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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 Follow-up Inspection
Monkstown Community School
November 2002
Chairperson of the Board of Governors
Monkstown Community School
Bridge Road
Monkstown
NEWTOWNABBEY
Co Antrim
BT37 0EA
Our Ref: 321-0200
January 2003
Dear Sir/Madam
FOLLOW-UP TO THE FOCUSED INSPECTION, AND SCHOOL SUPPORT
PROGRAMME BASELINE INSPECTION, OF MONKSTOWN COMMUNITY
SCHOOL
The inspection in November 2001 focused on the youth provision and the school’s work in
mathematics. It highlighted strengths such as the orderly and purposeful atmosphere, the
pupils’ general level of behaviour and co-operation, the school’s improving GCSE
performance, the innovation in implementing the educational principles of youth work, the
value of education permeating the youth centre’s activities, and the recognition by the young
people of the value of attending the youth centre. Features of the mathematics provision
included the departmental aims and aspects of the planning, the quality of some of the
teaching and the presentation of the pupils’ work.
The inspection identified the need for improvement in the mathematics provision in the
following key areas:
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the need for greater variety in the pupils’ mathematical experiences to take better
account of the pupils’ needs, interests and levels of understanding;
the need to develop better the pupils’ understanding of, and confidence in, their
mathematics; and
the need for greater cohesion and consistency in, and more effective monitoring
and evaluation of, the work of the department.
In the interval since the focused inspection, actions which affect positively the work of the
mathematics department have included:
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the changes in staffing;
a change in the allocation of teaching rooms;
the acquisition of additional text books and practical equipment;
the provision of support for the teachers through some in-service training;
the greater exchange of ideas amongst the teachers within the department;
the production of new outline schemes of work;
the ongoing development by the teachers of different types of tasks or activities for
incorporation within key stage 3 schemes of work;
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the increased use of common examination papers;
the use of pupil profiles, with certain year groups, to identify areas of weakness in
the pupils’ learning; and
the monitoring of samples of the pupils’ written work by the head of department.
In addition, the whole school entered the School Support Programme (SSP) in
September 2002.
In November 2002, the Education and Training Inspectorate carried out a follow-up
inspection of the mathematics department and a baseline inspection of the school’s broader
provision.
The mathematics department has made an important start on its agenda for improvement.
There has been some progress since the focused inspection including:
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the improved cohesion amongst the teachers in the department;
the greater awareness amongst the teachers of the need for more varied and
appropriate learning experiences and the need to develop the pupils’
understanding;
the indications of some new ideas or activities being implemented;
the improved monitoring and evaluation of aspects of the work of the department
by the head of department; and
the enhanced resources.
Nevertheless, most of the issues identified at the time of the focused inspection still require
further work, including the need for:
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greater variety and better balance in the pupils’ mathematical experiences;
more account to be taken of the pupils’ differing needs, interests and levels of
understanding;
improvement in the pupils’ understanding of, and confidence in, their
mathematics; and
further development of strategies to monitor and evaluate the work of the
department, particularly with regard to the quality of teaching and learning.
From the SSP baseline inspection of the provision at whole-school level, the findings
highlight strengths in:
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the commitment of the teachers;
the large degree of co-operation from the pupils;
the good standard of behaviour and the interest in learning demonstrated by the
majority of the pupils;
aspects of the pastoral provision, such as the mentoring programme for year 12
pupils and the after-school homework club;
the clarity demonstrated by the teachers when presenting information to their
classes or guiding them in the completion of learning tasks;
the occasions of good teaching which lead to more effective learning;
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the start made in developing strategies to monitor and evaluate the work within
departments; and
the leadership shown by the principal in his commitment to, and instigation of, an
agenda for school improvement.
The areas for improvement at whole-school level include the need for:
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a broader range of teaching and learning strategies in use and a greater account
being taken of the pupils’ needs and interests;
planning for, and management of, lessons which are more clearly focused on the
pupils’ learning and their participation, and which pay particular attention to the
development of oracy and of independence in learning;
more effective monitoring and evaluating of whole-school developments to ensure
more strategic, focused, coherent, and systematic management of improvement;
and
higher standards in the pupils’ attainment in external examinations.
The Education and Training Inspectorate will continue to monitor the work of the school and
report on its progress.
Yours faithfully
ELIZABETH WELLS (MRS)
Inspection Services Branch
Tel No: 028 9127 9726
 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: www.deni.gov.uk