An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Gaelscoil Chois Feabhail

Carn na Gairbhe, Bun a’ Phobail

Roll number: 20144M

 

Date of inspection: 25 May 2007

Date of issue of report:  17 April 2008

 

 

 

Whole school evaluation report

1.     Introduction – school context and background

2.     The quality of school management

3.     Quality of planning in school

4.     Quality of learning and teaching

5.     Quality of support for pupils

6.     Summary of findings and recommendations for further development

 

 

 

 

 

Whole school evaluation report

 

This report has been written following a whole school evaluation of Gaelscoil Chois Feabhail. 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 inspector held pre-evaluation meetings with the principal, the teachers, the school’s board of management, and representatives of the parents’ association. The evaluation was conducted over a number of days during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with pupils and teachers, examined pupils’ work, and interacted with the class teachers. The inspector reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board.

 

 

1.     Introduction – school context and background

 

Gaelscoil Chois Feabhail is a co-educational school. This school was founded in September 2001 with temporary recognition. There are currently 78 pupils enrolled and according to the average enrolment assessment it appears that there will be a continuous increase in the enrolment between 2008 and 2010. There are three teachers on the staff as well as a learning support teacher and a resource teacher. A special needs assistant has also been employed by the school. This school is currently operating on a temporary site in pre-fabricated rooms and the classrooms should be nearer to one another instead of being dispersed. The teachers reported that they often have difficulties with these pre-fabricated rooms, during bad weather in particular. Despite this, a lot of credit is to be given to the school staff because of their endeavours in teaching the curriculum through the medium of Irish. The school is operating on a very satisfactory basis under the charge of a principal and school staff who work with professional diligence.

 

It is evident that this school has progressed well since it was founded and that there is a demand for places in it. The fourth class teacher was permitted for the school when the evaluation took place. The school serves students from the area and from surrounding areas and they have a very good attendance. This is the first year for pupils in the senior class to transfer to second level schools.

 

It is outlined in the school’s ethos statement that an objective of the school is ‘to provide an all-Irish education to every student…consequently school life will influence them positively and as a result they will have positive memories of the school.’ It is an objective of the school ‘to nurture the goodness in every child and to send him/her in search of the goodness in the life surrounding him/her.’ Since this is an all-Irish school, the Irish language has a central role in the school life and it is evident that the principal and the staff are succeeding in implementing a very positive atmosphere and in socializing the Irish language positively amongst the school community. Irish classes are provided for parents and Irish language drama is being developed to promote the parents’ and pupils’ interest in the Irish culture. It is evident that the board’s duty is being fulfilled under the Education Act with regard to promoting the Irish language in this all-Irish school.

 

It is acknowledged that a central aspect of the school life is the parents and their opinions are regularly welcomed and they give great support on the basis of goodwill. Many pupils come to the school with very little Irish. The board reported that some pupils attend the Naíonra before starting school. The parents are commended on the great efforts made by them until now in the support they give the school. The principal and the teaching staff of the school are to be commended on the education they provide through Irish and on the great efforts being made by them in particular in the last year to enable the pupils to respect and understand their own cultural identity.

 

 

2.     The quality of school management

 

2.1 The board of management

 

This all-Irish school is under the patronage of Foras Pátrúnachta na Scoileanna Lán-Ghaeilge. The board of management was founded and is operating under the regulations of the Department of Education and Science. The members function consistently in order to assure that a balanced, broad and satisfactory education is being provided. The meetings are held as recommended and more often when required. Complete minutes of meetings are retained. Statutory policies, curricula, pastoral care and policies on administration are approved and implemented regularly. The board should provide a bilingual version of the main policies to serve the school community.

