This report has been written following a whole school evaluation of Scoil Cholmcille, Tearmann. 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 representatives of the parents’ association. 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 the opportunity to comment in writing on the findings and recommendations of the report; the board chose to accept the report without response.

Introduction

This is a mixed school within the official Gaeltacht area. Though a Gaeltacht school, many of the pupils are from English-speaking homes. There are 99 pupils on roll at present and every indication from projected average enrolments that enrolment will rise continuously between 2006 and 2009. The staff consists of 4 class teachers, two learning support teachers and a rural co-ordinator. The school receives special resourcing under the Department of Education and Science programme to provide for and support pupils from disadvantaged backgrounds and a rural co-ordinator has been appointed to carry out this programme.

The slogan in the mission statement within the school plan is “Ní neart go cur le chéile”. It is clear from this evaluation that this is an effective school and that aims regarding the creation of a happy, safe and welcoming environment, as a means of developing the full range of pupils’ abilities, are being fulfilled by management and staff of the school. In the previous inspection undertaken in 1996, the staff was praised for its achievements. Teachers were lauded for their diligence and for the level of quality that permeated every aspect of school activity.

1. Quality of School Management

1.1 Characteristic spirit of the school

The school sets out to provide high quality education for its pupils, mainly through Irish, in order to prepare them for life. A bilingual policy, in general, operates within classrooms, in the school yard and during out-of-school activities. Every effort is made, though the creation of an atmosphere built around Gaeilge, to enable the pupils develop a respect for, and understanding of their own cultural identity and those of other groups.

The good quality of relationships and communication in evidence reflects the school’s characteristic spirit and the value and principles of the school’s mission statement. The level of interpersonal courtesy and co-operation is highly praiseworthy. Teachers approach their work diligently and professionally and co-operate productively with one another, with school management and with parents in creating a fine teaching and learning environment. Their level of engagement with, and interest in, the needs of their pupils is notable. The work of the school reflects good organisation and effectiveness. Good behavioural habits and work ethic are developed among pupils and they engage enthusiastically in their tasks.

1.2 Ownership and management of the school

The board of management is correctly constituted and the Chairperson and members are very effective in their support for the provision of a high quality education at the school.

The members of the board of management meet with one another regularly each school term. The Patron cooperates with the board in the matter of school rules. The board states that a positive relationship has been developed with parents. The board operates within the requirements of the Education Act and Department of Education and Science guidelines and directives. The board’s procedures for management of its financial resources are effective. The board is to be praised, in particular, for its support of the staff’s professional development needs. There is a sound level of awareness of statutory requirements in relation to preparation of a code of discipline and policy on school attendance and health and safety. The board has collated an extensive range of codes and policies within the comprehensive school plan and is now encouraged to have an input into the school’s curricular policies and to extend existing policies, assigning each a review date. Parents of new pupils are informed of main policy areas at the start of the school year.

In recent years, the board was active in improving school facilities, among them the development of the external playing area and basketball court and, internally, enlargement of a classroom, staffroom and computer and storage rooms. New computers were supplied, a book-lending scheme and toy library was initiated, and courses for parents were commenced, under the rural co-ordination. The level of cleanliness and neatness evident within the building and in the school grounds is exemplary.

The school has published two editions on the life of St. Colmcille and aspects of local history. The board has plans to erect a structure beside the school depicting St. Colmcille and to gather artefacts from historical buildings in the area with a view to recording their historical background.

1.3 In-school management

Very effective leadership is evident in this school. All school activities are managed creatively and with a great degree of commitment. There is effective in-school management of school business. The in-school management team is active in promoting a collaborative approach in agreeing school aims and to the achievement of those aims. An open and transparent communication system is emphasised. Management has a clear vision for school development and appropriate plans are being devised gradually. The approach of teachers is honest and committed to the extent that all school activity bears the stamp of order and organisation. There is clear emphasis on the use of Irish in the school and among parents and progress is evident in the various efforts and achievements of school management in this regard.

Regular staff meetings are held in order to discuss the school’s work and polices. Responsibilities of teachers with posts of responsibility are set out in the School Plan and are being fulfilled effectively. However, it is advisable to review those responsibilities as targets are achieved so that new responsibilities, that are seen to align to the school’s needs, may be decided if required. The in-school management team values continual professional development. The development of good rapport between pupils and the management of the school is assured in various ways and school policies relating specifically to pupils are implemented in an equitable, open and fair manner. The in-school management team and teaching staff ensure that legal requirements regarding the daily management of pupils are adhered to. The school operates a very effective system of communication with parents. Secretarial tasks within the school are carried out satisfactorily.

