This report has been written following a whole school evaluation of St. Mary’s National School. 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, examined pupils’ work, and interacted with the class teachers. They reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.

1.Introduction – school context and background

St. Mary’s National School, Ballyconnell, is a seven-teacher, co-educational school under the patronage of the Bishop of Kildare and Leighlin. It serves a large catchment area owing to its amalgamation with Clonmore National School in 1974 and the closure of Kilquiggan National School in 2000. The school receives additional funding through the Tullow School Completion Programme, a Department of Education and Science (DES) initiative. Central to the school’s vision is the hope that the children will leave the school as confident, social and respectful pupils with appropriate levels of literacy and numeracy. A notable feature of St. Mary’s NS is the strong sense of community that underpins the work of the school. Teachers, parents and other agencies work cooperatively to advance the education of the pupils in this school. Current enrolment is 155. Enrolments have increased marginally in recent years. Attendance is very good at all class levels. The last school inspection took place in 1994 and it too commented on the sense of community within the school.

2.Quality of school management

2.1 Board of management

The board of management is properly constituted. It meets regularly, a minimum of four times a year. Minutes of its meetings are maintained. It has, in accordance with section 15(2) (d) of the Education Act 1998, a published policy concerning admission to the school. The school accounts are externally audited annually. The Department regulations regarding the length of the school year and the retention of pupils are observed. Provision has been made for the fulfilment of the requirements of the Education Welfare Act 2000. The board members are well informed. All members have engaged in training for their work as a management body. They have a clear understanding of their role as a board and are proud of the work of the school. A strategic plan is in place to address the maintenance of the school. In recent years windows have been replaced and the school’s entrance and grounds have been enhanced. The board’s future priorities are to update the sewage system, facilitate wheelchair access and develop a drugs awareness policy. Organisational policies are discussed, agreed and ratified by the board. All curricular plans, drawn up by the staff, are presented to the board for discussion and ratification. Building on these strengths, it is recommended that the board actively engage in the systematic review of existing policies and in the formulation of future policies and curriculum plans. The board communicates its work to the community through the parents’ association. A number of strategies are in place for formally reporting to parents on the operation of the school as required by section 20 of the Education Act 1998. Parents of new entrants are provided with copies of relevant school policies. These policies are available in the school to all parents.

2.2 In-school management

The in-school management comprises of the principal, deputy principal and two special duties holders. The work of the principal is carried out in a professional and committed manner. The dedication and effectiveness of the principal is evident in the well-organised and efficiently managed day-to-day operation of the school. She leads the staff in undertaking whole-school planning. She ensures that the staff are supported and encouraged in their professional development. She maintains school records accurately and carefully. Through the leadership of the principal a culture of shared responsibility is embraced by all within the school and there is high morale and mutual support among the members of staff.

The duties of all of the post holders are carried out conscientiously and diligently. The responsibilities of the middle management team are assigned primarily in the administrative and organisational areas of school life. The valuable work undertaken by middle management is sensitive to the needs of the school and is very supportive of the work of the principal. Arising out of the recent whole-school review by the staff in January 2006 a number of key areas for development have been identified. It is recommended that a review of the responsibilities attached to the posts takes place in order to meet the current and evolving needs of the school. In particular, it is important that curriculum leadership be provided to review, develop and monitor priority curriculum areas. It is advised that post holders meet formally as a team to ensure that curriculum provision provides for continuity and progression throughout the school

2.3 Management of resources

The teaching staff consists of a teaching principal, five mainstream class teachers, two learning support teachers with job-sharing status and a part-time resource teacher. A part-time computer teacher is employed. A home-school liaison coordinator provides support to targeted pupils and their families under the Tullow School Completion Programme. Department guidelines regarding class size are generally observed. All teachers are appropriately deployed. Teacher mobility is generally good. Opportunities are afforded to teachers to indicate their class preferences each year and they are encouraged to teach in a variety of class levels and settings. Teachers’ expertise is shared and the strengths of teachers are utilised to good effect. The school employs a full-time secretary who assists greatly in the smooth organisation and successful administration of the school. A part-time cleaner is employed and the services of a caretaker are used on demand, as the need arises.

