An Roinn Oideachais agus Scileanna

Department of Education and Skills

Curriculum Evaluation

Language and Communication

REPORT

Ainm na scoile /

School name Rosedale School

Seoladh na scoile /

School address

Woodlands Centre

Renmore

Galway

Uimhir rolla /

Roll number 20070J

Date of Evaluation: 15-06-2017

WHAT IS A CURRICULUM EVALUATION?

Curriculum Evaluations report on the quality of teaching and learning in specific subjects of the

Primary School Curriculum (1999). They affirm good practice and make recommendations, where

appropriate, to aid the further development of the subject in the school.

HOW TO READ THIS REPORT

During this inspection, the inspector evaluated learning and teaching in Language and

Communication under the following headings:

1. Quality of pupils’ learning 2. Supporting pupils’ learning through learning experiences and teachers’ practice 3. The effectiveness of school planning, including SSE, in progressing pupils’ learning

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.

Curriculum Evaluation

INSPECTION ACTIVITIES DURING THIS INSPECTION

Date of inspection 15-06-2017

Inspection activities undertaken

Discussion with principal and teachers

Review of relevant documents

Observation of teaching and learning

Examination of pupils’ work

Interaction with pupils

Feedback to principal and teachers

SCHOOL CONTEXT

An evaluation of Language and Communication was undertaken in Rosedale Special School in June 2017. The school operates under the patronage of the Catholic Bishop of Galway and the trusteeship of the Brothers of Charity. The school caters for pupils of primary and post primary age with a diagnosis of severe or profound learning disabilities. Some pupils also have a diagnosis of an autism specific disorder (ASD). The school has two early intervention classes for autism. The majority of the sixty-eight pupils travel to school from a wide catchment area and avail of the DES school transport service. The school has an administrative principal, twelve teachers and thirty-five special-needs assistants (SNAs). Support services include nurse educators, speech and language therapy, occupational therapy, psychology and physiotherapy. The school is situated on a large campus and extends across a number of buildings and prefabs.

SUMMARY OF MAIN FINDINGS AND RECOMMENDATIONS:

FINDINGS

Very high quality learning experiences are provided for pupils. Provision for pupils occurs in a respectful and learner-centred manner.

The overall quality of pupils’ learning in Language and Communication is very good. There is no certification for pupils of post-primary age.

Across the school, a very good emphasis is afforded to the promotion of the pupils’ capacity to make choices and to the development of daily living and independence skills.

Teachers’ practice is very effective. A collaborative multidisciplinary approach has been developed to support integrated approaches towards addressing the education and health-related needs of the pupils in almost all settings.

A very good standard of planning is evident in the classrooms. The school has successfully engaged with the school self-evaluation (SSE) process.

There is a need to review the process and the framework for the development of individual education plans (IEPs).

RECOMMENDATIONS

A system of certification, at the appropriate levels for individual pupils, should be considered

and introduced.

The IEP process should be conducted annually.

The allocation of teaching and learning duties in the early intervention classes needs to be reviewed.

DETAILED FINDINGS AND RECOMMENDATIONS

1. THE QUALITY OF PUPILS’ LEARNING

The overall quality of pupils’ learning in Language and Communication is very good. In most settings, high levels of pupil motivation, engagement and participation were observed across the school. Opportunities for language development and communication are exploited through the use of news sessions, circle-time, sensory stories, use of puppetry, music activities and cross-curricular projects. Very good use is made of concrete and visual materials to enhance learning, many of which have been designed by the staff. A high level of sensory stimuli was used in the observed lessons. Pupils are supported to smell, touch and manipulate materials that are connected to lesson objectives.

The use of assistive technology is appropriately used for a number of pupils. Exemplary provision was

observed where pupils were assisted to attend to tasks and adults allowed sufficient time for pupils

to respond and to make choices. Records of work, such as photo-books and scrap-books provide very

clear evidence of learning opportunities provided for pupils. Across the school, a very good emphasis

is given to the promotion of the pupils’ capacity to make choices and to the development of daily living

and independence skills. Consideration should now be given to the introduction of a nationally

recognised system of certification at the appropriate levels, for individual pupils of post-primary age.

2. SUPPORTING PUPILS’ LEARNING: LEARNING EXPERIENCES AND TEACHERS’ PRACTICE

Very high quality learning experiences are provided for pupils. The staff provides a secure and supportive environment for pupils, where they are enabled to participate in a wide range of learning activities. The staff makes good use of the available school accommodation despite its limitations. The classrooms are equipped with a range of useful teaching aids and resources. Well-ordered learning environments are maintained. Provision for pupils occurs in a respectful and learner-centred manner. A wide range of activities and approaches is employed and provides pupils with positive and enriching learning experiences. Opportunities are taken to reinforce other curriculum areas through Language and Communication lessons.

