An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Killashee Multi Denominational NS,

Naas, County Kildare

Uimhir rolla: 20087D

 

Date of inspection:  03 March 2008

 

 

 

 

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

Summary of findings and recommendations for further development

School Response to the Report

 

 

 

Whole-school evaluation

 

This report has been written following a whole school evaluation of Killashee Multi-Denominational National School. It presents the findings of an evaluation of the work of the school as a whole and makes recommendations for the further development of the work of the school. During the evaluation, the inspectors held pre-evaluation meetings with the principal, the teachers, the school’s board of management and representatives of the parents’ association. The evaluation was conducted over a number of days during which inspectors visited classrooms and observed teaching and learning. They interacted with pupils and teachers, examined pupils’ work, and interacted with the class teachers. They reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the staff and to the board of management.  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

 

Killashee Multi-Denominational National School is an eight-teacher co-educational vertical school situated three kilometres outside the town of Naas in Co. Kildare. The school’s patron body is Friends of Killashee Limited. Many pupils travel long distances to attend this school. There is an enrolment of 220 pupils at present with a waiting list for places as they become available. The board of management wishes to maintain the schools’ present enrolment in order to ensure an eight-teacher single stream school into the future.

 

The school’s vision is to foster a caring, nurturing environment for pupils of all denominations in an atmosphere that embraces difference, while giving equal opportunity to all pupils to reach their full potential. Teamwork and the involvement of all the partners are identified as integral to the success of this vision. The collaborative approach of staff members and the support of the wider school community contribute to the realisation of the school’s vision.

 

2.     Quality of school management

 

2.1 Board of management

The board of management is constituted properly. Meetings are held every six weeks and  minutes are maintained. All board members have assigned duties, which they undertake diligently. Accounts are audited annually as required under section 18(1) of the Education Act 1998. Department of Education and Science regulations relating to class size, retention of pupils and the length of the school year are observed. It was noted during the inspection that the integrity of the school day is not being maintained as a result of the practice of break times being incorrectly timetabled. It is recommended that this situation be rectified as soon as possible so that all pupils receive the appropriate number of hours instruction daily. Registers are lacking the required detail. It is recommended that the school registers be completed as required under section 123(1) of the Rules for National Schools.

 

The school has developed a comprehensive attendance policy and attendance is generally good. There are difficulties in relation to the school’s enrolment policy as it is currently written and with practices surrounding enrolment/admission. The school’s policy on special education needs states that ‘children with special needs will be accepted when the special resources required are provided by the Department of Education and Science. However, parents may consider a special school which is designed and resourced to specifically cater for the needs of a particular child if they find that their child’s needs are not being met satisfactorily.’ This policy as it is currently written could be construed as discriminating against pupils with special education needs. It is recommended that this policy be reviewed and revised in the light of the requirements of equality legislation.

 

The Patron company engages in the practice of sending out admission forms accompanied by a letter requesting €2,000 as a “voluntary contribution” from parents which they are asked to pay on the enrolment of each child in the school. Furthermore, parents are also requested to give an undertaking to pay €350 per child annually to the school. A fee of €145, to cover the cost of employing a number of tutors, is also requested annually from the parents.

 

It is recommended that requests for large voluntary contributions cease without undue delay. It is also recommended that the practice of sending letters requesting voluntary contributions with application forms cease. If contributions are sought from parents/families, the level of contribution should be flexible and this flexibility should be clearly articulated in all policies and in practice so that all parents/families can have equal access to the school (subject to legitimate requirements of the enrolment/admissions policy).

 

Good work is undertaken by the board in relation to the ratification of many organisational and curriculum policies. Consideration should be given to the development of an action plan in order to ensure a cyclical approach to planning, to ratification and to the review of all policies. The board is commended for its commitment to the school. There are good working relationships between the board and the patron body. Board members are actively involved in the life of the school.

