An Roinn Oideachais agus Scileanna

Department of Education and Skills

Whole School Evaluation

Management, Leadership and Learning

REPORT

Ainm na scoile /

School name Kilnaleck Mixed National School

Seoladh na scoile /

School address

Kilnaleck

County Cavan

Uimhir rolla /

Roll number 01356U

Date of Evaluation: 19-10-2016

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

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 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 19-10-2016

Inspection activities undertaken

Meeting with principal and deputy principal

Meeting with representatives 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 senior management team and teachers, and to parent and board of management representatives

SCHOOL CONTEXT

The school operates under the patronage of the Catholic Bishop of Kilmore. There are seventy-five

pupils enrolled; English is an additional language (EAL) for a significant minority. While the

attendance of most pupils is good, the attendance of a small number gives cause for concern.

SUMMARY OF MAIN FINDINGS AND RECOMMENDATIONS:

FINDINGS

Teaching and learning are of good quality with an excellent standard of Irish achieved in senior classes; there is scope to develop pupils’ skills in Science and History.

Teachers willingly share their expertise and are to be highly commended for their creation of attractive and stimulating learning environments.

Provision for pupils with special educational needs is good overall; improvement is needed in some individual education plans (IEPs) with regard to target-setting.

While in-class interventions in Mathematics are implemented to good effect, greater use could be made of assessment data to underpin planning and provision for differentiation.

Support for pupils’ well-being is good; a positive learning atmosphere exists and teachers’ regularly affirm pupils’ efforts and achievements.

School leadership and management are good; there is potential to improve channels of communication between the board of management and the school community.

RECOMMENDATIONS

Teachers should make greater use of the school’s extensive range of assessment data to further inform planning and provision for differentiation during interventions in Mathematics.

Targets in IEPs should be specific and measurable, and informed more explicitly by assessments and recommendations from professional reports.

Teachers should adopt a greater balance between knowledge and skills during Science and History lessons, while providing additional opportunities for collaborative learning.

An agreed report should be drawn up by the board at the conclusion of each board meeting and shared with the relevant partners.

DETAILED FINDINGS AND RECOMMENDATIONS

1. THE LEARNING ACHIEVEMENTS OF PUPILS

The overall learning achievements of pupils, including pupils with special educational needs,

are of good quality. In the Inspectorate questionnaires, most pupils agreed that they enjoy

their lessons and learning; all parents agreed that their child enjoys school and is progressing

in reading and in Mathematics.

Most pupils attain very good standards in English reading. A whole-school approach to the

use of novels would further enhance pupils’ reading experiences. Pupils write well in a wide

variety of genres; their written work is presented to a high standard. Many pupils are

confident and articulate communicators; pupils with EAL are making commendable progress

in their language learning. There is scope to further develop infant pupils’ speaker/listener

relationships. Overall, there is need to develop pupils’ appreciation of, and exposure to a

wider repertoire of poetry.

Tá an caighdéan sa Ghaeilge ar fheabhas ag formhór na ndaltaí sna hardranganna. Bíonn na daltaí in ann labhairt go leanúnach faoi théamaí éagsúla. Cé go labhraíonn tromlach na ndaltaí go cuí i ranganna eile, tá scóip ann chun eiseamláirí teanga a idirdhealú do na daltaí is ábalta. Tá caighdeán na scríbhneoireachta inmholta. An excellent standard of Irish has been achieved by a majority of pupils in the senior classes. The pupils are able to speak continuously about different themes. While the majority of pupils speak appropriately in other classes, there is scope to further differentiate language structures for the more able pupils. The standard of writing is praiseworthy.

Learning in Mathematics is good. Pupils demonstrate a competent understanding of key concepts. The systematic development of mental maths strategies is impacting positively on pupils’ mathematical thinking. While in-class interventions are implemented to good effect, it is recommended that teachers make greater use of the school’s extensive range of assessment data to further inform planning and provision for differentiation.

2. QUALITY OF TEACHING

The overall quality of teaching in the school is good with some very good lessons observed. Teachers willingly share their expertise and work together to devise learning opportunities for pupils. They are to be highly commended for their creation of attractive and stimulating learning environments.

Teachers have developed pupils’ knowledge of the local area to a high standard and valuable project work is undertaken. There is scope to further develop pupils’ scientific skills and their ability to work as historians. It is recommended that teachers adopt a greater balance between knowledge and skill development during Science and History lessons, providing additional opportunities for pupils to work collaboratively.