The school is well maintained, attractive and provides a welcoming environment. In 1974 an extension was built and in 1997 a new classroom was added to the school. It has six mainstream classrooms, a learning support room, a resource room which is combined with the school library, a computer room, a secretary’s office and a small staffroom. The school avails of the local parish hall for Physical Education lessons. Access to this hall raises policy issues regarding the safety of the pupils in crossing the road. The school has very good outdoor recreation areas available. It has a tarmacadam play section, a games pitch, grass areas and hard court area and these are utilised very effectively by all pupils. The school is well resourced with CD players, televisions, a video recorder, a digital camera, musical instruments, science kits and other teaching resources. The school has a central library and individual classroom libraries. It is advised that all classroom libraries be reviewed to ensure that all pupils have access to a broad range of material appropriate to all children’s interests and abilities. Classrooms are attractive and bright. A range of teaching aids and resources is available and in use. Many classrooms host attractive and stimulating investigation areas where the growth of living things can be observed and recorded. Samples of the pupils’ work are displayed to good effect along the corridors and in classrooms and photograph displays are used effectively to record and celebrate important school events.

A dedicated networked computer room is in place and is very well resourced. Since the beginning of the current school year a part-time teacher provides all class levels with weekly lessons. A high level of planning is provided for these lessons. It is recommended that the school reviews how these programmes can best support the Primary School Curriculum 1999 and that firm links between class work, the curriculum and information and communication technology (ICT) be established. It is advised that further emphasis be placed on enhancing the pupils’ use of ICT as a learning tool through presentations, information research and retrieval for project work and the use of software to extend and expand their creative writing capacity.

2.4 Management of relationships and communication with the school community

Warm and respectful relations are evident between pupils and staff. There is open and effective communication among staff members. Staff meetings are held each term. Minutes of meetings are maintained. A notable level of communication and work is carried out informally. It is important that records are kept of all key decisions taken. Communication with parents is effective. It takes place both formally and informally. A school’s newsletter, Flashback, is published each year which celebrates the collective efforts of the school community. Annual parent/teacher meetings are held and pupil progress reports are issued each year.

The school enjoys the long-standing support of a committed parents’ association which is affiliated to the national parents’ council. There is a high level of liaison between parents and the school and very good channels of communication are in place. The parents’ association is vocal in its praise for the school. The parents noted that a particular strength of the school is the sense of belonging that pupils experience in a welcoming and inclusive atmosphere. The parents are involved in a number of activities in support of the school. They host and organise annual events including the Halloween disco, bazaar and cabaret. They provide a high level of support for the children’s mass and Christmas celebration of the Nativity. Each year they participate in the national mini-marathon along with the teachers and they organise a celebration to mark the leaving of the sixth class pupils. The parents’ association is consulted in relation to all organisational policies and parents are facilitated in accessing these policies through dedicated information evenings. An open-day is held each year for prospective parents and copies of relevant policies and procedures are provided. Annual parent-teacher meetings are held to communicate and discuss pupils’ progress and end-of-year reports are issued for all pupils. Informal contact is maintained by meeting when necessary.

2.5 Management of pupils

An atmosphere conducive to learning is evident in the school. The pupils are courteous, polite and very well behaved. All teachers use praise and affirmation to promote and award good behaviour. Systems to promote positive behaviour are in place in many classrooms. There are warm and respectful relations between teachers and pupils, and also between pupils themselves.

3.Quality of school planning

3.1 School planning process and implementation

Several aspects of the planning process are praiseworthy. The school has engaged in a cooperative approach to whole-school planning in recent years. All teachers contribute to the process; the board undertakes the supervision of the school plan and reviews policies; and parents have been consulted when developing some policies. Other aspects of the planning process now require development in order to ensure the effective implementation of the Primary School Curriculum 1999. Curriculum leadership is required to oversee the development and implementation of priority curricular areas. The result of a whole-school review undertaken in 2006 has led to the identification of a number of areas for development. Using the outcomes of this review and those of the whole school evaluation (WSE), it is now timely to set out a phased programme to coordinate and develop specific priority areas. This can be facilitated by setting up committees, led by a coordinator; the use of action plans to document the planning process; the setting out of clear targets for core curricular areas and the systematic review of these targets.

The school plan comprises of two sections containing organisational and curricular planning documents. Key organisational policies and procedures are outlined regarding admissions, health and safety, a code of behaviour and bullying. The school has engaged in planning for a number of curriculum areas with use being made of frameworks provided by the support services. Planning documentation is available for Gaeilge, English, Mathematics, Science, Music, Drama and Social Personal Health and Education (SPHE). Draft planning documents for History and Physical Education are set out.