 

2.2 In-school management

The school principal facilitates good communication among the whole school community. The holistic development of every pupil is a high priority. She oversees curriculum implementation and review. She aspires to maintaining current staffing and resource levels with further improvement of the sports facilities presently available. The principal is endeavouring to establish suitable links with the local post-primary schools, especially for pupils with special education needs. She supports all staff members consistently and is instrumental in the effective integration of newly qualified teachers into the life of the school.

 

The in-school management team includes the deputy principal and four special-duties teachers. This team has clearly-defined roles that are reviewed as necessary to reflect the changing needs of the school. Team members are responsible for updating policies in their assigned curriculum areas. Staff meetings are used for the dissemination of these revised plans and as a forum for in-school curriculum training. The in-school management team meets once per month. They are responsible for the organisation and updating of resources. They research and introduce new methodologies, where relevant. Their diligence and their collaborative approach are praiseworthy. 

 

2.3 Management of resources

The teaching staff consists of an administrative principal and eight mainstream teachers. There are three learning support/resource (LS/RT) posts. One of those posts is organised on a job-sharing basis.  The part-time teacher of English as an additional language was not available in the school during the inspection visit. The seven special needs assistants undertake their assigned duties in a professional manner. The position of secretary is shared by two people who undertake the duties assigned to them competently. The caretaker, who is employed two days per week, is to be complimented for the high level of maintenance in the school building and grounds. Two cleaners ensure an appropriate standard of hygiene throughout. All staff are deployed in line with Department of Education and Science guidelines.

 

Drama, Physical Education and Music are taught largely by three tutors employed by the school. Parents and the board of management fund these ventures. The Kildare Outreach Programme for Music also provides some funding for the teaching of Music in the school. The provision of drama, music and physical education in this manner means that class teachers have limited opportunity to teach those curriculum areas and therefore have little or no opportunity to develop their teaching skills in those areas. It is recommended that teachers’ capacity within these curriculum areas be enhanced and developed in order to ensure the continued enrichment of their own professionalism.

 

The school building consists of five permanent and three temporary classrooms, three learning-support rooms, and a state of-the-art computer room. There is a principal’s office, secretary’s office, a large foyer, staff room and toilets, hard court and green play areas and both indoor and outdoor storage areas.

 

The wide range of resources available in the school to support teaching and learning is praiseworthy. Resources are generally well utilised in classrooms. The consistent use of the commendable range of ICT resources available in the school is advised for all classes.

 

2.4 Management of relationships and communication with the school community

The parents’ association, which is affiliated to the National Parents’ Association, supports the work of the school. Parent representatives have attended relevant training organised in the local Education Centre. Parents support the school financially. They take an active part in fundraising, decorating the school for major events, school concerts, some extra-curricular activities and in transporting pupils to various inter-school matches. Parents are involved in the development of some organisational policies such as health and safety, critical incidents, relationship and sexuality education, and the anti-bullying policy. Annual parent-teacher meetings and end-of-year reports inform them of their child’s progress. There are good lines of communication between the chairperson of the parents’ association and the principal. The principal and deputy principal attend all parent association meetings. The parents’ association express concern over the availability of second-level feeder schools for their children. They express satisfaction with the manner in which parents’ concerns are dealt with in the school.

 

2.5 Management of pupils

Pupils are courteous and mannerly in corridors, in common school areas, and in a number of classrooms. During the inspection, significant difficulties were noted with regard to the management of pupils in several classes. In some of the classrooms, pupils were not on task and were not abiding by the school’s code of behaviour. Classroom environments were generally noisy, pupils did not listen adequately to one another and did not attend to the teacher’s instruction. It is recommended that the school’s Discipline for Learning policy be implemented consistently to promote pupils’ listening skills, respect for the contributions of others, and tolerance.

 

3.     Quality of school planning

 

3.1 School planning process and implementation

The overall standard of planning at whole-school level is satisfactory. There are appropriate plans in place for the main curriculum and organisational areas. Plans are compiled with support from the support services. There is a copy of these plans in each classroom. Post holders are responsible for leading the staff in the planning process under the principal’s guidance. The drama and physical education policies are currently under review. The English policy should consider planning for the teaching of process writing and the inclusion of a list of suitable poems for each class level. The music policy should provide some guidance as to the range of music the children will engage with from class to class. There is a comprehensive ICT policy and acceptable internet user policy in place. The Special Education Needs policy outlines clearly the roles and responsibilities of those involved in special education provision.

