An Roinn Oideachais agus Scileanna Department of Education and Skills Whole-School Evaluation Management, Leadership and Learning REPORT Riversdale Community College Blanchardstown North Dublin 15 Roll number: 70081V Date of inspection: 6 December 2012
Whole-School Evaluation Management, Leadership and Learning A whole-school evaluation of management, leadership and learning (WSE-MLL) was undertaken in December, 2012 in Riversdale Community College. 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, and 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 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 Riversdale Community College was founded in 1986. It is a multi-denominational, coeducational post-primary school located in West Dublin, under the overall management of County Dublin Vocational Education Committee (VEC). It is a very inclusive school which caters for students from a broad range of socio-economic and cultural backgrounds who live in the Corduff, Ladyswell and Tyrellstown areas. The school participates in the DEIS (Delivering Equality of Opportunity in Schools) action plan and the School Completion Programme (SCP). The school has an Adult Education Centre within the grounds of the school and the school also offers adult day time courses. Current enrolment numbers 468 students. The school offers the Junior Certificate, the Junior Cycle School Programme, (JCSP) Transition Year (TY), the established Leaving Certificate, the Leaving Certificate Applied (LCA) and the Leaving Certificate Vocational Programme (LCVP). The school has a strong sports and music tradition and provides a very good range of co-curricular and cross-curricular activities that includes team sports, Gaisce, the President s award programme and An Taisce s Green Schools programme. SUMMARY OF FINDINGS AND RECOMMENDATIONS FOR FURTHER DEVELOPMENT Key Findings Students from a wide variety of socio-economic, ethnic and cultural backgrounds are well catered for in this very inclusive school. There is an experienced and committed board of management which is well supported by the VEC. The new principal has demonstrated a willingness to embrace a school improvement agenda. The deputy principal, year heads, tutors and class teachers play a significant role in the day-to-day management of the students. Partnership with parents is central to the school s inclusive ethos and many daily practices, but there is currently no parents association to represent the views of parents. The school building is well maintained, but the school grounds need to be made more attractive and more suitable for sporting and recreational activities as resources allow. Overall, the quality of teaching was very good or excellent in a quarter of the lessons observed, good in about half of the lessons and fair in the other lessons. 2
The teachers are professional and committed. The majority of lessons observed were well planned and teaching was generally competent in terms of exposition and explanation of key ideas and concepts. Some very good lessons were observed, where active student engagement was very much in evidence, but teacher talk predominated in a number of lessons. In almost all lessons observed students behaviour was very good and teacherstudent rapport was also very good. A well stocked and well used JCSP library acts as an effective hub for targeted literacy and numeracy interventions. The school has developed a three-year DEIS action plan and valuable baseline data has been gathered about the students attainment in literacy and numeracy in order to improve their competencies in these areas. Recommendations for Further Development The school should establish a school improvement planning team and establish working groups to progress the school s DEIS action plans. TY should be optional for students and subject choice should be more open in senior cycle. There needs to be a greater focus on planning for teaching which promotes active learning strategies and on the embedding of Assessment for Learning (AfL) principles and practice in day-to-day teaching and learning. Streaming and banding arrangements should be gradually replaced by mixedability grouping. Attention should be paid to the regular correction of students written work with a focus on giving students advice for improvement. Evidenced-based action planning for improvement should continue to focus on improving literacy and numeracy rates, target setting for attainment and for improving progression rates should be introduced. A democratically elected parents association should be established as a matter of priority and a parents newsletter should be introduced to strengthen existing partnerships with parents. Previous inspection reports, especially, the previous subject inspection reports, should be revisited to ensure that recommendations are fully implemented. 3
1. QUALITY OF SCHOOL MANAGEMENT AND LEADERSHIP 1.1 School ownership and management The school is well supported by County Dublin VEC management. The board of management, a sub-committee of the VEC, is appropriately constituted. Decisions are reached by consensus. Board members are very supportive of and committed to the school. The board takes a limited view of its role in planning for school self evaluation and improvement. It should oversee the establishment of a school improvement planning team to assist in strategic planning for improvement. Associated working groups should be established to build on DEIS action planning in order to make planning for improvement a whole-school activity. The board may need a greater range of skill sets and expertise to deliver on strategic planning, school improvement and school self- review. 1.2 Effectiveness of leadership for learning The school is well managed and well run. The newly appointed principal, in his first full year in the school, has demonstrated proactive leadership, good people management skills and a willingness to actively engage in school improvement. He is ably supported by an experienced and committed deputy principal in the day-to-day management of the school especially in relation to staff and student issues, teacher cover and pupil absences. Teaching staff are deployed according to their qualifications and expertise. They are encouraged to innovate and to engage in professional development. A number of staff has been supported to engage in post-graduate studies. The teacher handbook is a very good resource especially for new teachers. The school s management provides a very broad curriculum. However, TY is compulsory TY should be optional. A more open choice of subjects is desirable in senior cycle as a number of students indicated to the inspection team that they did not get