Teachers’ practice is very effective. It is evident that the staff is committed and capable. They demonstrate caring and supportive awareness of the needs of the pupils. A collaborative multidisciplinary approach has been developed to support integrated approaches towards addressing the education and health-related needs of the pupils in almost all settings. There is a commendable level of co-operation in classrooms in relation to the management, care and support of pupils. It is recommended that a similar collaborative approach be adopted in the early intervention classes, thus ensuring that class teachers have responsibility for the full class group.

A variety of teaching approaches, involving individual and group work, and the effective use of resources was in evidence. Staff conscientiously attend to the promotion of the pupils’ receptive and expressive language skills. Language activities are based on the needs and interests of the pupils. Pupils who have no oral ability are assisted to make contributions using devices such as Big-Mac switches. The picture exchange communication system (PECS) is used to support the acquisition of communication skills. Where appropriate, objects of reference are combined with pictures and oral language to explain daily routines. There is a need to adopt a whole-school approach to objects of reference. There is exemplary use of LÁMH signs by all staff to enhance the understanding of pupils. A particular noteworthy feature is the LÁMH sign of the day. Visual timetables and schedules are used very effectively and individualised pupil work-stations and autism specific approaches such as TEACCH

are employed. In some classes, information and communications technology (ICT) is used to very good effect to motivate pupils to develop early literacy skills.

Individual education plans (IEPs) are in place for pupils. A commendable system of multidisciplinary meetings for individual pupils in consultation with parents has been established. However, there is a need to review the process and the framework for the development of IEPs. It is recommended that the IEP process be conducted annually. Teachers are conscious of the importance of assessing, recording and monitoring the pupils’ progress. Their progress is tracked in relation to their identified priority learning goals. Records of progress are maintained. Concurrent recording is conducted which takes note of the extent of pupils’ participation in activities and the level of assistance provided to pupils in carrying out daily tasks. This is very effective practice.

3. THE EFFECTIVENESS OF SCHOOL PLANNING, INCLUDING SSE, IN PROGRESSING PUPILS’ LEARNING

A very good standard of planning and preparation was in evidence in classrooms. The National Council for Curriculum and Assessment (NCCA) Guidelines for Teachers of Pupils with General Learning Disabilities are usefully employed in most settings to support teaching and learning. Teachers prepare long and short-term plans which delineate in a clear manner the content to be covered.

A whole school plan exists for Language and Communication. The plan, however, does not provide adequate guidance and it fails to capture the many high quality practices evident in individual classrooms. The plan should be reviewed with a consideration towards recording whole-school approaches to teaching and learning in Language and Communication. The school has successfully engaged with the school self-evaluation (SSE) process. Targets in the area

of Communication and Language have been established. A structured, consistent school-wide

approach to the standardisation of pictures has been developed. Teachers are commended for their

classroom practice in relation to implementing these targets.

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 Rosedale School welcomes the very positive curriculum evaluation

report and its acknowledgement of the very high quality of learning experiences that are provided for

the pupils. The board is delighted with the acknowledgement of the staff level of commitment to the

pupils and their awareness and understanding of the needs of the pupils. School staff are continuously

exploring new activities and approaches to ensure positive and enriching learning experiences for the

pupils. Acknowledgement of innovative teaching practice across the school is also very welcome.

Taking on board the recommendations of the report, the school will continue to develop each pupil’s

learning at this high level.

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

implement the findings and recommendations of the inspection.

The school welcomes the recommendations outlined in the report and this will provide a framework

to further support and develop planning for each pupil. A variety of approaches are implemented and

adapted throughout the school for the purpose of assessing, monitoring and recording each pupil’s

progress. As part of the school improvement plan, the school has looked at systems of certification

that would be appropriate to the needs of the pupils. Some staff have attended ASDAN training and

have also looked at the priority learning units as part of the revised Junior Cert cycle. As this

component is just being trialled in a small number of schools from September 2017, the school intends

to trial the ASDAN certification in the coming year with pupils in the senior part of the school who are

due to graduate this coming year. The priority learning unit which is part of the Junior Cert cycle will

be explored when it is made available to more schools.

The Board is pleased that the report acknowledges the system of multidisciplinary meetings in place.

In line with recommendations the school will ensure that the IEPs, which are in place for all pupils will

be reviewed on a yearly basis going forward.

The level of co-operation in classrooms in relation to the education, care and support of pupils, that

is commended in the report, as a collaborative approach to the educational needs of the pupils, is to

be extended to the early intervention classes. Meetings have been held with the teams involved to

establish this practice in the early intervention classes.

In light of the report, a whole school approach to objects of reference is being extended and also a

whole school approach to “colour of the day/week”, “smell of the day/week” etc. These will be used

across all classrooms to support and enhance pupils’ understanding. A review of the whole school plan

for language and communication will be undertaken and will include approaches to teaching and

learning that are being used across the school and currently not reflected in the plan.

Published September 2017 / Foilsithe Meán Fómhair 2017

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;