 

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.

 

3.2 Classroom planning

All teachers maintain long-term and short-term plans and monthly progress records. The quality of this planning varies. In general, planning is overly focussed on content with insufficient attention given to planning for the development of skills and attitudes.  It does not fully reflect the curriculum guidelines. Comprehensive planning is in place for some junior and middle classes. It is recommended that planning for differentiation take place at all class levels in order to ensure that the needs of all pupils are provided for. Each teacher should have a copy of the Individual Education Plans of pupils in his/her class for whom an IEP has been devised.

 

Some teachers do not plan for some curriculum areas, namely the curriculum areas taught by outside tutors. Teachers must undertake responsibility for the planning and implementation of all curriculum areas. It is the school’s responsibility to ensure that the work undertaken by tutors is, in fact, contributing appropriately to the achievement of relevant curriculum objectives. The objectives of the sessions undertaken by all tutors should be clearly set out, progress in the sessions should be documented and this information should be readily available for future planning, review and work in particular curriculum areas. It is advised that work completed by external tutors be recorded in class teachers’ monthly progress records.

 

4.     Quality of learning and teaching

 

4.1 Overview of learning and teaching

A key challenge for this school arises in relation to the methodologies in use in classrooms. At present, teacher-directed, whole-class teaching is the predominant methodology. In junior and some middle classrooms, efforts are made to incorporate some of the methods of the Primary School Curriculum 1999. Overall, there is insufficient use of active learning methods. There is a need to reconsider the grouping of pupils in many classes to facilitate active, co-operative learning. Written work is monitored suitably in some classes. Further attention to the presentation of written work is advised.

 

4.2 Language

 

Gaeilge

Tá múineadh na Gaeilge réasúnta ar leibhéal ghinerálta. Feictear a lán samplaí scríbhneoireachta ar fud an tseomra agus úsáidtear réimse leathan achmhainní chun tacú le múinteoireacht agus foghlaim. Tugtar le fios gur an-chleachtadh luas-cheachtanna agus módhanna éagsúla a úsáid sna seomraí ranga. Ba cheart béim a chuir ar éagsúlacht cumais na bpáistí maidir le ceachtanna Gaeilge chun deis a thabhairt do na páistí ar fad. Úsáidtear an Ghaeilge go neamhfhoirmiúl i dtromlach na seomraí ranga.  Tá an chomhairle ann go ndéantar dul chun cinn maidir le cumais agus muinín na bpáistí nuair a dhéantar daingniú agus leathanú ar na ceachtanna Gaeilge. Úsáidtear filíocht agus rím ar bhealach éifeachtach sna bunranganna.  Tá an chomhairle ann gur cheart níos mó deiseanna do na páistí sna mean/ard ranganna taithí a fháil ar éagsúlacht filíochta. Maidir le cúrsaí léitheoireachta cuirtear an-bhéim ar dhul chun cinn léitheoireachta an pháiste. Tá an obair scríofa bunaithe ar an leabharoibre atá in úsáid sa scoil. Tá an chomhairle ann freisin níos mó deiseanna a thabhairt do pháistí a gcuid scileanna scríbhneoireachta sa Ghaeilge a fhorbhairt.

 

Irish

The teaching of Irish is generally satisfactory. Print-rich environments and a wide range of resources are used consistently to support teaching and learning. Well-paced lessons and varied methodologies are elements of good practice in many classrooms. Consideration should be given to differentiating work within Irish lessons to enhance provision for all pupils in all classes. Irish is used informally in many classrooms. The use of informal Irish in all classes is advised to extend pupils’ competence and confidence in the language. Poetry and rhyme are used to good effect in the infant and junior classes. More opportunities for pupils to experience a variety of poems in Irish in the middle and senior classes are advised. The teaching of reading is given due regard and pupils read with competence. Written work is based primarily on the workbook in use.  Irish writing needs to be taught systematically and incrementally through the school.

