This report has been written following a whole school evaluation of SN Phádraig. It presents the findings of an evaluation of the work of the school as a whole and makes recommendations for the further development of the work of the school. During the evaluation, the inspectors held pre-evaluation meetings with the principal, the teachers, the school’s board of management, and parents. The evaluation was conducted over a number of days during which inspectors visited classrooms and observed teaching and learning. They interacted with pupils and teachers, examined pupils’ work, and interacted with the class teachers. They reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.

1. Introduction – school context and background

SN Phádraig is a co-educational Gaeltacht school. There are 100 pupils on roll at present and it appears that according to the average enrolment forecast there will be a continual increase in the rolls from 2007 to 2010. This school was built in 1934 and it was extended in 1989. During the inspection work building work was going on whereby rooms and other resources are being provided for the school. There are five teachers on staff as well as a learning resource teacher and a home/school/community liaison coordinator. A special needs assistant is also employed in the school.

2. Quality of school management

2.1 Board of management

The school sets out to provide a high standard of education through Irish for the pupils to prepare themselves for life. Every effort is made to cultivate Irish learning within the school so that the pupils will have understanding and respect for their own cultural identity. There is a strong tradition of Irish in this school in which interest and affection for the Irish culture is being effectively encouraged by the principal, staff and the school community. A pre-school is situated in the school. Pre-school work is carried out through the medium of Irish and it is reported that this positively helps the children to become fluent in Irish before commencing in the Infant class.

The good communication and intercourse within the school distinguish the special spirit of the school as well as the values and principles outlined in the mission statement of the school plan. There is a Catholic ethos in the school which promotes respect and esteem for the faith through love, freedom, rights, truth and joy. The courtesy and co-operation displayed in the school is to be commended. Close friendship and respect for one another is evident in the human environment of the school. The teachers undertake their work diligently and professionally and work together beneficially with the school management and with the parents to cultivate a lovely learning atmosphere in the school. The interest and dedication of the teachers to the good of their pupils is praiseworthy. Very effective signs are in evidence of the organisation and learning and teaching in the school. Good work and behavioural habits are cultivated in the pupils and they undertake their work with enthusiasm.

The patron, the Bishop of Raphoe, co-operates with the board in the management of the school. The board is established in accordance with section fourteen of the Education Act 1998 and the members of the board are very effective in their support for the provision in the school of an effectual education.

The members of the board of management make regular contact with one another by organising meetings every term. The board ensures meaningful communication regularly with parents so that they are kept up to date with school matters. The board operates in accordance with the terms of the Education Act and the guidelines of the Department of Education and Science. The board is effective in its management of the financial resources of the school and in its appointment and promotion practices. The board is to be commended on its support for the professional development of the teachers in the school. The board is aware of the legal requirements in respect of a code of behaviour, school attendance and the preparation of a health and safety policy. Policies in respect of curriculum management, posts of responsibility and administrative policies have been ratified by the board and are being put into effect successfully. The board of management gives great support to the principal and to the staff in the planning process. The board has employed a person to do the cleaning and the neatness and cleanliness that is discernible in the school building and in the school yard is to be commended. A parents’ association has also been formed and it gives full support to the work of the school. The parents are encouraged to take an active role in school activities and they are to be highly commended on the support for the increase in school resources. The board and the parents are active and united in respect of the central part that the school plays in the cultivation and strengthening of Irish. Regular communication is made with the parents by means of notes and homework copies and enquiries are treated professionally. The pupils’ attendance is good. Parent/teacher meetings are organised yearly and reports on the progress of the pupils are sent to parents at the end of the school year.

2.2 In-school management

The principal provides effective leadership for the staff and the whole school community. He gives excellent attention to school matters. Management skills are in evidence through open and clear communication systems. The principal has a vision for the development of the school and suitable plans are being gradually put in place. The sincerity and enthusiasm of the teachers are evident so that there is order and organisation in all school matters. Much emphasis is placed on the use of Irish in the school and among the parents. It is clear that progress is being achieved in the various efforts made to date by the school management. All the teachers co-operate with, and give full support to the principal in the management of the school. Staff meetings are regularly held in the school to discuss the work and policies of the school. The responsibilities of the teachers with posts of responsibility are outlined in the school plan and are being implemented effectively but it would be worth reviewing them on a regular basis so that there will be a closer link between the posts of responsibility and the developmental demands from the point of view of the curriculum. Attention is given in various ways to the cultivation of good communication between the pupils and the school management. The internal management of the school has very effective systems in place to contact parents.