The process of implementing the school plan has begun. Key decisions regarding organisational issues are implemented on a whole-school basis. In relation to curriculum areas further direct links need to be established between the curriculum plans, teachers’ individual planning and the work undertaken in classrooms. It is necessary for the school to review and expand curriculum plans on a phased basis to ensure that clear guidelines and programmes are available for all class levels and that guidance is provided for a range of strategies and methodologies to ensure that pupils become independent learners and engage in cooperative learning activities. In order for the school plan to serve as a guide to inform and impact on classroom practices it is recommended that the school plan is distributed to all teachers. This will enhance provision and assist in providing progressive programmes of learning for all pupils.

Evidence was provided to confirm that the management and staff of the school have taken appropriate steps to develop agreed procedures in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 2004). It is recommended that the management of the school publish and circulate this policy to ensure that all relevant parties adopt and implement it. A designated liaison person has been appointed in line with the requirements of the Departmental guidelines.

3.2 Classroom planning

All teachers prepare long-term schemes of work and short-term plans. Teachers prepare interesting lessons with the support of a range of attractive resources and teaching aids. A common approach to long-term planning is used by teachers. There is also an agreed framework to record the general progress of pupils each month (Cuntas Míosúil). These frameworks will benefit from whole-school review in order reflect the strands and strand units of the Primary School Curriculum 1999 and to give due emphasis to the skills to be developed and the methodologies to be used.

4.Quality of learning and teaching

4.1 Language

An Ghaeilge

Sa phlean scríofa, tá tús curtha ó thaobh na Gaeilge. Moltar na modhanna, scileanna agus na structúir teanga atá in úsáid acu sna ranganna i dteagasc na Gaeilge a phlé agus scéim agus cur chuige cinnte bunaithe ar an obair seo a chur i bhfeidhm. B’fhiú féachaint chuige go bhfuil leanúnachas ag baint leis na scéimeanna ó rang go rang agus go bhfuil ábhar na gceachtanna soiléir ó thaobh pleanála de. San iomlán, bunaíonn na hoidí na ceachtanna ar théamai ón gcuraclam agus éiríonn leo dearcadh dearfach le haghaidh na Gaeilge a chothú. Baintear úsáid fhónta as cluichí, rainn, amhráin agus as achmhainní oiriúnacha chun cumas cainte na bpáistí sa teanga labhartha a fhorbairt i gcuid is mó de na ranganna. Tá úsáid fhorleathan á bhaint as ceisteanna agus freagraí mar mhodh mhúinte agus tá tuiscint maith ag na daltaí ar an ngnéith seo den chlár. I ranganna áirithe múintear na frásaí nua go tuiscineach agus tugtar deiseanna do na daltaí cleachtadh a dhéanamh orthu trí drámaíocht nó trí obair i mbeirteanna. Sna ranganna seo tá foclóir leathan go leor ag na páisti, baineann siad taitneamh as a bheith gníomhach san ábhar agus éiríonn leo caighdeán chuí a shroichint sa chumarsáid.

Ba chóir béim a chur ar chumas cumarsáíde na bpáísti a fheabhsú i ngach rang anois trí aire a dhíriú ar na tréímhsí réamh cumarsáide, cumarsáide agsu iarchumarsáide. D’fhéadfaí tuilleadh béime a chur ar úsáid dánta agus amhráin chun na heiseamláirí a chleachtadh go taitneamhach. Sna hardranganna, tá tús breá déanta le múineadh na léitheoireachta agus san iomlán, léann na daltaí le tuiscint agus tá dul chun cinn creidiúnach le sonrú sna cleachtaí scríofa agus sna leabhair oibre. Tá saothar na bpáistí ó thaobh scríbhneoireacht pearsanta le feiceáil i ranganna éagsúla. Moltar iarrachtaí cruthathacha na bpáistí a spreagadh tríd na scoile trí theachtaireachtaí, nótaí, giotaí nuachta agus dialann a scríobh agus a léamh. Moltar comhairlí faoi seo a chur san áireamh sa phlean Ghaeilge.

