PRESENTATION by presmaster

VIEWS: 193 PAGES: 12

									                      P2P SCHOOL VISIT REPORT
This report outline is for P2P schools to make a summary report of their school visit
and school examination. It is meant to be used together with the guidelines written in
‘Ilomäki & Lakkala (2005): A model for examining a school’.

Name of the visiting school: Moliere’s College, Paris, France

Names of the visitors/observers:
      Mr P Santraud, Principal, Moliere’s College Paris
      Mr J L Garcia, Vice Principal, Moliere’s College Paris, Rapporteur
      Mr E Buonocore, ICT teacher, Moliere’s College Paris
      Mrs A Kempf, French teacher, Erik Satie’s Vocational School, Paris

Date/time period of the visit:
Wednesday 21 septembre-Monday 26 septembre

1. General Background Information of the school visited

Name of the school:
St Patrick's College
Address of the school:
25 Coleraine Road
Maghera, Co Derry
BT46 5BN
Telephone: 02879469776
Web site:

Name of the principal and host: Mrs Anne Scott

Type of school (public/private, ordinary/special etc.): Catholic grant maintained
(11-18 years)

St Patrick's College opened in 1963 as an all boy’s school. The first two principals of the
College were priests but all subsequent appointments have been lay people. The current
principal, Mrs A Scott is the first female principal in the history of the college. Today the
college has a Chaplin who is responsible for the religious services which are held in the
St. Patrick’s College is a co-educational (boys and girls) and bi-lateral school (Grammar,
Secondary and Special Education Needs). St Patrick's is a Catholic grant maintained school
(école publique catholique). It has two regulatory authorities:

The Council for Catholic Maintained School (CCMS), representing the Roman Catholic
Church, owns the buildings and employs of the teaching staff. They also provide advice for
all catholic schools on matters relating to education. Their Trustees represent them in Board
of Governors.

The North East Education and Library Board which is one of the five Boards of NI and
depends on the Department of Education for its funding. The NEELB employs non-teaching
staff, provides advice and support services as well as staff training and pupil transport. They
are also represented on the Board of Governors.

In 1997, the Department of Education published The Education Technology Strategy for
Northern Ireland to set tarets for the competence of teachers, the competence of pupils, the
use of ICT in teaching and learning and for integration of ICT in the NI curriculum: The C2k
Agency is in charge of carrying out this project by coordinating different partners: namely
HP, Microsoft and BT who administrer network, software and hardware. The Council for the
Curriculum Examination and Assessment is the examination awarding body in NI while the
Curriculum Advisory and Support Services (CASS) provide curriculum support and training.
The Regional Training Unit (RTU) provides Senior management and HOD training and new
teachers are trained in the Teacher Training Colleges and Universities.

St Patrick's school operates from two sites: St. Mary's building for junior division (Year 8)
and the main building for Year 9 to Year 14. The school is located in a small town and a rural
location midway between Belfast and Derry. It has an important economic role in Maghera as
it employs many teachers and non-teaching staff. It plays an important role in the Catholic
Community of the county.
           The school has 1400 students and is ethnically and culturally homogenous. We have
noticed that the pupils move from class to class and that this took place in a quiet, calm
manner even though there was no supervisor. In the interests of safety all areas within each
site are under video surveillance, which is recorded in the staff room. When the bell rings
pupils can’t enter the building unless the receptionist admits them. Staff have been issued
with a swipe card which opens the doors. The school insists that all pupils wear the school
uniform and when in uniform they are expected to behave appropriately in or out of school.
John Donne wrote in the XVIIth century "He is a part of the main" and Mrs. Scott, the
Principal, echoed this when she said, "the pupils represent a part of St Patrick's and its

To fulfil its mission statement, the school uses two complementary mainstays, a curriculum
structure and a pastoral care structure.

