An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Scoil Náisiúnta Mhuire,

Swanlinbar, County Cavan

Roll number: 08143P

 

Date of inspection:  24 April 2007

Date of issue of report: 17 January 2008

 

 

 

WHOLE SCHOOL EVALUATION

1. INTRODUCTION-SCHOOL CONTEXT AND BACKGROUND

2. THE QUALITY OF SCHOOL MANAGEMENT

3. QUALITY OF SCHOOL PLANNING

4. QUALITY OF TEACHING AND LEARNING

5. QUALITY OF SUPPORT FOR PUPILS

6. SUMMARY OF FINDINGS AND RECOMMENDATIONS FOR FURTHER  DEVELOPMENT

 

 

WHOLE SCHOOL EVALUATION

 

This report has been written following a whole school evaluation of Scoil Náisiúnta Mhuire, Swanlinbar. It presents the findings of an evaluation of the work of the school as a whole and makes recommendations for the further development of the work of the school. During the evaluation, the inspector held pre-evaluation meetings with the principal, the teachers, the school’s board of management, and representatives of the parents’ association. The evaluation was conducted over a number of days during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with students and teachers, examined students’ work, and interacted with the class teachers. The inspector reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. The board of management 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

 

Scoil Náisiúnta Mhuire, Swanlinbar is a five teacher, co-educational Catholic primary school situated in a rural border location in Co Cavan and is one of three schools in the parish of Kinawley, the other two being in Co Fermanagh. The staffing includes two full-time support teachers. This school is under the patronage of the Bishop of Kilmore. The school which has an enrolment of 78 pupils, was selected in the past to participate in ‘Giving Children an Even Break’ scheme to tackle rural disadvantage. The funding received enabled the school to bring pupils to events such as the theatre and purchase additional resources to assist with pupils’ learning. The school has this year been selected to participate in the Department of Education and Science action plan to address educational disadvantage - Delivering Equality of Opportunity in Schools (DEIS). The last school inspection report was issued in 1997.

 

2. THE QUALITY OF SCHOOL MANAGEMENT

 

2.1 Board of management

The board of management is outstanding in its support for the school. It is properly constituted and functions in accordance with the requirements of the Education Act 1998. The board fulfils its duties conscientiously and meticulously. The board has been actively involved in a phased maintenance programme since 2000 and to this end the board of management and the small community are commended on the high quality of education and safe environs provided for the pupils. The board has also been deeply involved in the development of a wide range of policies and procedures over many years and has worked in partnership with the parents’ association and the staff. The board is commended for its high interest in and dedicated support for the school. The board’s priorities for the future will be a focus on the creation of a school website, its involvement in the Green Flag project and the implementation of the DEIS three-year plan. The board works diligently for the welfare of the pupils and the staff.

 

In-school management

The school principal, appointed in 1998 is an exemplary leader. He performs his teaching and administrative duties with complete diligence and commitment. He is professional, conscientious and hard working. Together with the proficient deputy principal, he strives for continuous improvement in educational standards and is totally committed to the welfare of all pupils and staff in the school. Leadership in the school is outstanding. Discipline is excellent. There is a culture of shared responsibility and the newer members of staff have embraced that collegiality. The in-school management team includes the deputy principal and a post holder who attend to their assigned duties with enthusiasm and generosity of time. They give dedicated support to the principal and work together in a spirit of harmony and collective responsibility. The team meets on a weekly basis and collaborates on all whole-school issues. School records are maintained and filed appropriately. Activities and events are thoroughly organised and personnel are effectively deployed.

 

2.3 Management of resources

There are currently seventy-eight pupils on rolls. In addition to three mainstream class teachers the school is the base for a resource teacher who works with pupils with special educational needs but is shared with three other schools, a learning support teacher who is shared with one other school and a part-time language support teacher who teaches English to newcomer pupils. It is also served by another learning support teacher who is based in a different school. Part-time care-taking and secretarial staff completes the staffing roster. These ancillary personnel provide valuable support to the school. The teachers engage in continuous professional development and the school has availed of the services of various personnel from the Primary Curriculum Support Service (PCSP) and the School Development Planning Support (SDPS) over the years. Staff members have engaged in extra training in football skills, first aid, phonics, social stories, ‘Language towards Literacy’, Science workshops and many others to enhance their professional development. Last year the school organised an information and communications technology (ICT) course on ‘Powerpoint in the Classroom’ which was funded by the Navan Education Centre. Teachers in the school are adept in using ICT. The principal and deputy principal might consider attendance at the Leadership Development for Schools (LDS) seminars as the school leaders in this school could make a very meaningful contribution at the sessions and simultaneously, bolster their own professional development.

