Whole-School Evaluation Management, Leadership and Learning REPORT. Patrician Secondary School Newbridge, County Kildare Roll number: 61681V

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1 An Roinn Oideachais agus Scileanna Department of Education and Skills Whole-School Evaluation Management, Leadership and Learning REPORT Patrician Secondary School Newbridge, County Kildare Roll number: 61681V Date of inspection: 26 April 2012

2 Whole-School Evaluation Management, Leadership and Learning A whole-school evaluation of management, leadership and learning (WSE-MLL) was undertaken in April 2012 in Patrician Secondary School. This report presents the findings of the evaluation and makes recommendations for improvement. During the evaluation, the inspection team met with the school s board of management, in-school management, groups of teachers, parents and students. Inspectors also reviewed a range of school documentation and responses to questionnaires and examined other data in relation to the operation of the school. As part of the evaluation, a range of lessons across a number of subject areas was inspected. 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. Introduction Patrician Secondary School is a boys voluntary secondary school in the town of Newbridge. It celebrated its fiftieth anniversary in 2010 and was under the trusteeship of the Patrician Brothers until its transfer to the Le Chéile Schools Trust in The school maintains a strong link with its past and remains true to the Patrician ethos of inclusive, caring, Catholic education. Patrician Secondary School is one of four post-primary schools in Newbridge. Enrolment in the current school year is 786 students and demand for places remains strong. The school is unable to accommodate all who apply for places and the board of management has decided to cap the enrolment at 800. The school offers a broad range of subjects to Leaving Certificate level. In addition to the Junior Certificate and Leaving Certificate programmes, it offers the Leaving Certificate Applied (LCA), the Leaving Certificate Vocational Programme (LCVP) and an optional Transition Year (TY) programme. There is a strong sports tradition in the school, and a very good range of co-curricular and extra-curricular activities is provided. The principal and deputy principal are new to their posts, although both had been members of staff prior to their appointments. The principal is one of seven teachers who are pastpupils of the school, as are both the caretakers. In recent years, management and staff have coped with the changes brought about by the retirement of several senior staff members and a reduced number of posts of responsibility allocated to the school. The board of management has led an ambitious school-building programme, most recently completing a bright and spacious school canteen which doubles as an assembly area. 1. SUMMARY OF FINDINGS AND RECOMMENDATIONS FOR FURTHER DEVELOPMENT 1.1 Key Findings The school s ethos is one of inclusion and of care for the holistic development of each individual student. The school is very well managed and very well run. The teaching staff is professional and committed, and the quality of teaching and learning is very good. 2

3 Students behaviour is very good and their sense of pride in the school is noteworthy. The principal and deputy principal are proactive, open to change and focused on school improvement. The school leadership and staff set high standards for the students in all areas and help them to attain those standards. 1.2 Recommendations for Further Development A strategic planning team, representative of senior management and the teaching staff, should be established to set the agenda for school self-evaluation and school improvement. Subject planning should be further developed, using a common template, with a focus on learning outcomes. A whole-school policy on assessment should be developed, incorporating the philosophy and practice of Assessment for Learning. 2. QUALITY OF SCHOOL MANAGEMENT AND LEADERSHIP 2.1 School ownership and management the Board of Management Composition, functioning and fulfilment of statutory obligations The board of management is properly constituted and is conscientious in fulfilling its statutory obligations. The board is supported by the Le Chéile Schools Trust and all members of the board have received training for their role. The chairperson brings a wealth of experience to his role and is a strong link with the Patrician traditions and ethos, which are fostered by the board in a spirit of partnership with the whole school community. The board of management sees itself as rooted in the past but looking to the future. It has been particularly active in planning for the infrastructural needs of the school as numbers have grown, and particularly in leading the building programme. Communication between the board of management and the school s senior management is very good. The board actively supports the principal in his leadership role. Commendably, it also supports financially individual members of staff in their continuing professional development (CPD). The board takes particular care with the recruitment process for new members of staff. That care has paid dividends in the quality and professionalism of the current teaching staff. The board of management maintains good communication with the parents. There is a very active parents association, which is consulted extensively and which plays a key role in the life of the school. The board also maintains good communication with the student council, meeting its officers annually. It is recommended that a brief agreed report for staff and parents be issued after each board meeting. A review of the minutes of recent board meetings showed that the board is vitally engaged with all aspects of the life of the school, including teaching and learning, which are discussed at every meeting. The board also takes the lead in the development of a wide range of school policies, in partnership with teachers, parents and students. It sees to it that policies are reviewed as necessary. It is, however, recommended, as an aid to the process of policy review, that all policy documents show the date of ratification and a date for review. The school has not yet ratified a Relationships and Sexuality Education (RSE) policy, as required by Circular 0027/2008. It is recommended that this deficit be remedied as soon as possible. In reviewing the school s admissions policy, a parent s right of appeal should be 3

