An Roinn Oideachais agus Scileanna Department of Education and Skills. Whole School Evaluation Management, Leadership and Learning REPORT

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1 An Roinn Oideachais agus Scileanna Department of Education and Skills Whole School Evaluation Management, Leadership and Learning REPORT Ainm na scoile / School name Seoladh na scoile / School address Uimhir rolla / Roll number Coláiste Rís Sráid An tséipéil Dún Dealgan Co. Lú 63880O Date of Evaluation:

2 What is whole-school evaluation management, leadership and learning? Whole-School Evaluation Management, Leadership and Learning reports on the quality of teaching and learning and on the quality of management and leadership in a school. It affirms good practice and makes recommendations, where appropriate, to aid the further development of educational provision in the school. How to read this report During this inspection, the inspectors evaluated and reported under the following headings or areas of enquiry: 1. Quality of school leadership and management 2. Quality of teaching and learning 3. Implementation of recommendations from previous evaluations 4. The school s self-evaluation process and capacity for school improvement 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 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.

3 WHOLE-SCHOOL EVALUATION MANAGEMENT, LEADERSHIP AND LEARNING. Dates of inspection November 2017 Inspection activities undertaken Meeting with board of management Meetings with principal and deputy principal Meetings with key staff Review of relevant documents Student focus-group interview School context Meeting with parents Analysis of parent, student and teacher questionnaires Observation of teaching and learning Examination of students work Interaction with students Feedback to senior management team, board of management and teachers Coláiste Rís is a co-educational secondary school with an optional sruth Gaeilge (Irish-language stream) in the junior cycle. The school joined the Edmund Rice Schools Trust (ERST) in There are 609 students enrolled currently. The school provides the Junior Cycle, Leaving Certificate and Leaving Certificate Applied (LCA) programmes, as well as an optional Transition Year (TY). Summary of main findings and recommendations: Findings The overall quality of school management is good, but there is scope to develop a strategic plan in relation to leading further improvements in teaching, learning and assessment. School management is highly committed to the school s ongoing operation and development; the roles of the middle management team and the deployment of teaching resources would benefit from a review. The school has fostered a positive school climate, characterised by mutually respectful relationships, care for students wellbeing and a focus on their holistic development. The overall quality of teaching and learning in the lessons observed was good, with some very good practice evident; there is scope to further develop some aspects of teaching and assessment approaches. The school has made good progress in implementing recommendations made in previous evaluations. The school demonstrates a good capacity for school improvement, but there are evident weaknesses in the formal school self-evaluation (SSE) processes. Recommendations School management should develop an over-arching strategic plan, as part of a robust SSE process, to assist developments in teaching, learning and assessment throughout the school, including the sruth Gaeilge. The school policy and provision for senior-cycle Relationships and Sexuality Education (RSE) should be reviewed in line with Circular 0037/2010. The responsibilities of the middle management team should be reviewed regularly so that they are more clearly aligned to the identified needs and priorities of the school. School management should conduct a review and ensure that provision of supports for students with SEN is in accordance with Circular 14/2017. To provide for highly effective learning experiences, the use of assessment for learning and differentiation strategies should be developed in lessons.

4 DETAILED FINDINGS AND RECOMMENDATIONS 1. QUALITY OF SCHOOL LEADERSHIP AND MANAGEMENT Leading learning and teaching The overall quality of school management is good, but there is scope to develop a strategic plan in relation to leading further improvements in teaching, learning and assessment. School management works to promote a learning culture. The principal and deputy principal play a key role in improving educational outcomes by fostering a positive school climate, characterised by mutually respectful relationships, care for students wellbeing and a focus on their holistic development. The school benefits from the services of an effective student support team and a strong pastoral care structure. In their responses to questionnaires, teachers, parents and students agreed that there is a good atmosphere in the school, while students agreed that they feel safe and well cared for. The school offers a very broad range of curricular, co-curricular and extra-curricular activities that promotes student learning and development. Commendably, a wide range of subject choices is provided, including three modern foreign languages. It is positive that students are provided with opportunities to sample subject options in advance. The school is commended on making deliberate and informed efforts to meet the evolving needs of students, including the growing demand for practical subjects. This has already led to the development of additional specialist rooms for subjects such as Materials Technology (Wood) and Home Economics. It is a positive development that supervised study is offered to students after school and on Saturday mornings. Some progress has been made by the school in relation to the implementation of the Junior Cycle Framework. Appropriate changes have been made to the timetable to facilitate forty-minute lessons. It is positive that teachers will participate in whole-staff CPD and cluster training on key aspects of the Junior Cycle framework in early The optional sruth Gaeilge at junior cycle enjoys a long and proud tradition and is intrinsic to the school s identity. The vast majority of students in the sruth come from English-medium primary schools and some of them struggle initially with subject-specific terminology in Irish. While the school provides them with a special induction day, it is evident that students would benefit from a more comprehensive induction programme and enhanced resources to build up their linguistic competence. During the evaluation, it was noted that while students of the sruth in first year and third year were studying three subjects through Irish, second year students were only studying one. School management reported that this was due to the complexity of providing additional subject options. It is recommended that the school make appropriate arrangements to ensure that students are offered an optimal number of subject options through Irish at junior cycle. It is also recommended that these students be provided with a more comprehensive induction course from the outset, to include subject-specific terminology in the target language. The school should also plan for enhanced resources and supports for the sruth from the school s general allocation, if they wish to secure its future. The school s TY programme is becoming increasingly popular and is well organised. It offers a broad range of learning opportunities, including a musical, work experience and subject sampling. The school is commended for surveying students and parents on the quality of the programme and using qualitative feedback to make incremental improvements. While the programme benefits from the effective work of its co-ordinator, there is no core planning team in place. The co-ordination of the programme would benefit from establishing a core planning team.

