An Roinn Oideachais agus Scileanna

Department of Education and Skills

Whole School Evaluation

Management, Leadership and Learning

REPORT

Ainm na scoile /

School name Scoil Náisiúnta Colmáin

Seoladh na scoile /

School address

Conahy

Jenkinstown

Co Kilkenny

Uimhir rolla /

Roll number 17200C

Date of Evaluation: 21-09-2016

WHAT IS A WHOLE-SCHOOL EVALUATION: MANAGEMENT, LEADERSHIP AND LEARNING?

Whole-School Evaluations – Management, Leadership and Learning report on the quality of teaching

and learning and on the quality of management and leadership in a school. They affirm good practice

and make recommendations, where appropriate, to aid the further development of the educational

provision in the school.

HOW TO READ THIS REPORT

During this inspection, the inspector(s) evaluated and reported under the following headings or areas

of enquiry:

1. Teaching and learning

2. Support for pupils’ wellbeing

3. School leadership and management

Inspectors describe the quality of each of these areas using the Inspectorate’s quality continuum

which is shown on the final page of this report. The quality continuum provides examples of the

language used by inspectors when evaluating and describing the quality of the school’s provision in

each area.

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.

Whole-School Evaluation – Management, Leadership and Learning Report

INSPECTION ACTIVITIES DURING THIS INSPECTION

Dates of inspection 21-09-2016

Inspection activities undertaken

Meeting with principal and special duties post holder

Meeting with representative of the board of management

Meeting with parent representatives

Meeting with teachers

Review of relevant documents

Analysis of parent, pupil and teacher questionnaires

Observation of teaching and learning

Examination of pupils’ work

Interaction with pupils

Feedback to management team and teachers, and to parent and board of management representatives

SCHOOL CONTEXT

A Whole-School Evaluation – Management, Leadership and Learning (WSE-MLL) was undertaken in SN Colmáin, Conahy in September 2016. This report is based on a selection of lessons observed in a range of learning settings in the school, interaction with pupils and 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.

SN Colmáin is a vertical, co-educational primary school under the patronage of the Catholic Diocese

of Ossory. The overall attendance level of the twenty-five pupils enrolled is very good.

SUMMARY OF MAIN FINDINGS AND RECOMMENDATIONS:

FINDINGS

The learning achievements of pupils, including pupils with special and additional learning needs, are of a good quality overall; there is scope to develop pupil achievement in Irish.

There are some good examples of the use of assessment information to guide differentiated programmes of learning to accommodate the full range of pupil abilities; there is a need to extend this practice further.

Overall, the quality of teaching is of a good standard, with very effective practice observed in some settings; good examples of activity-based learning were evident in some lessons, in others there was an over reliance on teacher-directed learning.

Support for pupils’ well-being is of a high quality and a number of initiatives are implemented to promote friendship and pupils’ well-being in school.

Highly commendable work in Music theory and composition was observed during the evaluation and attractive exhibits of pupils’ work across a wide range of media in the Visual Arts are on display

Leadership and management in the school are highly commended; the principal leads and manages the work of the school very effectively, promoting a culture of teamwork, collaborative review and positive working relationships.

RECOMMENDATIONS

Chun cumas agus muinín na ndaltaí a fhorbairt, moltar scileanna labharta, léitheoireachta agus scríbhneoireachta na ndaltaí a fhorbairt go céimniúil ar bhonn uile-scoile. In order to improve the pupils’ competence and confidence in Irish, it is recommended that pupils’ speaking, reading and writing skills be developed incrementally on a whole-school basis.

To ensure that pupils are adequately challenged in their learning, greater use should be made of differentiated teaching and learning in all settings.

Teachers should ensure an appropriate balance between teacher input and the facilitation of the pupils’ independent and higher order learning skills, and their engagement levels.

DETAILED FINDINGS AND RECOMMENDATIONS

1. THE LEARNING ACHIEVEMENTS OF PUPILS

The learning achievements of pupils, including pupils with special and additional learning needs, are of a good quality overall. Most pupils engage in the range of learning opportunities provided with interest and enthusiasm.

Pupil achievement levels in English are good, with some pupils achieving very good reading levels. In the questionnaire responses, a majority of pupils state that they think they are doing well at reading. Many pupils show a high level of creative flair in their personal writing and the recent prioritisation of free writing as part of the improvement of their genre writing skills is praised. An increased emphasis on developing the pupils’ grammatical skills in the context of the writing process will advance pupils’ writing skills.

Pupils’ achievement levels in numeracy are good, with some pupils achieving at very high levels. As part of the school’s planned focus on numeracy, an improvement in the pupils’ abilities in fractions and their use of mathematical language has been identified by the school staff as a priority. In their questionnaire responses, a majority of pupils indicate that they are doing well at Maths.

