Meastóireacht Curaclaim Matamaitic TUAIRISC...3. ÉIFEACHT PHLEANÁIL SCOILE, FÉINMHEASTÓIREACHT...
Transcript of Meastóireacht Curaclaim Matamaitic TUAIRISC...3. ÉIFEACHT PHLEANÁIL SCOILE, FÉINMHEASTÓIREACHT...
An Roinn Oideachais agus Scileanna
Department of Education and Skills
Meastóireacht Curaclaim
Matamaitic
TUAIRISC
Ainm na scoile Scoil Náisiúnta Eadán Fhionn Fraoich
Seoladh na scoile
Na Gleannta
Contae Dhún na nGall
Uimhir rolla 17122I
Dáta na cigireachta: 20-03-2019
This report is written in Irish. An English translation of the report is provided at the end of the report
Tá an tuairisc seo scríofa i nGaeilge. Tá aistriúchán Béarla den tuairisc ar fáil ag deireadh na tuairisce.
MEASTÓIREACHT CURACLAIM Déanann Meastóireachtaí Curaclaim tuairisciú ar cháilíocht an teagaisc agus na foghlama in ábhair faoi
leith i gCuraclam na Bunscoile (1999). Dearbhaíonn siad dea-chleachtas agus déanann siad moltaí,
nuair is cuí, chun cuidiú le forbairt bhreise a dhéanamh ar an ábhar sa scoil.
CONAS AN TUAIRISC SEO A LÉAMH
Le linn na cigireachta seo, rinne an cigire meastóireacht ar fhoghlaim agus ar theagasc sa
Mhatamaitic faoi na ceannteidil seo a leanas:
1. Cáilíocht fhoghlaim na ndaltaí 2. Ag tacú le foghlaim na ndaltaí trí eispéiris foghlama agus trí chleachtas na múinteoirí 3. Éifeacht phleanáil scoile, lena n-áirítear FMS, ag cur foghlaim na ndaltaí chun cinn
Tugann na cigirí cur síos ar an gcáilíocht a bhaineann le gach ceann de na réimsí sin agus iad ag baint
úsáide as contanam cáilíochta na Cigireachta a thaispeántar ar leathanach deiridh na tuairisce seo.
Soláthraíonn an contanam cáilíochta samplaí den teanga a úsáideann cigirí agus iad ag déanamh
meastóireachta agus ag cur síos ar cháilíocht sholáthar na scoile i ngach réimse.
Tugadh deis do bhord bainistíochta na scoile a thuairim a léiriú ar thorthaí agus ar mholtaí na
tuairisce; ba rogha leis an mbord glacadh leis an tuairisc gan freagra a thabhairt.
COSAINT LEANAÍ
Le linn na meastóireachta, rinneadh seiceáil mar a leanas ar nósanna imeachta na scoile maidir le caomhnú leanaí: 1. Tá ainm an teagmhálaí ainmnithe agus an ráiteas slánchumhdaithe leanaí ar taispeáint go
feiceálach gar do phríomhdhoras na scoile / sa limistéar fáiltithe. 2. Tá sé dearbhaithe ag gach múinteoir ar tugadh cuairt orthu go bhfuil ráiteas slánchumhdaithe
leanaí na scoile léite acu agus go bhfuil siad eolach ar a bhfreagrachtaí mar dhuine faoi shainordú.
3. Tá ráiteas slánchumhdaithe leanaí na scoile faofa ag an mbord agus áirítear ann athbhreithniú bliantúil agus measúnú riosca.
Bhí cleachtas na scoile ag teacht lena n-éilítear faoi gach ceann de na seiceálacha thuas.
Meastóireacht Curaclaim
Dáta na cigireachta 20-03-2019
Na gníomhaíochtaí cigireachta ar tugadh fúthu
Plé leis an bpríomhoide agus leis na múinteoirí
Athbhreithniú ar cháipéisí ábhartha
Agallamh le fócasghrúpa daltaí
Breathnóireacht ar theagasc agus ar fhoghlaim
Scrúdú ar obair na ndaltaí
Caidreamh le daltaí
Aiseolas don phríomhoide agus do na múinteoirí
COMHTHÉACS NA SCOILE
Is scoil tuaithe chomhoideachais faoi phátrúnacht Easpag Chaitliceach Dheoise Ráth Bhotha í Scoil
Náisiúnta Eadán Fhionn Fraoich. Tá an scoil páirteach i Scéim Aitheantais na Scoileanna Gaeltachta. Tá
beirt oidí príomhshrutha sa scoil le seisear daltaí déag ar na rollaí. Déanann triúr oidí riachtanais
speisialta oideachais (RSO) atá roinnte leis an scoil seo agus lonnaithe i scoileanna eile tacaíocht
fhoghlama a chur ar fáil do dhaltaí. Tá tinreamh na ndaltaí go han-mhaith ar an iomlán.