their choice of subject in senior cycle. Attainment in certificate examinations varies considerably from subject to subject. In a number of subject areas, the percentage of students taking higher-level papers is very high, while in others the percentage taking ordinary or foundation-level is a matter of concern. A number of subjects have been identified where the numbers attempting higher-level need to be increased. The results are analysed annually, compared with national norms, and are recorded in the subject planning folders. It is recommended that the analysis of results by subject departments be accompanied by a brief commentary in which teachers reflect on the results and draw conclusions. As part of DEIS planning, appropriate, achievable targets for improvement in examination results should be set and planned for. Progression rates to third level are low but this must be viewed within the local school context. Valuable links have been made with third level access programmes. There is a need to build on the current engagement with the nearby Institute of Technology in order to benefit from the expertise of their staff and students. The school provides the designated instruction hours in compliance with DES circulars and is open for the 167 days required by regulation. Policy development has greatly benefited from school development planning. Admissions procedures are very inclusive and reflect the characteristic spirit and mission of the school. Attendance is monitored effectively on a daily basis and there are strategies in place to follow up on students absenteeism and late coming. There are a number of students with 4
poor attendance. A clearly structured and fairly implemented code of behaviour is in place. The number of long-term suspensions should be kept under review with the aim of reducing them. The current practice of streaming and banding the less able and more challenging learners together may affect the morale, behaviour, attainment and progression of some learners. The gradual adoption of mixed-ability classes combined with setting for English and Mathematics is recommended. A caring, well organised student support system is in place. A committed and energetic care team is striving to link the work of the year heads, tutors, and support staff effectively. They take a targeted approach to supporting more vulnerable students and families. A well organised book rental scheme is a great support to families. There is significant resource teaching and learning support available. This is on a withdrawal rather than an in-class basis. Guidance services are working well despite reductions in guidance and other supports. Reduced English as an Additional Language (EAL) allocation and the removal of specific support for students, who are members of the Traveller community, are posing particular challenges due to the high numbers of the school s students requiring these supports. The school provides a very good, well-targeted EAL programme with the available resources. Educational welfare support is available but is somewhat reduced. Psychological support is provided by the VEC s psychological service and students are benefiting from the access programmes of third level institutions. The provision of a well-run breakfast club, very good canteen facilities and the provision of a homework club are of major benefit to the students. A representative and proactive student council has a constitution and has met the board in relation to its work. This is commended. The importance of parental support is recognised by management and staff. Every opportunity should be taken to bring parents into the school and there should be more meetings and day time courses for parents. A limited, but well organised, evening adult education programme is well run. The fact that a number of parents and teachers are past pupils assists collaboration. 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. 1.3 Management of facilities The building is functional, and its upkeep is well managed. Classrooms are neat, tidy, and well resourced. The principal s office is too small and not fit for purpose. The work of the administrative staff, caretaking staff and the Green Schools committee in helping to maintain school facilities is acknowledged. School management has prioritised the use of information and communications technology (ICT) and the school is well resourced in this regard. While the school s website is userfriendly and accessible, the website needs regular updating, especially in relation to ensuring current version of policies are available online. The school grounds are spacious but they are poorly developed. They need to be made more attractive. Improved sports and recreational facilities need to be put in place in the grounds as resources allow. Some litter and graffiti were evident in the school grounds. 5
There needs to be a focussed approach to the upkeep of the grounds. Signage, both internal and external, also needs to be improved. 2. QUALITY OF LEARNING AND TEACHING 2.1 The quality of learning and teaching Overall, the quality of teaching was very good or excellent in a quarter of the lessons observed, good in about half of the lessons and fair in the other lessons. The majority of lessons observed were well planned and teaching was generally competent in terms of exposition and explanation of key ideas and concepts. Subject departments have developed term and year plans based on course content, aims and objectives. A sample of these plans was reviewed during the evaluation. Some of the subject plans focus on intended learning outcomes and teaching methodologies, and a small number of plans outline the implications of AfL for their subject areas. In general, however, there needs to be a greater focus in subject department plans on planning for teaching which promotes active learning strategies and on the embedding of AfL principles in day-to-day teaching and learning. Teachers are dedicated and professional. They worked hard in the lessons observed. Teaching took place within a disciplined environment in almost all classes visited and teacher pupil rapport was very good. In the small number of classes where there were discipline issues, these could have been resolved or minimised by applying clear and consistent ground rules, by setting clear learning intentions with an appropriate level of challenge. Many students showed a willingness to engage in learning, However, greater engagement by some students in their own learning is required in many classes. The adoption of a consistent, whole-school approach to implementing the principles and practice of AfL would greatly benefit teaching and learning, as would a shift to more