 

The school building was constructed as a three-teacher school with an accompanying staff room. In 2000, a new heating system was installed, new carpets were laid and floors were re-tiled. In 2001, the well laid out car park was completed, an all-weather surfaced section of the yard was prepared and a prefab was approved. In 2002, the playground was fenced and the new prefab was erected as a base for the learning support teacher and resource teacher. Further maintenance work was completed in 2003 and 2004. The school secured a fourth classroom teacher in 2005 and another prefab was erected to house this additional classroom. The school, due to a decrease in pupil enrolment reverted to three mainstream class teacher status in this academic year but will be securing the fourth class teacher in September 2007. The senior classes are housed in a prefab and the empty classroom in the main building is currently used as a base for the part-time language support teacher, as a lunch room and activity base for the junior room and as an indoor physical education facility for all classes during inclement weather. The play area was resurfaced in 2006 following a receipt of a grant through the CLÁR programme which is a targeted investment in rural areas. The school’s maintenance programme is testimony of the uniformly strong commitment of  all the partners to quality provision. The school avails of the hall in the town for school productions as the school does not have such facilities.

 

The school grounds are kept in very good condition. A parent is employed to cut the grass and maintain the school grounds while a part-time caretaker cleans the building to the highest standards. The board is commended for compiling lists of jobs to be completed by these personnel; this ensures that the school is maintained in very good order.

 

A wide array of teaching and learning resources is provided and is used effectively. Teachers employ the use of ICT such as the data projector and laptop very successfully in their teaching. The school has applied for a grant for an interactive white board and a library under the DEIS dormant accounts scheme. The digital camera is used frequently in the school and teachers use concrete materials on a regular basis. Commercially produced materials together with teacher-designed equipment and games are all used appropriately. The local environment is used frequently as the school avails of the local GAA pitch, Cavan swimming pool and the Ardhowen theatre to support teaching and learning.

 

2.4 Management of relationships and communication with the school community

The school has an outstanding parent teacher association which gives undivided support to the work of the school. The association, the board of management and the staff work in a spirit of collaboration and co-operation. Parents are proactive as they liaise with the middle management team. They involve themselves in activities such as facilitating social occasions and in arranging costumes for the Christmas productions. The association have been actively involved in fundraising activities to supplement departmental grants and in formulating and discussing school policies. An information evening for parents on the changes in the 1999 Primary School Curriculum was organised by the staff last year and plans are in place to continue this information sharing later this year. There is a strong sense of ownership in all that happens in the school.

 

2.5 Management of pupils

The relationship between staff and pupils is very good. An atmosphere conducive to learning is very evident in the school. Pupils are exceptionally well behaved, possess a hard working ethic and are highly co-operative for their teachers. Pupils are highly involved in sports as extra-curricular activities and excellent provision is made for their involvement in games during well supervised break times. The chairperson of the board visits the classrooms on a weekly basis.

 

 

3. QUALITY OF SCHOOL PLANNING

 

3.1 School planning, process and implementation

The collaborative efforts of the board, staff and parents in the school planning process are highly commendable. The school’s mission statement is clearly outlined and the school succeeds in fulfilling its aims effectively. The school plan is comprehensive and all of the policies are of a very high quality. Both curricular and organisational policies are detailed and relevant to the needs of the school.  All are formulated according to School Development Planning Service (SDPS) guidelines. The plan consists of a series of action plans and a planning diary. Consideration might be given to developing an environmental awareness policy at a later stage in conjunction with the introduction of the Green Schools project which is planned to begin next year. The compilation of a teacher information pack for substitute teachers and an information pack for parents are commendable additions to the school plan. The school has recently developed a three-year plan to implement the DEIS scheme and a co-ordinator will visit the school once a week to support the school in the implementation of the plan.

 

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

 

3.2 Classroom planning

The teachers provide creative, inviting and stimulating learning environments for their pupils. All teachers prepare thoroughly for their work and give tremendous zeal and energy to their teaching task. All classroom teachers plan very effectively according to content objectives and plan for methodologies, skills, resources, assessment and differentiation. However, further delineation of differentiation and integration opportunities might be explored. All teachers compile monthly progress records stating the content objectives covered. This is excellent practice. 

