This report has been written following a whole school evaluation of Gaelscoil Bhun Chranncha. 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 with 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.

Introduction

Gaelscoil Bhun Chranncha is situated on Castle Avenue in the centre of Buncrana, Co. Donegal. It is an all-Irish, co-educational, interdenominational, primary school. This is the first evaluation of the work of the school. The school was founded in 1999 with provisional recognition from the Department of Education and Science. In the initial year the school had an enrolment of 25 students. The school was granted permanent recognition in 2002. The number of children on the roll is increasing every year and the school currently has 111 students enrolled. The teaching staff includes the principal, four permanent class teachers plus one full-time support teacher. Pupils from local families and from the wider community attend the school. The school is functioning effectively under the care of teaching staff that carries out their work diligently and professionally.

It is clear from the school’s mission statement that “exposure to Irish is central to the spirit of the school”. The school community is shown to have a great deal of interest and regard for the Irish language and culture. The school implements a policy of immersion education, except when other languages are taught. Irish is also the medium of management and administration. The majority of pupils come to school without any Irish at all. The teachers, and in particular the principal teacher, are to be commended for the high standard of education they provide through Irish and for the excellent work which enables the pupils to respect and understand their own cultural identity and the cultural identity of other groups. Comhaltas Uladh presented the Corn Mhic Con Midhe trophy to the school this year as a result of the high standard of spoken Irish in the school.

1. QUALITY OF SCHOOL MANAGEMENT

1.1 Board of Management

Gaelscoil Bhun Chranncha is under the patronage of Foras Pátrúnachta na Scoileanna Lán- Ghaeilge. The school’s board of management is constituted correctly and the board operates under the rules of the Department of Education and Science. The members work conscientiously to ensure that a broad, effective education is provided. Meetings are held regularly and it is understood that comprehensive minutes are kept. Statutory, curricular, pastoral and administrative policies are approved by the board and enforced regularly in an effective manner. Some of the policies are in bilingual form to facilitate the school community. The board of management supports the principal and the staff in the planning process. The board of management and the parents are active and in agreement about the central role of the school in nurturing and strengthening the Irish language. The board are cognisant of the statutory requirements outlined in the Education Act concerning the preparation of a code of discipline, school attendance, and a health and safety policy. Although the board of management is fulfilling its duties and monitoring pupil absenteeism, the attendance record shows that strategies should be developed in the school plan to reinforce school attendance.

At present, the school is temporarily located in a permanent structure belonging to the local youth club. Although many of the classrooms are bright and satisfactory with regard to space for the pupils, there are too many safety problems associated with this shared building. The most dangerous aspects are the school car park and the narrow stairway. The Infants’ classroom is too small to provide for the needs of the young pupils. The board of management is urged to proceed urgently with the acquisition of a school site to assist with the school’s development into the future.

1.2 In-school management

Very effective leadership is noted in this school. All school events are directed with creativity and a spirit of enthusiasm. The administrative responsibilities of leadership are fulfilled competently and skilfully. Clear and open systems of communication reflect management style and skills. A vision for the development of the school is evident and suitable plans are being gradually developed. Careful guidance is provided for staff members. The role of parents in education is recognised and curriculum nights are organised for the parents each year. A hardworking ethos is evident by example to teachers and pupils. Teachers co-operate with school leadership in a spirit of generosity and professionalism in many areas of the school’s work.

Two teachers hold posts of responsibility in the school. These posts are allocated appropriately with emphasis on matters of administration and curriculum. The duties of the teachers with posts of responsibility should be recorded in the school plan. Good working relationships and a mutual interest in the development of the school is evident among the staff members. Regular staff meetings are held in the school to discuss school policies and the work of the school. The in-school management team play a central role in the planning process. The in-school management team have an effective system in operation in the school for contact with parents. Commendable emphasis is placed on the use of Irish in the school and among the parents. Progress is evident from the many efforts being made by the in-school management in this regard to date.

1.3 Management of resources

At present, a principal, four class teachers, and a support teacher are employed by the school. A resource teacher from St. Odhrán’s National School spends seven hours per week helping special needs pupils. Two special needs assistants are also employed in the school to assist those pupils. A highly efficient, part-time school secretary is employed in the school and is of great assistance to the school staff.