Tá scóip ann chun gnóthachtáil na ndaltaí i nGaeilge a fhórbairt. Cé go bhfuil caighdeán sásúil tuisceana bainte amach ag cuid de na daltaí sa teanga, labhraíonn agus léann roinnt mhaith eile díobh gan muinín. Is maith an rud é go bhfuil an Ghaeilge roghnaithe mar an triú réimse fócais d’fhéinmheastóireacht scoile. Chun cumas agus muinín na ndaltaí a fhorbairt a thuilleadh, moltar scileanna labharta, léitheoireachta agus scríbhneoireachta na ndaltaí a fhorbairt go céimniúil ar bhonn uile-scoile. There is scope to develop pupils’ achievement in Irish. While some pupils have a satisfactory level of understanding of the language, many speak and read with a lack of confidence. The selection of Irish as the third area of focus for school self-evaluation is welcomed. In order to improve the pupils’ competence and confidence, it is recommended that pupils’ speaking, reading and their writing skills be developed incrementally on a whole-school basis.

Pupils experience a broad and balanced programme of learning, including a variety of co-curricular activities. Pupils’ engagement in the Visual Arts is praised and attractive exhibits of

their work across a wide range of media are in evidence. Highly commendable work in Music theory and composition was observed during the evaluation.

In recent years, the pupils’ use of information and communication technology to support their learning has been substantially developed. The school has received a Digital School of Distinction Award.

2. QUALITY OF TEACHING

Overall, the quality of teaching in mainstream and special educational needs settings is of a good standard, with very effective practice observed in some settings. Teachers have embraced a wide range of new teaching and learning initiatives. Where practice is most effective there is an explicit focus on the teaching of specific skills and the provision of engaging, collaborative learning experiences for pupils. In these lessons, the regular and effective consolidation of learning is strongly in evidence. However, in some lessons there is an over reliance on teacher-directed learning. Teachers should ensure an appropriate balance between teacher input and the facilitation of the pupils’ independent and higher order learning skills, and their engagement levels.

Assessment is a feature of practice in all classes. In some learning settings, assessment information is being used well to guide differentiated programmes of learning in order to accommodate the full range of pupil abilities. To ensure that pupils are adequately challenged in their learning, greater use should be made of differentiated teaching and learning practices in all settings. As part of this process, the further use of assessment practices to track individual pupil progress, inform programmes of learning and provide formative feedback to pupils should be prioritised.

Pupils experience a school environment that very actively encourages physical activity through structured lessons in Physical Education and the promotion of team games and healthy lifestyle choices. The introduction of Aistear: the Early Childhood Curriculum Framework in the infant classes is a positive development for pupils’ learning. The recent increase in Mathematics and in information and communications technology resources are welcomed. In their questionnaire responses, most parents indicate that their child is doing well and almost all parents indicate that teaching is good in the school.

3. SUPPORT FOR PUPILS’ WELL-BEING

The staff’s understanding of pupils’ strengths and needs ensures that the school provides high quality care and support for pupils’ well-being. The pupils generally are well behaved, friendly, confident and courteous. The school is commended for the range of programmes in place to encourage the pupils’ participation in age-appropriate decision making and their ability to respectfully engage with the views and opinions of others. Such initiatives include the Amber Flag, the student council and the Green Schools committees. The pupil questionnaire responses indicate that there is potential to progress these initiatives further.

Support for pupils with additional and special educational learning needs is provided in both in-class and withdrawal settings. This support is well structured and provided in a warm, affirming and engaging manner. Individualised learning programmes are drawn up in consultation with class teachers and parents. In some instances, there is potential to set more specific targets for pupils’ learning achievements.

The quality of home-school communication is very good. The school plays an important role in the local community. Parents are highly supportive of a wide range of school events including sporting involvements, sacramental preparation and community celebrations. The school encourages parents to actively support their children’s learning, through parent information evenings and the provision of information booklets. In the questionnaire responses, most parents indicate that they feel welcome and that there is a good atmosphere in the school.

4. LEADERSHIP AND MANAGEMENT

Leadership and management in the school is highly commended. The board of management is very supportive of the work of the school. The board, together with the principal, develop and implement effective systems of communication that enable all members of the school community to play their part in the smooth running of the school. The issuing of an annual report on the work of the board to the school community and the recent development of the school building and grounds are commended.

The principal leads and manages the work of the school very effectively. She promotes a culture of teamwork and positive working relationships among staff in an affirming and developmental manner. She has ensured that significant progress has been made in updating the whole-school planning process and facilitates the implementation of new teaching approaches to improve pupil learning. The in-school management team is made up of the principal and special duties teacher. The team, together with the staff, promote a culture of collaborate review of teaching and learning and take responsibility for a range of duties which are carried out diligently.