4 explicitly stated. It is also recommended that the policy be kept under constant review in the light of any guidelines on school enrolment which may be introduced at national level. 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. The school s priorities for development A number of priority areas have been identified for development, and satisfactory progress has been made on most of them. School management is committed to providing a modern environment that meets the needs of the whole school community. The school s management and teaching staff are committed to self-evaluation and the improvement of the quality of teaching and learning. Policies and practices at all levels are constantly reviewed with a view to improvement. Looking ahead, it is recommended that the school continue to engage in the process of school self-evaluation and school improvement Individual subject departments have done good work in developing their plans for teaching, learning and assessment. Teachers engagement with CPD is very good, and a number have completed postgraduate studies in education. The school is preparing to respond to the challenges of the national strategy to improve literacy and numeracy and of the proposed changes to the Junior Cycle. A start has been made in creating a focus for literacy and numeracy in the school. 2.2 Effectiveness of leadership for learning Leadership of staff The principal and deputy principal provide very effective leadership to the teaching staff. They are dedicated and professional. They set high standards for themselves and for the students and teachers, and they lead by example. While committed to maintaining the school s traditions and ethos, they are forward-looking, committed to school improvement and open to new ideas. Together they have established clear short-term, medium-term and long-term planning priorities, and they are systematic and thorough in their approach to implementing those priorities. The school is very well managed and very well run. Very good systems are in place for communication with staff. There is a weekly staff bulletin and there is a Teacher s Handbook, which is updated annually. Text messaging, and staff notice boards are also used to maintain good communication. The teaching staff is professional and committed. Staff morale is very good. Senior management is affirming of teachers, and working relationships in the school are very good. The principal and deputy principal are ably supported by post holders, who carry out a range of duties, including year head, programme coordinator, class tutor, planning coordination. The schedule of posts is reviewed regularly, and post holders and other 4

5 members of staff have shown flexibility and willingness to undertake a range of duties to meet the needs of the school. Subject departments are well established and meet regularly, as do teachers involved in curricular programmes and student support. Detailed records of these meetings are kept, and the same is true of staff meetings. There is a subject planning coordinator and very good work has been done in the area of subject planning. To build on this good work, it is recommended that subject plans be written to an agreed template, with a clear focus on learning outcomes for each year group in the form of can-do statements. Each subject department should also develop an action plan with specific short-term and medium-term priorities for development and improvement. All documents in the planning folders which are not current should be archived, and resource material such as syllabuses and examination papers should be kept separately from the subject plans. School management supports teachers CPD and facilitates the sharing of the results of teachers research and learning with the rest of the staff. There is a spirit of collegiality among staff and a culture of sharing expertise and best practice. It is recommended that opportunities for this kind of sharing be fully availed of, especially as regards innovation in teaching and learning. Leadership of students One of the outstanding characteristics of the school is the quality of care and leadership it provides for all its students. There is an inclusive ethos, which prioritises the holistic welfare of each individual student. Parents and students who were interviewed and surveyed expressed a high level of satisfaction with the school s commitment to serve the educational needs of all its students. During the inspection, the very good behaviour of the students was noted, both in classrooms and around the school. The students were polite and articulate, and their interactions with the inspectors were confident and mature. A broad and balanced curriculum is offered, with a very good range of subjects and programmes to meet the needs of students. Timetabling and arrangements for grouping and setting of students are very satisfactory. Parents and students are consulted regularly regarding their preferences, and the curriculum is kept under review. There is timely communication with parents and students regarding choices of subjects and programmes. Transition Year is optional, and care is taken in selecting students who will benefit from the programme. Leaving Certificate Applied is offered when the number of suitable applicants warrants it. Both these programmes are of a very high quality. Teachers give generously of their time to organise co-curricular and extra-curricular activities, and to give additional tuition to students who need it. The school is characterised by positive, effective relationships and mutual respect between staff and students. Communication with parents is very good, and the school invests considerable time and effort in maintaining contact with them. For example, following enrolment the parents of all incoming first year students are interviewed with their sons, and parents are invited to the start of year assemblies for each year group. Parents feel welcome in the school, and senior management and teachers are always available to meet them and to discuss their sons needs and any difficulties that may arise. There is a comprehensive information handbook for students and parents. The parents association is an effective point of contact for communication between parents and the school. 5