1.4 Management of resources

In-school management is active in seeking all necessary resources, both human and material, for all pupils and the assignment of teaching and support staff is designed for maximum effectiveness in order to achieve the school’s aims. Collaborative teaching is practised in the school, especially in the teaching of Mathematics. The effectiveness of planning is noteworthy, as is the collaborative approach to addressing the requirements of pupils with specific learning needs in classrooms. An appropriate range of activities is provided and staff ensure that all pupils are engaged with such, as a means of supporting and improving learning. Effective use is made of computers and appropriate software programmes in project work. A very high standard is evident in the project work carried out by senior classes and opportunities should be provided whereby the pupils may share and present their work among other pupils through the use of Information and Communications Technologies.

Many trophies and prizes, won by the school in recent years, are on display in the school. Pupils in the school’s senior classes won a trip to Denmark on foot of the creative writing submitted at a spelling contest. Such activities are used effectively as a means of developing links with the local community.

2. Quality of School Planning

2.1 The School Plan

The school plan devised by the staff sets out their vision, aims and approach in relation to teaching and learning. Aims addressed to date have been successful in that targets relating to spoken Irish and to the importance of parental involvement in education, in particular, have been achieved. The vision of the school as set out in the school plan is “working together makes us strong” and the partnership between teachers, pupils, parents, the board and other agencies is being nurtured effectively. Good use is made of advice from the School Development Planning Service regarding consolidation of the school’s plans, but particular attention should be paid to developing support for classroom planning in order to create a linkage with whole school planning. Staff is developing plans currently for Music and Science. It is recommended that these plans be brought to fruition, with priority being given to Science. Comprehensive whole school planning for learning support and for pupils from disadvantaged backgrounds is in place. Effective review and evaluation of the learning support plan in the school has been undertaken and new targets set for addressing pupils’ needs.

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, 2004) and Child Protection: Guidelines and Procedures (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.

2.2 Implementation of the school plan

Policies have been prepared for the majority of curricular areas where in-service training has been provided. It is recommended that a policy be developed for Science in particular. The plan provides for a variety of teaching and learning methodologies, including collaborative learning, active learning, problem-solving and cooperative work. Project work in the school is very effective. Planning is undertaken on a whole-school collaborative basis. The staff has achieved much to date; whole-school planning could be built upon, however, to ensure that teaching objectives are reflected in short-term planning in all classes.

All teachers prepare a long-term work plan for their classes, using the strand and strand unit structure of the curriculum. In some classes, it is recommended that more comprehensive provision be made for differences in pupils’ abilities and learning styles. Each teacher maintains a monthly record of progress in the work. This consists of a short description of content taught. It is recommended that a school template be developed whereby work done can be set out clearly under the strands and strand units of the curriculum and where pupils’ acquisition of skills and concepts can be emphasised.

3. Quality of curriculum provision

3.1 Planning and organisation of the curriculum

It is evident from the school plan and from the teaching programme that pupils are provided with a broad and balanced curricular experience. The teaching programme reflects the targets set out in the school plan and adequate provision is made for gender equality and for educational disadvantage. The curriculum is adapted, as required, to the needs and abilities of the pupils, but a whole-school approach to incorporating the concept of the differentiated curriculum into short-term classroom preparation would be worthwhile. Learning support provision is appropriate to pupils’ needs. Credit is due to the teachers for the way in which their planning is linked to the strands and strand units of the curriculum. Lessons are integrated effectively and planning on a thematic basis in all subjects ensures continuity between curricular subjects. Staff with particular interest in the Visual Arts and in Drama teach these subjects to other classes and effective timetable planning ensures that adequate time is provided for these subjects. The school is particularly effective in its use of Department of Education and Science curricular projects to address educational disadvantage.

3.2 Co-curricular and extra-curricular provision

The school provides an appropriate range of co-curricular activities and staff ensure that all pupils participate in these activities as a means of supporting and enhancing learning. Effective use is made of computers and suitable software in project work. A range of extra-curricular activities is also provided and, again, teachers ensure optimum participation among the pupils where possible. Pupils have taken part in projects on nature, literature, history and geography and the visual and written examples of their work is evidence of the ample time and effort invested. After-school activity includes drama classes and the teaching of Gaelic football and traditional music. The many trophies and prizes won by the school in recent years are on display, and reflect the high standards achieved in extra-curricular activities. These activities are also used to create links with the local community.