St Patrick's has drawn up an admission policy for Year 8 pupils. The school is allowed to use
the transfer procedure test results. Parents of year 7 pupils, who are still in Primary School,
choose whether or not their child enters 11 plus exam. In practical terms, all pupils of the
school catchment area are admitted but the results of the11 plus exam are used as criteria for
the pupils living outside the catchment area. At the start of the new school year, all pupil of
Year 8 are submitted to assessment in Maths, English and IQ. They are then split up into
Band1 (Grammar, 4 classes), Band2 (secondary, 2 classes), Band3 (special need, 2 classes);
the vast majority of parents agreed to this structure because of the "rationality" of the
assessment process. Inside the bands, pupil are afforded equal standards of education. At the
end of each year, following the year assessment, a pupil can move accross the bands and
between the bands. The college also admits pupils with Moderate Learning difficulties who
are integrated into other classes on a gradual basis depending upon individual progress. The
curriculum in post primary schools of NI offers a broad spectrum of subjects and under
current changes taking place schools may have to offer as many as 27 subjects of which
religious education is considered to be very inportant. Cross-curricular themes may be
delivered through the teaching of other subjects for example education for mutual
understanding and ICT.
According to their assessment results at the end of year 10, including Key Stage 3 results in
English, Math and Science, pupils choose their subjects for General Certification of
Secondary Education \ Vocational ("brevet" equivalent) taught during Key Stage 4 (Year
11+Year 12). Vocational is intended to provide a coherent and flexible programme which is
rooted in practical and occupational context. In 2005, 97.5% of the year 12 pupils who sat
GCSE achieved grades A-G (Grade A-C are still an essential requirement for university
entrance); with 100% of the all pupils achieving success at some level of qualification.
The St Patrick's GCSE results are above the NI average results (79% against 72%). Pupils
who are to study A’ Levels choose their subjects in the second term of year 12; and while
some subjects have a GCSE entry requirement others are open entry. The school implements
the Advanced General Certificate of Education ("Bac général" equivalent;external assessment
to gain qualification), the Advanced Vocational Certificate of Education("Bac technologique
" equivalent;external assessment to gain qualification) and the three Key Skills qualifications
(Communication, Application of Number, ICT; all of which require the student to complete a
portfolio of evidence and in some cases an external assessment to gain qualification). In the
academic years 2004/2005, 95% of pupils achieves 2 or more A levels at grade A-E
(including vocational) against 87% for NI average.(We don't know the proportion between
vocational and advanced levels). 86% of the leavers in 2004 of St Patrick's year 14 carried on
with higher education (1/4 Queen's University Belfast, 1/3 University of Ulster,).

St Patrick's College places great emphasises on ICT across curriculum and this is aided by an
effectively managed computer service.
        The C2K agency has provided computers networked maintained and upgraded by
private ICT suppliers: 7 computer suites were allocated by the C2K (25 pc/room, 1 PC for
every 3.5 pupils). The computers on both sites are connected via a dedicated communications
line installed by C2K.
        In addition to focusing on academic achievement the college also places great
emphasis on the pastoral care structure within the school and the key role this area has in the
pupil’s personal development.
The principal is particularly concerned with the welfare of each pupil: the pastoral care
structure ("vie scolaire" equivalent) affords pupil the environment in which self esteem and
individual learning can take place. The Principal works closely with all teachers in the area of
pastoral care and the college has clearly defined policies which are adhered to.
        Collective success is very important in St Patrick's and this is very evident as you
walk around the school where all the photographs of the winning teams are displayed on the
walls and printed in the Patrician, the annual school magazine.
Mr D Broderick, Chairman Board of Governors
Mrs A Scott, St Patrick’s Principal
Mr M Toner, vice principal
Mr G Harkin HOD ICT
Mr Santraud, Moliere's principal
Mr Garcia, Moliere's vice principal
Mr Buonocore, ICT teacher
Mrs A Kempf, French teacher
The Chairman of the Board of Governors, Mr Broderick is a local businessman who brings
his business leadership and management skills to assist in the overall management of the
The Board of Governors manage a 4,5M£ budget, the largest part of which is directed to staff
wages with the remainder used for the day-to-day running of the College. As a non-voting
governor, the principal acts as a CEO and is responsible for the internal organisation and day
to day management of the school. The board is elected for four years with member’s drawn
form the local community representing parents, business, the Catholic Church and teachers.