 

The board has a three-year plan on resource maintenance and provision. At present the main priorities are to acquire permanent recognition for the school, to provide a full-time learning support teacher for the school, to continue with school policy development and to continue with the development of good relations with the parents. The board provides good support to the principal and the staff during the planning process. It would be worth sending out all the policies to the school’s parents to give them the opportunity to participate in the drafting of policies before they are ratified. It would also be worth reviewing the entrance policy for students who enter the school after first class. The board has been informed of the Education Act’s statutory requirements on preparing a behavioural code, school attendance and a health and safety policy. The board should develop the health and safety policy to ensure that a policy on safety at the school gates and on parking cars is outlined in the school plan.

 

There is an excellent relationship between this school and the Gaelic Athletic Association and the playing field and the association’s building is used for teaching purposes also. It is recommended that the board ensures that the classrooms are on a site together to facilitate the unity and coordination of the school work for school leadership. The board encourages the parents to participate in the children’s education by taking part in various events: reading in pairs, drama and shows, fundraising, cleaning and special occasions. It is recommended that the board sign the policies drafted in the school plan and set a review date and to continually endorse new policies. The board should participate in training courses for boards of management when provided. It is now recommended that the board continue and cooperate with all of the staff to strengthen the Irish further in the school. During the meetings it was mentioned that there was a difficulty in obtaining a substitute with Irish for the principal’s administrative days. The board had plans at the post evaluation meeting to ratify the duties for the position of the deputy principal.

 

2.2 In-school management

 

A lot of interest through the principal’s leadership is being demonstrated in the school’s development. All of the school’s events are steered with dedication and with particular effect. The administrative policies and curriculum that are developed regularly and that are well-organised under the charge of the principal are commendable. Leadership duties regarding administration are fulfilled competently. Emphasis is placed on the use of Irish and every effort is made to give the pupils the opportunity to participate in drama and cultural competitions in order that they can listen to Irish being used in other environments. Also, the manner in which the in-school management promotes the parents’ participation in school life is commendable.

 

The deputy principal, when this position has been ratified by the board, should have more input in the school’s administrative affairs. Responsibility for special education coordination should be outlined in the school plan and should be part of this particular duty. It would be worth adding to the discussion on curriculum plans and continuity from class to class at staff meetings through developing templates with strands and with strand units of the curriculum outlined for the monthly reports.

 

Newly appointed teachers are well-guided. Staff meetings are held regularly to discuss the school’s curriculum work and policies. Parents are kept informed of the various events through meetings and newsletters. The fulfilment of all duties relating to the documentation from state organisations, between roll books and attendance books, is ensured. A lot of examples of good class management were observed during the evaluation. The pupils are treated in a fair and just manner and they are encouraged to work with a measured and systematic approach.

 

2.3 Management of resources

 

The principal and two other class teachers are in charge of the infants, the middle classes and the senior classes. A learning support teacher, who is shared with another school in the area, also comes to the school daily for a period of time. A part-time resource teacher has been appointed for a student with special education needs. The classes are divided equally. There is also a teacher in the school who is trained to do diagnostic tests. The school management believes that there is a need for a full-time support teacher for the school but at present they do not qualify for this. In this context the school is recommended to review how the learning support service is being used in the school. There is also a special needs assistant in the school and she ensures, effectively, that the pupils with special educational needs participate fully in the curriculum.

 

The merits of in class support were discussed with staff as a means of focussing on pupils with certain learning difficulties. The school had commenced in class support at the time of the evaluation, but this method should be developed on a whole school basis. The Special Education Support Service could be utilized in guiding the teachers. Certain teachers’ talents are divided amongst the whole school particularly in Music and this procedure is commendable.

 

The school has effectively used the School Development Planning for planning as the school grows in size. Additional use should be made of this service as well as the auxiliaries’ service in relation to the curriculum to give extra support to the teachers particularly when the curriculum is being implemented through the medium of Irish.

 

A football instructor comes into the school for periods during the school year to teach Gaelic football skills. Irish is used during these lessons and this is another opportunity for pupils to use Irish informally and in another context. A person comes to teach céilí dancing with the students one day a week for an hour with each class in the last term of the school year. Facilities in the GAA building are used for these events and it is evident that the pupils benefit greatly from these activities and enjoy them as well.