 

English

There is a satisfactory standard in relation to the teaching of English. Teacher-directed, whole-class teaching is the predominant methodology in use with some pair work in a minority of classes. A print-rich environment is successfully organised in classroom and corridor areas. Resources are readily available and are well-utilised to support teaching and learning in this curriculum area. Well-stocked libraries are used to good effect across the school.

 

Pupils’ oral language is developed consistently in all classes. The oral language programme is prudently integrated with other curriculum areas. Some difficulties in relation to pupil behaviour were noted during a number of oral language lessons. Pupils’ phonological awareness, vocabulary extension and pre-reading skills are well taught in the infant classes. In some junior classes further attention to differentiated approaches and to the banding of books that pupils are reading at an instructional level is advised. Pupils demonstrate understanding and read with competence in the middle and senior classes. Poetry and rhyme are used to good effect in many classes. The extension of this good practice to all classes is advised.

 

Due emphasis is placed on the development of pupils’ writing skills and pupils write for a variety of audiences in a variety of genres at all levels. In general, written work is regularly corrected and  pupils are affirmed for their efforts. Further use of ICT in the development of the writing process is advised at all class levels. Opportunities for displaying and celebrating the pupils’ written work should be availed of. Written work should be displayed and celebrated consistently in all classes.

 

Modern Languages in Primary Schools Initiative

The school is involved in the Department of Education and Science’s Modern Languages in Primary Schools initiative. German is taught to pupils in fifth and sixth class for two sessions each week. Due emphasis is placed on the development of pupils’ oral and grammatical competency. It is necessary to ensure that teachers providing in-class tuition in modern languages present appropriate planning, record keeping and assessment as required under Section 4, Teacher Guidelines NCCA Modern Languages in Primary Schools. Extra curricular German, French and Spanish classes are provided by two class teachers and one external tutor. 

 

4.3 Mathematics

All strands are attended to at each class level in Mathematics. Mathematics-rich environments and a wide variety of resources support the teaching of mathematics. Teacher-directed, whole-class teaching is the predominant methodology.  Suitable emphasis is placed on the development of pupils’ mathematical language. Rhyme and song are used to reinforce concepts in the infant classes and this results in the development of a positive mathematical environment. The local environment and pupils’ own experiences are used constructively to support teaching and learning in a number of classes. The extension of this methodology to all classes is advised Lessons are generally well-paced with evidence of some good practice in relation to pupils’ problem-solving skills in the senior classes. Further attention to the development of pupils’ problem-solving skills at each class level is advised. The use of varying methodologies is recommended for all classes to consolidate teaching, to develop pupils’ problem solving skills, and to enable pupils’ active involvement in their own learning.

 

4.4 Social, Environmental and Scientific Education

 

History

The teaching of History is satisfactory. Resources are plentiful and are used thoughtfully to develop pupils’ skills as historians.  Infant and junior pupils learn of their own history through photographic evidence and relevant artefacts. In the middle classes, story and sequencing are effective strategies used in the development of pupils’ understanding of times past. More consistent use of time lines is advised to develop pupils’ understanding of chronology in all classes. Pupils’ skills as historians are developed through interesting project work and the integration of History with many other areas of the curriculum in the senior classes. Further use of the local environment is advised for all classes to develop pupils’ skills as historians more fully. 

 

Geography

The teaching of geography is good. Pupils discuss topics knowledgeably and show a keen interest in geography lessons. Resources are skilfully used to support teaching and learning. Active, skills-based lessons are praiseworthy elements of the geography lessons observed. Where such methods are used, the pupils generally appear to be motivated. Skilful use is made of ICT to extend and develop the content of lessons. Commendable project work, including an interesting inter-school project with pupils from a non-European country, is judiciously incorporated into the development of the pupils’ skills as geographers.