2.3 Management of resources

The board, teachers, pupils and the school cleaner co-operate in providing very good care of the building, resources and environment of the school. The classrooms are attractively and inspirationally decorated with teaching aids, displays and the pupils’ work. Provision has been made for a broad range of teaching aids which include televisions, videotapes, tape recorders, computers and hard discs and use is made of them in the teaching. All teachers provide ample self-designed equipment in support of the programme of work. The range of teaching resources in concrete materials for the teaching of Mathematics in the junior classes could be increased. Discussion took place during the post-inspection meeting on how use might be made of technology in teaching and a working plan for computers has been organised by the school management together with the Gaeltacht Development Authority to enhance the computer skills of the pupils in the new community centre beside the school. The school management deserves special commendation on the computer programme that has been devised for the pupils.

2.4 Management of relationships and communication with the school community

Every participant of the school community recognises that the school is an integral part of the community from which it springs. Therefore, there is a great relationship in the school between the parents and all school members. It is noted that the teachers receive great support from the parents and the surrounding community. There is a very effective policy in the school re intercourse and communication. During the meeting between the inspectors and the parents the latter praised the openness and the practices put in place to communicate with teachers.

The bond with the parents of the pre-school pupils is cultivated by means of information days being organised for them and there are plans being developed by the staff to strengthen the bond even further when the new school building is finished by providing resources relevant to early reading activities and language games in the parents’ room. The communication between the school and the home in respect of mathematical language vocabulary is to be commended. Continuity in the methods being used between the school and the home is assured. Good communication is cultivated between the schools in the area. Other schools in the district participated in a compressed disc of Christmas hymns that was produced. Social nights are organised for parents and opportunities are given to pupils to demonstrate their talents in drama, music, dancing and poetry on the stage of the Gaoth Dobhair Theatre.

During the post-inspection meeting the benefit of providing an information booklet for the school parent community, in which all the policies and the work of the school would be outlined, was discussed. The benefit attached to the establishment of a school newsletter to share the creativity of the pupils with the school community was also discussed. It is recommended that the benefit of technology be used in order to achieve this target.

2.5 Management of pupils

The pupils of this school are managed very effectively. Work habits are rooted in them and respect between the pupils and the teachers and among the pupils themselves is discernible. Positive affirmation is given to the pupils on a regular basis and a comfortable, learning atmosphere is created by the teachers in the classrooms. Care is taken of the health and safety of the pupils and full participation of the pupils in every aspect of school life is nourished.

3. Quality of school planning

3.1 School planning process and implementation

Evidence was provided to confirm that the board of management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 1999, updated issue May 2004) and Child Protection Guidelines for Primary Schools (Department of Education and Science, April 2001). Evidence was also provided to confirm that the board of management has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of the Departmental guidelines.

Policies have been prepared in those aspects of the curriculum in which inservice training has been provided. A variety is provided in the plan of learning and teaching practices: collaborative learning, activity based learning, problem solving and co-operative work among them. Planning is done on an all school cooperative basis. An outstanding learning support programme has been devised in which is outlined the teachers’ approach to learning support throughout the school. The staff intends to outline a three year strategic plan in a continuous form to provide for the needs that have been identified in the school. A diary and short-term action plan are in place to put the school plan into practice effectively. There is great benefit in this work and in the regular review. It is recommended to develop planning for assessment on a school basis across the curriculum and that use be made of technology to outline progress at a whole school level. There is satisfaction with the self-assessment that the teachers have achieved and with what has yet to be completed. The staff is to be congratulated on this enthusiasm. Direction and leadership have been provided by the principal in this aspect of the work and the manner in which all work together for the good of the pupils is very effective.

3.2 Classroom planning

The teachers provide charts, work sheets and flashcards to add to the efficacy of the teaching in the classrooms. The centres of interest that the teachers have devised to encourage pupil interest in various subjects are to be commended. The classrooms are well organised and use is made of a wide range of teaching methods.

The board of management and the whole staff participates in the designing and implementation of the school plan. Special targets are laid down in order to achieve the overall aims of the plan. The school plan is used in the design of the individual teachers’ work plans. Every teacher outlines a long-term work plan for the class under the strands and units of the curriculum. Every teacher keeps monthly records of work progress. There is a brief account of the subject matter taught and the skills and concepts that the pupils have learned. It is clear from the plan and the school teaching programme that the pupils are experiencing a broad and balanced curriculum.