 

A secretary is employed in the school and she is a great support for the principal. A cleaner comes into the school daily to clean and everything concerning the cleanliness in the school was in order and organised when the evaluation took place. The parents’ committee and other parents do much of the maintenance work on the school building, when necessary, but the board should appoint a caretaker to ensure that regular maintenance work is done to the school building as is required.

 

The building is well maintained and classrooms are decorated attractively and constructively with teaching resources, displays and with the students’ work. A wide range of teaching resources have been provided and good use is being made of them for teaching. A wide range of modern Irish reading textbooks are available and are being used in the school. The school staff has placed a huge emphasis on Irish reading and the provision of Irish reading in the school. As well as that, every effort is being made by the staff to develop learning support resources, between information booklets and tests, in the school. The teachers provide a lot of self-designed equipment to support the programme.

 

2.4 Management of relations and communications with school community

 

An effective policy on relations and communications is in operation in the school. It is evident that there are good relations between the school staff and the parental community, the parents’ committee in particular. Continuous support on funding provision is provided by the school community. The parents’ committee demonstrates its satisfaction clearly on the provision of education that is available in the school. The parents have opportunities to attend Irish classes, social nights, as well as fundraising events. The newsletters from the parents’ committee, which are dispatched every month to every parent giving an account on the school’s events, are commendable. Every effort is being made by the committee to recruit tin whistle and hurling instructors with Irish to enhance the music and physical education curriculum.

 

A lot of work has been completed by the parents’ committee with regard to healthy and wholesome food in the students’ lunch boxes. The link being made with the parents regarding this through the newsletter should also be commended. Some of the pupils’ written work should now be inserted in the newsletter as well. Notes are regularly sent home to the parents on schoolwork and daily contact is made with parents through the homework diary. An information booklet is provided to the parents of infants on the information day which is organised for them. Parent teacher meetings are organised once a year and parents are given the opportunity to discuss the pupils’ progress at this meeting.

 

2.5 Management of pupils

 

The functional methods of teaching and effective management assist in arousing the pupils’ interest and participation in learning. Working habits have been ingrained in the pupils and respect between teachers and pupils and amongst the pupils themselves is noted. Positive assurance is regularly given to the pupils and a comfortable learning atmosphere is noted in the classrooms. There should be an assembly regularly in the school celebrating the pupils’ talents. This would assist in fostering a unity between the three departments in the school since the classrooms are very much separated from one another.

 

 

3.     Quality of planning in school

 

3.1 The planning process in the school and its implementation

 

The comprehensive planning system established by the school is to be commended not just with regard to administration but also with regard to the curriculum. Operation of the school’s plan is monitored and reviewed regularly during the staff meetings. A three-year action plan with regard to the curriculum, administration and resources has been set out by the staff on a continuous basis to meet the requirements recognized by the school. The priorities in that plan are to develop the drama and visual arts policy in the short term and to constantly develop other subjects of the curriculum in the long-term.

 

A draft copy of some of the policies is dispersed amongst the parents, but a draft of every policy should be sent to every parent, particularly the homework policy, before ratifying them at board level. The board should set review dates for every school policy and they should also sign them.

 

Planning for an evaluation in every subject of the curriculum is in the school plan and the results could be registered now using technology to outline the pupils’ progress across the curriculum from year to year on a whole school basis. As a result of this, it would be worth planning for differentiation in various classes particularly in planning extra work on a school basis for the more able pupils. The pupils’ individual needs are included in the planning and the teachers attend appropriately to students who have particular special educational needs.    