ACHOIMRE AR NA PRÍOMHCHINNTÍ AGUS MOLTAÍ:
CINNTÍ
Tá cáilíocht foghlama agus gnóthachtála na ndaltaí go han-mhaith san uimhearthacht.
Tá cáilíocht eispéireas na bhfoghlaimeoirí ar chaighdeán an-ard sa scoil.
Tá cáilíocht an teagaisc go han-éifeachtach; cuirtear an luath-thumoideachas agus an tumoideachas san uimhearthacht i bhfeidhm go han-rathúil.
Baineann láidreachtaí leis an tacaíocht fhoghlama sa scoil don Mhatamaitic; ní bhaineann na hoidí tacaíochta usáid as cur chuige Chontanam na Tacaíochta ina gcuid pleanála.
Tá obair an-éifeachtach déanta ag an fhoireann maidir le féinmheastóireacht scoile (FMS).
MOLTAÍ
Is fiú úsáid a bhaint as cur chuige Chontanam na Tacaíochta ar bhonn scoile uile chun tacú le
daltaí le deacrachtaí foghlama sa Mhatamaitic agus iad ar ardchumas foghlama sa
Mhatamaitic.
MIONCHINNTÍ AGUS MOLTAÍ
1. CÁILÍOCHT FOGHLAMA NA NDALTAÍ Tá cáilíocht foghlama na ndaltaí go han-mhaith ar an iomlán. Baineann na daltaí taitneamh as an
Mhatamaitic agus tá siad an-spreagtha chun foghlama. Le linn agallaimh le fócas-ghrúpa na ndaltaí,
léirigh siad dearcadh dearfa i leith an ábhair agus an úsaid a bhaineann siad as ábhair nithiúla chun
tacú leo san fhoghlaim. Is léir ón chaighdeán ard oibre i gcóipleabhair agus ó thionscadail
uimhearthachta atá curtha i gcrích agus ar táispeáint go tarraingteach ar fud an scoile go bhfuil raon
leathan coincheapa ar eolas agus in úsáid ag na daltaí sa dá rangsheomra.
Le linn na meastóireachta léirigh na daltaí sa dá rang príomhshrutha cumas agus tuiscint an-mhaith
maidir le freagraí agus sainmhínithe a thabhairt ar fhírící uimhreacha, agus iad ag baint úsáide as
téarmaíocht chuí trí mhéan na Gaeilge. Is féidir leo a gcuid eolais ar na próisis mhatamaiticiúla a chur
i bhfeidhm i gcomhthéacsanna éagsúla, suíomhanna ón bhfíorshaol san áireamh. Tá gnóthachtáil
formhór na ndaltaí sa Mhatamaitic ar caighdeán an-ard de réir na dtorthaí foghlama sa Churaclam
Bunscoile.
2. TACÚ LE FOGHLAIM NA NDALTAÍ: EISPÉIRIS NA BHFOGHLAIMEOIRÍ AGUS CLEACHTAS NA MÚINTEOIRÍ
Tá cáilíocht eispéireas na bhfoghlaimeoirí ar chaighdeán an-ard sa scoil. Cuirtear ar a gcumas gnéithe
den Mhatamaitic a aithint ina dtimpeallacht trína bheith rannpháirteach i ngníomhaíochtaí
comhoibritheacha ranga agus i dtimpeallacht na scoile. Bíonn deiseanna torthúla ag daltaí chun úsáid
a bhaint as acmhainní ábhartha, an teicneolaíocht san áireamh, agus is léir go mbaineann siad leas
astu. Sna ceachtanna a breathnaíodh bhí na daltaí in ann tascanna a bhain le cruthanna agus
siméadracht a chur i gcrích go hinmholta. Bíonn deiseanna acu chun smaointeoireacht mhatamaiticiúil
a fhorbairt agus dul i ngleic le foghlaim ar bhonn fiosraithe.
Tá cáilíocht an teagaisc go han-éifeachtach. Ullmhaíonn na múinteoirí an phleanáil dhifreáilte chun
freastal ar na cumais agus na ranganna éagsúla. Bíonn luas agus struchtúir maith ar na gceachtanna.
Usáideann na múinteoirí ceistiúchán éifeachtach chun daltaí a chur chun foghlama sa Mhatamaitic.
