This report has been written following a whole school evaluation of Milltown 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 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 in writing on the findings and recommendations of the report; the board chose to accept the report without response.

1. INTRODUCTION-SCHOOL CONTEXT AND BACKGROUND

Milltown N.S. is a four teacher, coeducational primary school located on an elevated site beside Milltown village in Co. Cavan. It serves the predominately rural parish of Drumlane with a population of 900 people. It is a Catholic primary school, under the patronage of the Bishop of Kilmore, which strives to support the holistic development of each child. The school prides itself on its musical tradition. There are 56 pupils on roll with projected enrolments fluctuating between fifty and sixty pupils. At present, there are no international pupils in the school. It does not receive additional grants under the Department of Education and Science initiatives for schools serving areas of disadvantage. Pupils come from the village and surrounding area with the majority arriving to school by bus or car. The mission statement of the school is clearly visible in different locations in the school. It endeavours to enhance the self-esteem of all the pupils and to enable each child develop his talents and have a healthy and fulfilled school life.

2. THE QUALITY OF SCHOOL MANAGEMENT

2.1 Board of management

The board of management is properly constituted and meets regularly. The board is supportive of the work of the school and carries out its functions and duties in a diligent and effective manner. In this academic year the board of management has reviewed certain policies, appointed a special education teacher, built a car parking area and a dual driveway for cars to ensure higher levels of safety and converted a classroom in a prefab into a library in celebration of World Book day. Its procedures for the management of resources are efficient. The board is involved in policy development through formulation, discussion and ratification of school policies drafted by staff. As the board continues to review aspects of the school plan in consultation with the teachers, they are considering ways of involving parents such as providing a package for parents containing the pertinent policies and school procedures. Parents will then be enabled to give valuable feedback and comments and these will be considered as part of the planning process. Areas that have been prioritised for future staff development include geography and history and the updating of the school’s website. The board is conscious of its statutory obligations and ensures compliance with Department of Education and Science (DES) regulations in relations to matters such as the length of the school day, class size, deployment of teachers and promotion of pupils from class to class. Board members are commended for their commitment to the school and monies invested in the maintenance of the school.

2.2 In-school management

A collegiate atmosphere permeates the school. The principal leads a group of capable and enthusiastic teachers who together create a positive climate in the school. The work of the principal, both administrative and curricular, is characterised by a high level of dedication. All school roll books and official records are attended to carefully. The co-operation and goodwill of parents are sought and cultivated and the school, under his leadership, willingly accommodates visitors. He has a keen interest and talent in handball, was instrumental in acquiring a handball alley on the school grounds in 1995 and was supported by the staff, board of management and parents in fundraising for this project. A talented musician who instils an interest in music in his pupils, he teaches Irish music and has founded a céili band. An evident interest in Information and Communications Technologies (ICT) has resulted in the provision of a computer suite, located in the staff room, through DES grants and fundraising, and the development of a school website that will be updated in the near future. His pupils use the computers on a regular basis and he has organised a visiting external computer teacher has been engaged to work with the pupils on computer skills on a weekly basis. Future plans include the provision of a data projector shortly to support teaching and learning.

The duties of the in-school management team indicate a mix of managerial, administrative and some curricular duties. A review of curricular duties should be considered in light of the ongoing formulation of curricular policies. The in-school management team give undivided support to all school activities such as music, visual arts, projects and school events and contribute tirelessly to the efficient running of the school. The principal is conscious of the special skills and resourcefulness of members of staff and is aware that good relationships, cohesion and staff development are dependent on the recognition and sharing of these skills. He attaches significant importance to teamwork and one senses a good team spirit in the school. The teachers provide a broad curriculum for pupils in the school.

2.3 Management of resources

Current staffing comprises of a teaching principal, two mainstream class teachers and a special education support team comprising of one full-time and one part-time support teacher. A secretary and cleaner complete the staffing roster. Teachers engage in continuing professional development. The school avails of the services of Gaelic Athletic Association (GAA) personnel for both hurling and football, artists who do workshops with pupils in areas such as fabric and fibre and print and a external tutor who takes all pupils for instruction in computers.

The school building, constructed in 1988, was built as a three-classroom structure with an office, staff room and kitchenette. In 2002, the small library was transformed into an office and the staff room was converted into a computer room. In more recent times, the school acquired two new prefabricated classrooms, which accommodate the special education support team. Part of the newer prefabricated classroom has been converted into a library. The premises are well maintained and are properly cleaned and heated.