4. Quality of teaching and learning

4.1 Planning and preparation

Teachers do short-term and long-term planning and maintain progress records. They provide charts, worksheets and flashcards to enhance classroom teaching. While effective provision is made for pupils with specific learning needs in mainstream classes, written planning should reflect the differentiated teaching being undertaken and copies of individual and group education programmes should also be included in class teachers’ planning.

4.2 Teaching and learning

There is evidence that teachers have a good understanding of the principles of the curriculum. They use a wide range of methodologies, including whole-class teaching, group work, pair activity and individual work as appropriate. Flexible teaching methods are employed in the case of pupils with specific learning needs through the use of support teaching within the classroom. Effective use is made of the project method in History and Geography with senior classes and pupils are trained competently in research methods. They have opportunities to source knowledge and information independently. Technology is use effectively to enhance teaching. Integration of subjects is notable in the majority of classes and continuity is promoted. Pupils are skilfully motivated and have developed and internalised good work habits. Teachers approach their work diligently and professionally and cooperate productively with one another, resulting in the creation of a fine learning environment within the school.

4.3 Language

Irish

The pupils achieve high standards of comprehension and accuracy in spoken Irish, resulting from the appropriate language input provided. Irish is the management language in all classes through the school. The pupils have a very good understanding of themes discussed in class. A wide range of sources is used to put the plan for Irish into effect. Pupils in all classes receive regular additional support in the language as a means of developing vocabulary and communication. Under this additional language support programme effective strategies are used, in collaboration with the teachers, to ensure graduated development of the language from class to class. Effective use is made of practical materials, in the form of puppets and other aids, to stimulate pupils’ interest in the language in all classes. Drama is given particular emphasis in classrooms.

Excellent teaching of Irish was evident is all classes, with some teachers showing particular expertise in this area. Effective use is made of language games and listening tapes to increase pupils’ vocabulary and understanding. Pupils are given opportunities to express themselves through class debates. They can recite a wide range of rhymes and suitable poems, thus developing good pronunciation. Work done in the senior section on the study of poetry is highly commended. Pupils speak very well about poems they have studied, while they have also achieved high standards in personal writing. The teaching of reading is well founded in the junior section and skills are developed incrementally through to senior standards. Pupils read accurately from class texts and they show good skill in understanding and discussing the content. A wide selection of additional reading material is available in junior classes; this could be replicated in the middle standards.

Handwriting skills are taught carefully and pupils’ written work is neat and tidy. The development of pupils writing skills is noted to be developing satisfactorily in junior and middle classes; however, more displays of full sentences would help in the development of pupils reading and writing skills. The very commendable integration with Social, Personal and Health Education assists in the implementation of some aspects of this subject. Senior pupils have achieved a high standard in writing; it should now be possible to have them include their writings in small books that can then be read to junior classes. Pupils enjoy their own personal writing and also enjoy reading and reciting poetry. Teacher-designed tests are used to assess pupils’ progress in Irish and subsequent planning and teaching is based on the outcomes of these assessments. This is commendable practice that can be supplemented by the use of standardised tests.

English

In English, the changes introduced in the Primary Curriculum are generally being implemented in classes and high standards are being achieved in all classes. In the junior section, emphasis is placed on the development of phonological awareness, sight vocabulary and on an awareness of rhyme. Active listening skills are developed through the use of story and exposing pupils to a variety of experiences. Drama, poetry, group work, pair work, activity-based methodologies, talk and discussion are used to further enhance the oral language activities in all classrooms. English reading is being carefully developed in all classes using a variety of resources including, textbooks, library books, magazines and newspapers. The approach to reading includes the use of class novels and a structured reading scheme. The introduction of sets of novels suitable for emergent, independent readers should be considered to encourage pupils to take up leisure reading and the potential of the novel to integrate oral, reading and writing skills should be further explored. Reading standards are very satisfactory across the school. Each classroom has a well-organised class library and these libraries are updated with the support of the local library and book fairs. Functional and creative writing is undertaken at all class levels to a very high standard. Children write for a variety of reasons and in different genres: book reviews, recipes, interviews, letters and poems. The school takes part in the Writers in School Scheme, where authors are invited to the school to participate in creative writing workshops.

