An Roinn Oideachais agus Scileanna
Department of Education and Skills
Subject Inspection of Mathematics
REPORT
Creagh College
Gorey, County Wexford
Roll number: 76127D
Date of inspection: 22 January 2013
REPORT
ON
THE QUALITY OF LEARNING AND TEACHING IN MATHEMATICS
______________________________________________________________________________
INFORMATION ON THE INSPECTION
Date of inspection
22 January 2013
Inspection activities undertaken
 Review of relevant documents
 Discussion with principal and teachers
 Interaction with students
 Observation of teaching and learning during three
class periods
 Examination of students’ work
 Feedback to principal and teachers
MAIN FINDINGS

The quality of teaching and learning was good, with some scope for development of
strategies that would further support learning for understanding in Mathematics.

Management is very supportive of Mathematics within the school.

Subject department planning is very progressive with some exemplary planning and
sharing of lesson schemes noted.

The principles of assessment for learning were observed in lessons.

A wide range of opportunities is provided for students to participate in extracurricular
mathematics events.
MAIN RECOMMENDATIONS

Questioning strategies that challenge students’ understanding of Mathematics should be
used more frequently in all lessons.
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INTRODUCTION
Opened in 2011, Creagh College is a co-educational post-primary school that currently caters
for 157 first-year and second-year junior cycle students. Creagh College operates under the
patronage of County Wexford Vocational Education Committee. The school is to relocate to a
purpose-built school adjacent to its current location.
TEACHING AND LEARNING

During the evaluation, two first-year lessons and one second-year lesson were observed.
The quality of teaching and learning was good, with some scope for development of
strategies that would further support learning for understanding in Mathematics. The
mathematics teachers presented as a progressive team and demonstrated a committment
to the promotion and development of Mathematics in Creagh College.

All lessons were conducted in a positive atmosphere. Students’ contributions were
affirmed and, in most instances, used to develop the lesson. Classroom management was
very good, allowing for meaningful engagement with Mathematics. Team teaching was
observed in first-year lessons and was characterised by the lead teacher directing and
instructing students while the support teacher assisted individual students.

At the outset of the lesson, the learning objectives were shared with students and recorded
on the whiteboard. A review of the learning outcomes took place at the end of most
lessons. In most instances, this took the form of a brief activity facilitating students to
consolidate learning and allowing the teacher to identify and address misunderstandings.
This is very effective practice.

Teaching approaches used in many lessons were effective and included teacher-directed
instruction and group activities. A short question-and-answer session which linked
students’ current and prior learning was successfully undertaken in most lessons. In all
lessons, structured and purposeful group work was observed. Teachers had all necessary
materials prepared in advance of the activity and gave clear instructions to students
regarding what was to be achieved by them during the group activity.

Some instances of effective higher-order questioning were noted, and usually took the
form of “why?” and “what if?” questions. These provided opportunities for students to
offer justification for their answers and to become more involved in their learning.
However, in some instances, procedural questions were used which only required
students to complete the next step in a question. Such questioning strategies can limit
students’ opportunities to deepen their understanding of mathematical concepts.
Therefore questioning strategies that challenge students’ understanding should be used
more frequently in all lessons.

Many students demonstrated a good knowledge of the subject during interactions with
teachers. In some instances students made links with prior and current learning during
their interactions with the inspector.

Teachers and students often made very good use of subject-specific terminology.
Teachers were particularly mindful of literacy development in all lessons, and keywords
were recorded on a section of the whiteboard.

Preparation of resources and supplementary material for lessons was very good. Teachers
effectively integrated support materials into lessons as an aid to learning. During some
group activities students used ‘show me’ boards to record their answers. Teachers then
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used such responses to determine students’ readiness to progress and to identify areas for
further attention. This is very good practice.

An excellent array of subject-specific visuals, including student-developed materials and
commercially-sourced materials were displayed in all classrooms. In all instances the
displays were successfully used to support learning. For example, a poster detailing data
recorded from a student survey featured in one classroom and was effectively integrated
into the learning activity of the lesson.

In teacher-based classrooms, student desks were arranged in group formation, thereby
effectively supporting the implementation of Project Maths activities.

In the classroom, teachers regularly circulated and provided oral feedback to students on
their work. In addition, students’ copybooks indicated that monitoring of their work is
undertaken. There was evidence of written feedback in copybooks offering advice to
students about improvements necessary to progress with their work.

In line with best practice, the mathematics department has developed common
assessment practices for formal mathematics examinations.
SUBJECT PROVISION AND WHOLE SCHOOL SUPPORT

Timetabling arrangements for Mathematics are very good. This includes daily contact
with the subject and concurrent timetabling in second year.

The mathematics department comprises five teachers, the majority of whom are qualified
at varying levels in the subject. One member of the department is completing an
upskilling course in Mathematics. As the school population increases, management
should seek to ensure the availability of teachers of Mathematics who are qualified to
teach the subject to the highest level.

The allocation of teachers to Mathematics is very good, particularly in first year. Team
teaching is arranged for first-year Mathematics classes. In second year, Mathematics is
concurrently timetabled and one teacher is deployed to each Mathematics class.

First-year students are taught in mixed-ability classes for Mathematics. At the beginning
of second year, students are assigned to higher or ordinary level Mathematics classes. It is
recommended that the practice of assigning students to levels be continually monitored to
ensure that all students are assigned to a class level where they will best realise their full
potential.

Management is very supportive of the mathematics department. Requests for subjectspecific resources are granted. Attendance at continuing professional development
courses is also facilitated.

Timetabling arrangements for students who find Mathematics challenging are very good.
Team-teaching is the predominant model of support offered, with additional one-to-one
support also provided. The learning support co-ordinator is also a member of the
mathematics department and this is an important link and support to the department.

Commendably, a wide range of co-curricular and extracurricular activities is arranged
providing students with opportunities to access Mathematics outside the classroom
context.
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PLANNING AND PREPARATION

A member of the department undertakes the position of co-ordinator effectively. Over
time the opportunity to rotate the position should be taken by all members within the
department.

Subject department planning practices and procedures are very good. These include
regular meetings, retention of minutes of department meetings, and a detailed plan for
Mathematics.

Planning documentation includes the organisational details for the subject, schemes of
work and the identification of long-term development needs of the subject. To further
advance subject department planning, action plans to support long-term planning should
be devised.

In addition to schemes of work, supplementary plans for each lesson have been
developed and include details of the key words and skills necessary for each lesson. This
is exemplary practice.

Individual planning for lessons was very good. In addition to the department scheme of
work, individual lesson plans have been devised for each topic.
The draft findings and recommendations arising out of this evaluation were discussed with the
deputy principal and subject teachers at the conclusion of the evaluation. The board of
management was given an opportunity to comment in writing on the findings and
recommendations of the report; a response was not received from the board.
Published June 2013.
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