4. Quality of learning and teaching

4.1 Language

Irish

The staff is to be congratulated for the manner in which they are succeeding in keeping the Irish as the principal medium of communication in the classrooms and in the school yard. The teachers in the school possess a richness of language and the standard of Irish that has been achieved by the majority of the pupils in the school is to be highly commended. The teachers work diligently to implement theme planning across the curriculum based on topics in conversational Irish. Every opportunity is used to develop effectively conversation, reading and writing in Irish. An Irish atmosphere is evident in every aspect of life in this school and it is clear that the pupils are benefiting from this as a majority of the pupils have achieved a high standard of fluency in Irish.

The teachers use very effective whole school strategies to develop and consolidate conversation through Irish. Very good use is made of different resources to develop the interest and imagination of the pupils and to entice good language fluency from them. The pupils show very good understanding of the topics discussed in class. The children recite many poems, rhymes and songs which develop good phonetics, pronunciation, speed and flow of language. They have a broad vocabulary and a functional understanding of the structure and purpose of verbs. The pupils have a wealth of language expressions in their repertoire. The teachers make good use of the Irish as a management language and drama is used to improve the ability of the pupil to compose Irish. Drama, discussion and independent composition are emphasised. The pupils respond to challenging questions in various themes with excellent fluency. Effective use is made of illustrative and concrete materials in the teaching. Worthwhile opportunities are given to the pupils to practise the language and to engage in real communication during the Irish lessons.

Excellent use is made of the large books for reading in the junior classes and the pupils read with meaning and understanding. A print and word rich environment is created in the classrooms and use is made of this environment to stimulate the interest of the pupils during the lessons. The pupils regularly compose stories and they achieve a fine standard in the various writing samples. It is now worthwhile to build on the work done in respect of putting the stories in print. To achieve this, it is recommended that more use be made of technology and to present the senior pupils’ stories to the junior pupils. The pupils in the middle and senior standards read the text books accurately. It is noticeable that most of the pupils have a very good understanding of what they are reading. The pupils participate very beneficially in group discussion in which opinions about the subject are expressed. Silent reading is encouraged to give greater experience to pupils in reading a broader range of different types of texts. It is evident that a high standard in functional writing is being achieved by the pupils. There was a broad variety in the texts written by the majority of the pupils, for example in the news, short stories and compositions.

English

The staff has put together a very good plan for English which details the following: teaching methods, language games, reading and pre-reading skills, writing process and poetry together with comprehension and assessment. It would be worth developing an approach to the use of extra programmes in phonics in English so that the pupils’ phonetics would be improved in this aspect of the curriculum. The staff has plans to pursue this target. Throughout the school the pupils are given opportunities to develop their listening and speaking skills in English.

It is recommended that more stories be undertaken at the junior level in order to further develop listening skills and to give more experience in reading to the pupils. The teachers use with effect the broad range of reading texts that are in use to develop the reading and the interest and manner in which the pupils relate orally what they have read is to be commended. The participation of the parents is encouraged early in the reading by providing a very effective paired reading programme. The standard of reading in every section of the school is very high. The pupils get great enjoyment from the novels and from the broad range of modern library books available to them.

Functional and creative writing are undertaken on a structural basis and the written samples of the pupils in their copybooks and on display on the walls are to be commended. It is recommended to publish the works of the pupils by using technology and it is also recommended that the school would participate in inter-school writing projects. Poetry is taught to a high standard throughout the school. The pupils’ work is monitored regularly and self-correction as an assessment tool is also used in the higher classes.

4.2 Mathematics

The teaching programme in Mathematics is suitably graded from class to class. A high standard is being achieved by the majority of the pupils particularly in the high classes. Most of the pupils have a good understanding of the appropriate concepts in Mathematics. Textbooks are used intelligently during lessons and it is evident that oral work is practised regularly to give meaning to the learning. Very effective integration takes place between Mathematics and the environment and other subjects. Mathematical terminology is taught with great care in a structured manner and beneficial discussion is encouraged in every class to strengthen conceptual understanding. Active methodologies and mathematical games are used in every class. The pupils carefully record their written work. Assessment takes place through teacher observation and regular correction of the pupils’ work.

Commendable emphasis is placed on the practice of oral work and in some classes challenging questions are put to students who are stimulated to think deeply. It would be worthwhile to provide more concrete materials in the junior classes in order to further strengthen the pupils’ understanding of the various concepts. Group work is practised to cultivate participation and independent learning. The pupils’ work in Mathematics is assessed through standardised tests and regular teacher assessments.

