An Roinn Oideachais agus Scileanna

Department of Education and Skills

Whole School Evaluation

Management, Leadership and Learning

REPORT

School name St. Brendan’s College

School address

Killarney

Co. Kerry

Roll number 61320M

Date of Evaluation: 26-09-2016

WHAT IS A WHOLE-SCHOOL EVALUATION – MANAGEMENT, LEADERSHIP AND LEARNING?

Whole-School Evaluations – Management, Leadership and Learning report on the quality of teaching

and learning and on the quality of management and leadership in a school. They affirm good practice

and make recommendations, where appropriate, to aid the further development of the 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

INSPECTION ACTIVITIES DURING THIS INSPECTION

Dates of inspection 26-09-2016 - 28-09-2016

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 the senior-management team, board of management and teachers

SCHOOL CONTEXT

St. Brendan’s College is a voluntary Catholic secondary school, with a long tradition of education for boys in Killarney. The school was established in 1860 as a Diocesan College and operates under the trusteeship of the Bishop of Kerry. St. Brendan’s historic school building is situated in the heart of the town and is one of three post-primary schools that provide education for students from a wide catchment area. In recent years, enrolment has rapidly increased and there are 663 boys currently enrolled. A broad curriculum and a range of programmes are provided for students, including the Junior Certificate, the established Leaving Certificate, the Leaving Certificate Vocational Programme (LCVP), the Leaving Certificate Applied (LCA) Programme, and an optional Transition Year (TY) programme.

SUMMARY OF MAIN FINDINGS AND RECOMMENDATIONS

FINDINGS

The current board of management has provided very effective management and leadership for the school.

The principal and deputy principal form a highly effective senior-management team, providing outstanding leadership of the school.

The principal and deputy principal have a very good working relationship and demonstrate a strong commitment to ensuring a calm and supportive environment in which teaching and learning can flourish.

A key strength is the commitment of staff to the school and to the students.

A clear system of distributed leadership at middle-management level includes an effective post-of-responsibility structure.

The excellent work relating to the well-being of students and staff is supported by key policies and practices.

St. Brendan’s College is an open, inclusive school with very good structures in place for the organisation of special educational needs (SEN) provision.

A broad range of curricular programmes and subject options is available to students in addition to a wide range of extra-curricular activities.

The school has yet to fully engage with the implementation of the Framework for Junior Cycle.

Parents, teachers and students are very positive in their views on the school.

The quality of teaching and learning ranged from very good to good with some examples of very good practice observed in lessons.

RECOMMENDATIONS

The ongoing co-ordination of SEN provision should be shared between the members of the

core team.

A renewed focus on a whole-school approach to the use of assessment for learning (AfL) strategies for teaching, learning and assessment should now be prioritised.

DETAILED FINDINGS AND RECOMMENDATIONS

QUALITY OF SCHOOL MANAGEMENT AND LEADERSHIP

School ownership and management

The board of management is appropriately constituted and is supported by the patron, the Bishop of

Kerry, to ensure effective provision of education in the school. The board meets regularly and provides

very effective management and leadership for the school. Members of the board have significant links

with the school as past pupils, teachers and parents. They demonstrate a strong sense of loyalty and

commitment to the school.

The current board members bring a wealth of experience and expertise to the workings of the board

and provide valuable support to the senior-management team in implementing the many changes and

developments that have occurred in recent years. The board and senior management have played a

significant role in managing and over-seeing the development and modernising of the school building.

This includes the creation of new study halls, classrooms and specialist rooms, to accommodate the

increased number of students who have enrolled.

It is very positive and progressive that the board, in conjunction with senior management, has

identified priorities for school improvement, which are clearly described in the school’s ‘Strategy

Document’. Areas of priority for school improvement include ethos, curriculum, the built

environment, the school community and finance.

The board is aware of its statutory responsibilities regarding Child Protection and Anti-Bullying. All

mandatory policies have been adopted and procedures are in place for their review and updating. The

admissions policy has been identified for review due to the increased demand for places in the school.

The board should now ensure that the criteria for admission are carefully considered and weighted.

Effective communication between the board and the school community is facilitated through an

informative principal’s report, and through communication by the teacher and parent representatives

on the board. Agreed reports are made available to staff and to the parents’ association; this is very

good practice. Parents and teachers, who responded to the questionnaires provided as part of this

evaluation, felt that good channels of communication are in operation.

Significant levels of trust and confidentiality are evident in the workings of the board. The challenge

for the outgoing board is to ensure that the very good work and the strategic planning, that they have

undertaken, will transfer onwards to the next board through smooth transition procedures. The key

to this smooth transfer may lie in the aforementioned ‘Strategy Document’ that is already in place,

which will provide a blueprint for the new board, through its identified priority areas, and its vision for

the future of the school.