5 The school offers the LCA programme and commendable efforts are made to provide vocational specialisms in line with the students interests. The students reported to the inspection team that they found the programme very beneficial, especially the work experience. Some of the subject teachers reported that they had yet to receive the relevant CPD. While some of the subject plans for the LCA modules were of a good quality, there is scope to further develop the overall LCA programme plan. This plan should include specific details on the provision, planning and review of the school s LCA programme. Teachers assigned to LCA should be provided with the relevant CPD training where appropriate. The school is commended for offering a very broad range of subjects for Leaving Certificate but provision for senior-cycle Physical Education (PE) needs to be reviewed. At the time of the evaluation, Leaving Certificate students had the option of taking PE or study. The practice of offering study periods during school time should be discontinued to ensure that all students receive the minimum of 28 hours of tuition time per week, in line with Department Circular M29/95. It is recommended that the PE programme at senior cycle be reviewed to encourage higher participation rates, especially among the female cohort, in line with national strategies to promote wellbeing. Provision for Social, Personal and Health Education (SPHE) at junior cycle is good and is facilitated by class tutors, although many of them have yet to receive appropriate training. Provision for RSE to Leaving Certificate students is not satisfactory. The RSE programme is being delivered to a minority of religious education class groups at senior cycle, while the RSE policy is still in draft form. Questionnaire responses indicated a lack of awareness of RSE among a significant number of parents and students. It is recommended that the school reviews its policy and provision in relation to RSE in line with Circular 0037/2010 to ensure that all students benefit from the programme. The special educational needs (SEN) department provides a good level of support to students and includes the services of three special needs assistants and a suitably qualified SEN co-ordinator. Students with SEN are well integrated into lessons and their progress is regularly assessed and monitored. Student profiles are being developed currently, in line with the recently revised procedures. At the time of the evaluation, fifteen teachers, who had varying levels of experience and training in this area, were involved in supporting the students with SEN. It is recommended that the school establish a small core team of SEN teachers, who have appropriate experience and training, in the interests of continuity of supports for the students concerned. During the evaluation, it was noted that a significant number of SEN hours were not being targeted specifically at supporting students with SEN. This is not good practice. It is recommended that school management conduct a review and ensure that the provision of supports for students with SEN is in accordance with Circular 14/2017. Managing the organisation The quality of management of the organisation is good. The school joined ERST in 2016 and the trust offers a very good level of on-going support and training to school management. The members of the board of management have a commendable level of shared expertise. The board is aware of its responsibilities, is very supportive of the school, has full confidence in the senior management team, and is committed to the care and holistic education of all the students. The board and the senior management team are highly committed to the school s ongoing operation and development. In order to further promote the leadership of learning, the board should consider including SSE and developments in teaching, learning and assessment as items on the agenda of its meetings. The board should also consider publishing a summary report on SSE for the school community, in order to enhance the quality of communication between all the relevant stakeholders.

