/ Providing Inspection Services for
Department of Education
Department for Employment and Learning
Department of Culture, Arts and Leisure
Education and Training Inspectorate
Report of a Focused Inspection
Magherafelt Primary School
Inspected: November 2003

BASIC INFORMATION SHEET (BIS) - PRIMARY SCHOOLS

A. i. School: Magherafelt Primary iii. Date of Inspection: W/B24.11.03

ii.School Reference Number: 301-2267 iv. Nature of Inspection: Focused

B.

School Year / 1999/00 / 2000/01 / 2001/02 / 2002/03 / 2003/04
Year 1 Intake / 50 / 54 / 55 / 46 / 49
Enrolments
Primary / 455 / 424 / 403 / 392 / 366
Reception / 0 / 0 / 0 / 0 / 0
Nursery Class/Classes / 0 / 0 / 0 / 0 / 0
Special Unit / 0 / 0 / 0 / 6 / 0

The enrolment for the current year is the figure on the day of notification of inspection.
For previous years it is the figure in the annual return to the Department of Education.

The calculations at C and D should be based on the total of the primary and reception enrolments only.

C.Average Attendance for the Previous School Year
(expressed as a percentage):94.42%

Primary &NurserySpecial Reception Unit Unit

D. i.Number of Teachers
(including the principal and part-time teachers):16--
(Full-time equivalent = 25 teaching hours)

ii.PTR (Pupil/Teacher Ratio):22.87 NI PTR: 19.9

iii.Average Class Size:26.14

iv.Class Size (Range):21-31

v.Ancillary Support:
Number of Hours Per Week: i.Clerical support:36

ii. Official Making A Good30

Start Support:
iii. Making A Good Start funding111.5

additional hours and other

classroom assistant support:

vi.Number of pupils with statements of special educational needs:9

vii.Number of children who are not of statutory school age:0

viii. Percentage of children entitled to free school meals:18%

1.INTRODUCTION

1.1Magherafelt Primary School is located in the market town of Magherafelt. It serves the children in the town and the surrounding rural area. The school, which is situated on a cramped site, has many accommodation and health and safety shortcomings. The enrolment has decreased from 455 children in 1999/2000 to 366 children in the current year. Approximately 18% of the children are entitled to free school meals.

1.2The arrangements for the inspection of pastoral care and child protection included the completion of questionnaires by a sample of the parents, as well as meetings with the governors and with groups of the children in year 6. Prior to the inspection, 131 confidential questionnaires were sent to parents; 37% of the parents responded, with 20% of those who responded taking the opportunity to write additional comments. Nearly all of the responses from the parents were supportive of the school; a small number of parents expressed concerns about accommodation and matters relating to pastoral care. These issues are dealt with in the body of the report. The governors expressed strong support for the work of the school. The children indicated that they feel safe and secure in school.

1.3The inspection focused on mathematics, information and communication technology (ICT) and pastoral care, including child protection.

2.THE QUALITY OF TEACHING AND LEARNING

2.1The children are courteous, mannerly and welcoming to visitors; they are well behaved and co-operate readily with their teachers. The relationships in the school are good at all levels. The children’s achievements are celebrated by attractive displays of their work in the classrooms and corridors. A wide and varied extra-curricular programme enhances the children’s learning experiences.

2.2The teachers provide a secure environment in which the children feel at ease and valued. The school has a useful policy for pastoral care and there is clear evidence that the policy is implemented in practice. Child protection has a high profile in the school and, in general, suitable policies and procedures are in place. There is a need, however, to provide relevant training for the governors and to clarify the complaints procedures for parents. The school is making progress towards full implementation of the guidance outlined in the Department of Education (DE) Circular 1999/10, “Pastoral Care in Schools: Child Protection.”

2.3The planning to guide teaching and learning is thorough. Useful schemes of work, half-termly planners and weekly notes are available for all areas of the curriculum. The teachers are well prepared for individual lessons.

2.4The staff are industrious and conscientious. The standard of the teaching is always entirely satisfactory; in about 40% of the lessons seen the quality of teaching was very good. In the best practice, the lessons were conducted at a brisk pace, the teachers’ expectations of the children were realistically high and the teachers used a wide range of effective approaches to promote the children’s learning. In a minority of lessons the work provided did not challenge all the children. During the inspection, a number of substitute teachers were deployed; the quality of their work was high and they promoted suitable continuity in the children’s learning. The classroom assistants provide excellent support and play a significant part in the children’s education.

2.5The children are interested in learning and are well motivated in classes. They work well in groups and co-operate readily with one another.

2.6The children have a generally broad experience in mathematics in line with the requirements of the Northern Ireland Curriculum (NIC). Through their participation in the Northern Ireland Numeracy Strategy, the teachers have completed a comprehensive review of the planning for mathematics; they have included more practical and mental mathematics in their teaching. In order to maximise the benefits from these developments, a greater emphasis on promoting the children’s mathematical thinking is required.

