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An Roinn Oideachais agus Scileanna
Department of Education and Skills
Whole School Evaluation
Management, Leadership and Learning
REPORT
Scoil Mhuire,
Horeswood,
Campile,
Co. Wexford
Uimhir rolla: 19604N
Date of inspection: 16 October 2014
Whole-School Evaluation – Management, Leadership and Learning Report
Introduction
A Whole-School Evaluation – Management, Leadership and Learning (WSE - MLL) was undertaken in
Scoil Mhuire in 2014. This report is based on a selection of lessons observed in a range of learning
settings in the school, interaction with pupils and review of their work, meetings with the principal and
with board and parent representatives, completed parent and pupil questionnaires, and a selection of
school documents. 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.
There are 302 pupils enrolled and the attendance of almost all pupils is very good.
The school has strengths in the following areas:
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The board of management is praised for its support of the school, in particular its work in
relation to the recent classroom refurbishments, upkeep of the school building and its ongoing
commitment to the ongoing professional development of staff.
The quality of the classrooms’ environments is excellent. Classrooms are stimulating,
colourful and print-rich with many displays of pupils’ work celebrated in a range of curriculum
areas.
Pupils are very well-behaved and are positively disposed to their lessons and learning. The
overall standard of their achievement is high.
The principal supported by her in-school management team provides praiseworthy leadership
to the school. She has successfully led the introduction of a wide range of curriculum initiatives
and her well-developed organisational skills ensure that the school is operated in an efficient
and successful manner.
The overall quality of teaching across the school is commendable. Teachers inspire high
levels of interest, effort and application in the pupils and readily embrace new teaching
approaches in advancing the quality of learning experiences for pupils.
A very good range of resources for teaching and learning is provided and purposefully used
by teachers.
Parents provide valuable support to various school activities.
The following main recommendations are made:
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It is recommended that current arrangements for provision in relation to special educational
needs in the learning support setting be reviewed to ensure that pupils with the greatest learning
needs receive suitably differentiated support.
The board of management should issue an annual report on the operation of the school.
Findings
1. The learning achievements of pupils
• The overall learning achievements of pupils are high and the results of standardised testing
indicate good levels of attainment in literacy and numeracy. Pupils experience a broad and
balanced curriculum and are well motivated to learn. There is evidence of good active
collaborative learning and pupils’ independent learning skills are well developed.
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Achievement in numeracy is of a very good standard and most pupils demonstrate a competent
understanding of the mathematical concepts being taught. In the main the quality of pupil
achievement in English and Irish is high. Most pupils express themselves confidently and
articulately. They read with appropriate fluency and accuracy and demonstrate overall positive
attitudes to reading. Pupils produce writing of high quality across the genres. The
implementation of school-wide initiatives to improve comprehension in English and
mathematical problem-solving is praised. In addition to pupils’ achievements in literacy and
numeracy, noteworthy learning achievements are in evidence in Social, Environmental and
Scientific Education, the Visual Arts, Physical Education and Music.
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Good progress is also recorded in relation to the work of the pupils with additional learning
needs.
2. Quality of teaching
• The overall quality of teaching across the school is commendable. In the parent questionnaires
the overwhelming majority of parents agree that teaching is good in the school. Teachers
inspire high levels of interest, effort and application in the pupils and readily embrace new
teaching approaches in advancing the quality of learning experiences for pupils. A variety of
methodologies is used effectively including questioning, discussion, teacher modelling, drama,
language games and collaborative group and pair work. Teachers use a wide range of
resources to introduce new concepts and reinforce learning. There is very good practice in
relation to the use of Information and Communications Technology (ICT) across a number of
curriculum areas. Teachers are commended for the excellent classroom environments.
Classrooms are stimulating, colourful and print-rich with many displays of pupils’ work
celebrated in a range of curriculum areas.
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There is very good assessment practice at the school. Summative testing is used frequently
and is supported by the use of teacher-designed tests and checklists to assess attainment in
literacy and numeracy and other curriculum areas. A detailed analysis of the outcomes of
standardised assessment has taken place. The planned introduction of the self-assessment
folders and the increased use of formative feedback to pupils will further enhance assessment
practice.
3. Support for pupils’ well-being
• Teachers develop a very good rapport with their pupils. A positive code of behaviour is in place
which is reflected in the management of the pupils in the classrooms. Pupil questionnaires
indicate that pupils enjoy school and think that this is a good school.
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Staff at the school are very committed to meeting the care and learning needs of all pupils. The
school has a wide variety of structures in place to meet a broad range of learning needs. Pupils
are withdrawn both individually and in groups, through in-class support for literacy and
numeracy and through withdrawal of whole-class units. It is recommended that current
arrangements be reviewed to ensure that pupils with the greatest learning needs receive
appropriate differentiated support.
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Lessons in support settings are carefully structured and effective teaching strategies are used.
Teachers prepare detailed individual plans and use these to inform their programmes of
learning. It is important to ensure that in all settings the targets contained in the individual plans
are directly related to the specific learning needs of the pupils and are reviewed regularly. Pupils
participate well in sessions and are achieving positive learning outcomes.
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The parents’ association (PA) works diligently to support school activities through fund-raising
and the organisation of a variety of school-related activities. In discussion, the PA
representatives strongly endorsed all aspects of school provision. In the questionnaires almost
all parents indicated that they felt welcome in the school, that their children were doing well and
that overall they were happy with the school.
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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.
4. Leadership and Management
• The board of management is praised for its support of the school, in particular its work in relation
to the recent classroom refurbishments, upkeep of the school building and its ongoing commitment
to the ongoing professional development of staff. Parent responses to the questionnaires reflect a
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desire for greater communication regarding the work of the board. The board should consider the
collation and publication of an annual report.
The principal provides praiseworthy leadership to the school. She approaches her work in a highly
professional manner and manages the school in an efficient, capable and strategic way. Her
empowering and reflective leadership style supports the introduction of a wide range of teaching
and learning initiatives. Teachers’ skills are nurtured purposefully and continuous professional
development (CPD) is encouraged. She is ably supported by the in-school management team who
attend to their duties conscientiously. The willingness of other member of staff to undertake
additional roles and responsibilities is acknowledged.
5. School Self-evaluation
• The school has engaged well in school self-evaluation (SSE) of literacy and numeracy using
evidence collected from pupils, parents, analysis of standardised tests as well as on teacher
reflections and observations. A number of whole-school approaches have been agreed and it is
evident that they are being implemented consistently on a whole-school basis and are having a
positive impact on classroom practice.
Conclusion
Given the commitment of school staff to delivering a high quality programme of learning for pupils,
their participation in ongoing professional development and their willingness to adopt new teaching
approaches and initiatives, the school’s capacity to develop further is very good.
Published January 2015
Appendix
School response to the report
Submitted by the Board of Management
Area 1: Observations on the content of the inspection report
Re.Main recommendation 1:. We appreciate and understand the advice given in SET as it relates to
senior learning support groups. We have already acted on the advice given and changes are in place.
Re: Recommendation 2: The BOM would like to note that it agrees on release of information to
parents for inclusion in the school’s monthly newsletter at its meetings.
Area 2: Follow-up actions planned or undertaken since the completion of the
inspection activity to implement the findings and recommendations of the inspection
Learning support groups in 5th and 6th have been changed to target greatest need and are working
well.
The school’s RSE policy is now included in the Enrolment pack as a number of parents were not
familiar with it.