An active and very effective parents’ association is in place. The association meets regularly and has very positive relationships and levels of engagement with the school principal, staff, student council, and with the wider school community. The association is involved in the development and review of policies, in the school’s book-rental scheme, and in successful fundraising activities. The parents’ association also provides very good quality support for parents regarding transitions for incoming students.

An active student council, with clear roles and responsibilities, has been established and is representative of the student cohort. Annual formal elections take place and a student council constitution is in place. Current members are interested and enthusiastic in providing students with a voice and an involvement in school matters. The council operates with the assistance of the principal who attends their regular fortnightly meetings. The council is actively involved in school issues, and in fundraising activities, in conjunction with the parents’ association.

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.

Effectiveness of leadership for learning

The principal and deputy principal form a highly effective senior-management team. They demonstrate a deep understanding and commitment to the school, to its traditions, and to its place in the community of Killarney, as well as to its future development. This commitment extends to the well-being of all staff and students. The principal and deputy principal provide outstanding leadership of the school and of student

learning. As the senior-management team, they have a very good working relationship that is based

on mutual respect. They demonstrate a strong commitment to ensuring a calm and supportive school

environment within which teaching and learning can flourish. Their leadership styles are

complementary and are characterised by collaborative and consultative approaches. They lead by

challenging and encouraging each other, the staff and the students alike.

A professional, loyal and caring staff is a key strength of the school. Senior management and staff have a shared vision for the school as a community of learners. There is a clear system of distributed leadership at middle-management level with an effective post-of-responsibility structure of assistant principals and special-duties teachers, who also have key roles in student management. Teachers are very well supported by senior management who facilitate leadership capacity-building. They are empowered to take on roles and responsibilities that interest them, and their willingness to undertake leadership roles, and to manage tasks, on a voluntary basis, leads to very positive experiences for students. A positive, calm and caring atmosphere is evident in the school. This has been established through very effective student-support structures and embedded whole-school practices. A revised code of behaviour has been developed which is based on positive affirmation and restorative practices. The role of the year head in the pastoral care of students is very effective. This focuses on being proactive rather than reactive to negative behaviour. Individual student target-setting is encouraged, to actively involve students, and to allow them to self-reflect. Affirmation of student contributions to school life is communicated to parents, and to students, through the use of the school journal and through the posting home of merit cards. Student awards are presented for academic achievement and also for effort, leadership and diligence, thus encouraging all students to strive to reach their full potential.

These structures are excellent and are having a very positive impact on student experiences in the school. The excellent work relating to the well-being of students and staff is central to the school and is supported by key policies and practices. A well-being policy has been developed and recognition is given to how the school supports and promotes well-being through actions such as the aforementioned recognition systems, the provision of co-curricular and extra-curricular activities, the very positive staff outlook, and the very good relationships that have been established. Key roles for student support are in place. These include: the work of a guidance counsellor; the year heads; the religion teachers; the chaplain, and the programme co-ordinators. The provision of Social Personal Health Education (SPHE) also complements this support. The work of the student-support team, and the role of the year heads in pastoral care, are central to the evident positive outcomes for students. This is reflected in the very positive relationships between staff and students, and in positive student interactions. SPHE is provided to all students, in addition to very effective personal, educational and vocational guidance. The role of the class teacher is being developed and should now be activated to support and to sustain these highly effective practices. St. Brendan’s College is an open, inclusive school providing very high quality support for students. A significant number of additional hours for SEN is allocated to the school, reflecting its inclusive character. Very good organisational structures for SEN provision are established and include a link teacher for groups of students receiving support, and priority timetabling for SEN provision based on the identified needs of the students. This is excellent practice. A highly-qualified and experienced core SEN team of teachers provides most of the supports for students with SEN. A whole-school approach to pastoral care also positively contributes to the experiences of these students, particularly those with emotional and behavioural difficulties. Special-needs assistants communicate very well with the core SEN team and provide very valuable support for the students they care for. Currently, a whole-school inclusion policy is under review and should, when finalised, reflect the actual very good practices and procedures in place. The development of individual student-learning plans should now be prioritised, and an agreed system of formally and confidentially sharing the key information contained in these plans with teachers, should be developed. This information should aid teachers to differentiate the curriculum and to meet individual student needs in mainstream lessons. To further develop this very important work, and given both the level of expertise and experience of the core team, and in the context of growing student numbers, ongoing co-ordination of SEN provision should be shared amongst this team. A broad and comprehensive curriculum is provided to students. Classes are organised on a mixed- ability basis, and subject sampling in first year and in TY supports informed subject choice in junior and senior cycle. This is very good practice. In line with its practice of review and reflection, the school is encouraged to continue to monitor the number of subjects undertaken and the length of the first-year subject-sampling system. The school has yet to fully engage with the implementation of the Framework for Junior Cycle. There is evidence that the new specifications in English, Science and Business are being used to inform teaching. There is also evidence that teachers of English have undertaken oral communication tasks with their class groups and that the development of the students’ collection of texts is underway. However, teachers have not conducted Classroom Based Assessment (CBA) 1 in English in accordance with the advice in the Junior Cycle Specification for English, 2015 and as required by Circular 0024/2016. In addition, no subject learning and review (SLAR) meeting has taken place with regard to CBA1. The reason for this was reported to be industrial action. In order that each student will benefit from the full range of learning experiences provided for in the specifications, it is recommended that teachers implement all aspects of the specifications in their relevant subject areas, including CBAs.