 

 

4. QUALITY OF TEACHING AND LEARNING

 

4.1 Overview of learning and teaching

Pupils are highly interested in their lessons and are challenged by the variety of activities organised for them. Pupils’ knowledge and understanding in the various subject areas is appropriate to their age and stage of development. All of the teachers display enthusiasm for their work and this has a very positive impact on the pupils. All lessons observed were highly structured, well-paced and adequately developed. The quality of teaching observed in each teacher’s classroom throughout the evaluation was exceptional. Teachers’ communication skills are highly effective as they question, explain and instruct appropriately. The quality of teaching and learning in this school is uniformly strong. Every aspect of the provision is of optimum level. Many of their teaching practices are worthy of dissemination to others.

 

4.2 Language

 

Gaeilge

Tá dearcadh dearfach i leith na Gaeilge sa scoil. Is rí-mholta mar a mhúintear ceachtanna Gaeilge i ngach seomra. Ta cumas labhartha agus éisteachta na ndaltaí á fhorbairt ar bhealach comhtháite. Forbraítear cumas labhartha na ndaltaí trí cluichí teanga, trí gníomhaíochtaí suimiúla agus trí tascanna éagsúla a eagrú dóibh. Cuirtear béim ar obair i mbeirteanna, rólghlacadh, obair ghrúpa agus drámaíocht le linn an teagaisc. Cothaíonn na hoidí spéis sa teanga trí nathanna cainte agus druileanna a mhúineadh go sciliúil. Tá saibhreas ag baint leis an stóras foclóra atá gafa ag na daltaí. Úsáidtear an Ghaeilge in ábhair eile an churaclaim agus mar theanga bhainisteoireachta sna seomraí. Déantar scéalaíocht ar bhealach inspéise agus baineann na daltaí tairbhe as na ceachtanna. Cuirtear béim ar réamhchumarsáid, cumarsáid agus iarchumarsáid. Sa réamhchumarsáid, spreagann na hoidí suim sna ceachtanna trí aithris, athrá, ionchur teanga agus cleachtadh gníomhaíochtaí a dhéanamh faoi threoir an oide. Sa chumarsáid, tugtar tascanna do na daltaí le déanamh agus tá orthu rólanna a ghlacadh  i suímh insamhailte agus réalaíochta. San iarchumarsáid úsáidtear cluichí gramadaí, téitear siar ar an obair atá déanta agus bíonn traschur eolais go tascanna eile. Baintear úsáid as modhanna difriúla le linn an teagaisc.

 

Leantar céimeanna cuí i dteagasc na léitheoireachta agus léann formhór na ndaltaí go cruinn. Cuireann na hoidí ábhair atá in oiriúint d’aois agus do spéis na ndaltaí ós a gcomhair go céimniúil. Múintear le cabhair ilomad  fearas  agus léaráidí. Níor mhiste níos mó oibre a dhéanamh ar an bhfoghraíocht agus ar bhrí na bhfocal. Tá flúirse scríbhneoireachta sna cóipleabhair agus tá an cur amach go hiontach. Scríobhann na daltaí dialanna, scéalta, litreacha, oidis agus cártaí. Baineann slacht agus cruinneas leis an obair. Coinníonn na hoidí samplaí oibre na ndaltaí. Is léir go mbaintear amach caighdeán an-bhreá sa Ghaeilge.

 

Irish

There is a positive attitude to Irish in the school. Lessons are taught in a very praiseworthy manner in all classrooms. Pupils’ speaking and listening skills are developed in an integrated way. The pupils’ oral language is developed through games, interesting activities and through various tasks that are organised for them. Emphasis is placed on pair work, role play, group work and drama during the teaching of lessons. Pupils’ interest is maintained through the skilful teaching of phrases and drills. Pupils have grasped rich vocabulary. Irish is used in other subject areas and as a language of instruction in classrooms. Storytelling is done in an interesting manner and pupils derive benefit from the lessons. Emphasis is placed on the pre- communicative, communicative and the post-communicative approach. In the pre-communicative stage, teachers foster interest in lessons through recitation, repetition, language input and learning activities under the teacher’s direction. In the communicative stage, pupils are given tasks to perform and they have to accept role play in both imaginary and in real-life scenarios.  In the post-communicative phase, grammar games area used, work is revised and the knowledge is transferred to other tasks. Different methodologies are used in the teaching.

