School Profile

My teaching placement school was a non-fee payment voluntary catholic secondary

school. It is located in a small rural village in the south of Ireland approximately 18-20km
from the nearest town. As a result of its rural location about 10 medium sized rural primary
schools are feeders of new students to this school. However a bus service is provided for
students from two of the larger towns which are located about 20 minutes drive from the
school. At present there are 507 students enrolled in the school with a teaching staff of 40
between full-time and part-time posts. The teaching staff are predominantly female with 9
male teachers present. The principal is male while the vice-principal is female. Although a
very catholic school all the teachers are lay individuals. The gender make up of the students
is 45% male and 55% female.

The school consists of one main building which includes 7 classrooms, reception,
staffroom, laboratories, library and assembly area. For the senior students (5th and 6th years)
there are 5 classrooms located across the main road outside the school. These classrooms are
part of the original school building dating back to the 1950’s. The remainder of the classes
are accommodated in prefabs which are located around the main school grounds adjacent to
the main building. The school caters for a wide range of academic and vocational subjects
and also provides a transition year programme.

In relation to the case study completed by Lynch and Lodge I would link my teaching
placement school to that of Ballycorish such that has some significant similarities. It is a
mixed co-educational school located in a rural area with 500 students or more. However in
Lynch and Lodge Ballycorish is perceived to have a disadvantaged status whereas my
teaching practice school would not be perceived to be located in a disadvantaged area.

Equality of Treatment

With respect to the findings of Lynch and Lodge in light of ability grouping
and the subsequent equality of treatment issues it raised in schools; from the perspective of
Ballyroe I think the areas that best exemplified these equality issues were:

1. The schools stance on grouping students by streaming, setting, and banding

2. The negative labelling applied to grouped students

 1) Streaming/banding/setting

From the perspective of equality of treatment it is evident that the use and
understanding of streaming, banding and setting creates a very significant equality concern
within a school environment. From reading Lynch and Lodge it is possible to see how
important and aware students are of the process by which they are grouped into their
respective classes.

“Students displayed a keen awareness of the significance of ability grouping and

academic stratification generally, both in terms of their ongoing educational experiences and
their educational features”

From the perception of Ballyroe having conducted an interview with my principal we

talked about grouping of students in terms of streaming, banding and setting. He commented
that no streaming of students is operated within his school and that new incoming students do
not complete an entrance exam so they have no reason or academic information to group
them on. I gathered that he was totally opposed to streaming and commented that it had a
detrimental effect on the student’s school experience.

Analysing what Lynch and Lodge had to say about the area of streamed and banded
classes linked very well to the overall opinion expressed by my principal.

“Students who are tracked into low streams or bands, or who are otherwise negatively
labelled on ability grounds, are the most likely to disengage from school” pg 65

However when I questioned my principal about what grouping procedures were in

place he told me that students are randomly allocated in 1st and 2nd year. Students are then set
for Irish, English and Maths at Junior Certificate, Leaving Certificate and depending on
numbers specific languages are also set at both Junior Certificate and Leaving Certificate.

(Interview with principal 26/11/09’).

This grouping procedure correlated well to Lynch and Lodges case study from the
perspective of the Ballydara School. This observed school operated a mixed ability core
setting at Junior Certificate and a mixed ability core setting with setting for the highly
subscribed subjects at Leaving Certificate.
 From weeks 1 & 2 of teaching my own classes I can reinforce and relate to what the
principal stated. I noticed a very broad range of ability in all of my classes from 1st year the
5th year. In the majority of my classes there were students who were very capable and showed
good ability for the subject being thought while on the other hand I had students who were
rather weak and struggled immensely with the content being covered. In essence there was a
diverse group of mixed ability in all of my classes and it can be noted that I had no clear so
call “weak” or “strong” class group.

(Field note entry no. 2)

2) Negative labelling of students

This negative labelling of students occurred between students themselves and also in
the context of teachers and their individual students in their classes. It was very apparent from
investigating how this negative labelling occurred in relation to the lower set classes.
Referring back to my field notes taken I commented how I overheard a conversation between
two Leaving Certificate maths teachers in the staffroom during lunch break. The teacher of
the higher level class commented that he enjoyed teaching his group and was very happy with
their progress. In stark contrast the ordinary level teacher was frustrated with the level of
ability of the majority of the class and stated that she spends most of her time correcting and
disciplining students as opposed to completing work.

(Field note entry no.1)

From reading Lynch and Lodge this situation links very well to case study findings
such that students in the higher sets enjoy a better overall class experience, their teachers
have a higher regard for their students and ultimately have a positive regard for them.

