An Roinn Oideachais agus Scileanna

Department of Education and Skills

Whole School Evaluation

Management, Leadership and Learning

REPORT

Ainm na scoile /

School name Chapelizod N S

Seoladh na scoile /

School address

Chapelizod

Dublin 20

Uimhir rolla /

Roll number 10653E

Date of Evaluation: 22-09-2016

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 subject 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 accepts the report as the final inspection report available for publication and wished to

respond formally to the report. The Board agrees that the response submitted will be included as an

appendix to the published report. The board’s response is submitted below.

Whole-School Evaluation – Management, Leadership and Learning Report

INSPECTION ACTIVITIES DURING THIS INSPECTION

Dates of inspection 20-09-2016

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 teachers, and to parent and board of management representatives

SCHOOL CONTEXT St. Laurence’s National School is a vertical co-educational primary school under the patronage of the

Church of Ireland Archbishop of Dublin and Glendalough. The attendance of the 20 pupils enrolled is

very good.

SUMMARY OF MAIN FINDINGS AND RECOMMENDATIONS:

FINDINGS

The board of management, staff and parents are commended for the provision of attractive and stimulating learning environments and resources.

The pupils are very well behaved and they are provided with a broad and varied curriculum.

The committed teachers provide good support for pupils’ well-being.

While the overall quality of teaching and learning is satisfactory, there is a need for a wider range of methodologies.

Tá gá le caighdeán scileanna cumarsáide na ndaltaí a fhorbairt sa Ghaeilge. (There is a need to develop the standard of pupils’ communication skills in Irish).

Team-teaching sessions need careful collaborative planning focused on the pupils’ assessed learning needs.

RECOMMENDATIONS

It is recommended that teachers plan collaboratively for team-teaching sessions and that this planning should clearly identify differentiated learning outcomes and opportunities for skills development that are focused on the pupils’ assessed learning needs.

Moltar clár córasach uile-scoile sa Ghaeilge a fhorbairt agus a chur i bhfeidhm agus deiseanna labhartha a leathnú. (It is recommended that a whole-school incremental programme in Irish is developed and implemented and that speaking opportunities are extended).

To further support and challenge pupils, a wider range of approaches and methodologies, such as more opportunities for pupils to engage in meaningful talk and discussion and collaborative problem-solving activities, is recommended.

DETAILED FINDINGS AND RECOMMENDATIONS

1. THE LEARNING ACHIEVEMENTS OF PUPILS

The overall learning achievements of pupils, including those in special educational needs, settings, are satisfactory. Pupils are very well behaved, have positive attitudes to learning and

engage well in classroom activities. Pupils’ responses to the Inspectorate questionnaires indicated that all pupils enjoy their learning.

Social Environmental and Scientific Education (SESE) learning experiences are enhanced by creative use of the school’s local environment and educational trips. Good work is displayed in Visual Arts and the introduction of Aistear the Early Childhood Curriculum Framework to support infants’ learning and development through play is commended.

While pupils’ skills to work independently are well developed, there is a need to raise pupil-participation levels and to further develop their skills. It is recommended that a wider range of teaching methodologies such as more opportunities for pupils to engage in meaningful talk and discussion and collaborative problem solving activities be explored to raise pupil participation levels.

Learning outcomes in literacy are adequate. Pupils have access to a wide range of reading materials. Reading skills should be developed consistently through greater use of the graded reading material in all classes. Teachers place good emphasis on the development of comprehension skills. A more systematic approach to the explicit teaching of writing genres should be embedded across all classes.