 

Appropriate steps are followed in the teaching of reading and most of the pupils read accurately. Teachers present material in a logical format that is appropriate to the age and interest of the pupils. Teaching is conducted using an array of equipment and diagrams. It is recommended that further work on pronunciation and on word meaning be done. There is plenty of written work in copies and the writing outcomes are excellent. Pupils write diaries, stories, letters, recipes and cards. Work is neat and precise. Teachers maintain work samples. It is evident that very good standards are attained in Irish.

 

English

The provision for this aspect of the curriculum is of a high quality. The teaching is enthusiastic and successful. Oral language is skilfully fostered at all class levels. Vocabulary development and enrichment is given proper attention. Methodologies used include discussion, role-play, games, drama, story and circle time. Many noteworthy examples of excellence in practice are in evidence. Listening skills are carefully developed.

 

An appreciation of poetry is cultivated and the conventions of poetry are creatively explored. Nursery rhymes are taught effectively at the junior end. Pupils are exposed to a regular writing experience. The work on pre-writing establishes a solid foundation for the teaching of formal writing skills. The pupils experience a classroom that encourages writing and the standard of functional writing in the school is commendable. They produce impressive pieces of creative writing such as cards, stories, poetry, letters and character profiles. It is recommended that the school considers the involvement in the Pushkin creative writing project in the future. This will give further exposure to pupils’ creative talents.

 

A wide and varied range of reading material is available to pupils in each classroom and in the support rooms. Class libraries are productively utilised to foster an interest in reading among pupils. The overhead projector and the data projector are used very effectively during the teaching of English. Reading standards are very good and pupils are taught useful strategies in order to read a variety of texts. Pupils’ skills of recalling, summarising, retelling, assimilating, predicting and deducting are carefully developed. Pupils use dictionaries effectively. Phonics, grammar and spelling are very well taught in the school. Big books are used productively in the junior end while pupils in the senior end explore the novel creatively. A school book fair is organised in the final term. The reading programme in the school is broad, balanced and skilfully implemented.

 

4.3 Mathematics

The teaching of Mathematics throughout the school is also commended. The majority of pupils reach a high level of attainment and pupils with learning difficulties are given supplementary teaching by the learning support team. An array of resources is used to support teaching and learning. Teachers use a variety of methodologies such as talk and discussion, collaborative learning and active learning during the course of lessons. Problem solving is developed in all classes. However, it could be further developed in the future when each teacher will be teaching two class groupings compared to three class groupings as is the case in two classrooms at present. Pupils love the challenges of problem solving and pupils proved knowledgeable during the course of the evaluation when questioned. There is a very good emphasis on the development of mathematical language and teachers use websites, ICT and games in support of lessons. A wide variety of assessment modes such as teacher-observation, teacher-designed tasks, follow up workbooks and tests is used prudently.

 

4.4 Social, Environmental and Scientific Education

 

Geography

The local environment is used effectively in the teaching of Geography. Pupils in the senior classes have worked on an interesting project on Swanlinbar. This involved taking photographs and doing productive fieldwork. The pupils demonstrate an eagerness and interest in the subject. The teachers make lessons stimulating and interesting. The county of Cavan is explored in detail by the middle classes. The pupils develop knowledge and understanding and discuss environmental issues and global issues with openness and debate. The natural and the human environment strands are explored carefully. The school has participated in ‘The Visions Project’ which is an initiative organised by Co-operation Ireland to promote cross-border relations. Scoil Mhuire teamed up with Gibson Primary School, a Church of Ireland Primary School in Omagh. This involved workshops where the pupils of both schools visited each others schools and learned about their common and different cultures and beliefs. Pupils’ skills of co-operation and communication are carefully developed.

 

History

Artefacts, drama, diary extracts, pictures, timelines and photos are used creatively to enhance the teaching and learning in History lessons. Teachers provide many opportunities to work in pairs and in groups. The use of the overhead projector is used very effectively in the teaching of History. There is an emphasis on personal history and story in the junior end. Pupils have interviewed parents, conducted meaningful local studies and entered details in a scrap book. Some pupils have compiled a compact history of their homes. Discussion is encouraged and enthusiasm is aroused in topics such as the Romans, the Celts, the Famine or World War 2 as the teachers use a range of sources of evidence that sustains the interest of pupils. Teachers engage pupils in lively, purposeful activities and extensive exploration of materials. Pupils in the senior end have participated in a cross-border heritage scheme which involves a history trail to the Enniskillen famine museum. Overall the teaching of History is very good.