Good care is taken of the temporary accommodation and the classrooms are decorated in an attractive and stimulating manner with teaching aids, displays and samples of the pupils’ work. A broad range of teaching aids is provided in the classrooms including television sets, videos, tape recorders, computers and compact disc players. These are used effectively in teaching. In the current year, there is an emphasis on reading and on the provision of library books. This is commendable. In addition particular emphasis has been placed on acquiring learning support resources as well as various tests and information books on this aspect of education.

2. Quality of school planning

2.1 The school plan

Since the school was established it is clear that much work has been carried out by the school staff in conjunction with the board of management and with parents in developing a school plan. The staff has set out a strategic five-year developmental plan to provide for the needs identified by the school. They have a planning diary and a short-term action plan for the efficient implementation of the school plan. The planning process displays very positive results. The school plan sets out the mission statement and the school vision, a policy on the participation of parents, a policy on Irish, a policy on the administration of medicines, a policy on equal access, an enrolment policy, a child protection policy, a library policy, a health and safety policy, a relationships and sexuality education policy, an acceptable internet use policy and a policy on special educational needs. It is now recommended that dates for the regular review of administration policies be outlined in the school plan. Other commendable initiatives are set out in the plan under the title “best practice”. Effective use is made of recommendations received from the school development service in compiling the school plan. It is clear that monitoring and regular review of the implementation of the school plan is carried out at the staff meetings. Planning is carried out on a whole school basis and “Strength through unity” is the school vision as inscribed in the school plan. Every parent receives a draft copy of the policies.

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 presented that confirmed the board of management has adopted and implemented the policies. A dedicated liaison person has been appointed in line with the requirements of the Departmental guidelines.

With regard to the curriculum, policies have been prepared for those subjects in which in-career training has been received. Excellent plans have been prepared for Music, Mathematics, Physical Education, for SPHE, Science and for the Visual Arts. The staff is currently developing and reviewing the Irish plan and some of the English plan. There is a need for the further development of these policies so that the effective practice observed in the teaching of these subjects in some classes will be seen on a whole school basis.

2.2 Implementation of the School Plan

The current school plan is being implemented effectively. The entire staff and the board of management participate in the design and implementation of the school plan. The plan is used in drawing up work schemes for the individual teachers. Each teacher sets out a long-term work plan for his or her own class under the strands and strand units in the curriculum. Each teacher maintains a monthly record of progress. Although students with special educational needs are catered for effectively in the classrooms, it would be worthwhile to record the differentiation made for them in the written plans. Copies of individual education plans should also be available in the plans of classroom teachers.

It is evident from the plan and the school’s teaching programme that the pupils experience a broad and balanced curriculum. It is also clear that the teachers have a good understanding of the underlying principles of the curriculum. A broad range of teaching methods is used including whole class teaching, group work, working in pairs and individual work when necessary. Integration is effectively planned for and there is progression and continuity in the curricular programmes from class to class. Effective use is made of the project methodology throughout the school and the pupils’ quality work is to be seen in the classrooms. The school provides a suitable range of activities and the teachers ensure that all the pupils participate in these activities in order to support and improve learning. Effective use is made of computers and of suitable software programmes in undertaking project work.

3. Quality of learning and teaching in curriculum areas

3.1 Language

Irish

Irish plays an active role in the learning process in every school subject and in the normal social and learning communication. The staff is to be congratulated on the manner in which they succeed in maintaining Irish as the principal medium of communication in the schoolyard and in the general environs of the school. The standard of Irish achieved by the children in this school is astounding. They thoroughly enjoy their learning in the Irish classes, they display appropriate aural comprehension of the subject matter and they recite rhymes, poems and songs with understanding, pace and with good pronunciation. Poetry is taught on a regular basis in all the classes. This work involves a great deal of enjoyment. The children answer challenging questions on the subject in hand, with precision and a high standard of fluency. During the inspection excellent examples of instruction and learning were observed at different class levels. A commendable emphasis is placed on nurturing the children’s listening skills on a formal basis. The manner in which benefit was derived from a broad range of strategies to develop these skills was very effective. These included listening to compact discs and performing tasks accordingly, performing suitable drills, listening to varied singing and participating in various games, especially role-play after the pupils listened to appropriate instructions.

The pupils are given valuable opportunities to practice the Irish they have learned and communicate meaningfully. In this context, a commendable emphasis is placed on asking and answering questions, on dialogue, on accomplishing certain tasks and on language games. The teachers emphasise drama as a medium of instruction and learning. A great deal of emphasis is put on learning the language through the medium of stories and particular conversations. Identified lesson periods are targeted effectively to adapt the curriculum to the students’ different levels of ability.