Déantar na ceachtanna a fhí isteach go han-mhaith san obair i réimsí eile an churaclam agus is
inmholta mar a dhéantar comhtháthú leis an scéalaíocht Ghaeilge chun tacú leis an fhoghlaim.
Baineann na múinteoirí usáid as stráitéis ‘súile matamaitice’ ar mhaithe leis na daltaí a spreagadh chun
nasc a dhéanamh idir an fhoghlaim sa rang agus an mhatamaitic sa timpeallacht. Tá an scoil páirteach
i dtionscadal de chuid an Chomhairle Náisiúnta Curaclaim agus Measúnachta chun códú a chur chun
cinn i measc na ndaltaí agus glacann siad páirt i gcluichí tairbheacha.
Tá cáilíocht an teagaisc do dhaltaí le riachtanais speisialta oideachais go han-mhaith ar an iomlán.
Déantar an tacaíocht fhoghlama a sholáthar trí aistharraingt agus tacaíocht in-ranga chomh maith. Cé
go bhfuil an phleanáil aonair ann le spriocanna ar leith leagtha amach, is fiú úsáid a bhaint as cur
chuige Chontanam na Tacaíochta ar bhonn scoile uile chun tacú le daltaí le deacrachtaí foghlama sa
Mhatamaitic agus iad ar ardchumas foghlama sa Mhatamaitic.
Tá cáilíocht an mheasúnaithe go han-mhaith ar an iomlán. Déanann na múinteoirí obair na ndaltaí sna cóipleabhair a cheartú agus tugann siad aiseolas an-chuiditheach do na daltaí. Coinníonn na múinteoirí taifid go cúramach ar dhul chun cinn na ndaltaí de réir na gcuspóirí foghlama. Déanann siad anailís ar
thorthaí na dtrialacha caighdeánaithe chun gnóthachtáil daltaí aonaracha a aithint. Déanann na daltaí machnamh ar a bhfoghlaim agus cláraíonn siad na príomhfhíorais agus scileanna atá sealbhaithe acu.
3. ÉIFEACHT PHLEANÁIL SCOILE, FÉINMHEASTÓIREACHT SCOILE SAN ÁIREAMH, AG CUR FOGHLAIM NA NDALTAÍ CHUN CINN
Tá cáilíocht na pleanála scoile agus na féinmheastóireachta scoile go han-mhaith ar an iomlán. Tá an
phleanáil scoile uile don Mhatamaitic cuimsitheach agus tá treoir mhaith ann don phleanáil do na hil-
ranganna. Cuireann na múinteoirí aonaracha pleanáil ghearrthréimhseach ar fáil chun freastal ar na
cumais éagsúla sna ranganna. Oibríonn foireann an scoile go comhoibritheach le pobal na
dtuismitheoirí mar pháirt den FMS. Tá obair an-torthúil déanta i bhforbairt téarmaíocht na
Matamaitice ar bhonn leanúnach agus i bhforbairt stráitéisí san fhadhbréiteach mar pháirt den FMS.
Tá moladh tuillte ag an bhord bhainistíochta as an raon leathan acmhainní atá curtha ar fáil don
teagasc agus don fhoghlaim sa Mhatamaitic.
CONTANAM CÁILÍOCHTA NA CIGIREACHTA
Déanann cigirí cur síos ar cháilíocht an tsoláthair sa scoil agus feidhm á baint acu as contanam
cáilíochta na cigireachta a thaispeántar thíos. Tugann an contanam cáilíochta samplaí den teanga a
úsáideann cigirí nuair a bhíonn siad ag déanamh meastóireachta agus ag cur síos ar cháilíocht
sholáthar na scoile do gach réimse.
Leibhéal Cur síos Sampla de na téarmaí tuairisciúla
An-mhaith
Úsáidtear An-mhaith áit a bhfuil cáilíocht na réimsí a ndéantar meastóireacht orthu ar chaighdeán an-ard. Ní bhíonn tionchar rómhór ag an líon beag réimsí atá le feabhsú ar cháilíocht an tsoláthair ar an iomlán. Do roinnt scoileanna sa chatagóir seo cáilíocht an tsoláthair ar a rinneadh meastóireacht thar cionn agus is sampla é do scoileanna eile de shárchaighdeáin soláthair.