Teaching in support settings is effective. Interactions with pupils are focused and affirming. Targets in IEPs should be specific and measurable, and informed more explicitly by assessments and recommendations from professional reports.

Approaches to play-based learning are appropriate. Suitable emphasis is placed on pupils’

interest in learning and sustaining their involvement in activities. Additional opportunities

for pupils to reflect upon and discuss their learning are advised.

There is a satisfactory range of assessment practices in all settings. The use of additional

diagnostic testing is recommended in support settings. Pupils’ self-assessment should be

targeted as an area for further development.

A whole-school approach to teachers’ short-term planning exists. To complement this good

practice, greater attention should be given to skill development and provision for

differentiation in Mathematics and English.

The overall quality of school planning is satisfactory. An appropriate range of organisational

policies is available. While curricular plans are in place for all subjects, they do not inform

teachers’ planning and practice adequately. It is recommended that whole-school

curriculum plans be further contextualised to the school, and content be delineated to

better inform teachers’ practice.

3. SUPPORT FOR PUPILS’ WELL-BEING

Support for pupils’ well-being is good. Teachers manage their classrooms with competence.

A positive learning atmosphere exists in the school and teachers regularly affirm the pupils’

efforts and achievements.

Pupils have opportunities to engage in co-curricular and extra-curricular learning which

promotes well-being, healthy lifestyles and the development of pupils’ citizenship skills.

Lessons from the Stay Safe programme are taught by teachers; school policy should now

clarify the timing for the delivery of this programme.

In Inspectorate questionnaires, all parents agreed that their child feels safe and well looked

after in school. A small number did not agree that they have been informed of the schools’

anti-bullying policy and relationships and sexuality education policy; this should be explored

further at school level.

4. LEADERSHIP AND MANAGEMENT

The overall quality of leadership and management is good. The board of management has worked hard to develop and implement systems to promote professional responsibility and accountability. The board works conscientiously to foster a positive school climate and strives to build links with the local community.

The principal and the deputy principal work diligently and they carry out their duties with competence. Specific curricular duties should now be delineated to support the development of curricular leadership.

In Inspectorate questionnaires, almost all parents agreed that the school is well run. A significant minority did not agree that the board reports to parents on the work of the school. An agreed report should be drawn up by the board at the conclusion of each board meeting and shared with the relevant partners as specified in the Governance Manual for Primary Schools 2015-2019.

Strategies to improve the attendance of a small number of pupils, who are frequently absent, should be prioritised. Closer adherence to Circulars 0028/2013 and 0033/2015 is recommended to support teachers in the implementation of requirements relating to the maintenance of roll books.

The parents’ association provides good support. There is potential to enhance parental involvement in policy development and to extend strategies for the integration of parents with EAL. It is advised that the board develop a school policy on interculturalism.

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

Progress made as a result of engagement in the school self-evaluation process is good.

Worthwhile plans have been put in place in English and Mathematics and these are

impacting successfully on learner outcomes. Appropriate consultation, involvement and

communication have been implemented throughout the process.

CONCLUSION

The school’s capacity for further improvement is good.

Appendix

School response to the report

Submitted by the Board of Management

Part A: Observations on the content of the inspection report

Tá Bord na scoile thar a bheith sásta go n-aithníonn an tuairisc dea-oibre na scoile, an caighdeán ard

Ghaeilge atá sa scoil san áireamh.

The B.O.M. of Kilnaleck N.S. welcomes the report we received following our WSE-MLL.

We welcome the positivity of the report and the affirmation of the teaching standards implemented,

which foster teaching and learning in a happy and safe environment.

We are pleased with the recognition of the achievements of the school and the acknowledgement of

efforts by the whole school community.

We appreciate the recognition of the high levels of satisfaction expressed by the parents and the

pupils with the school.

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

to implement the findings and recommendations of the inspection

We are looking in greater detail at our standardised test results to further inform our teaching and differentiation in Mathematics.

We have contacted the SESS to arrange school support in target setting for our IEPs, to ensure our future IEPs are more specific and measurable. We will use assessments and recommendations from professional reports to inform our planning of such and to make certain that they are SMART.

We are looking in fine detail at the content of our Plean Scoile in History and Science, to develop and contextualise it specifically to our school so that continuity and progression is in place. We will utilise Heritage.ie and Discover Primary Science to further develop children’s skills in these areas.

At every Board of Management meeting we will conclude with an agreed report as to what is to be shared with the school community. We will send an annual report from the B.O.M.

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. Overall, learners have access to a basic level of provision. 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 Nov 2016