Whole School Evaluation MML
An Roinn Oideachais agus Scileanna
Department of Education and Skills
Whole School Evaluation
Management, Leadership and Learning
REPORT
Rathmore National School
Rathmore, Athboy, Co. Meath
Uimhir rolla: 17494W
Date of inspection: 7th June 2013
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Introduction
A Whole-School Evaluation – Management, Leadership and Learning (WSE-MLL) was undertaken in Rathmore National School in June 2013.
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.
Rathmore National School is a rural, co-educational school under the patronage of the Catholic Bishop of Meath. It currently has an enrolment of 107 pupils, having grown considerably since 2001 when it had 18 pupils. School attendance is very good.
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.
The school has strengths in the following areas:
– An affirming, child-centred learning environment is in evidence.
– The quality of teaching provided by the conscientious staff is very good.
– The overall quality of learning is very good. Pupils’ attainment in mathematics and in spoken Irish is of a particularly high standard.
– Strong leadership is in evidence within this school community.
– The quality of the school’s self-evaluation is very good.
– Pupils demonstrate positive attitudes and engagement in their learning activities.
– Spacious and attractive school facilities provide a vibrant learning environment.
The following recommendations are made:
– It is recommended that instructional reading resources be more closely aligned to pupils’ reading abilities in English.
– It is recommended that the number of in-school activities involving external tutors be rationalised.
Findings
1. The learning achievements of pupils.
The overall learning achievements of the pupils are very good. They demonstrate positive dispositions towards learning and appropriate mastery of key concepts and skills across the spectrum of curricular subjects.
Pupils’ attainment in mathematics is particularly praiseworthy. A whole-school emphasis on problem-solving has contributed to the development of pupils’ overall very good mathematical skills. Pupils’ literacy skills are effectively developed to a high standard in an incremental manner throughout the school using a variety of effective approaches. It is recommended that the school build on the very good work which has been done to date by ensuring a closer alignment between pupils’ reading abilities and their instructional reading material. Pupils’ writing skills have been successfully developed to a high standard in a variety of genre.
Baineann caighdeán an-ard le scileanna labhartha agus éisteachta na ndaltaí i nGaeilge. Léiríonn siad scileanna léitheoireachta agus scríbhneoireachta maith san ábhar seo. (Pupils’ speaking and listening skills in Irish are of a very high standard. They demonstrate good reading and writing skills in this subject).
Pupils’ engagement and attainment in Music is very good. They demonstrate commendable understanding of historical events and in particular of local history. There is evidence of successful mastery of a suitable range of scientific concepts and skills by pupils. High levels of pupil awareness regarding care for the environment and biodiversity was observed. Presentation of individual pupil and group project work is praiseworthy.
Pupils with special educational needs are making very good progress in accordance with their ability.
2. Quality of teaching
The overall quality of teaching in the school is very good. Teachers effectively deploy a wide range of teaching methodologies to ensure the implementation of a broad, balanced child-centred curriculum. Regular facilitation of collaborative group work and activity-based learning is a notable feature of good practice. A whole school cross-curricular emphasis on the development of pupils’ expressive language skills is commended. Staff demonstrates significant capacity to develop pupils’ skills in a range of physical education activities. A wide range of resources is used effectively to support teaching and learning. The school has already identified the need to extend the use of information and communication technology as a medium of learning. Drama is used purposefully as a medium of teaching and learning across a range of curricular areas with particular success in Irish and in Social Personal and Health Education. (SPHE). It is recommended that the number of educational activities involving external tutors be rationalised.
– A wide range of assessment practices is used effectively to fulfil an appropriate range of purposes in mainstream and special education settings.
– Supplementary support of a very good standard is provided for pupils who are experiencing difficulties in literacy and numeracy. Effective team-teaching and early intervention initiatives have been successfully established.
3. Support for pupils’ wellbeing
– A range of effective organisational systems underpin a caring, well-ordered and inclusive learning environment. It is evident that there is a concerted whole-school approach to monitoring the holistic development of the pupils during recreational periods and learning activities. The contribution of ancillary staff to the quality of care provided for pupils with special needs is highly commendable. Pupils demonstrated very good behaviour and engagement in learning activities during the evaluation. Considerable attention has been given to the promotion of a range of anti-bullying measures within this school community. It is recommended that this emphasis be sustained to ensure ongoing awareness and pro-activity in this area. Pupil responses to questionnaires indicate that they feel safe and positively disposed towards school. A wide range of co-curricular and extra-curricular activities contribute to the rich holistic learning experiences provided for pupils. Positive home-school communication is facilitated through a range of channels which include a website, annual reports and parent-teacher meetings. Parental responses to questionnaires administered during the evaluation indicate very high levels of satisfaction with the quality of education provided for their children.
– Confirmation was provided that the board of management has formally adopted the Child Protection Procedures for Primary and Post-Primary
Procedures for Primary and Post-Primary Schools without modification and that the school is compliant with the requirements for the Child Protection Procedures for Primary and Post-Primary Schools.
4. Leadership and Management
– The board of management has supported the organisation and development of the school in a capable and efficient manner. The recently extended school facilities and prize-winning school garden are maintained to a high standard.
– The principal demonstrates well-developed leadership and management skills. He has successfully nurtured a collaborative, child-centred learning environment. His successful development of a number of valuable improvement initiatives hasimpacted positively on pupil learning. He is ably supported by a conscientious deputyprincipal and dedicated staff members.
5. School Self-evaluation
The reflective school staff has successfully engaged in the process of self evaluation. Teachers have effectively analysed a suitable range of assessment data in order to devise a relevant, evidence-based improvement plan. Clearly defined learning targets have been set as a framework for the whole-school strategic improvement initiative.
Conclusion
The school community has demonstrated commendable capacity to engage in purposeful school improvement initiatives and is committed to sustaining and developing high standards in teaching and learning.
Appendix
School response to the report
Submitted by the Board of Management
Area 1: Observations on the content of the inspection report
The Board is pleased that the work of the teachers at the school has been recognised and affirmed and is happy that a high standard is being achieved.
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 will take on board the recommendation on the reduction of external tutors.
The Board also wishes to state that the school is now operating a library, which will have a positive effect on the students reading abilities.