A wide range of resources is available in the school. Classrooms have access to televisions and video recorders and the school has currently ten desktop computers with peripherals for pupil use. Some teachers incorporate the use of ICT effectively. Well-stocked libraries, supplementary readers and many teacher-designed materials are in use throughout the school. These resources are used purposefully to enhance teaching and learning. Commendable displays of project work and artwork are attractively presented throughout the school.

2.4 Management of relationships and communication with the school community

The parents’ association support the work of the school. Parents are kept abreast of pupils’ progress and of school events on an ongoing basis through communication from the school in the format of letters and circulars. Consideration should be given to formulating a policy regarding home-school partnership, which would highlight the many ways in which parents could support the work of the school. Parent-teacher meetings are held annually and written school reports are issued for pupils. A meeting with parents of junior infants is conducted in June of each year. Parents noted that they have not been involved in Sports day and perhaps this might be facilitated in the future.

2.5 Management of pupils

The relationship between staff and pupils is very good. Pupils are very happy in school. Pupils are given a DVD on leaving the school with video clips taken at various stages during their time in school and this is indicative of the good rapport that exists between staff and pupils. Children are valued and all trips, outings and educational experiences are videoed and photographs are stored as records of such events. The digital camera is used to very good effect in the school.

Supervision of pupils during recreation is scheduled as staff members supervise for fifteen minutes a day on a rota basis. Pupils play on the tarmacadamed area to the front of the school, in the playing area to the side of the school and on the football pitch at the rear of the school. It was noted that one person on duty cannot adequately supervise all the pupils at once. On wet days, when pupils have to remain inside supervision isn’t adequate as this school is linear in nature. One person on duty is insufficient. It is recommended that staff and the board of management should consider ways of improving the present system to ensure high standards of health and safety for the pupils.

3. QUALITY OF SCHOOL PLANNING

3.1 School planning, process and implementation

Members of the board of management note that they are involved in discussing and ratifying policies. While parent representatives report that they have not been involved in school development planning, plans are in place to present the parents with various formulated policies to seek their comments. The school plan does have a planning diary as recommended by School Development Planning Support (SDPS), which facilitates the school in identifying its priorities for development. Used effectively, it will give a clear focus and a timetable for future planning.

The school plan includes a range of documents dealing with specific organisational and curricular areas. Organisational policies include enrolment, homework, health and safety, anti-bullying, assessment and code of behaviour. These are well presented and outline procedures for dealing with administrative areas. Much progress is evident in curriculum planning. There are detailed policies available in Mathematics, English, Irish, SPHE, Physical Education, Music, Science and Visual Arts. These curricular policies are of a very good quality but some need modifications as discussed at the post inspection meeting. The school should consider the use of action plans as this enables the school to manage change efficiently.

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

3.2 Classroom planning

Most teachers’ individual planning is satisfactory in the main. Teachers are reminded that in compliance with rule 126, (Rules for National schools) there is a requirement to provide a short-term plan of work, a long-term plan of work and a monthly report. However Teachers’ classroom planning generally identifies curriculum themes, strands, strand units and content in detail, but with less emphasis on skill development. Short-term planning includes some strategies to ensure differentiation of the curriculum to meet the specific needs of pupils. The presentation of schemes of work reflects the preference of individual teachers; it is recommended that the staff devise common templates to plan and record their work to aid consistency in the school. Teachers should consider including headings in the plan such as content objectives, skills, methodologies, resources, assessment and differentiation. Monthly progress records are recorded by all teachers and maintained centrally by the principal. Classroom practice overall reflects the curriculum policies in the school plan and most teachers are implementing the Primary Curriculum effectively.

4. QUALITY OF TEACHING AND LEARNING

4.1 Language

Gaeilge

Múintear an Ghaeilge le díocas agus go hanamúil. Ta clár cuimsitheach leagtha amach sa Phlean Scoile agus leagann formhór na n-oidí ullmhuchán oiriúnach amach le haghaidh an teagaisc. Baintear úsáid as rannta, scéalaíocht, mím agus amhráin sa bhunroinn ach moltar nios mó cluichí, gníomhaíochtaí agus tascanna éisteacha a úsáid le linn na foghlama. Leagtar béim ar theagasc na nathanna cainte, ar léitheoireacht, seanfhocail, na briathra agus ar an ngramadach sna meánranganna agus sna hardranganna le cabhair fearais agus léaráidi. Tá an timpeallacht focal ar na ballaí le moladh. B’inmholta an sluafhreagairt agus modh an aitriúcháin a sheachaint le linn na foghlama.