Tá caighdeán na foghlama sa Ghaeilge go sásúil. Cé go bhfuil foclóir maith ag cuid de na daltaí, tá deacaireachtaí acu cumarsáid a dhéanamh sa Ghaeilge. Moltar deiseanna labhartha a leathnú trí thascanna obair bheirte agus gníomhaíochtaí drámaíochta. Chun deimhin a dhéanamh den leanúnachas agus dul chun cinn a fhorbairt, ní mór clár córasach uile-scoile sa Ghaeilge a fhorbairt agus a chur i bhfeidhm. (The standard of learning in Irish is satisfactory. While some pupils have a good range of vocabulary, they have difficulty communicating in Irish. It is recommended that speaking opportunities are extended through the use of paired tasks and Drama activities. To ensure continuity and progression from class to class, a whole-school incremental programme in Irish should be developed and implemented).

Learning outcomes in numeracy are satisfactory. Most pupils demonstrated a good competency in number operations and acquisition of mathematical language. Some good use is made of concrete materials to develop pupils understanding of mathematical concepts. Pupils would benefit from more time for talk and discussion and more opportunities to link learning to their own lives and the environment.

2. QUALITY OF TEACHING

Overall, the quality of teaching is satisfactory. Teachers are good communicators and they prepare interesting learning resources and tasks. There is some provision for pair work and group work. This approach should be extended to further support and challenge pupils through more collaborative work and differentiated learning activities. A wider range of approaches and methodologies to teach key concepts and skills and to ensure thorough consolodation of learning is recommended.

Good individual classroom planning underpins the work of the teachers. Differentiated learning outcomes carefully matched to the pupils’ specific learning needs would enhance this planning in all settings.

A range of appropriate assessment strategies is employed. This assessment data should be more closely analysed to inform differentiated learning outcomes within class levels to support and challenge all pupils.

The teaching provided for pupils with special educational needs is satisfactory. There is a good balance of in-class support and withdrawal of pupils. Planning for in-class support should clearly identify differentiated learning outcomes that are focused on the pupils’ assessed learning needs. A wider range of approaches and methodologies should be explored. Individual educational plans (IEPs) should be underpinned by clear learning targets and incorporate the guidance of external consultants, as appropriate.

4. SUPPORT FOR PUPILS’ WELL-BEING

The quality of support for pupils’ well-being is good. Teachers create an inclusive learning

environment based on mutual respect, affirmation and trust.The special needs assistant provides for the pupils’ care needs effectively. Pupils resposnes to the inspectorate

questionnaires indicated that all pupils agree that they feel safe in the playground and classroom and that they have learned about different kinds of bullying.

5. LEADERSHIP AND MANAGEMENT

The quality of leadership and management is good. The board is commended on maintaining and improving this well-resourced school. The principal and deputy principal promote a positive atmosphere and are committed to the holistic development of the pupils. Together with the board they have established very good relations with all the school partners. A greater focus should now be placed on curriculum leadership.

There is a supportive parents association and communication between home and school is very good. Parents’ responses to the questionnaires indicated that all parents feel welcome in the school and agree that the school is well run.

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 engaged well with the school self-evaluation process. Going forward, it is advised that targets be carefully monitored to assess their impact on pupils’ learning.

CONCLUSION The school’s capacity to develop further is very good. The whole-school community demonstrates high commitment and openness to on-going school improvement.

Appendix

SCHOOL RESPONSE TO THE REPORT

Submitted by the Board of Management

Area 1 Observations on the content of the inspection report The Board welcomes the WSE report and appreciates its highlighting of the positive role of all the school partners (parents, pupils, board and especially staff) in providing an inclusive and stimulating learning environment. Our commitment is to the holistic development of all pupils, through the provision of a broad and varied curriculum, as stated in the report. The pupils’ achievements in the standardised testing of literacy and numeracy are consistently above the national norms. It is noted that the skills of the pupils to work independently are well developed, they engage well in their learning, and that all pupils enjoy their learning environment. We are delighted that the report acknowledges the positive relationship between the parents and the school. We value the conclusion of the report that our whole-school community demonstrates high commitment and openness to on-going school development. 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 Board, with its partners in education, will continue to actively engage in implementing recommendations made in this report through regular review and evaluation. We will strive, as always, to provide the highest quality teaching and learning in a supportive and caring environment.

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 Feb 2017