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An Roinn Oideachais agus Scileanna Department of Education and Skills Whole School Evaluation Management, Leadership and Learning REPORT Ainm na scoile / School name Colaiste Mhichil Seoladh na scoile / School address Sexton Street Limerick Uimhir rolla / Roll number 64200R Date of Evaluation: 28-09-2017
Transcript of vZ}]vvK] Z] Pµ ^ ]o vv u v }( µ ]}vv ^l]oo tZ}o ^ Z}}o Àoµ ]}v DvP u v … · 2018-01-24 ·...
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An Roinn Oideachais agus Scileanna
Department of Education and Skills
Whole School Evaluation Management, Leadership and Learning
REPORT
Ainm na scoile / School name
Colaiste Mhichil
Seoladh na scoile / School address
Sexton Street Limerick
Uimhir rolla / Roll number
64200R
Date of Evaluation: 28-09-2017
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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 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.
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WHOLE-SCHOOL EVALUATION – MANAGEMENT, LEADERSHIP AND LEARNING
Dates of inspection 13 - 19 September 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
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
School context
The Christian Brothers arrived in Limerick in 1816. Working first in the old Irishtown, they moved to
Sexton Street where they built a monastery in 1828 and a school that opened in 1829. Located at the
junction of Sexton Street and Roxboro Road, that original campus currently accommodates three
schools: Coláiste Mhichíl, an all boys’ voluntary secondary school; Scóil Iosagáin, an all boys’ primary
school; and St. Michael’s Infant School. The school operates under the Edmund Rice Schools Trust
(ERST), whose ethos is central to the school’s identity.
The students at Coláiste Mhichíl represent a range of ethnic, faith, and social backgrounds and some come from the most socially and economically deprived parts of Limerick city. The school is part of Delivering Equality of Opportunity in Schools (DEIS), the Department’s action plan for educational inclusion. Over the past number of years, a generational shift has taken place in the staff profile, with mostly younger teachers now blending with some more experienced colleagues and bringing a renewed sense of energy and collegiality to the school. Enrolment currently stands at 380 students. While school facilities are poor, senior management and some teachers have been very proactive in preparing an application for a new building and associated facilities and in addressing some whole-school health and safety and information and communications (ICT) needs. The school is on the Department’s capital building programme list, with a projected start date of 2021. Summary of main findings and recommendations:
Findings
The overall quality of leadership and management is good. A very effective senior management team, supported by the board of management, has successfully led significant changes in the areas of student management, distributed leadership, leadership of learning, and policy/procedure development.
Good care supports are delivered by very dedicated staff with strong professional expertise; some scope for further enhancing this aspect of school life exists.
The school buildings and associated facilities are old, have not been maintained very well, are in urgent need of upgrading, and impose significant constraints on student management, learning and recreation.
The quality of teaching and learning ranged from good to very good in most of the lessons observed; more active learning methodologies, better planning for differentiation, more
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effective use of assessment for learning approaches and the better development of students’ key skills are priority areas for whole-school development and implementation.
Good progress has been made on management-related recommendations from previous evaluations and fair progress has been made on frequently-recurring learning and teaching and subject department planning recommendations.
While the overall quality of the school self-evaluation (SSE) process is fair at this time, the school has strong capacity for change and improvement, based on the evolving staff culture of volunteerism and ongoing continuing professional development.
Recommendations
Careful curricular planning now needs to take place in relation to the Framework for Junior Cycle (2015) to support the engagement and achievement of junior cycle students at all levels of learning; continuing professional development (CPD) for teachers and consultation with all stakeholders will need to underpin this process.
A Student Support File system as recommended by National Educational Psychological Service (NEPS) should be implemented to record and track the various supports being provided to students with significant educational needs, and to identify where initiatives are working or not working, thus supporting evaluation and future action planning.
The physical environment of the school is in urgent need of improvement to make the setting conducive to high-quality learning; this will require action on the part of the patron as well as the board of management.