6 All mandatory policies are in place. A systematic review of policies was initiated last year and is ongoing; good progress is being made. With regard to the admissions policy, there is a lack of clarity in relation to student entry into the sruth Gaeilge. It is recommended that the admissions policy be amended to clarify these admission criteria. The principal and deputy principal manage and oversee the day-to-day running of the school very effectively. They have complementary skills, work very effectively together as a team, and display mutual trust and respect. They have a highly visible presence in the school. Teachers are deployed with a view to making good use of their specific strengths and skills. The school and grounds are maintained to a good standard. Staff and parents, who responded to the questionnaires, agreed that the school is well run. Leading school development The mission of Coláiste Rís is to be a community guided and driven by Christian values. The goal is to educate, develop, motivate and facilitate students to achieve their full potential. All staff agreed that the core values of the school are being implemented well in the day-to-day life of the school. The senior management team values constructive relationships with parents. The parents association is very supportive of the school and is largely engaged in fund-raising for worthy projects, such as the school library. The parents have been consulted in the past on such issues as school uniform, subject options and Wellbeing. However, there is considerable scope to expand parental input in relation to school policies and development plans on a more formal basis. In their questionnaire responses, almost all parents agreed that they feel welcome and their children are doing well in the school. Parents also indicated that they would welcome greater consultation in relation to school matters. Developing leadership capacity The senior management team encourages teamwork in all aspects of school life. They value people and relationships and recognise the value of individual and collective contributions and achievements by both students and staff. They delegate responsibilities to a middle-management team of four assistant principals and six special duties teachers who give good support generally to the school. Some of the duties assigned are more onerous than others, and there is considerable scope to review and develop the role of assistant principals. To support the work of senior management, it is recommended that the duties and responsibilities of the middle-management team be reviewed regularly so that they are aligned more clearly to the identified needs and priorities of the school. The senior management team motivates and encourages other members of staff to lead a wide range of curricular, co-curricular and extra-curricular activities for the benefit of students, and there is a commendably high level of volunteerism by staff in this regard. Some teachers have also taken on the roles of coordinators, while others have volunteered to mentor trainee and newly qualified teachers. Student leadership is promoted through the student council, the Rice mentoring system, peer education programmes and the wide range of extra-curricular activities. Consideration should be given by the school to providing further opportunities for promoting the student voice. Questionnaire responses indicate that a majority of students would welcome a greater say in how things are done in the school.

7 2. QUALITY OF TEACHING AND LEARNING The overall quality of teaching and learning in the lessons observed was good, with very good practice also evident. There was scope to develop classroom practice in relation to AfL and differentiation to deepen and challenge the learning. Learner outcomes and experiences In all lessons, interactions among students and between students and their teachers were observed to be respectful and positive. High-quality learning was evident in lessons where there was an appropriate balance between teacher instruction and active student participation. Best practice was observed when students engaged purposefully in meaningful learning activities, and worked collaboratively on problem-solving tasks in pairs or in groups. Students demonstrated a high level of interest and participation during these activities. They provided feedback with confidence, and this led to further questioning and debate. Sometimes, they were skilfully challenged to defend their opinions and responses, in order to deepen and consolidate the learning. These good practices should be extended to more lessons. In most lessons observed, additional resources were used effectively to support learning. Learning was particularly effective when the subject matter was topical, relevant and linked to students lives, experiences and interests. In a minority of lessons, there was an over-reliance on text alone and there was a need for a greater use of visuals, illustrations and information and communication technology (ICT) to appeal to the various learning styles of students. In most lessons, there was an appropriate emphasis on supporting students literacy skills. In the case of the lessons taught through Irish, students would have benefitted from being introduced to the key words and terminology in advance of engaging with the text. Elements of good learner reflection were noted in a small minority of instances. For instance, some good use was made of show-me boards, traffic lights and exit tickets to assess student progress and understanding. These good practices should be extended. Teachers individual and collective practice All lessons observed were well prepared and the learning intentions were shared at the beginning of most lessons. In many lessons observed, teachers skilfully managed their own input to optimise student participation and response. In a minority of lessons, teaching approaches were observed to be too didactic; the teachers voice was too dominant and student learning was passive and less effective as a result. Some good examples of differentiation for students of varying abilities were noted. This was evidenced through the use of higher-order questioning and challenging student answers. Very good practice was noted in one lesson where the teacher set out differentiated homework that included tasks that students must, should or could complete. Some examples of effective peer assessment and teachers formative written feedback on students work were observed, but were not widespread. In less than half of the lessons observed, a whole-class approach to teaching and assessment was adopted and students were not always challenged sufficiently. It is recommended that teachers further integrate differentiated methodologies into their lessons to ensure that all students are appropriately challenged and achieve their full potential. Subject department plans have been developed and range in quality from satisfactory to very good. Plans of a very good quality included evidence of reflection and self-evaluation, an analysis of student attainment and action plans for further improvements. Many of the subject plans examined

