given to clearly outlining the roles of the class teachers and the parents in assisting the children to realise these specific objectives.  Supplementary teaching is delivered in small groups, on an individual basis and samples of in-class support were also noted during the evaluation. All provision is well structured and targeted yet provided in a very gentle and highly supportive fashion. A noteworthy feature of the provision is the extent to which Music is used very effectively to aid the development of fine and gross motor skills and the enhancement of bi-lateral integration and sensory processing.

 

The special needs assistance service is managed in a very structured and effective manner and contributes in a highly significant way to the quality of education in the school.

 

 

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

 

The majority of the pupils attending the school reside in the local rural area. The teachers are commended for their knowledge and understanding of the circumstance of all of the pupils. The quality of the relationships that have been cultivated at all levels in the school ensure that all children, irrespective of their circumstances, are fully included in all aspects of school life.

 

As a component of the ongoing review and development of education provision in the school consideration should be given to integrating the DES Guidelines on Intercultural Education into planning for and provision of education in the school in order to prepare the children for life in an intercultural society. This may include availing of opportunities to represent the diverse cultures and ethnic groups of Ireland and of the school in books, learning resources, pictures signage and other aspects of the school physical environment to ensure that diversity is represented as a normal part of Irish life and human existence.

 

 

6.     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:

 

 

 

 

 

 

 

 

 

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

 

 

 

 

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

               activity to implement the findings and recommendations of the inspection.          

 

 

Since September 2007 the school has integrated Information Technology into the curriculum as recommended in the report.