An-mhaith; ar cháilíocht an-ard; cleachtas an-éifeachtach; le moladh go hard; an-rathúil; beagán réimsí le feabhsú; go hiontach; ar chaighdeán an-ard. Ar fheabhas: thar cionn; ar sárchaighdeán; le láidreachtaí an-suntasacha; thar barr
Maith
Úsáidtear Go maith áit inar léir go bhfuil na láidreachtai sna réimsí a ndéantar meastóireacht orthu níos treise ná na réimsí ina bhfuil gá le feabhas a dhéanamh. Bíonn tionchar ag na réimsí ina bhfuil gá le feabhas a dhéanamh ar cháilíocht foghlama na ndaltaí. Ní mór don scoil tógáil ar a cuid láidreachtaí agus gníomhú le dul i ngleic leis na réimsí atá aitheanta ina bhfuil gá le feabhas a dhéanamh d’fhonn caighdeán an-mhaith a bhaint amach.
Go maith; cáilíocht mhaith; fiúntach; cleachtas éifeachtach; inniúil; úsáideach; inmholta; caighdeán maith; roinnt réimsí le feabhsú
Sásúil
Úsáidtear Sásúil áit a bhfuil cáilíocht an tsoláthair sách maith. Tá na láidreachtaí sa mhéid ar a bhfuil meastóireacht á dhéanamh díreach níos treise ná na laigí. Cé nach mbíonn drochthionchar suntasach ag na laigí cuireann siad srian le cáilíocht na n-eispéireas foghlama agus ba chóir déileáil leo d’fhonn caighdeán níos fearr a bhaint amach.
Sásúil; sách maith; soláthar oiriúnach cé go bhfuil féidearthachtaí ann le feabhas a dhéanamh; leibhéal cáilíochta inghlactha; is gá feabhas a dhéanamh i réimsí áirithe
Measartha
Úsáidtear Measartha áit, in ainneoin go bhfuil roinnt láidreachtaí sna réimsí a ndéantar meastóireacht orthu, go bhfuil níos mó easnaimh nó laigí ann freisin ná na láidreachtaí. Beidh ar an scoil dul i ngleic le heasnaimh áirithe gan mhoill lena chinntiú go mbíonn an soláthar sásúil nó níos fearr ná sin.
Measartha; laigí soiléire ann a bhfuil tionchar acu ar fhoghlaim na ndaltaí; gan a bheith sásúil; deacrachtaí ann; ní mór feabhas a dhéanamh i réimsí ar leith; gá le gníomhú le feabhas a dhéanamh
Lag
Úsáidtear Lag áit a bhfuil easnaimh thromchúiseacha sna réimsí a ndéantar meastóireacht orthu. Is gá don scoil uile gníomhú láithreach ar bhonn comhordaithe le dul i ngleic leis na réimsí atá mar ábhar imní. I gcásanna áirithe, b’fhéidir go mbeidh gá le hionchur ó ghníomhaireachtaí eile le tacú leis na feabhsuithe.
Lag; míshásúil; easnamhach; neamhéifeachtach; go dona; athrú, forbairt nó feabhas suntasach ag teastáil; deacrachtaí suntasacha ann
An Roinn Oideachais agus Scileanna
Department of Education and Skills
Curriculum Evaluation
Mathematics
REPORT
Ainm na scoile /
School name Eadán Fhionn Fraoich National School
Seoladh na scoile /
School address
Glenties
County Donegal
Uimhir rolla /
Roll number 17122I
Date of inspection: 20-03-2019
WHAT IS A CURRICULUM EVALUATION?
Curriculum Evaluations report on the quality of teaching and learning in specific subjects of the
Primary School Curriculum (1999). They affirm good practice and make recommendations, where
appropriate, to aid the further development of the subject in the school.
HOW TO READ THIS REPORT
During this inspection, the inspector evaluated learning and teaching in Mathematics under the
following headings:
4. Quality of pupils’ learning 5. Supporting pupils’ learning through learner experiences and teachers’ practice 6. The effectiveness of school planning, including SSE, in progressing pupils’ learning
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 on the findings and
recommendations of the report; the board chose to accept the report without response.
CHILD PROTECTION
During the inspection visit, the following checks in relation to the school’s child protection procedures were conducted: 1. The name of the DLP and the Child Safeguarding Statement are prominently displayed near the
main entrance to the school. 2. The Child Safeguarding Statement has been ratified by the board and includes an annual review
and a risk assessment. 3. All teachers visited reported that they have read the Child Safeguarding Statement and that
they are aware of their responsibilities as mandated persons. The school met the requirements in relation to each of the checks above.