4.4 Mathematics

A very satisfactory standard in Mathematics is reached in this school. A wide range of good resources is provided as support for teaching and a number-rich environment is noted in all classes. Very effective use is made of collaborative teaching in this apsect of the curriculum, as is set out in planning for learning support. Mathematical facts are taught effectively in all classes. Appropriate attention is given to the consolidation of concepts, to recording of work and to oral work. The approach is based to a great extent on the practical experience of the pupils from infants to sixth class and emphasis is placed on interaction between pupils and between pupils and the teacher as a means of clarifying concepts in the minds of pupils. A good level of accuracy is acheived in pupils’ answers to number tasks and a high standard obtained in their copybooks. Adequate use is made of practical materials in the teaching of Mathematics in all classes. Textbooks are also used, but teachers are selective in their choice of suitable content. Creditable emphasis is placed on development of pupils’ thinking skills though the use of problem solving. Teacher-designed tests are well utilised to group pupils for Mathematics and to prepare stretching activities for pupils with a particular aptitude for Mathematics. A point discussed during the evaluation was the importance of communication between teachers and parents on the content of the Mathematics programme and on the teaching methods and language in use during the teaching of the subject. Results of standardised tests indicate the high level of pupils’ achievements in Mathematics.

4.5 Social, Environmental and Scientific Education (SESE)

Geography

Great emphasis is placed on the teaching of Geography in all classes, but especially in senior classes. Pupils’ interest in various countries is stimulated through the use of maps, photographs, textbooks and reference books. Project work on national cultures of EU countries features particularly. The Geography programme in the senior section is enriched through the effective use of information and communications technologies to develop pupils’ geographic concepts and skills. Trips to geographical sites and sources assist in developing pupils’ understanding of aspects of this subject.

History

In History, there is effective nurturing of pupils’ interest in working as historians. Local history is used as a basis for the investigative process and there is progressive and continual development of historical aspects from class to class. Opportunities should be provided to pupils to share the results of their historical research with other pupils in the school in a variety of ways.

Science

A programme based on the four strands of the Science programme has been developed and is being implemented, focusing on natural phenomena, materials, energy and forces and on environmental knowledge and awareness. Interesting scientific experiments feature throughout the school. Pupils’ interest in their environment is stimulated in all classes and emphasis is placed on linkages with other areas of the curriculum. Each classroom features a nature table that is properly used as a teaching aid. Pupils engage with a comprehensive range of environmental ideas and concepts through coverage, by practical research, of a programme focused on the curriculum strands and though nature walks and school trips. Very good examples were observed of notebooks used by pupils to record information as they worked scientifically, and also as historians and geographers during trips and nature walks. The plans for development of a school garden are commendable, aimed as they are at giving pupils opportunities to observe the effects of seasonal changes, to examine materials and to look regularly for animals and plants in their natural habitat.

4.6 Arts education

Visual Arts

Visual Arts activity undertaken is varied and pupils’ work is displayed in classrooms and in the school corridors. All classrooms had good examples of work in the areas of paint, clay, fabric and fibre and construction. A Visual Arts display organised for parents allows them to observe and respond to the work, while the pupils themselves very much enjoy looking at and responding to the work of other pupils throughout the school. Files on pupils’ work are maintained as a record of progress in the subject. The use of technology and other assessment tools, as a means of measuring pupils’ development, was discussed with staff. Examples of pupils’ work were of a very high quality and pupils were most willing to describe the artistic processes themselves. The link with parents created through the visual arts exhibition, with the importance given to looking at and responding to art, is highly commendable. Effective links with the community are forged through the preparation of visual materials for occasions such as preparation for the sacraments. Pupils’ work is displayed in the church, giving parents and the general community an opportunity to witness and respond to the wide range of pupils’ creative work.

Music

Particular care is given to the teaching of music and appropriate attention is place don the three strands of the music curriculum: listening and responding, performing and composing. The pupils sing a wide selection of songs quite tunefully. Percussion and other instruments are used in rote performance of musical pieces and as a means of teaching rhythm patterns skilfully. There has been effective integration between this subject and Visual Arts, whereby handmade percussion instruments were constructed in art lessons. A specialist teacher is employed to teach Music and to develop Irish dancing. Active participation in a choir for specific occasions helps foster links with the community.

Drama

A high standard is achieved in Drama in this school. Plays are performed in local halls and parental interest and support is harnessed through their involvement in preparations for these productions. There is effective integration with the programme of Social, Personal and Health Education.

4.7 Physical Education

The Physical Education programme provided is wide and balanced. The school has a PE room. Links are forged with the G.A.A. and other sports agencies. A football trainer provides tuition in football skills in the final school term. Good use is made of the wide range of teaching resources in the school. Football games and competitions are organised outside school hours and boys and girls together are encouraged to participate.

