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 Carrick-on-Shannon Community School Carrick-On-Shannon County Leitrim 91496V Date of Evaluation: 11-10-2017
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.
WHOLE-SCHOOL EVALUATION MANAGEMENT, LEADERSHIP AND LEARNING Date of inspection 11-10-2017 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 Feedback to senior management team, board of management and teachers Carrick-on-Shannon Community School is a post-primary co-educational school, which operates under the joint trusteeship of the Marist Sisters and Mayo, Sligo and Leitrim Education and Training Board. Currently, there are 614 students enrolled. The school offers the full range of curricular programmes, including an optional Transition Year (TY) programme. Summary of main findings and recommendations: Findings The overall quality of school leadership and management is very good. The school provides a broad and balanced curriculum but sixth-year students have limited access to Physical Education. The board of management has ratified a range of policies including mandatory ones; some other policies are due for review or under development. The overall quality of the teaching and learning observed was good; student learning was of a very high standard in a few lessons but there was also scope for more use of studentcentred methodologies. Subject planning is well established but subject plans showed varying approaches; good progress has been made in implementing some recommendations from previous evaluations. The school has a very good capacity for implementing change and improvement over time. Recommendations Physical Education should be provided for all students in line with Department regulations. Improved procedures for policy review should be implemented. Teachers should plan for more use of student-centred methodologies that support active learning, differentiation, formative assessment and the use of information and communication technology (ICT) as a learning tool. Subject planning should be further developed in line with the guidance already provided by senior management. A more systematic process of following through on inspection recommendations should be implemented.
DETAILED FINDINGS AND RECOMMENDATIONS 1 QUALITY OF SCHOOL LEADERSHIP AND MANAGEMENT The overall quality of school leadership and management is very good. Leading learning and teaching The board of management has overseen the provision of a broad and balanced curriculum. The board s commitment to the holistic development of students and inclusiveness is captured in the school s mission statement and open enrolment policy. The senior management team, of principal and deputy principal, places a high value on the professional development of staff. One project involving external expertise and networking with other schools has led to the development of some staff as learning champions. The vision of improved teaching and learning is encapsulated in the motto Every teacher a leader. The benefits of staff engagement in professional development was evident during the lessons observed as part of the evaluation. Staff involvement in school matters is supported by effective communication systems. It is commendable that teachers have an opportunity to present at and lead out on sections of staff meetings. Provision for the wide range of subjects and programmes is efficiently managed by senior management. Timetabling is generally appropriate; however, Physical Education (PE) is only provided for part of the school year to sixth-year students. PE should be provided to all students in line with Department regulations. Despite very positive outcomes for TY students, uptake of the programme allows only one class group to be formed. It would be worthwhile devising strategies to increase uptake. The student council could play a valuable role in researching students perceptions of the programme. An induction programme, involving senior students and an outside agency, provides very good support to incoming first-year students. Though the school has several strategies in place to support students making good choices of subjects and programmes, student and parent questionnaires showed a need for more support in this regard. A recent Guidance report has already suggested that the school should consider introducing a short subject-sampling programme. New junior-cycle specifications for relevant subjects are being implemented. Engagement with inservice training was limited last year due to industrial action, but engagement has re-commenced this year. Department guidelines on the provision of Wellbeing are being implemented. The school has very comprehensive structures, including a coordinating team, to provide for the care of students. There is good sharing of information and appropriate feedback to general staff. It is commendable that student care is seen as being every teacher s responsibility and class tutors play a central role in this regard. It is commendable that class tutors, as well as teaching the relevant class group, also have an opportunity on several dedicated occasions throughout the year to meet with their class. Positive behaviour is promoted through various awards systems. In particular, the introduction of a merit card system for first-year students has been a great success. Students have a high level of understanding of the code of behaviour and the related ladder of referral. It is good practice that a staged and incremental approach is taken to discipline issues and that the role of year head has been enhanced in this regard.
