Inspectors criticise uniform policy at Dublin school
Department of Education inspectors have criticised student uniform and code of behaviour policies at a Dublin fee-charging school, saying their implementation does not support students' educational, social and personal wellbeing, and in some cases impedes it.
In what is an unusually critical Whole School Evaluation (WSE) report, department inspectors recommended that The High School in Dublin's Rathgar review the sanctions that it applies to students for breaching the policies.
It has recommended that the school "prioritise" amending both the school's code of behaviour policy and its procedures for students who have been suspended "in order to align with the existing Tusla guidance".
Inspectors spent a number of days at the co-educational Church of Ireland school earlier this year.
The inspection included the observation of teaching and learning as well as meetings with staff, parents and groups of students.
They noted that during focus group meetings students expressed ongoing concern at what they deemed the "unfair" application of sanctions at the school.
In their report, published this month, inspectors found that leadership and management at the co-educational school required "improvement to achieve a good standard".
They added that trust and positive working relationships at the school had been eroded by "ineffective communication practices coupled with a lack of a system to resolve concerns".
The WSE report also found that the majority of teachers at the school did not feel that their views were valued in the school's decision-making processes.
In criticisms of the school leadership and management the inspectors noted that policy development practices did not sufficiently reflect the views of teachers and draft policies were not shared with students.
It recommended that the board and senior management team "should actively take account of the views of students and teachers to develop policies that are more inclusive".
The WSE report said communication between teachers, and the principal and board "lacked sufficient effectiveness" and that "many teachers expressed frustration, a lack of trust and poor relationships with the board and the principal".
It added that students felt "unheard" by the school.
However, the inspectors noted positive developments around implementation of new national 'Bí Cineálta" anti-bullying procedures and a "highly committed" student council which meets with the principal once per term.
The school has not ensured that all teaching staff have completed the necessary Child Protection Procedures for Schools training, the report said.
It states: "Members of the board should be aware of the responsibilities associated with their role, particularly concerning child protection procedures".
It also noted that students in 'form three' finished the school year a week earlier than students elsewhere.
Last Friday, Form 3 students at The High School began their summer holidays, once again a week earlier than students at other second level schools.
This is despite criticism of the practice "over the last three years" in the WSE report.
The inspectors have called on the school to ensure that all students are provided with the required minimum of school days and hours of tuition.
'Action plan to resolve the issues'
In relation to support for student wellbeing, the report noted that teachers and students expressed "serious concerns" about the uniform policy and implementation of the policy by the principal.
It has recommended that the board and senior management seek the views of staff and students to clarify their concerns "and implement an action plan to resolve the issues".
The inspectors noted as "concerning" the rate of student suspensions and noted "reports of high levels of sanctioning applied to students relating to lateness and uniform by some of the senior management team".
It has called on the board, senior management and teachers to collaborate "to agree approaches that will better support positive behaviours with a view to prioritising consistency and inclusion".
The inspectorate has recommended changes to the school's board structure "so that it aligns with the spirit of partnership as espoused in the Education Act".
Inspectors categorised the overall quality of support for students' wellbeing as well as the quality of teaching, learning and assessment observed as "good".
It found that interactions among students, and between teachers and students were "respectful and positive".
They have recommended that the school leadership, in consultation with teachers, establish "more effective systems of communication, including processes for addressing concerns, seeking and valuing teachers' views to inform decision-making and rebuilding relationships".
The report has also recommended that the school strengthen student and parent partnerships in the school.
Responding to this critical Whole School Evaluation report, the school said the findings "will be carefully considered for consequential next action".
It said: "A series of engagements are under way and planned across the whole school community to consider the findings presented in the report.
"The report findings will be reviewed along with the quantitative results from [a] survey conducted among parents, students and teachers to form a comprehensive and balanced perspective and to determine the appropriate response."
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