4.8 Social, Personal and Health Education (SPHE)

The school plan for this area of the curriculum has not yet been fully implemented. The school’s characteristic spirit reflects high quality values in relation to good behaviour and respect throughout the school. Pupils’ interest in their environment is stimulated in all classes and the relevant strands and related strand units are covered effectively at each level from Infants to Sixth Class. While a good deal of work has been done in relation to bullying, health education and development of relationships, and while the handling of these topics is appropriate to the needs, abilities and levels of maturity of the pupils, it would be important to implement the relationships and sexuality programme within the context of the Social, Personal and Health Education programme.

4.9 Assessment and Achievement

A wide range of tests is applied in the case of pupils with specific learning difficulties. The Micra-T and Sigma-T standardised assessments are administered annually in the school. Class teachers maintain records of pupils’ progress in all subjects and these records are discussed with parents at parent-teacher meetings during the school year. Regular assessment takes place in Mathematics and English and teaching is modified, as required, on the basis of the outcomes. A very good system of continual monitoring pupils’ progress was noted in one class, a system that could usefully be extended throughout the school. The learning support service maintains an excellent record of pupils’ progress.

5. Quality of support for pupils

5.1 Policy and provision for pupils with special educational needs

The school staff has formulated a comprehensive policy, in compliance with statutory requirements, on the admission, enrolment and participation of pupils with special educational needs. An atmosphere of equality and cooperation is manifest throughout the school through the opportunities provided for pupils with special needs to participate fully in all lessons. Appropriate attention is paid also to very able pupils. The school ensures that pupils’ needs are addressed effectively through well-founded assessment and the planning of suitable programmes, and though effective relationships with parents and appropriate external agencies.

5.2 Policy and provision for learning support

The needs of pupils with difficulties in reading and mathematics are well catered for. The learning support room provides them with a stimulating learning environment and they are making satisfactory progress. Individual programmes are prepared for pupils and the teaching provided is very effective. An excellent early reading programme is provided in junior classes. Effective collaborative teaching in English and Mathematics is used to improve pupils’ standards in these aspects. This practice should be developed so that learning support is delivered mostly within the classrooms.

5.3 Supporting the pupils – home, school and community

A policy and work plan devised by the staff in respect of pupils from disadvantaged backgrounds is being implemented effectively. The involvement of parents is nurtured through these plans. Specific planning has been done in the area of literacy and numeracy and in relation to the development of the use of games with children. The staff includes a teacher trained in neuro-developmental therapy and a specific programme for pupils in this area is implemented in cooperation with their parents on a regular basis.

Links with parents are nurtured through Irish courses funded by the Vocational Education Committee. Notwithstanding the specific programme in Irish devised for parents, it is recommended to the school management that special effort be made to encourage the school community to use the language more often as a medium of communication. Courses for parents are also organised to ease the transition of young pupils from home to school and to generate parental interest in education early in the school life of their children.

A parents’ association affiliated to the National Parents Council has been formed and fully supports the work of the school. Parents are encouraged to take an active part in school activities. They deserve great credit for their support in supplementing school resources. Staff members attend meetings of parents as a means of strengthening links between home and school. There is regular communication with parents through notes home and through pupils’ homework notebooks. Parent’s queries are dealt with professionally. Annual parent-teacher meetings are organised and end-of-year reports are provided to parents. Arising from a meeting with parents held as part of the evaluation, it is recommended that parents’ should, in future, have greater involvement in the development of school policies. Parental support for the work of the school is especially commendable in the way they organise extra-curricular activities in order to acquire additional resources.

There is some contact with second level schools to facilitate the transition of senior pupils from the primary school; however, these contacts could be strengthened and encouraged on a wider scale.

6. Summary of findings and recommendations

The following are the main strengths and areas for development identified in the evaluation:

A broad and balanced curriculum is provided in this school and high standards of teaching and learning are achieved.
Effective support is provided by the board of management and by parents for all aspects of the school’s work in good quality planning, although it is noted that further development of the Social, Personal and Health Education plans is would be advisable.
A professional leadership approach within the school is evident, the staff’s diligence is commendable and every effort is made to nurture the role of the board and of parents in the life of the school.
Management structures are operating effectively, but post of responsibility functions could be reorganised.
Teachers have created a very stimulating learning environment.
The learning support service within the school is making effective provision.

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

The functions of teachers with posts of responsibility should be reviewed in order to ensure such functions are constantly kept in line with the needs of the school.
It is recommended that parents’ should, in future, have greater involvement in the development of school policies.
The plan for Social, Personal and Health Education should be developed in a way that facilitates implementation of the relationships and sexuality programme.

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.