 

Science

Pupils are interested in the lessons and involve themselves co-operatively. The pupils’ concepts and knowledge are developed through activity, experimentation and investigation. Younger pupils learn through structured and unstructured play situations. The pupils’ work shows careful recording, the appropriate use of science terminology and a growth in science skills.  The teachers relate science to everyday situations that have relevance to the pupils. They are skilful in engaging the pupils with open-ended and closed activities. Excellent active learning lessons are facilitated where the pupils are given opportunities to predict, to measure, to design and make and to develop other scientific skills. Senior pupils designed and made a toy and a bird table. Pupils have participated in the ‘Organic Sow and Grow Vegetable’ scheme organised by Cavan Development Association. Last year, one of the senior pupils was selected to participate in a space learning and observation week at the National Aeronautics and Space Administration (NASA) Headquarters in the USA. The teaching of this subject is excellent.

 

4.5 Arts Education

 

Visual arts

Teachers use a variety of methodologies such as pair work, group work and individual work. Lessons are well prepared and pupils engage enthusiastically in the lessons. A variety of resources is available and talk and discussion are features of all activities. Excellent work is done in the area of looking and responding and pupils’ work is attractively displayed in the school. A local artist visited the middle and senior classes and pupils had the opportunity to look and respond to his paintings. Pupils have a sense of achievement and are actively involved in exploring, expressing and enjoying art as noted with the junior pupils during the course of the evaluation. There is a good balance in the education which the pupils receive in this subject. Samples of pupils’ work are stored in portfolios and representative samples are updated periodically on notice boards. However, it is recommended that pupils in the junior and senior end develop the strand of drawing further in class.

 

Music

The teaching of Music is very good in the school. Pupils use percussion instruments to accompany song singing. Lessons are methodical and all strands are attended to appropriately. Listening and responding to music is commendable as pupils listen to music on a regular basis. Music plays an important role in the life of the school. An outside tutor visits the school and gives the pupils extra tuition in tin whistle during and after school hours. The children have used this experience to perform very successfully in concerts, feiseanna, competitions, masses and other school and public events.

 

Drama

The quality of teaching and learning is good. Emphasis is placed on exploring and making drama and co-operating and communicating in making drama. Teachers employ a range of strategies, which include circle time, games, improvisation, partner work, story and dialogue.  Teachers create an atmosphere where feelings are expressed and opportunities are given to develop adaptability, creativity, co-operation and imagination.

 

4.6 Physical Education

The emphasis in Physical Education is on fitness, flexibility, co-operative work and skill development. The teaching and learning in this subject is excellent. Teachers are adept at assessing pupils’ achievement. The school involves itself in football for both boys and girls, hurling training, athletics, basketball, dance and golf. The school has won the boys and girls Cumann na mBunscoil leagues on a number of occasions and a total of six girls and boys have represented the school in Croke Park during the All-Ireland football semi-finals and finals as part of the INTO Mini-Sevens. The girls’ soccer team was runner-up in the Ulster final two years ago and will compete in the same final in May 2007. The boys won the county final in hurling and the girls won the basketball final this year.

 

Golf was introduced to the school a number of years ago where a coach from Junior Golf Ireland worked with the pupils for a number of sessions. Since then, two girls in the senior classroom have represented the school on the international stage winning the World Championship and recently winning the Scottish Under 16 Championship. They played on the Ulster Under 18 Golf team in April which won the Inter-provincial title at the Laytown-Bettystown golf course. These pupils were chosen to carry the Ryder cup on stage for the closing ceremony of the Ryder cup last September. This is outstanding achievement and deserves the highest recognition.

 

A former pupil from the school has now joined Manchester United Youth team with a view to turning professional. One of the boys in the senior classroom has been selected on the Ulster Under 16 sailing squad. These are notable performances. There is a display prepared by the senior pupils with a photograph of each individual holding a medal or prize for some achievement in sport. This is a credit to the school and the community as all of these pupils are challenged and given a broad and balanced physical education programme. Extra curricular activities are supported by the parent community. The quality of physical education provision in the school is excellent.

