An Roinn Oideachais agus Scileanna Department of Education and Skills Whole School Evaluation Management, Leadership and Learning REPORT St. Colman’s National School Ballindaggin, Enniscorthy Co. Wexford Uimhir rolla: 15962T Date of inspection: 21 May 2013 1 Introduction A Whole-School Evaluation - Management, Leadership and Learning (WSE-MLL) was undertaken in St. Colman’s National School in May 2013. This report is based on a selection of lessons observed in a range of learning settings in the school, interaction with the pupils and a review of their work, meetings with the principal and with board and parent representatives, completed parent and pupil questionnaires and a selection of school documents. There are 127 pupils enrolled currently. The attendance of most pupils is very good. The pupils enjoy successful participation in a range of co-curricular and extra-curricular activities. The board of management 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. The school has strengths in the following areas: • • • • • • The pupils experience their learning in an inclusive, encouraging and affirming environment. The overall learning achievements of pupils are good and pupils are provided with well-designed opportunities to work collaboratively. The overall quality of teaching is good, with particularly effective practice in evidence in a number of classrooms. The teachers and staff demonstrate a keen understanding of individual pupils, and support for pupil wellbeing is of a very high quality. The principal leads and manages the school effectively and is highly successful in creating a climate of care and collegiality. The board of management and parents’ council are very committed to the school. The following recommendations are made: • • In order to progress oral skills in both English and Irish, teachers should ensure a consistent focus on developing the pupils’ oral competence and confidence. In providing for pupils with additional learning needs, it is recommended that learning targets are specified and assessed more clearly and that models of in-class support are reviewed and developed further. Findings 1. The learning achievements of pupils • The overall learning achievements of pupils are good. Pupils demonstrate a positive attitude to learning and engage in the range of activities provided with interest and enthusiasm. Good levels of progress are in evidence. Pupils with additional learning needs also record good progress. • In the main, the quality of pupil achievement in literacy is commended. In order to progress oral skills in both English and Irish, the teachers should ensure a consistent focus on developing the pupils’ oral competence and confidence. Achievement in numeracy is of a high standard. The implementation of school-wide initiatives to improve outcomes in English writing and mathematical problem-solving is praised. In questionnaires administered during the evaluation, most pupils expressed the view that they think they are doing well at reading with almost all indicating that they think they are doing well at Mathematics. • The pupils experience a broad, balanced curriculum and their abilities and interests are nurtured successfully across all subject areas. Particularly noteworthy learning achievements are in evidence in Social, Environmental and Scientific Education and in the performing arts. 2 2. Quality of teaching • The overall quality of teaching is good, with particularly effective practice observed in a number of classrooms. The teachers use a wide variety of suitable teaching approaches and are commended for providing regular, well-designed opportunities for the pupils to work collaboratively. The purpose of lessons is communicated clearly and new content, which builds on prior learning, is presented successfully. Almost all pupils surveyed said that their teacher explains things clearly to them. • During the evaluation, many fine examples of differentiated teaching were observed in response to the range of pupil ability levels. In providing for pupils with additional learning needs, it is recommended that learning targets are specified and assessed more clearly and that models of in-class support are reviewed and developed further. • In the questionnaires, almost all parents indicated that they are happy with teaching in the school and feel that their child is doing well. 3. Support for pupils’ wellbeing • The pupils experience an inclusive, encouraging and affirming learning environment and support for their wellbeing is of a very high quality. The teachers and staff demonstrate a keen understanding of individual pupils and manage their pastoral needs very effectively. In the questionnaires, almost all pupils reported that they get on well with the other children, that they can talk to a teacher if they are upset about something at school and that they consider their school to be a good school. The pupils make an important contribution to the life of the school by participating in relevant decision-making, including the Green Schools committee and the student council. • School management and teachers have actively promoted, and continue to encourage, high quality relationships with parents and the wider community through regular communication, class meetings and formal and informal parent-teacher meetings. The parents’ council successfully supports the work and initiatives of the school and is highly committed to its development. • Confirmation was provided that the board of management has formally adopted the Child Protection Procedures for Primary and Post-Primary Schools without modification and that the school is compliant with the requirements of the Child Protection Procedures for Primary and Post-Primary Schools. 4. Leadership and Management • The principal leads and manages the school effectively. He is highly successful in creating a climate of care and promoting a culture of team work and collaborative decision-making. He provides valuable curriculum leadership and facilitates the implementation of new teaching approaches. He is ably supported by the members of the in-school management (ISM) team who carry out their duties diligently. The ISM team makes an important contribution to the ongoing development of the school and is successful in progressing school priorities in cooperation with other staff members. • The board of management is highly committed to the school and has overseen considerable improvements to the school building. Strong partnership and cooperation exists between the board, the parents’ council, the principal and staff. 5. School Self-evaluation • School self-evaluation (SSE) is of a good quality. The principal actively promotes SSE to improve learning outcomes for pupils and encourages reflective practice by teachers. Analysis of pupil achievement has been used successfully to identify and advance literacy and numeracy priorities. The principal’s articulated intention to review and consolidate the school’s approaches to the assessment of pupil progress is welcomed. • The school is now well positioned to formulate a school self-evaluation report and provide a summary of this report and its improvement plans to the school community. The development of teacher expertise in particular curriculum areas and teachers’ participation in continuing professional development contribute very positively to the effectiveness of SSE activity. 3 Conclusion The school’s capacity to develop further is very good. Issued January 2014 4 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 St Colman’s National School, Ballindaggin wishes to acknowledge the professionalism, courtesy and advice of the inspectors during our recent Whole School Evaluation. We welcome the positivity of the report and the affirmation of good practices in our school especially in the areas of learning, teaching and support for the children’s wellbeing. The Board also appreciates the recognition of the effective management of the school by the Board and In-school Management Team and the strong partnership of cooperation which exists with parents, staff and principal. 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 teaching staff has assessed and reviewed our models of in-class support and is implementing a broader range of support methods including co-operative, lead and support, parallel and station teaching to meet the needs of our pupils. The approach to the development of oral language skills in English is currently being reviewed and will be prioritised during this school year in an effort to further develop the pupils’ oral competence and confidence. Déanfaimid an rud céanna leis an nGaeilge í rith na bliana. Targets for pupils with additional needs have been reviewed, made more specific, measurable and attainable and will be continually re-evaluated. 5