active methodologies and greater use of pair work and group work. In many of the Irish and continental language lessons observed, there was too much reliance on translation and not enough communicative oral work with students. This is an area that needs to be addressed at wholeschool level and in subject planning by individual departments. In the lessons observed, the intended learning outcomes were usually shared at the start of lessons and returned to briefly at the end of lessons. However, the learning outcomes could have been explained in greater detail in most lessons. There was scope in many lessons for a more rigorous checking of learning, especially towards the end of the lesson. Some very good lessons were observed, where active student engagement was very much in evidence. In a number of lessons, teacher talk predominated, with some writing tasks, often interspersed with brief questioning which required mainly short answers. Quality of teacher questioning strategies varied. Better distribution of questions, greater targeting of questions towards more reluctant learners and better use of wait time and higher-order questioning would have improved teaching and learning in a number of the lessons observed. Homework was regularly given and recorded in students journals, which is commended. However, an area of weakness that needs to be addressed is the correction of students written work. In some of the copybooks reviewed during the evaluation, there was little or no correction of students work, and overall there was little evidence of correcting towards improvement, as practised in AfL. 6
Literacy and numeracy was focused on, to a greater or lesser extent, in many classes with good explanation of key terms and concepts evident. The use of key word strategies is on the increase. However, a greater emphasis on the development of learners oral and written skills, as recommended in previous inspection reports, would greatly enhance learning. The benchmarking of student literacy and numeracy levels that is already underway, will allow for evidenced-based target setting for attainment in literacy and numeracy. The impressive JSCP library is well used for teaching and learning and acts as an effective hub for a range of literacy and numeracy initiatives, including reading initiatives. 3. IMPLEMENTATION OF RECOMMENDATIONS FROM PREVIOUS EVALUATIONS 3.1 Management This is the school s first whole-school evaluation. Riversdale Community College has had a DEIS evaluation (2010) and a number of other inspections in recent years. Good progress is evident in the effective implementation of the DEIS evaluation recommendations with the establishment of benchmarks for learner attainment especially in numeracy and literacy. This will provide a basis for evidenced-based target setting for improvement. The DEIS evaluation pointed out that parental involvement was central to the school s mission. The absence of a parents association, which was noted in the DEIS evaluation, needs to be addressed as a matter of priority. A detailed and regular parents newsletter, issued at least once a term, would also assist with communication. 3.2 Learning and teaching Subject inspection reports have pointed out areas for improvement, some of which have been adopted. The updating and improvement of the history department subject plan and a clearer focus on the syllabus requirements were noted. Previous inspection reports, especially, the previous subject inspection reports, should be revisited to ensure that recommendations are fully implemented. More active methodologies were recommended in a number of reports. There is some way go to deliver on these recommendations in some subject areas. The giving and monitoring of home work was affirmed in a number of reports but written feedback for improvement, as was recommended in many inspection reports, needs to be addressed as a priority area. An action based planning strategy needs to be developed at board and senior management level to deliver on the recommendations of this whole-school evaluation and on previous inspections especially in relation to improvement in teaching and learning. This will ensure that improvements recommended will be shared and influence improvements in other areas. 7
4. THE SCHOOL S SELF-EVALUATION PROCESS AND CAPACITY FOR SCHOOL IMPROVEMENT The board of management, ably supported by VEC management, is very loyal and committed to the school and its improvement. Strategic planning for improvement needs to become a much more central part of the board s work. The new principal and the staff have shown a willingness to reflect on current practices and to gradually implement change and improvement by consensus. The school is increasingly using qualitative and quantitative evidence to set targets for improvement in literacy and numeracy rates, attainment within the context of DEIS action planning and school improvement planning. School management, is well placed to critically examine its practices in relation to teaching and learning, student and parental engagement, attainment and progression. It is essential that the board of management, in-school management and teaching staff embrace change and lead school self-evaluation, improvement in teaching and learning and strategic planning. Published June 2013 8
Appendix School response to the report Submitted by the Board of Management Area 1: Observations on the content of the inspection report. Riversdale Community College and Co Dublin VEC welcome the positive and encouraging report on the Management Leadership and Learning within the college. The Board of Management further recognises the efforts of the Management Team and welcomes the evaluation as a valuable tool to support the further development of the college. The Board of Management believe that the whole process was a worthwhile experience, involving all the stakeholders and facilitating their participation in the review, reflection and evaluation of the many discussions of our college life. The Board of Management acknowledges the courteous manner in which the inspection took place, and wish to thank the inspectors for their helpful guidance throughout. Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection Upon receiving the Inspection Report the Board of Management has commenced work on addressing the recommendations therein. The Board of Management will work with the Senior Management in the college to support evidence based action planning and to continue with the monitoring of progression rates as introduced in the DEIS plan since 2010. The Board of Management will also work with Senior Management to prioritise the recommendations to introduce the changes required. 9