Irish

Whole-school planning has begun for the teaching of Irish. It is recommended that the school reviews and agrees whole-school practices regarding the methodologies, skills and core language objectives for each class level. It is important that there is continuity in planning from class to class and that clear programmes of learning are outlined. In general, a positive attitude to Irish is fostered and lessons are based on themes drawn from the Irish curriculum. Throughout the school, some good use is made of games, poetry, songs and suitable resources to promote the pupils’ speaking skills. There is a noted emphasis on using the questioning of pupils as a strategy for the teaching and reinforcement of Irish in many classes. The standard of pupils’ answers is satisfactory. In some classes methodologies incorporating drama and pair work are used effectively; new language structures are explicitly taught and pupils are afforded the opportunity to engage in purposeful dialogue with one another. In these classes, pupils display competent levels of communication in active-learning contexts.

It is recommended that the communicative approach be adopted in all classes and that lessons are clearly structured in order to introduce, develop and reinforce key language structures. Greater use of poetry and song singing will enhance provision in this area. The teaching of reading is satisfactory. In general, pupils read with understanding. Pupils engage in various writing tasks in their copies and in workbooks and achieve satisfactory levels of progress. Some samples of the pupils’ creative writing are displayed in the school. The promotion of the pupils’ personal writing in a variety of genres throughout the school is advised and the range of genres chosen should be recorded in the school plan.

English

The teachers have compiled an English plan which addresses the three strands and the objectives for each class level. This plan merits review to ensure that clarification for whole-school provision in a number of areas is provided for all class teachers. These include a comprehensive phonics and phonological awareness plan, use of the novel, approaches to process writing and the systematic teaching of reading skills and oral language skills at each relevant class level. All teachers plan for their classes on an individual basis. The approaches to the teaching of oral language vary from class to class. Some good practice was observed, incorporating pair work and the development of language centred on specific contexts and themes. In the main, teacher-led discussion is the primary methodology used. A broader range of methodologies is required. Pupils are eager to engage in discussions relating to topics, events and aspects of the curriculum. The level and standard of their contributions are varied. It is recommended that specific oral language programmes are set out in the school plan for each class level and that discrete oral language development lessons are undertaken regularly to promote the expressive skills of the pupils. The use of themes that relate to the interests and contexts of these pupils is advised. Pupils will greatly benefit from regular engagement in learning the skills of questioning, presenting, debating and peer-conferencing. A variety of methodologies including improvisation and role play in pairs and groups should be explored.

The level of interest in reading is good throughout the school. In the infant classes a range of methodologies is used to develop the pupils’ awareness of print. These include the use of large-format books, word recognition games and activities and the teaching of letters and accompanying sounds. It is recommended that a comprehensive phonics programme is introduced throughout the school which incorporates a high level of phonological awareness training. In all classes, the children enjoy listening to stories and they read from class readers, from graded reading series and, in some classes, from class novels. The standard of reading varies: while many pupils read with fluency and confidence, it was noted that a number of pupils in senior classes have reading difficulties. It is recommended that the school agree upon whole-school practices for the prevention and remediation of reading literacy difficulties at all class levels. The provision of differentiated reading material, the teaching and reinforcement of specific reading skills and the promotion of a print-rich environment in every class is recommended in the context of raising literacy standards among lower-achieving pupils. It is advised that pupils are afforded further opportunities to read for a variety of purposes from a wide range of genres. The success of the buddy reading system is praiseworthy. It fosters a genuine sense of reading for pleasure and helps pupils grow in confidence and enthusiasm for reading.

The work of the school in relation to the recommendations of the English curriculum with regard to writing is positive. Pupils undertake a range of suitable writing activities. Good examples of creative writing are available in all classes. The pupils participate in the Write a Book project annually. Pupils also take part in writing competitions and quizzes at local and national level and achieve success. A range of genres is explored and samples of pupils’ work include fact files, stories, news and poetry. Some good quality samples of the pupils’ poetry were observed during the evaluation. It is now opportune to extend the purposes for which the pupils write and to develop a whole-school approach to process writing. School copies and individual folders are well monitored and include helpful and encouraging comments to foster improvement. While some ICT is used in the presentation of written work, this should be expanded further to facilitate enhanced engagement with the process of writing. The standard of penmanship is excellent throughout the school and pupils present their work with pride and care.