4.3 Social, Environmental and Scientific Education

History

In History, the manner in which the interest of the pupils is cultivated to work as historians is effective. Local history is used as a foundation for the inquisitive process and a continual development takes place from class to class in historical topics. The personal history of the pupils and the changes that happen to young people as they grow are studied in the junior classes. Comparisons are well made between life in the olden times and life as it is today and the pupils are capable of describing topics both local and national to a high standard. There is variety in the stimulating teaching methods in use. Emphasis is placed on skill development, on discovery and research for evidence in every class. Time lines are on display and used to good effect. This practice is to be commended. It is now recommended to the school to develop a class museum in order to extend the interest of the pupils in this subject. The project work in history, completed in a number of classes, is commendable. There is very effective integration between this subject and other curricular subjects in every class.

Geography

Geography is taught in every class and effective integration takes place between this subject and other subjects. A broad programme is outlined in the school plan and emphasis is placed on geographical aspects of the locality. The interest of the pupils in other countries is cultivated by using maps, photographs textbooks and information books. Projects are undertaken on the culture of those countries, particularly in the European Union. The Geography programme is enriched in the middle and senior standards by making effective use of walks, and visits to bogs, rivers, hills and other geographical resources in the locality. The pupils record the geographical aspects and they are very active learners during the Geography lessons.

Science

A programme based on the four strands of the Science curriculum, living things, materials, energy and forces and environmental awareness and care has been devised. Interesting science experiments are undertaken in all classes and the pupils are capable of giving a comprehensive account of the work they have done. The pupils’ interest in the environment is awakened in every class and attention is directed towards the integrated links between science and the other subject areas of the curriculum. There is a nature table in every classroom and proper use is made of them as teaching aids. The pupils come into contact with a broad and balanced range of ideas and concepts in respect of the environment through covering a programme that is based on the strands of the curriculum in their practical research, on nature walks and on school tours.

4.4 Arts Education

Visual Arts

A variety of activities are undertaken in the Visual Arts and the pupils’ work is displayed in the classrooms and in the school hall. There were good examples of work in paint, clay, fabric and fibre and construction to be seen in every room. Displays of the pupils’ artwork are organised for the parents so that they can look and respond to the art. The pupils thoroughly enjoy looking and responding to the artwork of the other pupils in the school. Folders of pupils’ artwork are kept in some classes to record the progress in the subject. The use of technology and other assessment instruments in Art were discussed with the staff in order to assess the pupils’ development. The samples of the pupils’ work were of a very high standard and the pupils were very enthusiastic in giving an intelligent account of the Visual Arts process itself.

Music

Music is taught very effectively and appropriate attention is given to the three strands of the curriculum listening and responding, performing and composing. Specific teachers have ability in teaching music and classes are exchanged to teach music in certain cases. The pupils sing a wide range of Irish songs nice and pleasantly. Percussion instruments and other instruments are used to perform pieces of music from memory and to skilfully teach rhythm patterns. This subject is integrated effectively with the Drama as the pupils compose activities suitable to the music. The pupils play to a high standard of music and the teachers are to be commended for the manner in which they cultivate the participation of the community in this aspect of the curriculum. The school put on an excellent performance during the inspection of samples of songs, drama, poetry and instrumental music that the pupils knew. The school choir sings regularly in the church on special occasions. Use of music instruments is regularly encouraged throughout the school.

Drama

Stage drama is performed to a high standard in this school: dramas are performed in The Gaoth Dobhair Theatre. Interest and support of the parents are cultivated through them being involved in preparation of the drama. Effective integration takes place between this subject and Social, Personal and Health Education and Music.

4.5 Physical Education

A wide and balanced programme is provided for the pupils in Physical Education. The effectiveness of the teaching in this aspect of the curriculum is to be commended. Specific teachers have an interest in and a talent for this subject and classes are exchanged to teach this aspect. The lessons are organised effectively and orderly and the pupils obtain benefit and enjoyment from them. Emphasis is placed on skill development during the work. When the weather is not suitable a local facility is used to provide for the physical education. A football coach comes in to provide sporting skills for the pupils for a session in the year. Good use is made of a wide range of teaching resources available in the school. Games and football competitions are organised outside school times and the participation of both boys and girls are encouraged in these games.