An environment is created which encourages interest in reading and writing effectively and to a very good standard in the school. In the classrooms a commendable emphasis is placed on the print rich environment to reinforce the children’s learning. A broad range of reading material is available. The pupils read with very credible meaning, speed and accuracy and it is clear they have an excellent understanding of the material they are reading. A commendable emphasis is put on teaching the skills and sub-skills of reading on a formal basis. As a result of this approach many of the students recognise a challenging vocabulary by using phonetic skills, context and by breaking words down into syllables. The pupils play a quality role in group discussions where opinions on the subject are expressed.

The emphasis placed in the classrooms on the integration of writing directly with reading and with the subject of conversation is very worthwhile. Some quality samples of the pupils’ writing were seen and it is recommended that the stories they are currently working on be published. Functional writing of a very satisfactory standard is carried out in the other classes. Formal grammar is taught at senior level and this approach helps the children develop a definite language structure. The students are given many opportunities to write creatively. Process writing is undertaken and attention is directed to the aims of writing, on the needs of the readers and on various genres associated with writing. Many of the pupils achieve a high standard in this work.

English

The school plan for English includes some commendable whole-school teaching strategies for oral language games, emerging reading skills, reading, process writing, handwriting, poetry, comprehension and assessment. Consideration should now also be given to the development of a whole-school approach to phonological awareness. Individial teachers provide comprehensive planning and preparation in line with curriculum objectives and with the school plan. Opportunities are provided to develop the pupils’ oral competencies throughout the school with considerable emphasis placed on developing the pupils’ language and listening skills. In the junior section, emphasis is placed on the development of phonological awareness, sight vocabulary and on emergent reading skills in general. Active listening skills are developed through the use of story and exposing pupils to a variety of experiences.

As the school has an immersion approach to the teaching of Irish, the formal teaching of English reading commences after Christmas in senior infants. Pupils’ reading materials are differentiated to suit the differing abilities in the classroom. There was evidence of some weakness in the junior section with regard to the pupils’ identification of the key reading words, their phonological development and general word building skills. Further practice and drill in these areas is recommended. A structured phonological programme will also assist in the development of the pupils’ word attack skills. Stocks of supplementary graded parallel readers will also benefit pupils’ reading skills in this section develop further. The Shared Reading programme to be undertaken will also be supportive of the pupils’ emergent reading skills. The involvement of parents in this project is to be commended. Reading standards are satisfactory in other sections and there is evidence that the teachers read to the pupils and the children thoroughly enjoy reading class novels. There is an increasingly strong emphasis being placed on developing a reading culture in the school. A well-organised school library has been established and the children also visit the local library regularly and clearly enjoy reading and talking about books they have read.

Functional and creative writing is undertaken at all class levels to a satisfactory standard. Process writing is a strong feature of classroom practice in the senior section of the school and samples of the children’s written work in copies that were seen during the evaluation were laudable. Consideration should now be given to the publication of the pupils’ work in the form of class anthologies or a school year book, which would celebrate further the pupils’ commendable creativity. Children’s written work is carefully monitored and strategies for the ongoing assessment are in place. It is recommended that teachers use checklists further in the junior section to help monitor the pupils’ word identification skills and to monitor progress across the curriculum strands and strand units. In the senior section pupils are encouraged to self- assess and this is laudable. A wide repertoire of poetry is explored and taught to an excellent standard across the school. Poems are used as a stimulus for discussion in many classes and pupils are encouraged to compose their own poems.

3.2 Mathematics

A school plan for Mathematics is laid out which outlines the strands, the methodologies and assessment methods. Very effective links are made between Mathematics and everyday life. Commendable emphasis is placed on oral work and in some classes the pupils are asked challenging questions that encourages them to think deeply. The manner in which pupils are asked to explain their answers and discuss the different methods used in problem solving is commendable. Concrete materials should be used further, however, to assist with the reinforcement of concepts.

The teaching programme is developed suitably from class to class. Textbooks are used sensibly during the lessons and it is evident that oral work is practised on a regular basis to assist with comprehension. The language of Mathematics is taught very well in a structured manner and discussion is effectively used in some classes in order to reinforce conceptual understanding. Active learning approaches and mathematical games are used in some classes. The majority of the pupils display a good understanding of the appropriate concepts in Mathematics. They record the written work carefully. Group work is practised to nurture the participation of the pupils and also to foster independent learning. The ability of every pupil is taken into account in drawing up the short-term work plans to ensure the work is suited to pupils at every ability level.