Strategies for differentiation, assessment for learning, and active learning need to be more consistently implemented by teachers to better support learning across the range of abilities; subject department planning will be vital to achieve these goals.
SSE strategic planning focused on actions in classrooms to support the seven stipulated DEIS areas needs to take place, and the resultant school improvement plan should be provided to the school community annually.
DETAILED FINDINGS AND RECOMMENDATIONS
1 QUALITY OF SCHOOL LEADERSHIP AND MANAGEMENT
Leading learning and teaching
The principal and deputy principal are a very hard-working team who have already successfully led significant and very necessary changes in school life, since taking up their positions approximately one year ago. They bring an integrated vision for leading learning and teaching to their work. They have provided analyses of state examination results to subject departments and have had discussions with staff on foot of these. They have introduced new practices to lead whole-school recording of subject department meeting minutes. Student-centred changes have been made to first-year provision, such as the introduction of a sampling system for four optional subjects for first years. Also, working to address past school culture where accurate attendance recording was not prioritised, a renewed focus has been communicated by the senior management team to all staff on the importance of attendance recording for all lessons. In Spring 2017, an Advisory Board of Studies (ABS) was established, leading to consultation among post-holders and non-post-holder teachers on curriculum developments needed to meet the needs of all learners. Examination attainment evidence has been reviewed to guide ABS decision making and
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this is good practice. The ABS now needs to study carefully the possibilities available through the Junior Cycle Framework for helping to match curriculum planning to the needs of students: Level 2 Learning Programmes [L2LPs], a blend of L2LPs and Level 3 junior cycle subjects or planning combinations of junior cycle subjects and externally or internally-designed short courses. Careful curricular planning will have a direct impact on student motivation, engagement, behaviour and achievement. The development of the school’s curriculum should incorporate consultation with students and parents. Very dedicated leadership of three non-post-holders has now achieved good communication of key information arising from the identification of students’ special educational needs to subject teachers. Also, the observations of the two teachers whose work specifically focuses on behaviour support and of special needs assistants are gathered to inform planning and review. However, it was noted that teachers working with students with special educational needs in different capacities follow their own programmes, some of which are devised without specific reference to the students’ individual education plans. Moving forward, the school should collate all information on students’ interests, needs and strategies supporting their learning and behaviour in the specific Student Support File recommended as best practice by the National Educational Psychological Service (NEPS). Developing that practice would ensure that learning plans for students are reviewed collaboratively to ensure best fit with their needs. Some excellent supports for students are provided in the school, including consistent monitoring of the student homework journal by class tutors, positive mental health initiatives, the provision of the Leaving Certificate Applied programme, and very good school links with outside agencies informing pastoral care and student support team meetings. Individual students’ attendance patterns are monitored and joint follow-up home visits are undertaken by the home-school-community liaison (HSCL) co-ordinator and the School Completion Programme (SCP) employee. A very comprehensive guidance programme has been developed, with strong links forged with local further and higher education institutions to support students, and scholarship programmes promote high achievement. The generosity of spirit and time that staff give to students, through co-curricular and extra-curricular activities and some extra tuition supports the holistic development of students in very valuable ways. More co-ordinated planning and evaluation of the impact of supports for students is now needed. For example, creating a whole-school guidance plan, that defines the roles and relationships between the class tutor and teachers of Social, Personal and Health Education (SPHE), wellbeing, guidance and lifeskills would ensure that students experience a planned continuum of learning from first year onward. A few support additions are also recommended. The first-year induction programme should be extended to incorporate key skills topics such as working with others and managing information and thinking. The pastoral aspect of the class tutor role should be further developed. Finally, the practice of awarding short-term rewards to students should be incorporated into whole-school practice and into the code of behaviour. Managing the organisation
One year into their term of office, the board of management have dealt decisively and professionally with legacy contractual and financial accounting practices, correspondence regarding individual student management issues, and supporting the school’s building renewal application. The area of governance which requires improvement is the board’s oversight of teaching and learning. Regular written or oral inputs from key staff members or teams to the board are needed to help it oversee curriculum development. Also, the implementation of an SSE process is required to address the DEIS areas stipulated for school improvement planning.