2.7The children enjoy their experiences in mathematics. They engage enthusiastically in the frequent practical activities offered. In the early years, the children’s flexibility with number is being developed effectively through skilful questioning during regular sessions of mental mathematics. Throughout the school, a wide range of resources is used to stimulate the children’s interest and promote their understanding; for example, the children engage enthusiastically in appropriate practical work, games and recording activities. When given the opportunity, the children demonstrate their knowledge and skills through observing and recording their reasoning about their work. In contrast, in a few senior classes, aspects of the children’s work lack challenge and are over-directed by the teachers.

2.8The children develop sound skills in number and shape and space. In general, there is insufficient progression in their work on data handling. The children demonstrate sound standards in basic mathematics; however, they lack confidence in applying their knowledge to unfamiliar situations. ICT is under-developed in the children’s mathematical experiences; for example, there is insufficient use of spreadsheets and databases. There is evidence, from the end-of-key stage results, that the standards in mathematics are not as high as they should be. Appropriately the teachers have agreed an action plan for the current year, which includes a closer monitoring of the standards achieved by the children and the setting of appropriate targets for improvement.

2.9The younger children benefit from the valuable programme of structured play. Well-chosen resources are used for tasks that consolidate the children’s learning across the curriculum. The children have good opportunities to develop their mathematical concepts and language; for example, they communicated readily in investigative activities using a programmable moving device. The teachers and classroom assistants foster a sense of enjoyment and achievement in a supportive atmosphere in which the children grow in self-esteem and confidence. The teachers compile useful records of the children’s progress in the various aspects of play and these are being used to inform future practice.

2.10The teachers have recently completed a useful in-service training (INSET) programme on the use of ICT as a learning resource. The school is well equipped with modern computers, many of which are linked to the Internet. In addition, the school has a number of peripheral items of equipment, such as a data projector and digital camera, which have the potential to enhance further the children’s learning experiences. During the inspection good examples of the use of ICT were observed; however, the children’s competence in ICT skills varies too widely from class to class. The school has appropriately identified ICT as a priority for further development. Since the recent appointment of the co-ordinator, useful policy documents have been produced to guide the work in ICT. A detailed action plan has also been produced to guide the development of ICT. The inspection endorses the key priorities identified in this action plan.

2.11Approximately 20% of the children require additional help with their learning in English and mathematics. These children are identified at an early stage through the appropriate use of diagnostic tests and teacher observation. The special educational needs co-ordinator (SENCO), in consultation with the respective classroom teacher, regularly compiles and reviews helpful education plans, which set out specific and appropriate learning objectives for each child. The SENCO has introduced innovative practices, to both teachers and classroom assistants, which are effective in assisting the children’s learning and social development. For example; successful strategies are in place to support a few children who have academic and behavioural issues associated with Autism; this initiative has enabled these children to integrate effectively into normal classroom routines.

2.12The Principal, who is in his second year in post, provides informed and effective leadership. He has a clear vision for the development of the school, which he communicates clearly to the staff. The school is well-organised and resources are deployed in ways that benefit all of the children. The school has used the development planning process to promote improvement in areas such as; child protection, literacy and extra-curricular activities. The priorities in the School Development Plan need to be revised in the light of the inspection findings.

2.13The school is accommodated in two separate buildings on a very restricted site. The inspection has identified many health and safety issues, which are highlighted in the appendix.

3.CONCLUSION

3.1The strengths of the school include the:

  • caring ethos and the pastoral care of the children;
  • friendly, well-mannered and co-operative children;
  • good relationships at all levels;
  • industrious and conscientious teachers;
  • high quality of much of the teaching;
  • developments in practical and mental approaches in mathematics;
  • leadership of the principal;
  • provision for children who experience difficulties in their learning.

3.2The areas for improvement include the:

  • further development of the ICT provision;
  • need to raise standards in mathematics through the provision of a more varied and challenging programme;
  • accommodation for teaching and learning.

3.3The school has strengths in many aspects of its educational and pastoral provision; the areas for improvement need to be addressed if the school is to meet as fully as possible the needs of all the children.

APPENDIX

HEALTH AND SAFETY

  • The uneven and potholed surfaces of the tarmaced areas surrounding the buildings present a potential hazard.
  • The unsuitable access arrangements to the school.
  • The excessive vehicular movement in areas where the children are circulating.
  • There are an excessive number of external doors in each of the school buildings.
  • Toilet facilities for the children and the staff are unsuitable.
  • There is insufficient car parking space.

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 CROWN COPYRIGHT 2003

This report may be reproduced in whole or in part, except for commercial purposes or in connection with a prospectus or advertisement, provided that the source and date thereof are stated.

Copies of this report may be obtained from the Inspection Services Branch, Department of Education, Rathgael House, 43 Balloo Road, Bangor, Co Down BT19 7PR. A copy is also available on the DE website:

JMcC/WATSON/3 – 2.12.03