3.3 Social, environmental and scientific education (SESE)

Geography

Geography is taught in every class and this subject is very effectively integrated with Science. A broad programme is taught and the staff is working on a Geography plan at present. A considerable part of the work is based on the weather, the seasons, on people and communities and on the local environment in the junior classes. The displays completed by the junior classes are commendable. The children in the middle and senior classes are regularly taken on walks in the locality to develop their understanding of the geography of the area. Excellent work is carried out in mapping work throughout the school. The geography of the local area, the county and national geography are studied. The students’ interest in various countries is nurtured through the use of maps, photographs, textbooks and reference books. In the senior classes, projects are conducted on the culture of other countries throughout the world. Discussion is used and learning activities that are rooted in the experience and surroundings of the children are used in the teaching of Geography. Emphasis is placed on the pupils’ skill development and investigative approaches.

History

A broad programme of History is taught in every class and it is evident that there is continuity and progression in aspects of the History programme from class to class. In the junior classes the personal history of the pupils with the changes that occur to young people as they grow up is studied. Comparisons are made between life in older days and today. The pupils in some classes conduct projects on the old way of life by collecting stories from the older members of the community. Irish storytelling and legends is given particular attention. The pupils are motivated to work as historians in a competent manner. Emphasis is placed on developing skills, on active methodologies, on research and on examining evidence. Time-lines and class museums are to be seen in some classes and this practice is commendable. Lessons on aspects of national and international History are taught in the senior classes. The work carried out on local history is commendable, especially that carried out on the place-names of the locality.

Science

A comprehensive school plan for Science, based on the four strands of the Science curriculum, has been prepared and the teachers are teaching a broad programme which involves Living Things, Materials, Energy and Forces, and Environmental Awareness and Care. A broad range of teaching aids is provided for the teaching of Science and these are clearly listed in the school plan. Emphasis is placed on nurturing an inquiring mind and investigative skills in the pupils. Active methodologies are practised to develop an understanding of various concepts. Interesting scientific experiments are undertaken in every class and the pupils are able to speak fluently and knowledgeably about the work carried out. Good use is made of open questions to discuss students’ ideas and interests. The displays of work carried in some classrooms are praiseworthy. Some classrooms have very attractive nature tables. The students’ interest in their environment is awakened in every class and the students are regularly taken on nature walks observing the seasons and the changes taking place in their surroundings.

3.4 Arts education

Visual Arts

A comprehensive school plan has been produced for the Visual Arts which sets out aims in relation to the experience given to the pupils in tackling drawing, work in clay, printing, construction and creative work in fabrics. A comprehensive supply of teaching resources is set out in the plan to facilitate the teaching of this subject. The imaginative, enjoyable teaching approaches adopted in delivering the Visual Arts programme ensure a satisfactory standard of achievement. Every strand of the curriculum was to be seen in the large number of displays on exhibition throughout the classrooms. Integration with other curricular areas and a diversity of styles are evident from the work on display in the multicoloured environment of the classrooms. The manner in which this subject is linked to the other subjects on the curriculum in every class is effective. The children are encouraged to consider the characteristics and attributes of the works of famous artists. An effort is made to ensure variety in art activities and the pupils’ work is displayed in the classrooms and hallways. Exhibitions of the pupils’ work are organised for the parents each year at Halloween to enable them to look at and respond to the creative work. The pupils themselves derive great pleasure from looking at and responding to the works of art of the other pupils in the school. Excellent work is carried out in the Visual Arts every second year when the school participates in the Saint Patrick’s Day parade.

Music

Singing is taught in a very enjoyable manner and care is taken to give instruction in other aspects of Music. A broad, interesting programme is taught including singing, the development of composing skills and listening. The standard of the pupils’ learning in Music is good and the teachers are to be congratulated for the fine work they are doing in this aspect of the curriculum. The school choir sings in the Buncrana library every year during Irish week.

Drama

At present Drama is used primarily to internalise a curriculum subject rather than as a subject or learning element in its own right. Drama skills are developed in a formal and imaginative manner through the medium of poetry in particular. The pupils’ creativity together with their self -confidence and their emotional vocabulary are developed through the approach observed in lessons during this evaluation. As in-service training is to be provided in the future on the methodologies of Drama as an integral part of the curriculum, it is clear this school is open to, and welcoming of, the development of teaching and learning skills in Drama into the future. From here on, it would be opportune to concentrate on free composition, on movement and on mime on a structured basis.