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The current board has significantly improved the process of policy/procedure development and ratification, ensuring that the dates of consultation with different stakeholders are included as part of policies. A register of policies that have been ratified, that are in draft form, and that are needed has been prepared and the board has been actively engaged in policy ratification work over the past year. With regard to resource management, improvements have been made by the senior management team in planning for more strategic use of the SCP employee attached to the school, and in improving communication with teachers using an internal email system. Senior management became trained over the summer of 2017 to create the school timetable internally, something that had previously been done externally. This has allowed them to proactively deploy teachers either in team teaching or support classes to address students’ learning needs and to ensure that key staff members are timetabled to attend student support and planning meetings. Working with a school building that combine structures from 1828, the 1950s and the 1980s and that has not been maintained very well over a number of years, is the most challenging aspect of whole-school resource management. The building and facilities impose significant constraints on student management, learning and recreation. There are no playing pitches and the school gym has no showers and very limited equipment. Moreover, there is insufficient seating in the yard, insufficient space with seating in the school building for students to eat, and not enough lockers for students. Two non-post-holder teachers have worked with great commitment to upgrade hardware in the school’s two computer labs and to try to ensure regular internet access and functioning equipment in all classrooms. However, internet access is fragile in the school, due to the combination of school buildings from different centuries. It is commended that the senior management team has been very active in the management of facilities over the past year, working with some teachers to prepare an application for a new school building, to map out fire escape routes, to run fire drills, and to engage in risk assessments to help prepare a health and safety statement for the school. However, this work alone will not be sufficient. The physical environment of the school is in urgent need of improvement to make the setting conducive to high-quality learning; this will require focused action on the part of the patron. Leading school development
Engagement in a process of self-evaluation has enabled senior management to lead the establishment of a more orderly learning environment. Since last year, a system was piloted and accepted by staff whereby minor infractions of the code of behaviour are recorded separately in homework journals. This means that class tutors now systematically monitor students’ journals on a weekly basis, and a green sheet system is reserved for serious infractions of the code of behaviour only. It was reported that this new system has reduced the number of suspensions noticeably. With that foundation in place, leadership of learning can now be progressed more effectively. The school communicates with parents and guardians through phone calls, text messages, newsletters, home visits by the HSCL co-ordinator, and through its website and social media page. The parents’ council is supported by the principal and the HSCL co-ordinator. While the parents’ council have been asked to provide feedback on draft policies and on some school-life decisions, there is scope to extend their involvement in school life by briefing them on school self-evaluation and on curriculum change. Questionnaire responses indicated that most parents feel that they are welcome in the school, that teaching is good in the school, and that they are happy with the school. They also indicate that the school should strengthen how it consults with parents. Focus groups of parents and guardians could be used to gather feedback on the difference that the school’s activities are making. Consulting with
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parents and guardians at times when they are assembled for school life events such as parent-teacher meetings or school performances is also advised. Developing leadership capacity
Key strengths of the school are the supports that staff provide to each other when challenging circumstances arise in school life and the openness of staff to change. Empowering staff to take on and carry out leadership roles in the school has also been vital to school development over the past year. In areas such as year head work, health and safety practices and planning, Advisory Board of Studies work and digital technology management, teachers who do not hold posts of responsibility have been providing invaluable supports to the school. A whole-school review of the posts structure was ongoing at the time of the whole-school evaluation, not having previously taken place for a number of years. Shifting the culture of posts from administrative and pastoral roles only to incorporating elements of leadership work as well will be vital for the future success of the school. Three non-post-holders have also worked to facilitate the development of student leadership through the student council. The student council