 

Evidence was provided which confirms that appropriate steps have been taken by the board of management and by the staff to develop policies which are in accordance with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (The Department of Health and Children, 1999, new edition May 2004) and Treoirlínte agus Cur Chuige um Chaomhnú Páistí (Guidelines and the Approach on the Protection of Children) (The Department of Education and Science, April 2001). Evidence was also provided, which confirms that the board of management has taken measures and has implemented them. A designated liaison officer has been appointed according to the requirements of the Department’s guidelines.

 

3.2 Planning for the classroom

 

Every teacher sets a long-term plan and a short-term plan for their classes under the strands and the strand units of the curriculum based on the school plan. Every teacher keeps a monthly report on the progress of the work and the principal monitors those reports to ensure continuity from class to class. It is evident from the school plan and from the teaching programme that a wide and balanced curriculum is being implemented very satisfactorily by the school staff. The teachers provide charts, work sheets and comprehensive and effective preparation is done towards the work. A print and mathematical rich environment is created in every class and seasonal themes are used.

 

 

4.     Quality of learning and teaching

 

4.1 Overview of quality of learning and teaching

 

A lot of examples of very well-planned teaching were observed during the evaluation including whole class work, group work, working in pairs, circle time, project and individual work. The care given to the enrichment of the language at every level while teaching new vocabulary in Irish to the pupils as well as presenting the basic ideas in the teaching programme is commended in particular. As a result of this, it is estimated that significant progress is being made by the pupils in general, which is evident from various sources, standardized tests and in their written work in the two languages inclusive.   

 

4.2 Language

 

Irish

The dedication of the teachers with regard to teaching Irish is commendable and the Irish standard that has been achieved by pupils in the school is satisfactory and in relation to some students is very good. The staff is to be congratulated on how they manage to preserve the Irish language as the main communications’ medium in the school yard and in the school area in general. The pupils really enjoy learning in the Irish classes. They demonstrate an appropriate understanding of the subject they have heard and they recite verses, poems and songs with an understanding, with tempo and with excellent phonetics. Poetry is taught regularly in all the classrooms. The pupils answer questions that are challenging about the subject being discussed, with accuracy and with satisfactory fluency. Very good examples of the teaching and learning of Irish at various class levels were observed. A praiseworthy emphasis was placed on fostering the pupil’s listening and speaking skills. Worthwhile opportunities are given to the pupils to practise the Irish they have learned and to genuinely communicate. A commendable emphasis is placed on asking and answering questions, on verse dialogue, on completing certain tasks and on language games. The emphasis placed on drama as a teaching and learning medium is excellent.

 

An environment which promotes interest in reading and writing has been well-created at every level in the school. A word bank is on display for the students to assist them with writing. A wide range of modern novels is provided as reading material for the pupils, in the senior section in particular. Very good use is made of the big books in the junior section and in the middle section. The students read with vigour, with tempo and with accuracy in the senior section and it is evident that they understand what they are reading. The pupils in the middle section and in the senior section have compiled reading booklets. The pupils can read extracts from the booklets competently. A praiseworthy emphasis is placed on teaching reading skills and subskills formally in the junior and middle section. Most of the pupils recognize the challenging vocabulary through the use of phonological skills, context and dissecting words into syllables. More attention should be paid to one group in the middle section with regard to fostering reading skills before they progress to more difficult books. The pupils play a very worthwhile part in group discussions where they illustrate their opinions on the reading material.

 

Worthwhile examples of the pupils’ writing were observed and it would be worth printing the work in hand with regard to their creative stories and making use of technology. A print rich environment is provided for the pupils and puppets, labels, CDs and dictionaries are used while teaching. It would be worth looking back at the common mistakes made by students when writing and create lessons based on them on a regular basis. The Irish Enabling Signals (Comharthaí Cumais Gaeilge) are used to assess reading in the school and this practice is commendable.