3.5 Physical Education

There is a fine variety involved in the Physical Education activities. The lessons are conducted in an orderly manner and the pupils derive benefit and pleasure from them. Emphasis is placed on skill development during lessons. It is evident from the teachers’ work accounts that ball skills, yard games and team games are taught. Members of the wider community come in to teach aspects of the programme. The school makes maximum use of this service as a vehicle for in-career training and as a way to broaden the pupils’ experience of a wide range of activities. The pupils participate eagerly in this aspect of the school curriculum and derive great enjoyment from it. The pupils are given very definite instructions and their skills are developed in a structured manner. Emphasis is placed on physical fitness and on boosting games’ skills. It is reported that the pupils go swimming regularly. It is further reported that the pupils from the school participate in various sporting events in the community through Cumann na mBunscoil.

3.6 Social, Personal and Health Education (SPHE)

Much work has been carried out by the teachers in this subject based on the comprehensive plan for SPHE set out in the plean scoile. The learning objectives associated with the strands and strand units of the curriculum for every class are clearly set out in the plan. This subject is presented to the students through the positive atmosphere and outlook of the school and the classroom. The pupil’s personal and health development is nurtured through various activities. This is also progressed continuously on an informal basis through several aspects of the curriculum. The aims and strategies of the Misneach scheme are used throughout the school. Use is also made of collaborative games, circle work, projects and debate as teaching methods to nurture listening and communication skills. There are lessons on rules at school, confidence, feelings, body parts, drugs and self-awareness in the various classes. The pupils are encouraged to develop their self-confidence and self-esteem. Attention is paid to health education in every class and the children are given excellent tuition in this aspect of the programme. The school has a very successful healthy lunch policy.

3.7 Assessment and achievement

Suitable assessment strategies are set out in the school plan and are implemented on a regular basis. The pupils’ progress in the different subjects is monitored and assessed regularly through the use of school-produced tests and standardised tests. Questioning, teacher observation, spelling tests and informal strategies are used in the classrooms to assess the pupils’ standard of learning. The pupils’ copybooks and written work are monitored regularly in all the classes. Standardised tests are used in assessing the pupils’ reading abilities. Annual standardised testing of Irish is also carried out in the school. It is noted from the planning diary that a review is to be conducted on the assessment of English in the current year. It is now recommended that checklists be used in the junior classes to continually assess and monitor the pupils’ progress across the curriculum. The use of standardised assessment tests to assess the pupils’ mathematical skills has been recently initiated on a whole-school basis. This year a screening test is to be carried out on the infants, for the first time. This progress is commendable, as it will provide evidence to enable teachers to identify the pupils with learning difficulties at an early stage. The pupils’ progress is recorded at the end of the school year and appropriate reports are sent to the parents in a professional manner. The school retains a copy of these reports.

4. Quality of support for pupils

4.1 Policy and provision for pupils with special educational needs

The staff has drawn up a whole-school policy in relation to the provision of education to pupils with special educational needs. It sets out a definite approach to the early identification of pupils with difficulties and to the drawing up of support plans for them. The teachers in the mainstream classes differentiate tasks effectively for pupils with special needs and pay very careful attention to ensure their participation in class activities.

As part of the resource service, clear learning objectives are set out in individual education plans for pupils with special educational needs and the progress in learning is recorded regularly. The teaching approaches adopted and the learning activities organised are of a satisfactory standard. Literacy skills in particular, are developed. A commendable emphasis is placed on language development and on the development of a social vocabulary that will be essential to the pupils in their lives. The pupils’ morale and self-confidence is raised accordingly. The objectives on the individual education plans are consistent with the psychologists’ recommendations and are drawn up in partnership with the class teacher and with the parents. The support teachers that help the pupils with their literacy and numeracy difficulties have a suitable supply of teaching and learning resources together with a comprehensive collection of assessment results. Very good use is made of literacy and math games as learning incentives for the pupils. A good range of software is used to reinforce the pupils’ understanding of concepts through information technology.

Currently, there are pupils in receipt of both resource teaching and learning support. It is recommended this practice be reviewed to ensure the pupils access only one support system. Consideration should be given to the use of team-teaching so that pupils will not always leave the classroom to access additional help.