contributes to decision-making on aspects of school life, is consulted on school policy drafts, and is highly commended for its distributed, action-focused approach to promoting green schools/ recycling campaigns. Some very good insights into how improvements could be made to school life were contributed by a focus group of students during this evaluation. For example, students made the point that the physical layout of the school is confusing to new students. They suggested that more signage on doors, ideally visual icons, and possibly renumbering doors and floors would aid student movement between classes, as would the inclusion of a map of the school in student journals. It is recommended that the student council be invited to consult with students on other topics such as wellbeing supports and on ideas for making the school building a more vibrant learning space. In addition, the board of management needs to meet with the student council annually, to listen to their views and to affirm their work. 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
Learner outcomes and experiences
The quality of learning was good or very good in most lessons. In those lessons, positive and respectful
relationships and interactions underpinned a productive learning environment, students
demonstrated high levels of interest and participation in learning, demonstrated good subject
knowledge and skill at an appropriate level, and were taking ownership of their work. In a small
number of lessons, the learner outcomes were satisfactory or fair. To address the weaknesses
observed in those lessons, a broader range of assessment modes should be utilised by teachers,
whole-school strategies in relation to pre-teaching new subject-specific vocabulary and to teaching
comprehension strategies should be adopted as whole-school practices, and students’ key skills
including their management of materials and should be addressed on a whole-school level.
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Teachers’ individual and collective practice
The quality of teaching was good or exemplary in most lessons. In those lessons, teachers differentiated very well and used a variety of methodologies including visual or digital learning resources, graphic organisers, assessment for learning, and purposeful pair or group tasks where careful student grouping supported learning. In the small number of lessons where there was weak or satisfactory practice, more active methodologies needed to be incorporated into lessons to create a greater balance between teacher and student activity and better planning for differentiation was needed, in the selection of content, in the formation of student groups, and in task design. Based on the sample of subject department plans evaluated, the quality of plans ranged from fair to excellent. Key differences noted between plans at these ends of the range of quality included the effectiveness of the teaching scheme within them as a termly guide to a new teacher taking over a class group; evidence of annual, targeted action planning for ongoing subject improvement, based on results analysis, teacher reflection, meeting minutes, and formal student feedback. As new junior cycle specifications are phased in for subjects, these will give focus and purpose to the ongoing development of subject department plans.
3 IMPLEMENTATION OF RECOMMENDATIONS FROM PREVIOUS EVALUATIONS
Leadership and Management
Previous senior management teams made progress in relation to the introduction of the Leaving Certificate Applied programme in 2015 and in the timetabling of mathematics classes. The current senior management team have made considerable progress in addressing recommendations from a 2007 whole school evaluation report regarding strategic action planning, the review of the posts of responsibility structure, and the construction of the school timetable internally.
Teaching and Learning
The high turnover of teaching and senior management staff over the past ten years has impacted on the implementation of recommendations from previous evaluations to an extent.
Some good or very good practice was observed in some lessons, implementing teaching and learning recommendations made in previous inspections, in relation to assessment for learning practices, active learning opportunities, and differentiation. However, in other lessons, practice observed in these areas was fair to satisfactory. The most frequent recommendation from previous inspection reports was the need for improvements in subject department planning. While senior management have begun to address this issue, much work is still needed. The time available under various agreements for teachers should be planned for carefully to advance this work.
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4 THE SCHOOL’S SELF-EVALUATION PROCESS AND CAPACITY FOR SCHOOL IMPROVEMENT
The School’s Self-Evaluation Process
The overall quality of the SSE process is fair at this time. Following the absence of systematic DEIS and SSE action planning for improvement over many years, very good initiatives have been taken since 2016 to address the deficits.
Teaching and learning actions focused on literacy and numeracy improvement are embedded in some classrooms. Outside of teaching and learning contexts, some appropriate actions have been taken, to improve attendance, retention, progression, and partnership with parents and others.