Déanann na hoidi comhtháthú idir an obair ó bhéal, an léitheoireacht agus an scríbneoireacht. Cláraítear an obair scríofa go slachtmhar i ranganna áirithe agus moltar monatóireacht níos fearr a dhéanamh ar an saothar i ranganna eile. Tá forás i scríbhneoireacht na ndaltaí o rang go rang agus scríobhann na daltai raon scéalta, cártaí poist, dialanna, litreacha agus rannta. Tá dul chun cinn maith á dhéanamh ag na daltaí san léitheoireacht i gcuid de na ranganna ach moltar béim a chur ar an bhfoghraíocht i ranganna eile. Moltar béim a chur ar an mbrí agus cíoradh níos fearr a dhéanamh ar na scéalta. B inmholta cairteacha leis na briathra a bheith in úsáid san fhoghlaim. Ar an iomlán, múintear an ábhar go díograiseach ach níl toradh na hoibre le feiceáil mar tá gá leis na daltai a bheith níos gníomhaí ina gcuid oibre agus níos mó deiseanna a thabhairt do na daltaí labhairt le chéile trí Ghaeilge. Moltar tuilleadh béime a chur ar fhorbairt chumais chumarsáide na ndaltaí agus ar obair bheirte agus agallaimh beirte.

Irish

Irish is taught in an enthusiastic and lively manner. There is a comprehensive programme laid out in the school plan and the majority of the teachers organise suitable preparation for the teaching of Irish. Use is made of rimes, storytelling, mime and songs in the junior end but it is recommended to use more games, activities and listening tasks to support the learning. Emphasis is placed on phrases, on reading, old sayings, and verbs and on grammar in the middle and the senior classes using and resources and charts are used in the process. The print-rich environment in Irish deserves praise. It is advisable to avoid group answering and the use of English in the teaching of Irish.

Teachers integrate oral work, reading and writing. Written work is recorded carefully in certain classes but it is recommended to monitor the work much better in other classes. There is development in pupils’ writing as they progress from class to class with pupils writing a range of stories, post cards, diaries, letters and poems. Pupils are making good progress in the area of reading in some classes but it is advised to place a greater emphasis on pronunciation in other classes. It is recommended to place more emphasis on the meaning of the text and to discuss the stories even further. It is advised to use charts in the teaching of the verbs. Overall, Irish is taught with enthusiasm but the results of the teaching is not evident as pupils need to be more actively involved in their own learning and they need more opportunities given to them to speak the language. It is recommended to place greater emphasis on the development of pupils’ ability to communicate through the use of pair work and group work.

English

The teaching of oral language is structured, developmental and applied in different areas of the curriculum. Classroom planning is linked to the school plan. The stimuli for oral language lessons are creative and broadly based which includes the use of story, drama, poetry, information and communications technology, games and circle time. The junior pupils are being effectively developed in their receptiveness to oral language, their competence and confidence in the use of oral language and their emotional and imaginative life is actively developed through oral language. Talk and discussion, play, games, poetry and rhymes are contexts used in the teaching of oral language. Cognitive abilities are effectively developed throughout the school. Teachers devise appropriate opportunities for pupils to experience and participate in aspects of social communication during circle time. Pupils in the middle and senior classes avail of the opportunity to brainstorm ideas and infer and summarise orally. Pupils’ imaginative development is nurtured through adequate appreciation and recitation of poetry.

The attention to the development of a print-rich environment, the creation of a well-stocked school library and the attractive display of books in classrooms provide encouragement for pupils to read. Reading for pleasure and information is actively encouraged through the newly converted library facilities. Big books are used effectively in the junior classes to develop pupils’ knowledge of print conventions. There is a valuable emphasis on the development of phonological awareness in the junior classes. Reading skills are developed through a range of approaches and the novel is used creatively in the school. Grammar, spelling and phonics are taught in all classes throughout the school and pupils prove knowledgeable on content covered. However, it is recommended that teachers differentiate further for those pupils experiencing learning difficulties.

The writing experience is regular and pupils experience classrooms that encourage writing. Pupils write stories that explore a variety of genres and are provided with opportunities to write for a variety of purposes. Pupils in the junior classes create a collaborative book based on their experience (such as school trips or a topic in their reader). These books, compiled by the class teachers, contain photographs of pupils and accompanying text written by teacher using the language experience approach, which works effectively for this level. This commendable work provides popular reading material for pupils in the classroom. Good examples of writing from the middle and senior classes are available in classrooms and on corridors. Examples of pupils’ work include project work, poetry and stories. Teachers maintain checklists, class test results and standardised test results.