4.2 Mathematics

Whole-school planning in the area of Mathematics is in progress. The Mathematics plan incorporates programmes for all class levels, drawn from the Primary School Curriculum 1999. Further clarity is required in relation to agreeing whole-school approaches to the use of manipulatives, approaches to language and computation, methodologies and the use of real-life application of mathematical concepts. Current individual planning indicates a commitment to a balance between strands. A range of resources is available to support learning in all strands of the curriculum. In the junior classes teaching aids and resources are readily available and pupils use manipulatives to explore mathematical concepts in pairs and groups. The use of resources is inadequate in the teaching of mathematics in some middle and senior classes. All classes would benefit from the consistent use of concrete equipment during mathematics lessons. It is recommended that a basic set of resources be made available in each classroom and that more specific resources be stored centrally. The practice of developing maths corners/areas in some classrooms was observed. A development of this work is recommended as is the promotion of a mathematics-rich environment throughout the school generally.

Early mathematical activities, shape and pattern are well explored at infant level and practical tasks, group work and the promotion of specific mathematical language are key features of this work. Good practice exists throughout the school in relation to the teaching of computation skills and most pupils demonstrate a good understanding of number, place value and data. They recall number facts extremely well and display an enthusiasm for Mathematics. The pupils understanding and knowledge of the strand of measures requires attention, particularly in relation to the application of concepts to real-life situations. Good practice was observed in some classes in the application of number and computation across the strands in activity-based tasks. There is a need for all classes to extend the pupils’ computational skills to practical tasks. Activity-based tasks that encourage group-work and the explicit teaching of problem-solving approaches are required. The integration of Mathematics across the curriculum will provide rich opportunities for the pupils to survey, create graphs, record phenomena and manipulate data in practical, engaging tasks. A review of the results of the standardised tests is advised in order to provide valuable information regarding the strengths and needs of the pupils.

4.3 Social, Environmental and Scientific Education

History

Whole school planning for the teaching of History is in its early stages. In general, each teacher approaches the History programme on an individual basis. Some variety of sources for programme materials is evident, coupled with a high degree of usage of class textbooks. Pupils display a good level of understanding and response to ancient times and discuss the lives of early people with understanding and interest. The judicious use of story, project work and excellent timelines was observed in some classes. There is scope for the further promotion of the pupils’ skills as historians across the school and in the use of evidence to stimulate reflection, observation and understanding of times past. The compilation of a record of local history by past pupils and teachers was noted during the evaluation. It is recommended that more use be made of the local physical and social environment, to target and develop specific skills and to heighten the pupils’ sense of pride and awareness of their community, both past and present.

Geography

Whole school planning has not been initiated in Geography. Teaching and learning in Geography are influenced to a considerable extent by the textbooks. Talk and discussion is the predominant methodology and pupils are motivated and contribute eagerly. Greater clarity is needed regarding the incremental development of the pupils’ skills as geographers and the use of the local environment to promote their skills in a realistic context. Some good practice observed include the reinforcement of pupils’ knowledge through fact-files and projects. The expanded use of active methodologies is recommended. In particular, further exploitation of the immediate environment of the school is recommended to provide a rich source of varied opportunities to develop the pupils’ graphical, recording and observational skills.

Science

Effective whole-school planning is underway in the area of Science, leading to a two-year cycle for the delivery of a balanced programme and the establishment of a direct link between the school plan and classroom practice. The school and local environment is central to this planning. This approach is rich in potential for encouraging pupils to behave responsibly in protecting, improving and cherishing their environment. Greater clarity regarding the progressive development of specific scientific skills is advised. A good range of resources has been acquired and kits have been compiled for specific strand units. Wonderful nature tables and displays are created throughout the school and a high level of interest in observing the growth of living things is promoted successfully. The school is working towards attaining Green School status. The pupils planted trees during National Tree Week and there are plans to develop a wildlife garden. Some pupils participate in sponsored projects which help to develop their understanding of forces and engineering in particular. In the teaching of Science, the promotion of active-learning contexts was observed in some classes whereby pupils engaged in investigations. These lessons are generally well-structured, combining direct teaching with activity-based learning. A good range of resources is used during the teaching of Science. It is advised that further attention be given to enabling the pupils to gain greater independence in designing investigations and in developing a scientific approach to problem-solving in a collaborative way. The promotion of structured group activities involving hypothesising, fair-testing, recording and deducing is recommended.