Provision for student wellbeing is also evident in the provision made for Guidance, Social Personal and Health Education (SPHE) and Relationships and Sexuality Education (RSE). However, the majority of students and parents surveyed were not very aware of RSE provision. The recently appointed SPHE coordinator should explore ways of keeping parents better informed of the RSE policy. Very good systems are in place to provide additional support to students with special educational needs (SEN). The school is implementing the new resource allocation model and there is a high level of coordination of the various aspects of SEN support. Individual progress is well monitored and it is good practice that targeted support is provided for only as long as it is needed by individual students. Parents are informed of their child s progress through regular school reports. It is noteworthy that a new format for parent-teacher meetings is being developed which will place a greater focus on the student and their learning. Academic progress at whole-class level is monitored by year heads, while overall progress is also monitored at subject department level through analysis of results in certificate examinations. Student attainment is generally good. In particular, there is a very good uptake of subjects at higher level in junior cycle. To further monitor and support individual student achievement, the school should consider introducing some form of academic tracking. Managing the organisation The board of management is appropriately constituted. Continuity of approach has been facilitated by the retention of some members from previous boards. A finance sub-group is good practice in terms of managing finances. The board has close links with Association of Community and Comprehensive Schools. The school buildings and grounds are well maintained. An application for a more permanent extension to the main school building, to replace some temporary classrooms, is under development. The school is committed to ensuring a safe workplace; the health and safety policy is being updated currently and regular fire drills have been organised. A strong commitment to the use of information and communication technology (ICT) is evident in the range of equipment, the introduction of coding, and links with ICT companies. The board has ratified a range of policies including mandatory ones such as those dealing with enrolment and behaviour. However, some policies are due for review and some others are under development currently. In light of increasing enrolment, the admissions policy will need to be updated to include selection criteria in the event of being oversubscribed. The board is aware of the need for improved procedures for policy review. It is recommended that a more clearly set-out schedule of review would help in this regard. The senior management team manages and oversees the smooth day-to-day running of the school. Effective systems have been established to facilitate good communication and operation of the school. Senior management works well with the board. The team recognises challenging situations and seeks resolution in an open and fair manner. The majority of parents and staff feel that the school is well run and parents feel that their child is safe and well looked after. The effective running of the school is supported by a range of posts of responsibilities. A review of the posts has been completed recently and will be implemented shortly. Plans to develop written job descriptions is also good practice as it will allow for review of progress at appropriate intervals. Leading school development The school prioritises the holistic development of students in a caring environment. In this context, the board, in conjunction with senior management and staff, has overseen the development of a
Strategic Plan 2017-2020 which sets out five themes for school improvement. Involvement of board members on the five strategic planning committees will facilitate a more hands-on involvement for the board in long-term school improvement. The parents association is very committed to supporting the school and they were very positive generally about the school. For example, the great majority of parents surveyed feel welcome in the school. Some issues raised in the parents survey should be explored further by the school; for example, a need for more advice on subject choices. Good use has been made of ICT and text messaging to communicate day-to-day issues to parents. The parents association has a clear focus on providing a conduit between parents and senior management so that relevant issues get resolved quickly. A new initiative to involve parents on strategic planning committees will increase the level of parental involvement in school development planning. Developing leadership capacity The principal and deputy principal are committed to the development of their own professional expertise. They are actively involved in relevant professional associations and have created close links with other schools. They are also conscious of the need to develop leadership capacity among other staff and in this regard have facilitated the attendance of teachers at management-focused professional development. Staff reported a great willingness on the part of management to allow them to develop and lead initiatives. Teachers described the senior management s leadership style in terms of delegation and openness to accept proposals from staff. Staff have supported school development effectively by taking leadership roles through various committees and projects. The staff advisory committee in particular is a very effective support to school leadership. Students leadership capacity is developed through a range of initiatives such as the student council, prefect and mentor systems. The student council is well organised and contributes to school life by reviewing policies and working to resolve issues of concern to students. Students views on particular school issues have been sought, but, when surveyed, a significant majority felt that they did not have a say in how things are done in the school. It may be worthwhile providing more feedback to students on how their inputs are used. The involvement of students on strategic planning committees will further enhance the student voice. Child Protection Procedures 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. 2 QUALITY OF TEACHING AND LEARNING The overall quality of the teaching and learning observed was good. Student engagement and learning were of a very high standard in a few lessons. Learner outcomes and experiences Students classroom experience was characterised by positive and respectful interactions. It was evident that the vision of being a caring school is one that teachers subscribe to. In all lessons,
students cooperated with the teachers instructions and were interested in the material being taught. A very high of engagement was evident in some lessons where students actively asked questions and were confident enough to ask for clarifications and more information. Students showed a good ability to work both independently and collaboratively in lessons where they were given appropriate opportunities. For example, group work, which featured in several lessons, was very effective when clear roles and tasks were assigned. Many classrooms have been adapted to facilitate group work. In lessons where students were involved in projects or practical activities, they worked well on their own. It was evident that self-directed learning had been developed over time and, in these lessons, the teachers took a more supporting role. In most lessons, students were engaged in a variety of activities which helped to maintain their interest. Active learning was clearly evident in the very good lessons where students had to assimilate, and use in a different context, new knowledge or skills. In these situations, the focus was on the learner, with the teacher acting as facilitator. In other cases, the focus was more on what the teacher was doing. As part of a project led by an external facilitator, teachers have already identified the student-centred methodologies which should be used more, and other more teacher-centred strategies to be used less. It is recommended that teachers plan more actively for the implementation of the guidelines they have already developed. In most lessons, all students experienced more or less the same learning and assessment activities. While differentiation was evident in the questioning of students and in the level of support given when students worked independently, for the most part it was the same lesson for all regardless of ability. Extension or more challenging activities for more-able students were not evident. It is recommended that teachers provide more challenge for more-able students. Students progress was assessed in a variety of ways including teacher observation, questioning, and written tasks. Best practice was seen where questions probed deeper learning and understanding, and challenged students appropriately. A good balance of global and directed questioning was observed in many lessons. In some lessons, overuse of global questioning resulted in a few students volunteering most of the answers. Greater use could be made of self or peer-assessment strategies. Students benefited from the clear communication of lesson content by means of electronic presentations. In the great majority of lessons, ICT was used mainly as a teaching tool. More use of ICT as a learning tool is something that should be explored as part of the school self-evaluation (SSE) process. Development of literacy skills was supported in many lessons. In particular, the correct use, and understanding, of subject-specific language. In some language lessons, students were very much encouraged to speak in the target language. Apart from Mathematics lessons, explicit numeracy development was less evident. Teachers individual and collective practice The quality of preparation for teaching was very good in the majority of lessons. Relevant materials had been prepared and most lessons had an appropriate planned sequence of activities. Lessons generally had a very clear focus. In some lessons, learning intentions were explicitly shared with students at the start of lessons. In others, they were integrated during the lesson. It would be worthwhile for teachers to share their differing approaches to integrating learning intentions into lessons.