8 did not include an action plan for improvements in learner outcomes or raising student expectations. Feedback from students during the evaluation indicated that while they felt that the quality of teaching was good in the school, they would welcome greater challenge and differentiation in some subjects. It is commendable that some subject departments share resources on line, while others have contributed at times to building whole-school capacity by presenting at staff meetings and sharing their expertise on such areas as the effective use and consolidation of learning intentions. While individual teachers and departments have engaged in subject-specific CPD, all teachers would benefit from further opportunities to engage in whole-staff CPD in a range of areas, including assessment-for-learning (AfL) strategies. As a first step, an audit of the CPD needs of staff should be conducted to inform future planning. 3. IMPLEMENTATION OF RECOMMENDATIONS FROM PREVIOUS EVALUATIONS Leadership and Management Good progress has been made in regard to implementing the recommendations included in recent subject inspections, namely in Irish, English, Art, Science and Biology. There was evidence of greater collaborative planning in subject departments and of annual health and safety risk assessments being conducted in classrooms used for practical subjects. Teaching and Learning Good progress has been made in the implementation of recommendations that relate to teaching and learning. It was evident, during the observations of lessons, that a better balance between the use of global and directed questioning was being achieved, and that teachers were creating more opportunities for students to work collaboratively, in line with previous recommendations. The Irish department has also trialled peer observation and collaborative reviews. As observed in lessons, there is scope at whole-school level to further develop AfL and formative feedback practices to support students to reflect and build on their learning. 4. THE SCHOOL S SELF-EVALUATION (SSE) PROCESS AND CAPACITY SCHOOL IMPROVEMENT The school demonstrates a good capacity for school improvement although there are evident weaknesses in the formal SSE processes and procedures. Recent commendable initiatives to bring about school improvement include using the six-step SSE process to review and develop the TY programme, subject options and Wellbeing. It is commendable that the views of students, parents and staff have been surveyed as part of this process, and that a Wellbeing committee has been established. In terms of developing student literacy, the school promotes the use of key words in subjects, has reopened the school library and is planning to establish a book club. Strategies to promote numeracy are limited and include organising a Maths week and placing numeracy puzzles on a dedicated notice board. In terms of teaching and learning, the school has focused on the effective use of learning intentions. However, at the time of the evaluation, there was no evidence of a school self-evaluation report or an agreed school improvement plan, nor had a core SSE team been established.

9 It is recommended that robust SSE processes be put in place to guide strategic planning for improvements in teaching, learning and assessment, in line with Circular 0040/ CHILD PROTECTION 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.

10 Appendix School response to the report Submitted by the Board of Management

11 Part A: Observations on the content of the inspection report The Board of Coláiste Rís welcomes this evaluation report. The Board wishes to point out that some of recommendations haven t taken into account the difficulty that the school like all schools was faced with during recent years of educational cutbacks and industrial action. The Board feels that Coláiste Rís faced these challenges with a very practical and logical mind set. 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 Board undertakes that all report recommendations will be followed up on by the school. Our intention will be to facilitate Management and Staff in every way to continue the excellent work already being done within the school. Work has commenced on a number of the recommendations; it is hoped that all recommendations will be implemented by the end of the school year or be part of our thinking/planning for the new school year. With regard to the specific recommendations: o The SSE process has commenced with a view to assisting developments in teaching learning and assessment throughout the school. The Sruth Gaeilge and its future will form part of this long term planning o The school policy and provision for senior-cycle Relationships and Sexuality Education (RSE) has been reviewed and two teachers have attended related inservice. o With the arrival of the awaited Circular 03/2018 the responsibilities of the middle management team are currently being reviewed. In keeping with the underlying thinking of the circular the desired outcome of this recommendation will be achieved. o A review has commenced on the provision of supports for students with SEN and this will be very much part of the planning for 2018/19. o With the advent of the new Junior Cycle (and staff in-service since the inspection) assessment for learning and differentiation strategies have been developed and used within a wide variety of lessons. In summary: o The members of the Board were very pleased, in general, with the outcome of the WSE. o The report indicated that the school exhibited a strong management structure, a caring, capable and professional staff, a very supportive Parents Association and an excellent student body. o We acknowledge that the results of the surveys showed that relationships within the school are very healthy and reflected well on how our school has navigated its way through a testing period. o It is our hope that the recommendations of the report will form the basis for further development of the good work taking place in our school.

12 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 of 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 Satisfactory Fair Weak 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. 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. 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. 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. Good; good quality; valuable; effective practice; competent; useful; commendable; good standard; some areas for improvement Satisfactory; adequate; appropriate provision although some possibilities for improvement exist; acceptable level of quality; improvement needed in some areas Fair; evident weaknesses that are impacting on pupils learning; less than satisfactory; experiencing difficulty; must improve in specified areas; action required to improve Weak; unsatisfactory; insufficient; ineffective; poor; requiring significant change, development or improvement; experiencing significant difficulties; Published March 2018 / Foilsithe Márta 2018

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