4.4 Arts Education

Visual Arts

A whole-school plan for Visual Arts is in place outlining suggested activities in all strands of the curriculum. All teachers plan for a broad Visual Arts curriculum. Pupils engage enthusiastically in art activities in all strands and samples of their work are displayed throughout the school. Pupils also take part in art competitions. The strand of clay is taught successfully and it is evident that the pupils’ skills are developed incrementally throughout the school. Craft work and knitting are undertaken in the middle classes by all pupils and the standards are very good. The integration of the Visual Arts across the curriculum areas occurs through some project work and the presentation of pupils’ work. There is scope for further development of the strand of construction. This can be explored through the creation of models, constructions and natural phenomena across the other curricular areas. Further structured activities in looking at and responding to art are recommended with particular emphasis on the language and the elements of art. It is advised that the school collate and assess the pupils’ progress through the use of art portfolios.

Music

The school plan for Music reflects the context of the school and the sharing of expertise among the staff. The plan succinctly outlines key areas of provision for Music throughout the school. An interest in Music is successfully cultivated. Through the sharing of expertise among the staff all pupils have attained good standards in performing. Pupils in all classes sing a variety of songs, in English and Irish, and also in two-part harmony. Pupils sing tunefully and joyfully and teachers endeavour to ensure that songs are pitched at the correct level for the pupils’ voices. Pupils engage in rhythm work, including the use of percussion instruments, and develop a good understanding of music literacy. The standard of work in composing is high. Many pupils play the tin whistle and recorder and they perform with skill and enthusiasm in concerts and at church services.

Drama

Whole-school planning for Drama has not begun. The use of drama techniques, such as role play and mime is noted in some lessons, particularly in the infant classes. This practice of using Drama as a methodology should be extended further to all class levels across the curriculum so as to enhance the confidence and expressive abilities of the pupils. Drama is used to celebrate seasonal events and school liturgical celebrations. All pupils participate in the annual Christmas pageant. These events provide the pupils with an opportunity to experience the joy of participating, acting and sharing in community-based celebrations. In the teaching of Drama, good levels of participation were observed. Pupils enter fictional scenarios with enthusiasm and are guided sensitively in reflecting on and discussing key issues.

4.5 Physical Education

Planning in the area of Physical Education (PE) outlines the school’s provision for the strands of the curriculum and details the practical organisation of sports for pupils within the resources available to the school. The school has excellent outdoor facilities as well as access to the local parish hall in which to undertake PE activities. Lessons are well-planned and structured. They incorporate warm-up activities, skill development, opportunities for practice through games and time for reflection. Issues relating to the physiological aspects of PE are developed very well. Very effective use is made of the range of PE equipment available in the school.

Very good teaching is in evidence in this area of the curriculum. All pupils participate enthusiastically and enjoy the activities undertaken. An interest in and an awareness of the importance of athletic and aerobic activities, and sports pursuits generally, are cultivated. The school’s football team is the current champion of the Cumann na mBunscoil league. The school also avails of coaching in Gaelic games and participates in the GAA Mini-Sevens each year. All pupils are provided with swimming lessons.

4.6 Social, Personal and Health Education (SPHE)

A comprehensive, well-informed plan is in place for SPHE. It reflects the context, ethos and culture of the school. It addresses key policy areas and provides for the organisation and delivery of a broad programme in the holistic development of the pupils. The school has an agreed plan for relationships and sexuality education (RSE). Throughout the school, the teachers provide many opportunities to foster the personal development, health and well-being of individual pupils. A caring, supportive environment is provided and warm relations are evident among staff and with the pupils. There is a strong sense of community and belonging within the school resulting in a positive climate of respect and acceptance. Teaching approaches such as circle time are used in classrooms to address issues and to enhance listening and social skills. A peripatetic teacher provides a dedicated circle-time programme to the pupils in sixth class. The children will make further gains in confidence and self expression through the use of active methodologies to explore concepts and issues, facilitated by the class teacher. Further use of role play, debating, cooperative games, interviewing and presenting as strategies for developing key themes of the SPHE programme in all classes is advised.

4.7 Assessment and Achievement

The school’s assessment policy records the variety of tests available within the school and outlines the procedures for the administration, recording and sharing of standardised assessment data. Formal assessment occurs in English and Mathematics. No guidelines for assessment in the other curriculum areas are set out. It is recommended that the staff develop and implement agreed assessment procedures for all curriculum areas. Standardised tests are administered on an annual basis and results of these inform decisions in relation to learning-support provision in both English and Mathematics. Early screening takes place at senior infant level. All teachers engage in ongoing informal assessment. There is evidence in all classes that individual children’s work is monitored carefully through the use of feedback in copies, informal observation and teacher-designed tasks and tests.