Areas for improvement that the school has identified or that are identified by this report such as the quality of subject department planning, the use of assessment for learning, and the development of students’ self-management skills can all be included in the school’s SSE approach to addressing the different DEIS areas. To be effective, the school’s SSE action planning process needs to set realistic targets using baseline data; focus on actions within classrooms to support the seven DEIS areas; gather evidence to evaluate progress from teachers, students and parents; identify where specific actions are having no impact on student progress and thus should be discontinued. As outlined in Circular 40/2016, the school improvement plan emerging from this process should be communicated to teachers and other stakeholders, at least once annually. The School’s Capacity for Improvement
The approach to whole-school action planning for improvement has been refocused under the new management team and it is evident that the school now has strong capacity for improvement. The senior management team are providing good strategic leadership in this area. The current staff culture of volunteerism and of ongoing professional development will be vitally important in supporting school improvement work and it represents a major strength of the school.
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Appendix
SCHOOL RESPONSE TO THE REPORT
Submitted by the Board of Management
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Part A Observations on the content of the inspection report The BOM fully acknowledges the strong statements contained in this report in relation to the urgent need for upgrading the school building and related facilities and will continue its active work. The BOM also acknowledges the report’s recommendation that action is required from the patron on this significant issue. The school’s SSE approach to addressing different DEIS areas have now been identified and considerable work is currently ongoing in relation to teaching and learning and student and parental voice. Many of these approaches are utilised in the programs area and will be used on a whole-school basis in the future. The findings and recommendations contained in this report will further support the school’s strong capacity for improvement, which has been significantly highlighted throughout this report. 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 significant change in the approach to curricular planning introduced in 2016/17 is continuing currently in relation to the JCF to support the engagement and achievement of junior cycle students. The school’s advisory board of studies continues to engage and explore a variety of appropriate curricular options to meet the needs of all our students and provide adequately for progression to senior cycle and beyond. A whole school approach to Wellbeing is underway and appropriate CPD continues to be provided to assist staff in meeting the education needs of our student community. The time available under various agreements, in additional to professional time, is being utilised to engage in subject department planning. A process has been introduced to ensure a more coordinated approach to planning and evaluating support for students. A triangular system has been set up incorporating all the schools support teams to ensure the streamlining of the support systems. The information gathered from this triangulation will assist in providing the most appropriate support for students. Work also continues on a whole-school approach to Guidance, SEN and Wellbeing. Coordination between the SEN Department and teachers working with students with an SEN is now underway to ensure a uniform approach to engaging with SEN students. A more extensive whole school induction programme for incoming 1st Years will commence from the start of the 2018/19 academic year. The BOM and senior management continue to work on progressing the school building programme. As outlined in this report, the physical environment of the school is in urgent need of improvement to make the setting conducive to high-quality learning. An investment in the school infrastructure from the patron and the DES would further support the significant good work that takes place in the school. The BOM fully acknowledges and continues to work on the report’s recommendation that action is required from the patron on this significant issue and look forward to further engagement from ERST and the DES with the school community to ensure that rapid action is undertaken on the extensive upgrading of the school building to bring it into line with the facilities available to other students in the region. The BOM acknowledges the overall quality of the SSE process is fair at this time, but also emphasises the very good initiative that have been introduced since 2016/17 to support improvements in teaching and learning through the SSE framework. The current BOM, senior management and teaching staff are committed to the SSE process and various initiatives have been identified to improve the acquisition of baseline data and to also provide a platform for student and parent voice.
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Published January 2018 / Foilsithe Eanáir 2018
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
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.
Good; good quality; valuable; effective practice; competent; useful; commendable; good standard; some areas for improvement
Satisfactory
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.
Satisfactory; adequate; appropriate provision although some possibilities for improvement exist; acceptable level of quality; improvement needed in some areas
Fair
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.
Fair; evident weaknesses that are impacting on pupils’ learning; less than satisfactory; experiencing difficulty; must improve in specified areas; action required to improve
Weak
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.
Weak; unsatisfactory; insufficient; ineffective; poor; requiring significant change, development or improvement; experiencing significant difficulties;
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