 

Science

There is good practice in the teaching of Science in this school. Varied methodologies supported by the judicious use of carefully selected resources ensure the provision of a broad and balanced science curriculum. The lessons observed had clear objectives and were well-paced. Due consideration is given to the development of pupils’ skills in predicting, in investigating, in fair testing, and in designing and making. Pupils are consistently made aware of plants, animals, seasonal changes and natural phenomena. Further enhancement of science areas in classrooms is advised to incorporate suitable investigative tables where pupils’ skills as scientists can be advanced further.

 

 

4.5 Arts Education

 

Visual Arts

Admirable work is undertaken in the implementation of the visual arts programme. Pupils have access to a broad and balanced curriculum at each class level. Creative examples of pupils’ work are displayed attractively in classroom and corridor areas. The language of art is appropriately developed. Looking at and responding to art is undertaken effectively in all classes. The visual arts programme is integrated successfully with many other curriculum areas. Portfolios and digital photography of completed work are maintained in some classrooms. Consideration should be given to developing a whole-school method of recording pupils’ work in the visual arts. Some very good practice was observed in relation to the use of varied methodologies and the management of pupil behaviour during art lessons. It is advised that this practice be extended to all classes to enhance teaching and learning in the visual arts.

 

Music

All strands of the music curriculum are appropriately represented and pupils are exposed to a wide selection of music. An impressive range of resources facilitates the implementation of this curriculum area. External tutors have responsibility for the strand unit playing instruments. Class teachers take responsibility for all other strands. In junior and infant classes, pupils’ musicality is developed through structured percussion lessons provided by an external tutor. In the middle and senior classes, pupils learn a musical instrument under instruction from two external tutors and they play with competence. Pupils in these classes are encouraged to develop their musicality further by joining the school orchestra as an extra-curricular activity. It is necessary to ensure that pupils whose Individual Education Plan highlights Music as a key strength get the opportunity to partake in and benefit from class lessons in Music.

 

Drama

An external tutor has responsibility for the implementation of the Drama curriculum in the majority of classes. Each class has access to the product and the process of Drama on alternate years. There is an over-emphasis on the product of Drama throughout. It is recommended that provision be made for all pupils to avail of a broad and balanced Drama curriculum each year as outlined in the curriculum and the school plan.

 

4.6 Physical Education

An external tutor implements a specific programme aimed at enabling all pupils to participate fully in sports and physical activities for half of the allotted physical education time. Swimming lessons are organised for pupils from second to sixth class in a nearby health and fitness centre. The majority of teachers undertake the athletics, games and dance strands competently. These lessons are well structured, active and enjoyable. Safety issues and skills development are given due regard. A wide range of resources is used effectively. Pupils with special educational needs are integrated seamlessly into physical education activities. It is necessary to ensure that opportunities be provided for pupils’ skills development across all the strands in all classes. Teachers who provide extra curricular games activities are commended for so doing.

 

4.7 Social, Personal and Health Education

All teachers provide discrete Social, Personal and Health Education (SPHE) lessons. Assemblies are used to good effect to praise and affirm pupils, to showcase new poems and songs, and to highlight areas for whole-school improvement. Elements of observed good practice in SPHE lessons include creative introductions to lessons to motivate pupils, good use of talk and discussion, and the integration of SPHE with other curriculum areas. It is recommended that SPHE lessons be used consistently to promote good behaviour in all pupils, to advance their listening and turn taking skills and to imbue in them a genuine respect for and tolerance of others. A more consistent use of circle time is advised to support this process.

 

4.8 Assessment

Annual standardised tests are administered in Mathematics and English to all pupils from first to sixth class. The results of these tests, supported by teacher observation, are used to select pupils for learning support. Early intervention screening tests identify infant pupils in need of this support. A general profile of pupil achievement is maintained in all classes and is discussed with parents at the annual parent-teacher meeting. The continuous assessment of core curriculum areas in some junior and senior classes is commended. It is recommended that a review of the school’s assessment policy take place to identify agreed approaches to assessment and record keeping for all curriculum areas. A process for the analysis of assessment outcomes should be considered so that results can be used to inform future teaching and learning.