In setting out priority areas for development it is recommended that the school use current data contained in the standardised tests and other assessment data to look for information, trends and emerging needs of the pupils. This will inform and assist in the setting out of specific targets and differentiated programmes of work. In particular a broader selection of assessment strategies, agreed at whole-school level, should be considered that will assess the diverse range of pupils’ achievements and skills as well as the impact of the worthwhile initiatives in the school.

5.Quality of support for pupils

5.1 Pupils with special educational needs

Support for pupils with special educational needs is provided by two learning support teachers in a newly-established, job-sharing position, and a part-time resource teacher. A detailed learning support policy is in place. The roles and responsibilities of the principal, class teachers and learning support teachers are clearly set out. This policy should now be extended to address all special education provision. Support teachers’ individual planning is comprehensive and is conscientiously undertaken. Selection of pupils for support is based on clearly laid-out criteria in the school’s policy. Thirty pupils receive support, mainly on a withdrawal basis. Resource support is provided by a part-time resource teacher for four hours per week on a withdrawal basis. Work has begun on providing support within a mainstream setting. This model of in-class support, possibly linked to team-teaching, should be explored further, particularly in addressing the prevention and remediation of learning difficulties at all class levels.

Individual education plans (IEPs) are in place for all pupils receiving support. These IEPs are drawn up in consultation with class teachers and are communicated to parents. A range of diagnostic tools is available in targeting the specific literacy needs. Further mathematics diagnostic-testing tools are required. Good practice is in place in providing support. Pupils are provided with structured, developmental, learning activities. Opportunities for fostering independent learning skills are provided for senior pupils. A variety of suitable resources is used effectively. A high level of collaboration and planning underpins the learning support provision. As this special education team, combining learning support and resource provision, explores and refines agreed practices, the following should be considered: Formal team meetings to agree and consolidate all aspects of provision; further collaboration among all relevant parties, including pupils and parents, to assess and review the strengths and learning needs of the pupils; extended use of diagnostic tools to identify, inform and review targets; the setting out of specific, attainable short-term targets for individual pupils; the expansion of learning experiences; the continued exploration of opportunities for providing in-class support.

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

St. Mary’s NS is an inclusive school with an open and welcoming admissions policy. All pupils are welcome, and respect for diversity and difference is valued highly and actively accommodated. The school is sensitive to the beliefs and ideologies of parents and pupils and endeavours to meet their needs in a practical and open way. The school ensures that all children participate fully in all school activities. The school is part of the Tullow School Completion Programme, involving eight local schools. A home-school liaison coordinator provides valuable support to targeted pupils and their families. There are both preventative and supportive actions ongoing. These include the provision of extra support for pupils not in receipt of learning support, a homework club, psychological assessments of pupils, SPHE circle-time activities for senior pupils and the provision of additional educational resources and learning materials. The staff of St. Mary’s NS takes special care to ensure that pupils are prepared to transfer with ease and confidence to their post-primary schools and firm links are established with these schools.

6.Summary of findings and recommendations for further development

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

The professionalism and dedication of the principal and staff contribute greatly to the collaborative and collegiate atmosphere in St. Mary’s NS.
This is an inclusive school, embodying a strong sense of community.
There is good teaching throughout the school.
The school has a well-informed board of management and a supportive parents’ association.
The staff succeeds in promoting the personal and social development of the pupils through engagement with music, sport and a broad range of extra-curricular activities.
There is a need to coordinate the on-going school development process and to review the posts of responsibility in light of the current needs of the school.
Whole-school practices and programmes are required in relation to the prevention and early remediation of learning difficulties at all class levels.
An extended range of teaching methodologies is required.
A comprehensive approach to the promotion of the pupils’ expressive skills is necessary.
Further use of ICT is required to enable the pupils to engage in practical, curriculum-based activities and projects.

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

It is recommended that the staff review the school-planning process and coordinate the phased development of core curriculum areas identified for development.
It is recommended that whole-school approaches are put in place for the prevention, identification and remediation of learning difficulties by class teachers and the special education.
It is recommended that the range of teaching methodologies be extended to promote the active participation of all pupils.
It is recommended that a variety of strategies be used to develop and promote the pupils’ expressive skills.
It is recommended that further emphasis be placed on enhancing the pupils’ use of ICT as a learning tool.

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.