“There was a widespread belief that teacher interest was based on one’s academic abilities
regardless of what type of grouping was in operation”.pg75

This point was further reinforced by a questionnaire I completed with 6th year students on
their perception and labelling applied to students in terms of the set they were in. Students felt that
because they were in the ordinary level classes there was an automatic stigma attached to their level of
ability and likewise the students in the higher level classes showed sympathy for the students in the
ordinary level classes.
 “If I was in the honours class the teacher might help me, id say she thinks it pointless helping
me cos im doing pass”.

(6th year ordinary level maths student)

“I feel bad for students doing pass and foundation they are automatically thought of as being
stupid. They probably just don’t like the subject”.

(6th year higher level maths student)

Taking both these grouping issues as a whole there are a number of implications arising in
relation to equality treatment of students. Firstly student-teacher relationships are very evidently
affected. Linking back to my analysis of the questionnaire I completed with both higher and ordinary
level Leaving Cert classes and field notes gathered from the staffroom it was very evident to see that a
very different relationship existed between both teachers and their respective classes. This same point
was concluded by Lynch and Lodge when discussing ability grouping and resultant student-teacher
relationships.

“Students claimed that teachers preferred either those students in the higher stream classes,
or individuals who were regarded as the high achievers.” Pg75

A second implication of the grouping process would be in relation to student’s

perception of themselves and their overall self-esteem. The below graph illustrates the
perceptions of students I questioned in terms of academic ability and perceived cleverness in
both higher and ordinary level classes.

It is clear to see that students in the lower set classes see themselves as only average
in their educational ability compared the students in the higher set classes. This is a very
negative effect of the grouping process implied such that students think they are inferior
because they are in the lower set. This is a major issue in relation to equality of treatment for
each student. This study in my school was quiet similar to that of Lynch and Lodge and my
point is well backed up by linking to their case study.

“There were clear differences between those located in higher and mixed ability groups, and
their peers in lower ability classes in terms of their self rating” pg75

SOLUTION POSSIBLE LINK TO JOURNAL PG END PG 10

 Diversity Deficit

From the perspective of my teaching practice school I have struggled to identify a

stand-alone diversity issue such as sexual orientation, travellers, racial minorities or disability
etc. With this in mind I will consider this part of my assignment from the following question:

What are the causes and implication of this absence of diversity in the light of Lynch
and Lodge 2002?

At the outset there were obviously some diversity issues in my school, it would be
irrational to think that any school in modern times is totally free from diversity issues.
However from the perspective of my teaching practice school they were very limited and
only existed in very small quantities. From conducting a focus group with 6 students from
transition year, I got some insightful comments about their general perception on diversity
issues in the school. One student in particular who moved from another secondary school so
she could complete transition year commented that,

“Its weird not to see more itinerants, polish and foreigners going to school here, in my last
school dey were everywhere”

(Transition year, Female student).

This proved to me that students were certainly aware of the lack of diversity issues in
the school by simply comparing to other secondary schools. GRAPH 1st years survey. From
reading Lynch and Lodge I gained a better insight into some possible causes of this absence
of diversity. They make the point that when there is such a small diversity issue present it
would be unfair to single it out and make it public knowledge around the school.

“There was a reluctance to focus on differences of religion, ethnicity, and disability in a

public way because of the small numbers of students involved. With very small numbers of minority
students, to name differences was to name individuals” pg34

This exemplifies my first possible cause for the absence of diversity in my school.
However I am indifferent with what Lynch and Lodge express saying “to name differences
was to name individuals”. I think if organised and conducted sensitively it would be
beneficial and worthwhile to explore all diverse issues in a school and would educate students
correctly on issues regarding race, nationality, religious belief etc. Cultural days and
international quizzes would be examples of creating a positive and respective-full attitude
towards diversity issues in the school. This ideology was well put forward by Baker and
Lynch when they explore the recognition of diversity in education,

“One of the main inequalities that many groups experience in education is lack of respect
and recognition. These status-related inequalities, relating to age, sexuality, religious beliefs,
disability, language, gender, class, race or ethnicity, need to begin to be resolved through status-
related initiatives.” Pg 12 journal lynch, baker

Turning a blind eye to diversity issues in a school weather they seem to be small or
large may have a detrimental effect on the attitude of the student and teacher body as a whole,

“Negative images portray subordinate groups as variously as ‘native’, innocent, inferior,

deviant, ugly or threatening. In so doing, they legitimate acts of disrespect, disdain and violence
(Harding, 2003; Said, 1991; Young, 1990) Pg 13 Lynch, Baker
It is my opinion that creating this level of awareness amongst the student body may
stamp out possible bullying and intimidation regarding student diversity in a school setting.

