An Roinn Oideachais agus Scileanna
Department of Education and Skills
Whole School Evaluation
Management, Leadership and Learning
REPORT
Culmullen National School,
Drumree, Culmullen, County Meath
Uimhir rolla: 17312N
Date of inspection: 15 October 2014
Whole-School Evaluation – Management, Leadership and Learning Report
Introduction
A Whole-School Evaluation – Management, Leadership and Learning (WSE-MLL) was
undertaken in Culmullen National School, Drumree, in October 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 of the school was given an opportunity to comment on
the findings and recommendations of the report; the board chose to accept the report without
response.
Culmullen National School is a five teacher school operating under the patronage of the
Catholic Bishop of Meath. Attendance levels of the 86 boys and girls are very good.
The school has strengths in the following areas:
•
The quality of learning in Mathematics is very good.
•
The recently appointed principal and the deputy principal provide effective school
leadership.
•
Teachers are committed to the creation of rewarding and positive learning experiences
for pupils.
•
Pupils’ behaviour is exemplary and they participate enthusiastically in learning
activities.
•
The board of management demonstrates a high level of commitment to the school.
•
The parents’ association provides very valuable assistance to the school.
•
The quality of the pastoral care for pupils with special educational needs is of a very
high standard.
•
The care and support provided by the special needs assistants is highly commendable.
The following recommendations are made:
•
To further enhance pupils’ literacy skills it is recommended that a whole-school
approach to the development of writing genres, comprehension strategies and poetry
be established.
•
B’fhiú raon an ábhair léitheoireachta Gaeilge a leathnú, breis béim a leagan ar
shaorscríbhneoireacht agus monatóireacht níos cruinne a dhéanamh ar ghnóthachtáil
na ndaltaí sa Ghaeilge. (The range of Irish reading material should be broadened,
greater emphasis placed on free writing and pupil attainment in Irish more accurately
monitored).
•
Planning approaches for pupils with special educational needs should ensure that, in
all cases, learning targets are measurable and closely aligned to pupils’ identified
needs.
Findings
1. The learning achievements of pupils
•
Overall, the learning achievements of pupils are commendable, with very good learning
evident in Mathematics. Pupils have very positive attitudes to school and work both
collaboratively and independently, completing tasks with enjoyment. In questionnaires
administered during the evaluation, almost all pupils indicated that their teacher
explained things clearly.
The quality of learning in Mathematics is very good. Strong emphasis is placed on the
development of number knowledge and mathematical language. Suitable emphasis is
placed on problem solving and mathematics’ trails are designed for each class. In the
further development of pupils’ numeracy skills, the creation of a mathematics rich
environment and the use of open-ended mathematical problems is recommended.
The quality of pupils’ learning outcomes in literacy is good. Pupils participate
confidently in discussions and there is good emphasis on vocabulary development.
Their reading skills are suitably developed. It is recommended that a structured wholeschool approach to the development of writing genres, comprehension strategies and
poetry be established to further develop pupils’ literacy skills.
•
Ar an iomlán, tá cailíocht na foghlama sa Ghaeilge go maith. Léiríonn na daltaí
saibhreas teanga in ábhair áirithe agus léann siad go hábalta. Moltar úsáid a bhaint as
leabhair leabharlainne shimplí agus níos mó deiseanna a thabhairt do na daltaí scríobh
go neamhspleách. Moltar, freisin, measúnú a dhéanamh ar ghnóthachtáil na ndaltaí sa
Ghaeilge ar bhonn uile-scoile. (Overall, the quality of pupils’ learning in Irish is good.
Pupils display a richness of language in some topics and read very capably. It is
recommended that more use be made of simple library books and further opportunities
be afforded pupils to engage in free writing. Pupils’ attainment in Irish should also be
assessed on a whole-school basis).
2. Quality of teaching
•
The overall quality of teaching in the school is high. A range of active and collaborative
teaching approaches is employed and lessons are effectively integrated across the
curriculum. Teachers provide useful short-term planning and some teachers
commendably engage in reflective practice. To enhance provision further, it is
recommended that all teachers differentiate lesson objectives to cater for the diverse
range of pupil learning needs.
•
Assessment of learning practices is established in the school and some teachers have
initiated the use of pupil self-assessment. Teachers are advised to employ models of
assessment for learning across all curriculum subjects. Tracking of pupils’ assessment
results from year to year, to ensure progress, is advised.
•
Information and communication technology is used creatively in many contexts. It is
advised that an e-learning plan be prepared to facilitate the development of digital and
media literacy and to afford pupils opportunities to display their work to a wider
audience.
•
Effective teaching is provided for pupils with special educational needs. Interactions
between teachers and pupils are focused and affirming. Parents are consulted regularly
and are enabled to contribute to their children’s individual education plan (IEP). The
school is advised to ensure that, in all cases, learning targets in IEPs are measurable
and closely aligned to pupils’ identified needs. All classes would benefit from the
extension of the current model of team teaching to enable greater differentiated
learning.
3. Support for pupils’ wellbeing
Pastoral care provision is of a very high quality. Pupils are cared for and supported
very effectively. There is a strong sense of community within the school and pupils
demonstrate high levels of confidence, self-esteem and respect.
• 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 has been effective in providing good quality resources and
facilities in this well presented school. Board meetings are held regularly and the board
is active in policy development. Communication between the school community and
the board is very good and could be further supported by the issuing of an annual
report. The board of management should ensure that the structure of the school day is
in full accordance with the Department of Education and Skills Circular 11/95. The
board accounts should be certified annually.
•
The newly appointed principal provides effective administrative, curricular and pastoral
leadership. The deputy principal, who carries out a balance of duties, ably assists him
and effectively supports school leadership.
•
Teachers are committed to ongoing professional development to enhance the quality
of provision offered in the school. They share their expertise with other staff members
and this praiseworthy practice should be encouraged and further developed.
•
Communication between home and school is very good. The board maintains close
links with the parents’ association, facilitating bi-annual meetings. The parents’
association actively supports the school and collaborates in the development of
policies. Parents’ responses to questionnaires administered during the evaluation
indicated their satisfaction with the educational provision in the school.
5. School Self-evaluation
•
The school engages in a range of evidenced-based self-evaluation practices, to
establish targets and action plans for improvement. While a commitment to
improvement is clearly articulated in the school plan, targets need to be more specific
and measurable in nature. It is now timely to issue a summary school-improvement
plan to the whole school community.
Conclusion
The school’s capacity to develop further is very good. Staff display an openness to change
and a keen interest in the continued development of the school.
Published December 2014