 

5.     Quality of support for pupils

 

5.1 Pupils with special educational needs

The teaching staff adhere to the Department of Education and Science guidelines regarding the selection of pupils for learning support. The predominant mode of delivery of learning support is on a withdrawal basis. Consideration should now be given to the provision of greater in-class support. In general, learning-support rooms are bright, print-rich and mathematics-rich environments where pupils’ work is displayed and celebrated. It is recommended that the musical equipment presently stored in one learning-support room be removed so that an appropriate learning environment can be organised for pupils. There is need for all Special Education Team (SET) teachers to maintain formal records of pupil attendance as observed in some classes. Weekly plans are based on individual pupil targets. The inclusion of clear objectives and methodologies is advised to enhance these plans. Detailed records of pupil progress are maintained and pupils are making appropriate progress at their own level. Team members liaise both formally and informally with class teachers regarding individual pupil progress. It is recommended that SET teachers be appropriately deployed at all times in order to guarantee that pupils’ entitlement to learning support is not diluted. 

 

A clear process, involving all the partners, is used to develop each pupil’s Individual Education Plan (IEP). Targets are reviewed twice each year. The learning-support teacher, class teacher and principal keep a copy of the completed IEP. Parents can view the IEP and are given a copy on request. Parents are advised formally if their child’s learning targets have been met and learning support is being withdrawn. Pupils are monitored closely to ensure learning targets are maintained. If necessary, a pupil is reinstated in learning support when a space becomes available. There is a high level of commitment within the SET team. Their dedication to the holistic development of each pupil is praiseworthy.

 

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

The school’s Pastoral Care policy highlights its commitment to valuing all pupils irrespective of gender, race, or culture, and to ensuring that every pupil has equal opportunity to participate in all aspects of school life. The religious beliefs of all pupils are celebrated through an intercultural Christmas service and through an annual intercultural day. The school’s current practice of requesting large “voluntary contributions” and annual fees from parents inhibits pupils from disadvantaged backgrounds in gaining access to the school.

 

 

6.     Summary of findings and recommendations for further development

 

The following are the main strengths identified in the evaluation:

·         The board of management is commended for its level of commitment to the school. Board members are actively involved in the life of the school.

·         The principal, supported by a dedicated teaching team, facilitates a collaborative working environment.

·         The diligence of the in-school management team is noteworthy.

·         The special education team is dedicated to the holistic development of each pupil.

·         There is a high level of communication among the whole school community.

·         The school building and grounds are maintained to a high standard.

 

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

 

·         It is recommended that requests for large voluntary contributions from parents cease without undue delay.

·         It is recommended that the practice of sending letters requesting voluntary contributions with application forms cease without undue delay.

·         It is recommended that the school’s enrolment policy be reviewed in relation to pupils with special education needs.

·         It is recommended that a review of the school’s Code of Behaviour take place to ensure pupils’ adherence to the Code and to reflect fully the school’s ethos.

·         It is recommended that planning for and the teaching of all curriculum areas be undertaken consistently by all mainstream teachers.

·         A whole-school approach to assessment is recommended to guide planning and teaching methodologies along with the implementation of differentiated approaches to cater for pupils of all abilities.

 

Post-evaluation meetings were held with the staff and board of management where the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

 

Published February 2009

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

Area 1   Observations on the content of the inspection report     

 

We thank the Inspectors involved for their advice and helpful suggestions as to how the work of Killashee School may be developed and enhanced and for the courteous and professional manner in which they undertook 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          

 

·         Request for voluntary contributions no longer sent with application forms

·         School’s enrolment policy now amended regarding SEN’s

·         Code of Behaviour under continuous review

·         In school planning 2009 will deal with assessment within the school and the formulation of a policy of assessment

·         All school policies have a date for review added

·         Selected strand units of subject areas noted are taught by external tutors, the remaining strands are taught by class teachers