Lessons were very well managed and good classroom routines were implemented. Lateness was noted in a number of lessons and in one case impeded the start of class. In the absence of a bell, students suggested that part of the problem was that clocks in the various classrooms need to be synchronised. Teachers practice with respect to the assessment of students written work varied. In some subjects, written work is corrected at whole-class level and students themselves are responsible for noting corrections. In a few subjects, students benefited from very good formative feedback on their written work; however, in many cases, no such feedback was provided. A more extensive provision of formative feedback on written work is recommended. Subject planning is well established. A current move from paper-based to online planning systems is praiseworthy, as it will allow more efficient sharing of professional practice. Subject plans showed varying approaches. For example, some schemes of work were based on learning outcomes, others were based on topics to be covered. Subject-specific practice regarding literacy and numeracy was well developed in some plans. While good statistical analysis of student outcomes was evident in all subject plans, in most cases consequent action planning for improvement was less evident. The school has already identified a need to develop a new template for subject plans. Senior management has set out some useful guidelines for what should be addressed in subject plans. It is recommended that subject departments follow through on the work started by senior management. 3 IMPLEMENTATION OF RECOMMENDATIONS FROM PREVIOUS EVALUATIONS Subject inspections in Guidance, Art, and, Science and Biology have been conducted in the school in recent years. Leadership and Management Good progress has been made in implementing management-related recommendations. For example, in line with the Science and Biology report, laboratory access is now organised more formally and all classes have appropriate laboratory access. In line with a recommendation in the Guidance report, development of a critical incident policy is nearly complete. Teaching and Learning Satisfactory progress has been made in implementing recommendations regarding teaching and learning. Recommendations from previous inspections focused on the balance of teacher versus student-centred methodologies, the use of formative feedback on written work, and differentiation in lessons. As noted previously, while good practice was observed, there remains scope for development in all of these areas Subsequent to previous inspections, it was good practice that senior management liaised with the relevant subject department, and that all staff were informed of the findings and recommendations. Subject departments have given good consideration to the reports. However, it is recommended that a more systematic process of following through on inspection recommendations be implemented. This could involve more formal reporting and evidence gathering.
4 THE SCHOOL S SELF-EVALUATION PROCESS AND CAPACITY SCHOOL IMPROVEMENT The School s Self-Evaluation Process School improvement plans for literacy and numeracy were developed as part of the school s engagement with the requirements of Circular 40/2012 School Self-Evaluation (SSE). Good practice is evident in the analysis of evidence from a variety of sources before deciding on targets and actions. Progress was monitored through re-testing and review. Distributed leadership was evident in the leading of the process by teams of teachers. A third strand of SSE as required by the circular was not undertaken. Two possible themes, methodologies and managing myself, have been identified for the next phase of SSE. A new committee has just been established and will shortly receive training. It is recommended that the next phase of SSE be clearly integrated with the school s strategic plan and with the teaching and learning initiatives already underway. The School s Capacity for Improvement In terms of capacity for improvement the school has many strengths. The board provides good oversight of the management of the school and is very supportive. Senior management is aware of the changing needs of the school and educational developments, and their effectiveness is reflected in a well-run school. They are very committed to implementing an improvement agenda and have a strong commitment to building the leadership capacity of other staff. The staff has shown a great willingness to get involved and lead out on various initiatives. Parents and students are very supportive of the school. In light of these strengths, and taking into account the framework as set out in the school s strategic plan, a very good capacity for implementing change and improvement over time is evident.
Appendix School response to the report Submitted by the Board of Management
Part A: Observations on the content of the inspection report The Board of Management of Carrick-on-Shannon Community School acknowledges the WSE-MLL report which it received on the 7 th December 2017. 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 of Management has already begun to implement the recommendations contained in the WSE-MLL including: Ensuring PE provision for all students from the academic year 2018/2019 Engaging with the PDST to provide staff training in the use of ICT as a learning tool in the classroom Review of the school s enrolment policy Regularly placing Subject Inspection Review on the agenda for Board meetings Increased evidence gathering and engagement with the SSE process.
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 January 2018 / Foilsithe Eanáir 2018