Curriculum Evaluation
Date of inspection 20-03-2019
Inspection activities undertaken
Discussion with the principal and teachers
Review of relevant documents
Pupil focus-group interview
Observation of teaching and learning
Examination of pupils’ work
Interaction with pupils
Feedback to the principal and teachers
SCHOOL CONTEXT
Eadán Fhionn Fraoich national school is a rural, co-educational school under the patronage of the
Catholic Bishop of the Raphoe Diocese. The school is participating in the Gaeltacht School Recognition
Scheme. The school has two mainstream teachers and sixteen pupils are enrolled. Three special
education needs teachers (SET) who are based in other schools and shared with this school, provide
learning support for pupils. Overall pupil attendance is very good.
SUMMARY OF MAIN FINDINGS AND RECOMMENDATIONS:
FINDINGS
The quality of pupil learning and achievement in numeracy is very good overall.
The quality of learner experiences in the school is of a very high standard.
The quality of teaching is very effective; both early immersion and immersion education in numeracy are implemented very successfully.
Learning support for Mathematics in the school has strengths; the learning support teachers do not use the Continuum of Support in their planning.
The staff has undertaken very effective work in terms of school self-evaluation (SSE).
RECOMMENDATIONS
The Continuum of Support should be used, on a whole-school basis, to support pupils with
learning difficulties in Mathematics and those with high learning ability in Mathematics.
DETAILED FINDINGS AND RECOMMENDATIONS
1. THE QUALITY OF PUPILS’ LEARNING The quality of pupils’ learning is very good overall. Pupils enjoy Mathematics and they are very
motivated to learn. During the interview with the pupil focus-group, they indicated that they were
positively disposed to the subject and to their use of concrete materials to support learning. It is
evident from the high standard of work in copybooks and from projects in numeracy that have been
completed and displayed attractively throughout the school, that pupils know and use a wide range
of concepts in both classrooms.
During the evaluation, pupils in the two mainstream classes displayed a very good ability and
understanding in terms of giving answers and defintions to number facts while using the appropriate
terminology in Irish. They can apply their knowledge of mathematical processes to a variety of
contexts, including real life situations. Most pupils’ attainment in Mathematics is of a very high
standard, relative to the learning outcomes of the Primary Curriculum.
2. SUPPORTING PUPILS’ LEARNING: LEARNER EXPERIENCES AND TEACHERS’ PRACTICE Learner experiences are of a very high quality in the school. Learners are enabled to identify aspects
of Mathematics in their environment by participating in co-operative activities in the classroom and
in the school environment. Pupils have productive opportunities to use relevant resources, including
technology, and they clearly avail of these opportunities. The manner in which pupils were able to
complete tasks involving shapes and symmetry, in the lessons observed, was commendable. They are
provided with opportunities to develop mathematical thinking and to engage in enquiry-based
learning.
The quality of teaching is very effective. Teachers prepare differentiated planning to cater for the
various abilities and classes. There is a good pace and structure to the lessons. Teachers use effective
questioning to initiate pupils’ learning in Mathematics. The lessons are very well linked to other
aspects of the curriculum and there is commendable integration with storytelling in Irish, to support
learning. Teachers use a ‘mathematical eyes’ strategy to encourage pupils to link the learning in the
classroom with mathematics in the locality. The school is participating in a National Council for
Curriculum and Assessment project that promotes coding amongst pupils and they participate in
worthwhile games.
The quality of teaching for pupils with special educational needs (SEN) is very good overall. Learning
support is provided by means of withdrawal and also through in-class support. Although there is
individual planning where specific objectives are outlined; the Continuum of Support approach should
be used on a whole-school basis to support pupils with learning difficulties in Mathematics and those
with high learning ability in Mathematics.
The quality of assessment is very good overall. Teachers correct pupils work in their copybooks and they provide constructive feedback. Careful records of pupil progress relative to the learning objectives are maintained. Teachers analyse the outcomes of standardised tests to identify the attainment of individual pupils. Pupils reflect on their learning and record the main facts and skills that they have aquired.
3. THE EFFECTIVENESS OF SCHOOL PLANNING, INCLUDING SSE, IN PROGRESSING PUPILS’ LEARNING
The quality of school planning and school self-evaluation is very good. Whole-school planning for
Mathematics is comprehensive and gives good direction for planning in multi-grade classes. Individual
teachers have short-term planning in place to cater for the different ability levels in their classes. The
staff works collaboratively with the parent community as part of SSE process. Very productive work
has been undertaken, as part of SSE, in the ongoing development of Mathematical terminology and
problem-solving strategies. The board of management is to be commended for the extensive
resources provided for the teaching and learning of Mathematics.
Published June 2019 / Foilsithe Meitheamh 2019
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;