Furthermore, teachers should engage in SLAR meetings after the CBAs have been completed in order to build a common understanding of the quality of student learning and to quality assure the assessment of students’ work as outlined in the Framework for Junior Cycle, 2015. A comprehensive Leaving Certificate curriculum is provided and is supported by very effective collaboration with a neighbouring post-primary school, whereby the provision of some senior cycle subjects is shared between the schools. This has resulted in very effective provision. Very good quality TY, LCA and LCVP programmes are also provided and these are accessible to all students. These programmes are well planned, organised and co-ordinated, and are highly regarded by students and parents. Subject departments are well structured and organised, and procedures are in place to support the induction of new teachers. High academic expectations for students are evident and patterns of uptake and achievement in the certificate examinations are good. Teachers feel very well supported to avail of continuous professional development opportunities. They also believe that the recent development of new committees focusing on teaching and learning, as part of the school self-evaluation (SSE) process, positively impact on improving student learning. Overall, parents, teachers and students are very positive in their views of the school, as reflected in their responses to questionnaires administered as part of this evaluation. A wide range of extra-curricular and co-curricular opportunities is provided for students. These activities include sport, drama, music, language exchanges, and tours. The dedication and commitment of teachers in facilitating the variety of opportunities for their students is a key strength of the school.

Management of facilities

The historic school building, parts of which date back to 1860, is maintained to as high a standard as the age of the building will allow. The board and senior management have identified areas of priority and actively fundraise and manage finances to maintain and refurbish the school. Recent developments have included the refurbishment of bathrooms, and the restoration of old student dormitories for use as study halls for students. Due to the increased demand for enrolment, five new classrooms and two specialised rooms have been created. Much credit is due to the principal in leading these developments. It is very positive that this work has ensured that all students, who applied to enrol in the current year, could be accommodated by the school.

Information and communications technology (ICT) development has been prioritised by school management and, with financial support from the trustee, broadband connectivity has been upgraded. However, the age of the building has presented challenges in this regard. ICT development has been identified, by the board, as an area that will remain a priority.

The challenge for the school in providing a 21st century education in a 19th and 20th century building is evident. However, it is positive that the school is now part of the Department of Education and Skills’ Capital Grants Scheme for 2019 and plans are underway to upgrade the entire school building whilst also protecting its historic character.

Much credit is due to school management in providing extensive facilities for sport which include a climbing wall. Fundraising and planning are well underway for the provision of a new running track, and for a sports’ pitch, on the school grounds, which will be shared with the community. This is very progressive. However, the existing sports’ hall needs significant refurbishment due to dampness and

leakage which impacts negatively on the student experience of Physical Education (PE). The board should progress the upgrade of this facility as soon as resources allow.

The grounds of the school are maintained to a very high standard and the work of the caretakers and the cleaning staff, in supporting the school as a positive learning environment, is acknowledged. The experienced administrative staff work very effectively to support the work of the school and school management. A school canteen has been established from which hot and cold food is available to students. A health and safety policy is in place and an audit is prepared and completed annually by the deputy principal.

The corridors display the photographic history of the school, sporting trophies, and academic accolades, in addition to the work of current students. This combination of the old and the modern very effectively illustrates the pride and heritage of the school community.

THE QUALITY OF LEARNING AND TEACHING

Twenty lessons were observed as part of the evaluation across a range of year groups, programmes and subjects. The quality of teaching and learning observed ranged from very good to good, with some examples of highly effective practice. A key characteristic of all lessons observed was the positive and respectful classroom interaction. The very good behaviour of the students, and the calm and respectful approaches of the teachers, facilitated the creation of a positive learning environment.