4.6 Social, Personal and Health Education

The positive, appreciative atmosphere that is to be seen in the school is of great benefit as a foundation for the development of the social and personal skills of the pupils and their understanding of a healthy style of living is evident in the school. This development is continually promoted on an informal basis in other aspects of the curriculum. Besides this, specific lessons are taught in each class and they are based on a range of resources. Cooperative teaching is used effectively in the senior classes to achieve this aspect of the curriculum. The linking of learning in this aspect of the curriculum with other areas of the curriculum is very effective. The lessons are presented with enthusiasm and the participation of the pupils is ably cultivated. There is a lovely variety attached to the learning activities and a pleasant atmosphere is evident during the work.

4.7 Assessment

Suitable assessment strategies are laid out in the school plan and they are implemented regularly. The progress of the pupils in the various subjects is monitored and assessed through the use of school-based examinations and standardised tests. Questioning, teacher observation, spellings tests and informal strategies to assess the pupils’ standard of learning in the classrooms are implemented. The copybooks and written work of the pupils are monitored regularly in all classes. Use is made of standardised assessment tests to ascertain reading ability of pupils and to select pupils who have learning difficulties. It would be worth doing standardised tests in Irish on an annual basis in the school. It is now recommended that there would be continual assessment for learning across the curriculum taking place in the classrooms in order to evaluate the pupils’ standard, common mistakes and omissions and to plan accordingly. There is an early screening assessment process at the Infant level and the programme that follows it is also implemented. This development is to be commended as the teachers will have the evidence to recognise pupils with learning difficulties at an early stage. The progress of the children is recorded at the end of the year and appropriate details are professionally sent to the parents. Copies of these reports are kept in the school.

5. Quality of support for pupils

5.1 Pupils with Special educational needs

The school has adopted a policy re pupils who have special educational needs. A co-operative atmosphere is created between all the pupils of the school by providing opportunities for every pupil to participate in all the lessons. Appropriate care is provided for talented pupils as well. A whole-school plan has been drafted that deals with the provision of education for pupils with specific learning difficulties. Pupils for the learning support service are selected on the basis of the results of standardised tests and discussion with class teachers and parents. As a part of the support service clear learning targets are outlined in the work plans on an individual basis and progress is regularly recorded. It is advisable that the individual learning plans would be in close agreement with the psychologists’ recommendations. There is a high standard attached to the approach of the provision of learning activities.

A conscientious provision is made for the pupils who have difficulties in English reading and Mathematics. Literacy skills of these pupils are specifically developed. The positive help and the confidence building strategies that are in place is commendable. There is regular contact with the parents. Use is made of a good range of software to strengthen the pupils’ conceptual understanding through the medium of technology. Co-operative teaching of pupils with special needs takes place in some classes but it is recommended that thought be given to the use of co-operative teaching on a wider base so that pupils will not be always leaving the classroom to get extra help. A stimulating learning atmosphere is created in the learning support room. It is recommended that the school make contact with the Support Programme for Special Education to access the regional support service to enable the school staff in their implementation of a new co-operative system in learning support.

5.2 Other supports for pupils: disadvantaged, minority and other groups

A very effective plan has been devised and is being implemented for the home-school- community service and many targets have been achieved by this service to verify that appropriate support has been put in place for the families of the school community. Every person who participates in the school community knows that the school is an integral part of the community from which it springs. Consequently, there is a great relationship between the parents and all school members. It is noted that the teachers receive great support from the parents and the surrounding community. It is widely recognised that the school is a positive reflection of the community and that the school and the community are interdependent upon one another. The home/school/community service organises outstanding courses for parents and these courses are well attended.

6. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

· The very effective leadership of the principal benefits the work of the school in general.

· The mark of many years of strong effective management by the board is to be seen in the building and in the school events.

· The school is performing effectively under a school staff who perform their work with enthusiasm and professionalism.

· The teaching staff is to be commended on the high standard of education that is being provided for the pupils of the school.

· The school plan that has been outlined is being implemented effectively.

· It is evident that there is variety and effectiveness in the teaching methods in use and consequently, the pupils have achieved a high standard in Irish, Mathematics, English and in other subjects of the curriculum.

· There is an excellent co-operative spirit among the school staff and a strong relationship is cultivated between the school and the community.

· The pupils’ talents in the Arts are celebrated and this is commendable.

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

· There is a need to make greater use of information technology in various aspects of the school work.

· It would be worthwhile to develop assessment for learning throughout the school.

· To add to the school policy in assessment, standardised tests in Irish should be undertaken annually.

Post-evaluation meetings were held with the staff and board of management where the draft findings and recommendations of the evaluation were presented and discussed.