                          MEETING WITH PASTORAL TEAM
Thurday 22nd September
11 :55am->12 :25am
Mr D Clarke Pastoral co-ordinator
Mrs A McGuckian Year 12 Head
Mrs B Mussen Senior management
Mr P Santraud, Moliere's principal
Mr J L Garcia, Moliere's vice principal
Mr E Buonocore, ICT teacher
Mrs A Kempf, french teacher

-The middle management role: an example, the pastoral care structure
The aims of the structure is to strengthen the spiritual and physical welfare of the pupils
through attendance monitoring, progress monitoring, pupils behaviour watching and parents
and pupils listening.
The pastoral care structure is organised as a down\up and inside\outside communication
system, vertically from classroom teacher to principal and horizontally from pupils to parents
both via class tutor, Head of Year with a key role for the latter ("CPE" equivalent for the year
group). A pastoral care policy has been drawn up and both staff and pupils are aware of the
roles of HOY, Class Tutor and HO Pastoral Care. A formal referral system has been
developed within the college and email is used to communicate at all levels therefore a record
can be maintained.
The HOY is in charge of the Year Group and is assisted by a team of teachers, class tutors,
who meet their Tutor Class once a day at registration (9.15am – 9.25 am) and also during a
Tutor Period, which takes place once every two weeks. The HOY also takes an assembly once
a week, where the pupils gather for ten minutes in an assembly hall. There they receive
relevant school information and where the success of individuals or groups can be
acknowledged. This time each week has the effect of strengthening the bond within the year
group and establishes the feeling of belonging to a successful community.
The Class Tutor deals with most of the minor behaviour issues. Every morning, he or she will
meet their class and take registration as well as deal with absence notes, check uniforms and
deal with any latecomers. In his or her timetable the Class Tutor has a form period ("heure de
vie de classe" equivalent) which is devoted to raising discipline issues, matters relating to
Personal, Social and Health Education, and it may be used to check the Student Journal: in
fact each student has this diary provided by the school where one finds homework’s,
communication notes with parents, school rules etc. It is a well-presented book with two
characters, "red and green apollo" presenting positive and negative reactions to day-to-day
situations or common teenage problems. They also appoint class captains, but these are not
represented onboard of Governors.

Teachers in St Patrick's work from 9 am to 4 pm five days a week (Monday to Friday). They
generally teach two subjects for 23,5 hours and may attend several meetings of the teams of
they belong.(Department meeting, Class Tutor Meeting, Whole School Staff Meeting.). In
the case of staff absence there is a system called Rota where teachers are timetabled to
provide cover for absent colleagues if the absence is for only a short period of time.

One of the key targets of the St Patrick's strategic plan for 2004-2007 is the development of
HOY so that they have a clearer view of their roles and responsibilities in areas such as record
keeping and agreed practices for conducting assemblies.
The observation of the PRSD process could be of further interest for the french team.

Friday 23th September
10 :25am->11 :15am
Mrs F Walls HD RE
Mr H MGuigan HD Business Studies
Mr P McAteer HD Modern Language
Mr G Harkin HD ICT
Mr Byron Regional Training Unit (RTU)
Mr P Santraud, Moliere's principal
Mr J L Garcia, Moliere's vice principal
Mr E Buonocore, ICT teacher
Mrs A Kempf, French teacher

Main interests:
-The middle management role: for example, the curriculum structure.

The school is structured on traditional subject lines offering a broad spectrum of subjects with
Religious education being compulsory for all pupils. Within the College there are 33 heads of
department whose main role is to improve the effectiveness of teaching within their
department by providing advice on personal and professional development.
        Once a month, each HOD calls a department meeting dealing with subjects such as
implementation of the national curriculum, monitoring homework policy, sharing good
practice, assessment and reviewing examination results. . One of the targets of the strategic
plan for 2004 2007 is to introduce a culture of self-evaluation within each department.
        In June of each year the department draws up an Action Plan identifying the target
areas for development for the next academic year. The minutes of all meetings held within the
department are recorded and submitted to the principal. At class level teachers have
objectives for pupil progress (attainment targets) and these are recorded by the teacher and
used to report to parents on Parents Day and are also used in written Reports which are
provided to parents on an annual basis. The College is in the process of moving to a system of
computerised records, which will be provided by the C2K MIS. During years 12 & 14 each
class teacher completes an examination Target Setting sheet for their class and this is used to
monitor the pupils achievement in final examinations against targets set during the year. The
HOD can use this to monitor pupil progress and to identify any areas for improvement within
the department.
The HOD and teachers within the department            can attend courses organised by the
examinations board (eg CCEA, AQA) which are use by the college. In St Patrik's College one
of the objectives is to ensure that each pupil gains a qualification reguardless of his or her
academic ability.