 

English

The teaching staff has developed collaboratively a school plan for English, based on the strands and strand units as set out in the curriculum. English is taught well across the school and standards are satisfactory. In the junior and middle sections emphasis is placed on the development of the pupils’ phonological skills. However, further attention needs to be given to developing the blends particularly in the middle section of the school. The phonological awareness training programme is being implemented across the school. Pupils generally display very satisfactory oral competency. Pupils across the school display a keen interest in poetry. Poems are used as a stimulus for discussion in classes and pupils are encouraged to compose their own poems.

 

Particular emphasis is placed on the development of pupil’s emergent reading skills in the junior and middle section and a good programme of reading is organised across the school. A paired reading programme is in place to assist pupils from an early age to read with fluency. Novels are used at the senior section as part of the reading programme. Standards in reading across the school are satisfactory.

 

The pupils’ creative and functional writing skills are being developed to a satisfactory standard across the school. The writing process is used at the senior section to write stories across a variety of genres. The correction of pupils’ drafts could be further developed by using information technology. The standard of most of the creative writing samples viewed during the inspection was commendable. Some of the pupils work should be published in parents’ news letters and in class booklets.

 

Teachers employ a range of assessment modes and pupils’ copybooks in particular are well monitored across the school. All teachers use check-lists to monitor pupil progress across the curriculum strands and strand units.

 

4.3 Mathematics

 

A school plan is set out for Mathematics where the strands, methods and assessment are included. A very satisfactory link is created between Mathematics and the environment and other subjects. Most of the students are achieving a good standard particularly in the higher classes. An emphasis is placed on oral practice which is commendable, and in every class the pupils are set challenging questions which encourage them to think seriously. The manner in how pupils have to explain their answers and discuss various methods to solve problems is commendable. It would be worth using concrete material further to secure the concepts in the junior class. The teaching programme is suitably graded from class to class.

 

It would be worth developing differentiated work in the junior classes and in the middle classes and to provide the pupils who finish their work early with additional prepared work. The textbooks are used with consideration during the lessons and it is notable that oral work is practised regularly to link meaning with learning. Great care is taken to teach mathematical terms structurally but it is recommended to ensure that the same terminology is being used across the school.

 

In some classes beneficial discussions are encouraged to strengthen the understanding of the concepts. Activity-based learning methods and mathematical games are used in some classes. Most of the pupils demonstrate a good understanding on the appropriate concepts in Mathematics. They carefully record their written work. Group work is employed to encourage pupil participation and independent learning.

 

4.4 Social, Environmental and Scientific Education

 

History

An extensive history programme is being taught and it is evident that continuous development is being done in the history elements from class to class. In the junior classes they study the students’ personal history and the changes that occur in younger people while they’re growing. Comparisons are made between the past and the present. They integrate very effectively into this element of the curriculum. Particular emphasis is placed on the storytelling and legends of Ireland. National and international History is taught to the senior classes. The manner in which pupils are encouraged to work as historians is effective. Emphasis is placed on the development of skills, on activity methods, on inspection and on investigating evidence. Timelines are evident in some classes and this practice is to be commended. During the post evaluation meeting the benefit of developing a class museum and creating a link with Donegal’s History and Folklore Society was discussed with the staff.

 

Geography

Geography is taught in every class and this subject is integrated very effectively with other subjects, in particular with Mathematics. An extensive learning programme is provided for the pupils where the pupils are central to the learning. A lot of the work is based on the area, the weather, the seasons, the people, the communities and the local environment. The displays and projects completed are commendable. The pupils are taken on walks around the area in the middle and senior classes to develop their understanding of geography in the surrounding area. They study the local area, the county and the geography of the country.

 

The pupils’ interest in various countries is fostered through the use of maps, photographs, textbooks and information books. In the senior classes projects are completed on cultures in other countries around the world. Emphasis is placed on the development of skills and the ability of inquisitiveness during the lessons.

 

Science

An extensive programme is being taught by the teachers in relation to the environmental live elements, material, energy, forces, awareness and care. A range of teaching facilities have been provided for teaching Science. Emphasis is placed on fostering an inquisitive attitude and investigative skills in the pupils during the lessons and displays of the work done which are in some classes are commendable.