6 Effective systems are in place to monitor students attendance, punctuality and behaviour. Parents are contacted by text message or phone when there is cause for concern. The detailed behaviour code is applied in a fair yet flexible manner. The positive awards scheme allows teachers to recognise and reward students contributions in extra-curricular areas or voluntary service to the school as well as excellent academic work. The Gradam Acadúil is an end-of-year award which recognises outstanding and consistent efforts during the school year across all subjects. High standards are set for students in accordance with their ability, and they are encouraged to reach their full potential. In examination classes, students set their own personal targets in collaboration with their teachers, and their progress towards reaching them is monitored and discussed. Study skills seminars are organised for students. Further evidence of the school s commitment to recognising and meeting the needs of the individual student is its committed and well-organised resource department. About one fifth of the students receive some level of targeted support from the team of resource teachers. Intervention is based on formal assessments and on subject teachers identification of individual needs in the course of the year. There is very good liaison between the resource teachers and the guidance counsellors, and a care team meets weekly to discuss needs, provision and progress. There is an active students council, with representation from all the classes. It meets fortnightly and issues an agreed report of its meetings. 2.3 Management of facilities As has been noted above, the board of management is committed to providing a first class teaching and learning environment, and has invested significantly in its building programme. Modern extensions were completed in 2008 and 2011, with more than half of the funding coming from the school community. There are plans to build two new classrooms and to replace windows in part of the building. The very good information and communications technology (ICT) facilities are constantly being upgraded and there are plans to increase students access to ICT and to pilot the use of e-books. Parents and students commented very positively on the school s excellent facilities. The school is clean, warm and welcoming and the buildings and facilities are maintained to a very high standard. 3. QUALITY OF LEARNING AND TEACHING 3.1 The quality of learning and teaching During the course of the inspection, a total of thirty lessons were observed. Overall, the quality of teaching and learning was good or very good, and excellent in a number of lessons. All the lessons observed were well prepared, and teachers were working to long and shortterm plans. There were good links with prior learning. In every case, the learning outcomes were clear, often explicitly stated at the beginning of the lesson, and in many lessons they were checked at the end. 6

7 Student engagement and participation was very good. Students were generally enthusiastic about their learning. The student voice was prominent: students were articulate, well able to engage in discussion, and they were encouraged to speak up and ask questions. There were some very good examples of group work and pair work, but in some lessons opportunities for collaborative learning were not availed of. Rapport between teachers and students was very good, and interactions were characterised by mutual respect and very good communication. Good classroom routines had been established. Clear instructions were given for classroom activities and teachers explanation of course material was also very clear. Very good use was made of ICT and of appropriate audio and visual resources. In the practical lessons observed, there was very good demonstration and instruction. In most classes, there were very good strategies for differentiation, and attention was paid to individual students learning needs, especially those of weaker students. There was evidence of collaboration between subject teachers and the resource department. A commendable aspect of this collaboration is the practice of team teaching. The potential of team teaching and peer observation for sharing good practice within and across subject departments could be further explored as a tool for whole-school teacher CPD. Tests are given regularly and, commendably, many of these are common tests across the year group. Homework was assigned in all lessons, and there was evidence of regular checking of homework. However, in most cases there was little evidence of written suggestions for improvement in students copybooks. There is scope for much more written feedback from teachers to students on their progress. It is recommended that a wholeschool policy on assessment be developed, incorporating the philosophy and practice of Assessment for Learning. As subject plans are reviewed and re-written in the form of learning outcomes, these outcomes and their assessment criteria can be shared with students as a support to self-assessment and, where appropriate, peer assessment. 4. IMPLEMENTATION OF RECOMMENDATIONS FROM PREVIOUS EVALUATIONS 4.1 Management Six subject inspection reports have been published to date. All were very positive regarding aspects of provision and whole-school support for the subjects in question and there were few, if any, recommendations regarding management. Where feasible, these have been implemented. 4.2 Learning and Teaching A recommendation which is made in more than one subject inspection report concerns the identification of key learning outcomes in subject plans and the sharing of these with the students. While some departments have made progress in this direction, most subject plans list topics rather than specific learning outcomes. More than one of the reports recommends use of pair work and group work to allow students to develop their oral language skills. While some very good examples were observed during the inspection, there is certainly scope for greater use of pair work and group work. In one of the language reports, it was suggested that a policy on the use of the target language in the classroom be drawn up and that translation be avoided wherever possible. 7

8 Some very good practice in this regard was observed during the inspection, and it is recommended that this practice be shared and incorporated into school policy. 5. THE SCHOOL S SELF-EVALUATION PROCESS AND CAPACITY FOR SCHOOL IMPROVEMENT 5.1 The school has a very good capacity for self-evaluation and is already engaged in selfevaluation at various levels. There is a strong commitment to school improvement on the part of management and teachers. It is clear from the school s planning documents and the minutes of staff meetings and subject department meetings that there is an awareness of the need to evaluate progress and to set targets for improvement. Given the school s commitment to self-evaluation and improvement of teaching and learning, and to build on the good work already done, it is recommended that a strategic planning team, representative of all staff, be established. This team should review the school s priorities and lead action planning for improvement, with a view to developing a new, integrated school plan. The Inspectorate s draft guidelines on school self-evaluation provide a range of suggestions and instruments which should be helpful to this team in prioritising areas and actions for attention. Some of the subject plans contain tables and charts of students results in the certificate examinations, comparing them with national norms. Carrying out an annual analysis of examination results is very good practice. It is recommended that the statistical analysis be accompanied by a written commentary, accounting where possible for trends from year to year in uptake and results. As part of the subject department s action plan, attainable targets for improvement should be set. Published October

9 Appendix School Response to the Report Submitted by the Board of Management Area 1 Observations on the content of the inspection report The school community is happy with the content of the report. Area 2 Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection (a) Strategic planning team to be set up. (b) Further development of subject planning to be undertaken. The process is already commenced in relation to the above. 9