The HOD writes a department policy document that takes onboard the school development
plan for the subject including aims, objectives, teaching approach and methodology,
resources, assessment, homework and budget. Each department has its own budget allocated
by the principal depending on the student number and the subject.
Within the school all recent ICT, software and hardware were provided by the C2K
(Classroom 2KILO) and they provide maintance on site under contract. The school employs
two technicians who deal with minor technical issues and liase with C2K to ensure an
effective computer service is provided within the College. All the teachers within the College
have received ICT and the school considers staff development in this area very important. The
College has appointed three C2k Managers who look after the day-to-day management of the
400 plus computers and the 1500 users as well as providing support for the MIS modules and
curriculum software.
On Monday, the day of our departure, all staff were involved in the Process Review and Staff
Development. This scheme aims to identify training and development needs through a
personal interview with a member of the senior staff. The reviewer and the reviewee seek to
agreed on three objectives covering the areas of professional practice, pupil and curriculum
development and personal and professional development of the teacher. It is very important
that objectives of this process should be specific, measurable, attainable, realistic and time-
bound. As a result of this meeting two classroom observations will take place during the year
and will focus on the three objectives, which have been identified at the review discussion.
Ms Scott, the Principal, will be reviewed by the chair of governors, M Broderick who will in
turn review the 3 vice principal’s and this process will continue until all teachers have been
In NI, the ELB through the CASS support services provide assistance to school through the
use of teaching Advisors and in the case of Religious Education this is done through the
Diocesan Advisors office. St Patrick’s College is located within the Diocese of Derry and
therefore receives RE support from the Derry’s Diocesan Centre in Derry.
For French Principals, PRSD is of great interest; as this school is building a whole human
resources system based on the middle management's skills and commitment while at the same
time incorporating a system of pay to match the responsibilities of the various levels of
St Patrick’s College has developed strong links with the community in which it as founded
and this is reflected in the Business Studies Department where the HOD has developed
contacts with local business to allow all the pupils of Year 12 to take part in a one week Work
Experience placement. Many of the business in the local area are owned or managed by past
pupils and this contact means that St. Patrick’s College is very much at the heart of the
The governors (among them the Principal) propose a vision and the middle manager mediates
between the "what should be" mindset of the top and the "what is" mindset of the frontline
teachers to build a reality according to the school's mission statement: "St Patrick's College
strives for excellence, recognising the uniqueness of each individual by developing the whole
person and providing education for all through Catholic moral principles". The main problem
of such an organisation may be bureaucracy, which is not the case in St Patrick’s where
actions are decided and their result self evaluated. One very important observation that was
made was that teamwork is vital for success and this is very obvious when the role of the
pastoral team and the role of Curriculum / HOD are considered.


Thursday 22nd September
Mr M Toner, vice principal, in charge of timetable
Mrs D Devlin, senior manager, MIS/C2K manager
Mr G Harkin, ICT HOD
Mr J L Garcia, Moliere's vice principal
Mr E Bunocore, ICT teacher

The Management Information System called is a suite of administration software
developed by a private company and built on Microsoft. net. The system is remotely
maintained by C2K and provides different services through various modules, which deal with
both staff and pupil information (Attendance, Examination Results, Medical Records, and
Timetable). Pupil data is readily available to teachers who have the appropriate access rights.
The timetable module allows for the management of complex group configuration and is not
only used for timetables but also for the administration of the Rota structure for covering staff
absence as previously mentioned.