 

Activity methods of research and discovery are practised in order to develop an understanding of the various concepts. Interesting science experiments are undertaken in every class and the pupils are able to speak about the work that has been skilfully completed.

 

Good use is made of open questions in order to discuss the pupils’ ideas and interest. The pupils’ interest is stimulated in their surroundings in every class and the pupils’ are regularly taken on nature walks, to observe the seasons and the changing environment. Practical experiments take place in the classroom, such as planting seeds and growing plants, in particular in the middle section. It is evident that the pupils enjoy participating in groups while observing, forecasting and analysing live elements.

 

4.5 Arts Education

 

Visual Arts

A plan has been provided for the Visual Arts where objectives are displayed which relate to the experience given to the pupils engaging in drawing, working with clay, printing, building and creative work with fabric using an extensive store of teaching resources.

 

In relation to the approach of teaching and learning in the Visual Arts there is imagination, enjoyment and a satisfactory standard of teaching and achievement. The programme in the visual arts places an emphasis on the importance of making art and responding to art. A sense of integration and diversity is notable, in the examples that were displayed and in the pupils’ art files. The way in which this subject is linked with other subjects of the curriculum in every class is significant. The art process is developed structurally from class to class. It would be worth encouraging the pupils to contemplate the qualities and characteristics of the work done by famous artists. Pupil art exhibitions were organised for the parents and it is worthwhile continuing with this custom. Additional use should be made of the art portfolios which the pupils have on a whole school basis as assessment means.

 

Music

Singing is taught in a very pleasant manner and care is taken to teach the subdivisions of music. An extensive and interesting programme is provided between the singing and the development of listening and composition skills. A very good link is created with dancing. The pupils have the opportunity to listen to and to answer on a wide range of styles and traditions of music, Irish music in particular. The music played by the students is of high quality and all the teachers are applauded on the wonderful work being done by them in the aspect of the curriculum. Traditional musical instruments are employed in the senior class to teach singing and as an accompaniment to various songs. 

 

Drama

Drama skills are being developed in a formal and imaginative manner through the medium of poetry in particular. The school has won cups and awards in drama and in acting during the year. The pupils’ creative talents are developed as well as self-confidence and emotional vocabulary during the lessons through the approach which was seen during the evaluation. With new training and additional planning on the drama approach as part of the curriculum, it is evident that this school is open to and welcomes the development of learning and teaching skills in drama.

 

In the future, it would be opportune to focus on free creativity, motion and mime on a structural basis. The medium of drama is used well to set the pupils’ imaginative capabilities in motion. An excellent drama was observed in the senior class and the way in which the pupils present themselves through the medium of drama is outstanding.

 

 

4.6 Physical Education

 

Physical Education involves an excellent variety of activities. Equality is developed in this aspect of the curriculum. The lessons are steered effectively and with order and the pupils benefit from them and enjoy them. During the work emphasis is placed on developing skills. It is evident from the teachers’ monthly reports that football skills, schoolyard games and team games are taught. Members from the Gaelic Athletic Association come in to teach elements of the programme. The school is using this service to its best advantage as a medium of acquiring incareer training and as a method of extending the pupils’ experience in an extensive range of activities. The pupils willingly participate in this element of the school curriculum and thoroughly enjoy it. Very definite instructions are given to the pupils and their skills are gradually developed. Emphasis is placed on developing exercises for the body and on strengthening games’ skills.

 

It is evident from the teachers’ monthly reports that the pupils regularly go swimming. A dancing instructor assists the teachers in teaching dance. There was a high quality of teaching in the céilí dancing lesson viewed. Emphasis was placed on participation, enjoyment and on the attention of the pupils. It is important for the class teacher to be present during these lessons at all times.

