An Roinn Oideachais agus Scileanna

Department of Education and Skills

Whole School Evaluation Management, Leadership and Learning

REPORT

Golden National School Golden, Co. Tipperary Uimhir rolla: 17114J

Date of inspection: 4 March 2015

Whole-School Evaluation – Management, Leadership and Learning Report

Introduction A Whole-School Evaluation – Management, Leadership and Learning (WSE - MLL) was undertaken in Golden National School in March 2015. 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. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board. Golden National School is a co-educational, vertical primary school under the patronage of the Catholic Archbishop of Cashel and Emly. Staff include four mainstream teachers, a shared learning support-teacher and a shared resource teacher. There are currently ninety four pupils enrolled in the school. Pupils’ overall attendance levels are good. The school has strengths in the following areas:

• The pupils demonstrate a positive attitude to learning. • The staff is committed to developing individual pupil potential and to celebrating and

affirming their achievements. • Teachers demonstrate dedication to the school and to their work. • The quality of pastoral care is very good and is acknowledged as such by the

parents. • The board of management and the parents’ association are very supportive of the

work of the school. • The principal demonstrates a high level of commitment to the school and fosters an

open, affirming, inclusive learning environment. • The pupils gain particular benefit from their involvement in school musicals which are

produced and presented to a very high standard.

The following main recommendations are made:

• Teachers should explore the use of a wider range of methodologies that promotes greater involvement of pupils in their learning.

• I dteagasc na Gaeilge labhartha, moltar go gcinnteofar go bhfuil forbairt chórasach ag teacht ar an ábhar atá á mhúineadh ó rang go rang. In the teaching of spoken Irish, it is recommended that the systematic development of language content is ensured from class to class.

• Targets set for pupils with additional learning needs should, in some instances, be more specific so that planned interventions will be both acutely relevant and measurable.

• The school should extend its mechanism for consulting with parents when formulating whole-school policies.

Findings 1. The learning achievements of pupils

• The overall quality of the learning achievements of pupils is good. They demonstrate a positive attitude to learning and engage in learning activities with interest and enthusiasm. Pupils with additional learning needs show good levels of progress, including the development of self-confidence and a sense of achievement.

• The quality of pupils’ achievement in English literacy is good. A majority of pupils

achieve a good standard of reading. In response to questionnaires, most pupils stated that they think they are doing well at reading. The class novel is used to good effect in middle and in senior classes. To further develop the pupils’ learning experience in reading, an increased emphasis on the promotion of personal reading is advised. The quality of pupils’ written work is good.

• In Mathematics, most pupils demonstrate appropriate understanding of key concepts

and processes. Many pupils successfully apply their learning across the Mathematics curriculum.

• Tá caighdéan gnóthachtála na ndaltaí i nGaeilge sásúil agus i ranganna áirithe ar

chaighdeán an-mhaith. Áit ina bhfuil caighdeán gnóthachtála na ndaltaí an-mhaith, déantar forbairt ar chumas labhartha agus ar mhuinín na ndaltaí trí bhéim chórasach a leagan ar leathnú teanga agus ar struchtúr abairtí. Forbraítear cumas éisteachta na ndaltaí go córasach. Úsáidtear drámaíocht go han-éifeachtacht chun cumas na ndaltaí a fhorbairt sa teanga. The quality of pupil achievement in Irish ranges from satisfactory to very good. Where achievement is of a particularly high standard pupils’ oral competence and confidence in the use of language is developed successfully through a systematic focus on vocabulary extension and sentence structure. Their listening skills are developed systematically. Drama is used very effectively to develop pupils’ competence in the language.

• In Social Environmental and Scientific Education (SESE), pupils participate in a range

of initiatives and engage successfully in project work involving their immediate environment. Local history is very well addressed. The pupils gain particular benefit from their involvement in school musicals which are produced and presented to a very high standard.

2. Quality of teaching

• The overall quality of teaching in the school is good. Teachers engage in continuing professional development and they demonstrate dedication to the school and to their work.

• Whole-class teaching was the most frequently used methodolgy observed during the

evaluation. It is recommended that teachers explore the use of a wider range of methodologies that promotes greater involvement of pupils in their learning. The more extensive use of higher order, probing questions will help to consolidate, extend and verify what pupils know and understand, as well as challenging the more able pupils.

• D’fhéadfaí béim sa bhreis a leagadh ar úsáid na Gailege mar ghnáth theanga

cumarsáide tríd an scoil. I dteagasc na Gaeilge labhartha moltar go bhforbreorfar go córasach an t-ábhar atá le múineadh ó rang go rang. More emphasis should be put on the use of Irish as a language of natural communication, throughout the school. In the teaching of spoken irish, it is recommended that language taught be developed systematically from class to class.

• Commendable work was observed in support settings. Reading Recovery is used to

very good effect to build the capacity of pupils with literacy difficulties. The implementation of early intervention programmes such as guided reading and Literacy Lift Off, is praised. To further advance the quality of provision for pupils with additional learning needs, there is some scope for greater specificity in learning targets for individual pupils. This will ensure that planned interventions are both acutely relevant and measurable.

• Pupils’ progress is recorded using a variety of approaches including teacher-designed

tests and checklists. Results from standardised tests are tracked year-on-year. The increased use of pupil self-assessment would enhance this process further.

• Almost all parents expressed the view through questionnaire responses that teaching is good in the school and almost all pupils surveyed agreed that their teachers explained things clearly.

3. Support for pupils’ well-being

• The management of pupils is very good. The staff is committed to developing individual pupil potential and to celebrating and affirming their achievements. The school enjoys a very positive school climate. In Physical Education, team games feature strongly and very good links are forged with local sports clubs. The quality of pastoral care is also very good and is acknowledged as such by the parents.

• Through the questionnaires, almost all parents expressed the view that there is a good atmosphere in the school and that their children feel safe and well looked after. The parents’ association works diligently to support school activities and there is strong parental and community support for the work of the school.

4. Leadership and Management

• The board of management demonstrates praiseworthy commitment to the school. Board members carry out their duties diligently and they are kept informed about the pupils’ educational achievements. A useful set of administrative policies and curriculum plans have been reviewed. It is recommended that the school extend its mechanism for consulting with parents when formulating whole-school policies.

• The principal demonstrates a high level of commitment to the school and fosters an

open, affirming, inclusive learning environment. He has promoted and supported a number of initiatives which expands the range of learning experiences provided for the pupils. He maintains close communication with the board of management, the representatives of the parents’ association and with the school community. He is ably assisted by the deputy principal and by the other members of staff.

5. School Self-evaluation

• Work in school self-evaluation is progressing well. Data has been gathered and analysed and improvement plans are in place to address aspects of literacy and numeracy. Specific attention is now directed towards vocabulary development in English and problem solving in Mathematics. In order to maximise the benefit of this work, it is advised that the school identify a mechanism to evaluate the impact of agreed initiatives on pupil learning.

Conclusion

The school demonstrates good capacity to continuously improve, to further develop its practices and to implement recommendations. Published May 2015