 

4.7 Social, Personal and Health Education (SPHE)

During the SPHE lessons, teachers explore topics such as feelings, hygiene, friendship and family sensitively during the teaching of this subject. Relationships and Sexuality Education (RSE) is being effectively implemented. The teachers use drama, circle work, co-operative games, pictures, photographs and written activities creatively during the teaching of these lessons. The school actively supports community events. Pupils visit the local day centre at least once a year, usually at Christmas to entertain the elderly people of the community. The school has organised and performed school concerts over the past few years in the parish hall and all of these are attended by parents and the wider community. The school has participated in a community clean-up to ensure a cleaner and litter free community. The pupils have been involved in the Cuilcagh Heritage festival in recent years and this year in the town’s first St Patrick’s day parade.  Pupils are afforded opportunities to develop socially in out of school settings through participation in school quizzes and educational trips. They also enter events such as the Credit Union poster competition, the Cavan Monaghan road safety and drugs awareness essay competition and the INTO handwriting competition. These activities encourage the pupils to become active and responsible citizens of the community.

 

4.8 Assessment

Teachers maintain accurate records of tests administered to pupils. Assessment modes in operation in the school include teacher observation, teacher-devised tests and tasks and maintenance of pupil reports. Diagnostic tests such as the Bury Infant Checklist and the Middle Infant Screening Test (MIST) are used productively to identify the few pupils who require additional support. Standardised tests are administered annually by the class teachers and results are filed. The quality of record keeping and reporting is excellent. Pupils are achieving exceptionally well in the school in English and Mathematics. Teachers are very aware of the level of achievement of their pupils as clear assessment structures are in place. This practice impacts positively on teaching and learning.

 

 

5. QUALITY OF SUPPORT FOR PUPILS

 

5.1 Provision for pupils with special educational needs

The provision for pupils with special educational needs is of a very high quality. The school policy is excellent in outlining a staged approach to supporting pupils. Early intervention is managed very effectively with the part-time learning support teacher and the class teacher working co-operatively with each other. Support is provided by the special education team through a combination of withdrawal and in-class approaches. All of the pupils requiring support for learning difficulties are adequately catered for based on the learning support guidelines. The learning support teachers use a helpful array of resources such as magnetic letters, ICT, materials from other curricular areas, posters, websites, jigsaws, photographs, games and charts to support teaching and learning. The resource teacher uses all of the subjects of the curriculum apart from Irish in order to meet the pupils’ needs and to make the programme of work interesting. This is very effective. A collaborative working arrangement is in place where three support teachers and the senior class teacher conduct group teaching simultaneously. This provides differentiated support for pupils of all abilities. It is recommended that additional learning support is organised for the higher achieving pupils where possible.

 

Provision is carefully co-ordinated by the deputy principal in collaboration with the support teachers and the class teachers. Detailed individual plans, and appropriately tailored programmes are in place to support all pupils receiving support. Teachers use the ‘Toe by Toe’, ‘Stile’, Reading and Thinking activities and Fuzzbuzz frequently in their teaching. Pupils are making very successful progress in their learning. Tests used frequently for assessment include the Jackson phonics, the Dolch Primer list,  RAIN,  the Non Reading Intelligence Test (NRIT), Neale Analysis of Reading Attainment (NARA), the  Newell CVC reading test, the Marino test, the Schonnel tests and the GAP reading test. Assessment results are recorded meticulously.  The quality of support for pupils in the school is excellent.

 

5.2 Other supports for pupils

The school avails of the service of a part-time language support teacher to support pupils who do not have English as their first language. The school supports inclusiveness and is committed to intercultural education. Individual programmes of work have been formulated to meet the needs of the pupils. The teacher uses the town of Swanlinbar judiciously in the teaching of the language as she arranges trips to places such as the shops and post office to enable the pupils practise their English in real life contexts. This has proven very successful. Pupils avail of a hands-on approach, are active in their own learning and learn in meaningful situations. The teacher uses maps, a range of concrete materials, teacher-designed charts, photos, the digital camera and pictures to support her teaching. The series of worksheets completed by the students reflect a well-planned, balanced programme to facilitate optimal learning in English. Pupils are achieving very well based on records of work and content covered.

 

 

6. SUMMARY OF FINDINGS AND RECOMMENDATIONS FOR FURTHER DEVELOPMENT

 

 

The following are the main strengths identified in the evaluation:

 

 

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

 

 

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.