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.

5. SCHOOL SELF-EVALUATION

The school has commenced the process of school self-evaluation (SSE) and priorities for development have been identified in literacy and numeracy. An SSE report and school improvement plans in literacy and numeracy have been compiled. In order to secure ongoing school self-improvement, it is recommended that the team further develop collaborative review opportunities. In so doing, they should prioritise ongoing monitoring of the implementation of agreed actions in order to ensure that they are achieving the intended improvements in learning outcomes.

Conclusion

The capacity of the school to implement the recommendations and to engage in school

improvement is very good.

Appendix

SCHOOL RESPONSE TO THE REPORT

Submitted by the Board of Management

Part A Observations on the content of the inspection report

The Board of Management of Conahy N.S. is delighted with this very positive report. The report

affirms the excellent work being carried out by a highly committed staff and a very effective Board of

Management. The report recognises the high level of support and care for the well-being of all pupils

by the teachers in the school. It indicates that parents feel they are welcome here and there is a

warm atmosphere in the school. The report clearly identifies that pupils experience a broad and

balanced programme of learning, including a variety of co-curricular activities. This very much fits in

with the school’s holistic ethos toward pupil development. We are very pleased that the new

initiatives and progress in the areas of literacy and numeracy have been identified as commendable

and that the school improvement plans in these areas are working effectively.

In particular the board appreciates recognition of the following:

“Support for pupils’ well-being is of a high-quality…”

“Pupils engage in the range of learning opportunities provided with interest and

enthusiasm.”

“Leadership and management in the school are highly commended…”

“Pupils experience a broad and balanced programme of learning, including a variety of co-

curricular activities.” where “Highly commendable work in music theory was observed… and

attractive displays by pupils” were observed.

“Almost all parents indicate that teaching is good in the school” and “They feel welcome”

“The staff’s understanding of pupils’ strengths and needs ensures that the school provides a

high quality care and support for pupils’ well-being.”

There is a “culture of teamwork and positive working relationships among staff in an

affirming and developmental manner”

Part B Follow-up actions planned or undertaken since the completion of the inspection

activity to implement the findings and recommendations of the inspection.

As stated in the WSE-MLL report, the staff of Conahy N.S. – St Colman’s “Promote a culture of

collaborative review of teaching and learning and take responsibility for a range of duties which

are carried out diligently.” Since the evaluation, teaching staff have received training in the New

Language Curriculum and a review of our whole school plan for Gaeilge is taking place. A review of

differentiated teaching and learning will take place, and further CPD in this area is envisaged.

THE INSPECTORATE’S QUALITY CONTINUUM

Inspectors describe the quality of provision in the school using the Inspectorate’s quality continuum

which is shown below. The quality continuum provides examples of the language used by inspectors

when evaluating and describing the quality the school’s provision of each area.

Level Description Example of descriptive terms

Very Good

Very good applies where the quality of the areas evaluated is of a very high standard. The very few areas for improvement that exist do not significantly impact on the overall quality of provision. For some schools in this category the quality of what is evaluated is outstanding and provides an example for other schools of exceptionally high standards of provision.

Very good; of a very high quality; very effective practice; highly commendable; very successful; few areas for improvement; notable; of a very high standard. Excellent; outstanding; exceptionally high standard, with very significant strengths; exemplary

Good

Good applies where the strengths in the areas evaluated clearly outweigh the areas in need of improvement. The areas requiring improvement impact on the quality of pupils’ learning. The school needs to build on its strengths and take action to address the areas identified as requiring improvement in order to achieve a very good standard.

Good; good quality; valuable; effective practice; competent; useful; commendable; good standard; some areas for improvement

Satisfactory

Satisfactory applies where the quality of provision is adequate. The strengths in what is being evaluated just outweigh the shortcomings. While the shortcomings do not have a significant negative impact they constrain the quality of the learning experiences and should be addressed in order to achieve a better standard.

Satisfactory; adequate; appropriate provision although some possibilities for improvement exist; acceptable level of quality; improvement needed in some areas

Fair

Fair applies where, although there are some strengths in the areas evaluated, deficiencies or shortcomings that outweigh those strengths also exist. The school will have to address certain deficiencies without delay in order to ensure that provision is satisfactory or better.

Fair; evident weaknesses that are impacting on pupils’ learning; less than satisfactory; experiencing difficulty; must improve in specified areas; action required to improve

Weak

Weak applies where there are serious deficiencies in the areas evaluated. Immediate and coordinated whole-school action is required to address the areas of concern. In some cases, the intervention of other agencies may be required to support improvements.

Weak; unsatisfactory; insufficient; ineffective; poor; requiring significant change, development or improvement; experiencing significant difficulties;

Published Feb 2017