St. Gerard's Senior School - Whole School Evaluation (WSE) - Management, Learning & Leadership (MLL) - April 2011

In April, 2011 the Department of Education & Skills carried out a Whole School Evaluation in St. Gerard’s Senior School. This evaluation consisted of two Department of Education & Skills Inspectors visiting the school to meet with the Board of Governors, the Headmaster and management team, groups of teachers, students and representative of the Parents’ Association. A small range of lessons across a number of subject areas were inspected.

St. Gerard’s School is delighted that the WSE-MLL report is exceptionally positive highlighting the continued excellent standards in the school, whether in areas of academic endeavour, co-curricular or extracurricular activities. The report consolidates the uncompromising priority afforded to promoting quality teaching and learning in St. Gerard’s School. It refers to the effectiveness of the Senior Management team, the clear vision of the Headmaster for the school and the active support for educational initiatives of the Board of Governors and that the school community constantly strives to provide the best education possible for the students. In sum, the report concludes that the school has the teaching staff, management and leadership capacity required to produce “resilient learners” in “classrooms of excellence”.

Of particular note and a source of great pride is that our students have high expectations, are articulate, confident and responsive and that they take pride in their school.

Finally, it is also noted that school management has a focus on increasing student attainment in State Examinations. In this regard, the report recognises the excellent ICT infrastructure in the school, the school’s aim of creating a virtual learning environment for the students and that stimulating and visually enriched learning environments have been created in many classrooms.

The Following Is A Summary Of The Key Findings Within The Whole School Evaluation

1. Quality of School Management and Leadership

• The Board is proactive in its duties, actively supports educational initiatives, is familiar with the day-to-day operation of the school and regularly evaluates its practices.

• The Board constantly strives to provide the best education possible for students.

• Very good channels and methods of communication exist within the school.

• The Principal is an effective leader with a clear vision for the further development of the school.

• The 5 Year Plan (work in progress) formulates the future vision for the school and its role as a caring and supportive learning environment.

• Currently there are ten school-based committees and six task forces (of Board, management, staff, parents and students) operating at school level. Almost every member of the teaching staff is actively involved in one or more of these groups.

2. Leadership for Learning

• Good channels and methods of communication exist between all groups.

• The Senior Management Team and Year Heads have clearly defined roles.

• There is excellent ICT infrastructure in the school. The aim of creating a virtual learning environment is worthy.

• The building and grounds are maintained to a high standard.

3. Leadership of students

• Students have an opportunity to articulate their views and develop leadership skills.

• The Learning Support department is well supported and appreciated by school management. Almost half of the teaching staff deliver resource teaching.

• School management has a focus on increasing student attainment in State Examinations.

• There has been a move to setting in some subjects as a means to improving State Examinations’ outcomes.

• The plan to establish a task force to consider the needs of gifted students is laudable.

• A friendly, homely atmosphere is evident in the school.
  Students have pride in their school.

4. Quality of Learning & Teaching

• In a significant majority of lessons observed the quality of teaching was good or very good and in some cases exemplary. Learning of a very high quality was noted in many lessons.

• Exemplary practice was noted in lessons where the learning outcomes were stated explicitly.

• Stimulating and visually rich learning environments had been created in many classrooms.

• Classroom management and atmosphere were almost universally very good.

5. School Self -Evaluation Process and Capacity for School Improvement

• The Board of Governors evaluates its own practices and constantly strives to provide the best education possible for students.

• The school aims to produce “resilient learners” in “classrooms of excellence”.

_______________________________

Parental Survey

Of 140 2nd & 5th Year parents surveyed:

• 100% agree that facilities in the school are good.
• 98.3% agree that the school is well run.
• 97.4% agree that the atmosphere of the school is good.
• 99.2% agree that their child is doing well in the school.
• 96.6% agree with the statement “I am happy with the school.”
• 97% agree with the statement “My child enjoys going to school.”
• 90% agree that teaching in the school is good.
• 92% agree with the statement “I am happy with the amount of homework my child gets.”
• 94.1% agree that the school reports give them a good picture of how their child is doing.
• 96% agree that their child is involved in activities outside of class time.
• 97.5% agree that there is good contact between the school and home.
• 97% agree that their child feels safe and well looked after in the school.

Of 150 + 2nd & 5th Year students surveyed:

• 99% feel safe and cared for in the school.
• 97.5% get on well with other students in the school.
• 97.5% believe there is a good atmosphere in the school.
• 95% participate in activities outside of the classroom.
• 87% agree that their classes are interesting.
• 91.2% agree that they are getting on well with their school work.
• 94% agree that the teachers encourage them to work to the best of their ability.

__________________________________

While the inspectors’ report focuses mainly on Management, Leadership & Learning (MLL) in the school, we in St. Gerard’s view education in its must holistic way and so we are equally as proud of the following aspects of the school which are not referenced in the attached WSE-MLL:

• Positive links with the Junior School
• Highly developed Pastoral Care Programme
• Physical Education Programme
• Social Awareness Programme which encourages charitable works & charitable deeds
• The School Chapel and its central role in the school’s meaningful and extensive Liturgical Programme
• Numerous educational & sporting tours/excursions
• Compulsory & wide ranging extracurricular Sports Programme to 5.15pm daily and includes a Saturday Sports Programme
• Exemplary sports facilities and Sports Hall
• Debating & Public Speaking
• School Publications
• Award winning Drama Productions
• Annual School Musical/Summer Concert/Music Festival
• The contribution of the Parents’ Association
• Supplementary weekend/holiday Prep
• Engagement with the Creative Arts

The Board, the management, the teaching staff, the parents and the students of St. Gerard’s School can be immensely proud of this most positive and affirmative report. It is a testimony and tribute to the whole school community of St. Gerard’s School.

Tom Geraghty
Headmaster.

St. Gerard's School Response to the WSE-MLL

WSE-MLL Report 8th April 2011