A second possible cause to exemplify why there is an absence of diversity in Ballyroe

may stem from the overall school location, general background of the student body and
facilities in Ballyroe. As stated in my school profile Ballyroe is located in a small rural
village in the heart of close nit community about 18-20km from the nearest urban towns. This
has resulted in a relatively homogenous group of students attending the school such that they
are predominately from the surrounding locality which is mainly made up of working and
middle class students from an Irish framing background.

I think this is a major factor in limiting the main diversity aspects which were put
forward in the assignment outline such as travellers, racial minorities and disabilities. I will
use the travelling community and students with disabilities to reinforce my point here:

• Issues relating to the travelling community are not evident due to the schools location.
The travelling community tend to reside in urban centres and thus send their children to a
more urbanised school. From my field notes I can recall a conversation which occurred
with my co-operating teacher about the lack of students from the travelling community
attending the school, he commented that,
 “Ballyroe is out of the way for travellers, there is no CIE bus service from X(nearby town 1)
or Y(nearby town 2), its more suitable for them to go to the secondary school in town, its
hassle for them to get back here for school”

(Co-operating teacher)

• The overall facilities and layout of the school hinder the schools ability to cater for
students in the vast majority of cases with any physical disability such as being
wheelchair bound, having sight impairment and mobility impairment. Some basic reasons
for this include:

 No wheelchair access ramps into the majority of classrooms including prefabs,

the main school building has 2 levels with no ramp or lift.

 Large school area, 5 classrooms located across the main road and 6 prefabs
located all around the schools perimeter as well as the school’s main building.

Both these points signify how the school in terms of its location, background and facilities in
some way lead to the absence of some of the common diversity issues which may arise within
a school environment.

This absence of diversity within my teaching practice school has given rise to some
implications. It would be important to consider these implications for the school as a whole,
for present day students, incoming students and their parents. Firstly in relation to incoming
students and their parents this absence of diversity is tending to create a perceived social class
of students who can enrol in Ballyroe. In light of what Lynch and Lodge expressed about the
absence of diversity in their case study schools,

“The student intake in each of the twelve schools tended to be strongly homogenous,
reflecting the long history of formal segregation in place within the state.” Pg 134

This formal segregation of students though no fault of the school was in existence in
Ballyroe. This point can be exemplified by highlighting what a new student from any of the
neighbouring towns (18-20km from school) must pay for a private bus service to attend
Ballyroe. From a discussion with the school sectary she explained that it costs in the region of
€550-650 per year to avail of this bus service depending on the number of siblings from one
family attending the school. This is indirectly limiting the social class of families who could
afford this fee to send their son/daughter to Ballyroe. This in turn creates a perception that the
school is for the more middle and higher class families. This in some respects may be
perceived to be an advantage as expressed by a teacher in Ballyroe,

“we have great kids here in Ballyroe, very few problems, all the students are coming from
good backgrounds”

(English Teacher Ballyroe)

However this perceived status of the school may not be suited to students of these
modern times where disabilities, ethnic minorities and religious minorities are all becoming
more customary in our Irish society. Implications may arise when parents and students are
selecting a secondary school and Ballyroe may be passed over as a school choice.

A second implication of this absence of diversity may manifest itself for the present
student body of Ballyroe. Although the level of diversity in the school is minimal, if it is not
celebrated and explored students may tend to get a secluded opinion of diversity issues which
are very obvious in Irish society at present. This lack of knowledge may lead to
misconceptions and prejudices for the students towards diversity issues. Lynch and Lodge
expressed how our education system in the past has turned a blind eye to issues of diversity
by saying,

“the culture of disrespect for differences is not entirely a product of peer culture. It is played
out within an education system which, for a long period of time, has been characterised by
segregation, and lack of recognition for difference and diversity, in its institutional processes and
structures.” Pg145 LL

Yet it is worth noting that research for Lynch and Lodges book was completed in the
1990’s and recognition for diversity has progressed greatly in the 20th century. Nevertheless it
would be detrimental that on graduation from Ballyroe students when progressing onto
possibly 3rd level or the work force may have a one track mind with regard to issues relating
to diversity such as disability, race, religions etc.

To conclude the main implications for this absence of diversity in light of what Lynch
and Lodge have expressed would firstly be in relation to the social class in which the school
attracts and secondly the opinion and level of awareness the students may have regarding
issues of diversity.