 

 

4.7 Social, Personal and Health Education (SPHE)

 

A lot of work in this subject has been completed by the teachers based on the comprehensive programme set out for Social, Personal and Health Education (SPHE) in the school plan. The objectives relating to the strands and strand units of the curriculum for every class are set out clearly. The child’s personal development and health development is being fostered through organising various events for the students. This development constantly progresses on an informal basis in different aspects of the curriculum.

 

Collaborative games, circle work, projects and drama are used as teaching methods to nurture listening and communication skills. Lessons take place on the rules in the school, courage, emotions, life elements, drugs and self-awareness. The students are encouraged to develop self-confidence and self-respect within themselves. Attention is focussed on health education in every class and there is a policy in the school concerning a healthy lunch. The students’ self-respect and self-confidence is fostered through worthwhile discussions during the lessons.

 

4.8 Assessment

 

Appropriate assessment strategies are set out in the school plan and are being regularly implemented. The pupils’ progress in the various subjects is monitored and assessed regularly through the use of school-based examinations and standardized tests. Questioning, direct examination from the teacher, spelling examinations and informal strategies are used to assess the standard of the pupil’s learning in the classrooms. Copy books and the children’s written work in all the classrooms are monitored regularly, but common mistakes should be listed and assessed and lessons should be planned accordingly. Standardized assessment tests are used to assess the reading ability of the pupils and to select the pupils who have learning difficulties. Screening tests are performed on pupils early on to identify certain difficulties. This development is commendable as the teachers will have the verification to identify the pupils with learning difficulties early on. The pupils’s progress is recorded at the end of the year and the appropriate details are sent professionally to the parents. A copy of these reports is retained in the school.

 

 

5.     Quality of support for pupils

 

5.1 Pupils with special educational needs

 

A whole school policy has been drafted by the staff on what’s involved in education provision for children with special learning needs, but the special education support service in the school should play a more central role while this policy is being compiled. As part of the support service, comprehensible learning targets are set out in the working plans based on the individual pupil and the learning progress is regularly recorded. The approach relating to the learning activities set up are of satisfactory standard. The positive assistance and morale encouragement given to pupils is commendable.

 

Regular contact is made with the parents. Attention is given to students with reading difficulties in English and in Mathematics. Literacy skills are developed in particular during the lessons. A good range of software is used to improve the students’ understanding of concepts through the medium of information technology. It is recommended to consider expanding in class support in order that pupils will not always have to leave the classroom to avail of additional assistance. An attempt is made to create an encouraging learning atmosphere for the students in the learning support room. The pupils for the learning support service are selected following an analysis of the standardized tests’ results and after speaking with the class teachers and with the parents. All of the standardized tests are being done by the class teachers. It would be worth doing additional analysis on the results of these tests as well as additional diagnostic tests. The checklists on the progress of the pupils in every section which are retained are very good. Every effort is made to bring pupils up to the standard of their ability. The work of the special needs assistant is steered expertly. The planning is done jointly with the class teachers. This is good practice in providing the pupils with a continuous teaching programme. Individual teaching programmes are prepared for the pupils.

 

The learning support service works jointly with the class teacher in the middle section of the school to develop the vocabulary and the social interaction of a pupil with a special educational need. It would be worthwhile if the school contacted the Support Programme for Special Education to obtain the regional support service in order to assist the school staff while implementing the new system relating to in class support.

 

 

5.2 Other supports for pupils: disadvantaged and pupils from minority groups or other groups

 

There is not a high number of disadvantaged pupils attending this school but the pupils are given every support through lunch being provided for them under the local developmental support scheme.

 

 

6.  Summary of findings and recommendations for further development

 

The following are the main strengths recognised in the evaluation:

 

 

 

 

 

 

 

 

 

 

 

As a way of building on these strengths and in order to focus on areas for development, the following recommendations are made:

 

 

 

 

§         The board is recommended to review the school’s site and ensure that the rooms are together.

 

 

 

 

 

 

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