22nd September
Classroom observation
Miss A Holmes, ICT teacher
Mr P Santraud, Moliere's principal
Mr J L Garcia, Moliere's vice principal

18 pupils of year 12, ICT course, ICT suite (25 computers, printer, video projector)
It is a quite spacious and bright room. As in all the classrooms, these statements are written:
-Respect the rights, feelings and property of others
-Listen and do your best
Awards and punishments are also reminded
On the back wall of the classroom there were display boards with different panels develop
particular themes: e.g. data logging, Internet features etc.
We joined the class in the course of the lesson while the class were working on the
development of a Web site. A web page -an application form- was video projected on the
white board and the objectives of the lesson were also displayed for the class. The pupils had
to search the Internet for information on flight details with different constraints, which was to
be use as part of their final Coursework. They used Microsoft Word to copy the screen image
of the web page found and added comments on the document to show that they understood.
The teacher worked with each pupil during the lesson and the pupils were actively engaged in
their work. The teacher also logged us onto the Network so that we could see how this
operated at a classroom level. One specific area was Learning Resources which allows the
teacher to create resources which can be categorised by Subject, Department, Staff Member,
Year (some resources specially for ICT) and which can the be used by the pupil in the
classroom. C2K also provides the school with security for the pupils while they are on-line
and the school can request that particular sites can be blocked therefore the pupils have no
Each department has a folder for the teacher to save resources into and the public folder
allows pupils to download work onto their computer and it will also allow the pupils to work
back to an area on the fileserver so that the teacher can correct it. Each pupil has a unique user
profile and password and the C2K Managers can request a list of internet web sites listed by
any pupil or member of staff. The C2K has a black list of web sites and the pupils are
prevented from accessing these sites on all computers within the school therefore providing
secure Internet access. The system doesn't allow pupils or staff to use any other software other
than that approved by C2K.

22nd September
Classroom observation
Mrs D Devlin, ICT teacher
Mr E Buonocore, ICT teacher
Mrs A Kempf, French teacher
Mr G Harkin, ICT HOD

This class consisted of 6 of the 48 pupils of year 14 who were undertaking the Key Skill
course, and was being taught in an ICT suite (25 computers, printer, video projector)
All the learning objectives were video projected on the white board. The pupils had to create
an Access database from an Excel spreadsheet.
All sixth form students undertake ICT Key Skill at Level 3 in the three areas of IT,
Communication, Application of Number, which are equal to 60 UCCAS points for
University. At the end of the lesson the teacher revisited the learning objectives and from the
question and answer session it was obvious that these had been achieved.

22nd September
Supervision observation
Mr E Buonocore, ICT teacher
Mrs A Kempf, French teacher
Mr G Harkin, ICT HOD

The first Year 14 Study area visited contained approx. 20 pupils and was equipped with
computers. This room was clearly visible for the corridor of the school and while it was
unsupervised it was under video surveillance connected to the staff room with the ability to
speak to the pupils if required via a microphone. There was no teacher supervision in the
study however the atmosphere was quiet and pupils were engaged in their work
In the main study a teacher was supervising the pupils who were working in total silence

22nd September
Classroom observation
Mr L McClean, Science HOD
Mr P Santraud, Moliere's principal
Mr J L Garcia, Moliere's vice principal
Mr E Buonocore, ICT teacher
Mrs A Kempf, French teacher

Biology Room, 19 pupils Year13
Objectives are as usual written on the board. The teacher used software edited by The
Times with animation showing the mitosis and this was projected onto the board.
During the lesson the pupils had to put back in a chronology the different stages of
mitosis. The teacher questioned the pupils using the white board to reformulate the
answers to a list of questions. The students are participating and are very attentive. At
the end the teacher reminded the pupils of the knowledge they should have gained but
he also reminded them of the ICT competences they had achieved. We were all very
interested by the mitosis!

Information source:
     The school’s Website:
     The C2K’s web site:
     The DENI’s web site:
     St Patrick’s Strategic Plan
     St Patrick’s Pastoral Care Policy
     St Patrick’s Prospectus
     The Patrician
     The ICT’s Policy document
     The Annual Staff Development Plan
     The report for “Investors in people”
     General education documents provided by M Maxime Lejeune, MENF
     Methodology document provided by M Serge Pouts-Lajus,

Special thanks to M Gerard Harkin, St Patrick’s ICT HOD, who offers us much more
than his competence.

To top