4.2 Policy and provision for learning-support

Since the beginning of the school year, a new permanent learning-support post has been provided to make learning-support available to the school community. This position is shared with Scoil Íosagáin at present. One day per week is spent there. Four days are spent in Gaelscoil Bhun Chranncha and support is given to 19 pupils from senior infants upwards. A comprehensive learning-support plan is set out in the school plan. A suitable supply of teaching and learning aids, which help tackle writing and reading difficulties, are gradually being made available. Pupils with difficulties in English and Irish reading and in Mathematics are catered for conscientiously. The positive help and the boost in morale given to them is commendable. The parents are contacted regularly throughout the year. Efforts are made to create an atmosphere, which encourages learning in the learning support room. This is difficult to do, however, as the room is very small and it has no window. It is unsatisfactory as a classroom. The advantage of providing support to the pupils in the classrooms was discussed during the post-evaluation meeting.

Pupils are selected for the learning support service following analysis of the results of the standardised tests. All of the standardised tests are currently being conducted enthusiastically by the learning support teacher; “Micra T”, the “Drumcondra Reading Test”, the “Schonnel Spelling Test” and the NRIT. A review of this practice would be worthwhile. It is recommended that the class teachers should conduct the standardised tests with the pupils as specified in the Learning Support Guidelines issued by the Department of Education and Science and that there should be more diagnostic tests in use in the learning support room to concentrate on the specific difficulties and needs of individual children Weekly planning takes place in consultation with the class teachers and they are given a copy of the learning support work programme at the beginning of each week. This is good practice as a continuous programme of instruction is provided for the pupils. Individual education plans are prepared for the pupils. It would be worthwhile reviewing the instructional targets and objectives contained in these plans to ensure that they are more precise. It is recommended that the system outlined in the Learning Support Guidelines be used and that the information derived from diagnostic testing and from the regular assessment of the pupil’s work are also included in individual plans. A copy of the individual learning plan for each pupil attending the support teacher should be available in the planning of the classroom teachers. It would be of value to the school to contact the Primary Curriculum Support Programme to get the regional curriculum support service to assist the school staff when implementing this new system.

4.3 Supporting the child– the family, the school and the community

There is a very close relationship in this school between parents and all school staff. It is noted that teachers receive great support from the parents and from the wider community. The parents provide a great deal of money towards the rent and the provision of teaching resources. At the meeting with the parents’ representatives on the board of management it was reported that parents were very satisfied with the work of the school. They were, however, worried about the temporary building and the associated safety problems. The parents play an active role in the preparations for First Communion and Confirmation. They assist the teachers in the school’s participation in the Saint Patrick’s Day parade. In addition, they are involved in the hurling and football training and with the supervision of pupils at the swimming pool. The teachers accept the important role parents have in the education of the children and this is clearly expressed in the school plan. A spirit of co-operation is encouraged among the school community in the interests of the school in general and in the interests of the children. An information booklet for new parents is produced which includes a copy of the essential school policies. Every year, in the first term, an information evening is provided for the parents to introduce them to the teachers and to clarify the curriculum for the classes. A bilingual newsletter is produced each term and the school community are kept informed of school matters.

Regular contact is maintained with the parents on both a formal and an informal basis. Formal parent-teacher meetings are arranged in January every year and the parents are given verbal feedback on the progress of their children. They are met with on an informal basis as necessary during the year and are contacted in writing at regular intervals. The school diary is used as an effective communication tool between teachers and parents. Contact with the parents is also nurtured through the provision of Irish language courses for adults. This helps develop the school’s special Gaelic spirit and encourages full partnership in education. The Irish classes are provided in the school building by some of the parents themselves and by the school’s teachers. These activities are to be commended.

5. Summary of findings and recommendations for further development

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

The standard of Irish achieved by the pupils in the school is wonderful.
The teaching staff is to be commended for the high standard of education they provide through Irish in every aspect of the curriculum.
The leadership in the school is very effective. A vision for the development of the school can be seen and appropriate plans are gradually being developed. It would be of value to set definite dates for the review of the administrative policies.
The pupils with learning difficulties are catered for conscientiously. It would, however, be worthwhile to contact the Primary Curriculum Support Programme to obtain the assistance of the regional support service for the school staff in the implementation of the new learning support system.
Very effective use is made of the project methodology throughout the school and the pupils’ good work is to be seen in the classrooms.

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

It is recommended the board of management proceed, with urgency to acquire a site for the school in order to facilitate the future development of the school.
A whole school structured approach to the development of the pupils’ phonological awareness should be planned and implemented in the teaching of English
It would be useful to contact the Primary Curriculum Support Programme to obtain the assistance of the regional support service for the school staff in the implementation of the new learning support system.

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.