In a number of lessons observed, highly effective practice was underpinned by purposeful lesson planning and preparation that ensured continuity and progression in students’ learning. Well-chosen resources, which included maps, worksheets, games, graphic organisers and handouts, supported student engagement. The learning intention was shared at the beginning of lessons and was often revisited to review student learning. In almost all lessons, prior learning was reflected on at the start while in most lessons, student learning was reinforced through recapping, repetition and through practising skills. High quality learning experiences were characterised by well-structured and scaffolded tasks. Clear explanations, demonstrations and instructions were provided to students. Such structures encouraged students to be focused and on task. A calm learning environment was observed, with appropriate challenges and high expectations of students evident. Students responded well to appropriate affirmation of their contributions. A variety of teaching approaches was used to engage students in their learning. These included a mix of whole-class teaching and strategies to support individual students, where necessary. In a number of lessons, very clear explanations of ideas and concepts were provided, referencing key words and terms. In some lessons, good quality teacher-directed questioning, in addition to the use of higher-order questions, was used to good effect. In most cases, students were confident in their answering. In one lesson, peer-tutoring opportunities were facilitated, which positively impacted on the students’ learning experiences. In lessons where areas for development were identified, there should have been a better balance between teacher input and opportunities for student participation. Teachers are now encouraged to optimise the opportunities for students to be more actively engaged and to participate in their learning. Teachers demonstrated very good knowledge of their subject areas and many communicated their enthusiasm, which helped motivate students. In language lessons, there was very good use of the target language, both for communication and for instruction purposes. Where best practice was

observed, the teachers facilitated opportunities for students to express their views or to share their knowledge. Students were engaged and interested in their lessons. However, there is scope to improve independent learning through developing more opportunities for collaborative-learning activities. These should be well planned and organised, thus enabling students to be active agents in their own learning. Consideration should also be given to the re-configuration of classrooms to promote such co-operative tasks.

Overall, the quality of assessment was satisfactory; however, there is now significant scope to develop a variety of assessment strategies. Questioning techniques should be varied and should include greater use of student questioning and assessment of their own learning. To ensure more opportunities for such independent and collaborative learning, there should be a renewed focus on a whole-school approach to the use of AfL strategies.

IMPLEMENTATION OF RECOMMENDATIONS FROM PREVIOUS EVALUATIONS

Management

School management has made very good progress in implementing recommendations relating to whole-school provision. It is very positive that the school has engaged in the development of a whole-school guidance plan, has ratified the Relationship and Sexuality Education (RSE) policy, and has increased the timetable allocation in all years for PE for all year groups.

Learning and teaching

While some progress is evident in relation to recommendations from previous evaluations regarding greater use of active-learning methodologies and AfL strategies in teaching and learning, a renewed focus, at whole-school level, as referenced in this report, is now needed to ensure that these effective strategies are embedded into classroom practice to promote positive student engagement in their learning.

THE SCHOOL’S SELF-EVALUATION PROCESS AND CAPACITY FOR SCHOOL IMPROVEMENT The school has shown a high level of engagement with the school self-evaluation process which includes very good levels of consultation, the collection and analysis of data, and relevant target setting. The school community is highly reflective and demonstrates clear collective capacity to effect change and to progress school-improvement initiatives, as is evident in both practice, and in the strategies contained in the school-improvement plan.

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 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;

Appendix

SCHOOL RESPONSE TO THE REPORT

Submitted by the Board of Management

Area 1 Observations on the content of the inspection report

The Board of Management of St. Brendan’s College was delighted to receive the WSE MLL recently

undertaken at our school. The experience of the WSE was very affirming and of great benefit to the

future development of our school.

The Board is pleased to note that the report captures the excellent holistic work undertaken at St.

Brendan’s by management, teaching and SNA staff, students, parents, administrative and caretaking

staff. The Board is delighted that the core elements of the school are highlighted in the report

including:

The dedication and commitment of teachers.

The recognition of the school as an open and inclusive place of learning.

A school which offers a broad range of curricular and extracurricular activities in a positive,

calm and caring atmosphere with a focus on wellbeing for all.

The Board will continue its work to redevelop the teaching and learning spaces and the building.

Area 2 Follow-up actions planned or undertaken since the completion of the inspection activity to

implement the findings and recommendations of the inspection.

The Board plan to dissect the WSE report and develop strategies to address the recommendations

therein.

a) The coordination of SEN will be restructured in accordance with the recommendations to

share the coordination of SEN provision between the members of the core team.

b) The Board will support the engagement with CPD and local reengagement with active learning

methodologies and use of Assessment for Learning strategies.

c) The Board will oversee the use of SSE strategies to ensure the best outcomes for our students.

d) The new Board of Management has already organised two transition meetings with the

members of the previous Board.

e) The Board of Management has begun a consultative programme with parents, students and

staff to structure a new Strategy Document 2017 – 2020.

f) The Board will ensure that the process of developing individual student learning plans be

prioritised.

g) The Board will review the Sampling System in First Year in the context of the philosophy and

specifications of the new Junior Cycle.

h) The Board accepts that the Industrial action has impeded full engagement with the Junior

Cycle Framework.

Published March 2017 / Foilsithe Márta 2017