4.2 Mathematics

Planning in this subject area is in line with curriculum documents and the school plan. The key strands of the mathematics programme are taught purposefully throughout the school. Teachers, however, need to identify methodologies and appropriate resources in their planning to ensure consistency in the delivery of teaching and learning in line with the 1999 Primary School curriculum. There needs to be further evidence of differentiation of the mathematics programme according to class level and according to individual children’s needs within classes as pupils are taught in multi-class settings.

In the junior classes, good use is made of resources and materials with commendable development of vocabulary. This work is activity based. Due emphasis is placed in all classes on the language of mathematics. There is a mathematics-rich environment in the school with relevant posters, visual stimuli and mathematical equipment on display to enhance the learning environment. Mental computational skills, problem solving and estimation skills are nurtured in a systematic manner in some classes and the pupils generally display a commendable computational accuracy both orally and in their written work. However, this needs to be developed across all the class levels. Further consideration should now be given to expanding the range of methodologies in use for mathematics. These might include additional emphasis on oral discussion, mental mathematics, and problem solving strategies.

The opportunity to collaborate on challenging tasks, to further use more concrete materials and to co-operate by working in groups might be considered. The presentation of the curriculum in this manner will require less reliance on the class textbooks and workbooks. Written work needs to be carefully monitored in all classes. The possibility of a support teacher working alongside the class teacher could be explored for the teaching of mathematics given that there are three classes being taught in two out of the three classrooms. This would support teaching and learning. Pupil attainment is generally satisfactory. A range of appropriate assessment modes is used including teacher-designed tests, teacher questioning, observation of children and standardised tests. The results of assessment are used to inform teaching and learning.

4.3 Social, environmental and scientific education (SESE)

Geography

The planning for this subject is in line with the strands and strand units of the 1999 curriculum. Good use is made of the local area in the teaching of the subject and pupils are afforded useful opportunities to interact with their immediate environment through visiting the local church, the trip to Devenish Island and looking at the local Shannon Erne waterway. There is a remarkable reconstruction of the village on display in the library, which was completed by the middle classes. It is recommended that further project work, active learning and collaborative work of this manner form a core part of the learning experience in favour of a more teacher-directed approach throughout the school. A former native priest of the parish visited the school and pupils benefited from the wealth of his local knowledge. Information and Communications Technology is used effectively to enhance the teaching and learning in this subject area. Pupils acquire a range of knowledge that includes information on the natural environment, human environment and environmental awareness and care. The pupils displayed a good knowledge of the main strands of the geography curriculum

History

Planning for history is based on the appropriate strands and strand units in the curriculum handbook. The use of drama, legends and photos and projects such as the “Connecting People and Places” project to enhance the teaching and learning is noteworthy. The pupils have acquired knowledge on change and continuity through looking at photographs of the area, visiting the museum on Devenish Island, a talk from a local resident and visiting Drumlane abbey. Junior pupils are introduced to history through stories and are acquiring appropriate basic skills. Middle and senior pupils have acquired valuable historical and research skills through working on an impressive project on Milltown. They researched the churches, schools and area of Milltown. A praiseworthy emphasis is placed on aspects of local history. The village and area is steeped in history. Pupils displayed competence and confidence in presenting their project which is attractively displayed in the classrooms and on the corridors. Pupils are assessed through teacher designed tests and quizzes and teacher observation. Some classes had very little content covered; it is recommended, therefore, that there is a balance between the different subjects taught as part of the SESE programme. It is recommended that the concept of co-operative learning and project work be fostered in all classes to enable the pupils to be more actively involved in their own learning and to develop their historical skills and research skills even further.

Science

Pupils’ scientific skills are developed adequately in most classes as they engage in practical experiments on energy and forces and materials and this work needs to be developed further in all classes. Pupils in the school were very enthusiastic when the teachers decided to celebrate the life of the big chestnut tree beside the school. Teachers used a tree diary and a nature walk to enhance the learning for the pupils. Resources to support the teaching of science are available in the school but it is advised that all teachers plan for the use of a variety of resources and methodologies to enhance the teaching and learning. Pupils prove knowledgeable about topics taught in aspects of human life, animal life and plant life and were afforded the opportunities to plant seeds, conkers and primroses and monitor their growth. This is recommended practice where pupils are learning through active involvement. Nature tables, project work and experiments have enabled the pupils to interact with materials and to work scientifically.

4.4 Arts education

Visual arts

Teachers are responding commendably to implementing the 1999 Visual Art curriculum. The curriculum strands of drawing, paint and colour, print, fabric and fibre, clay and construction are impressively represented in the samples of pupils’ work on display. These include the paintings of symmetrical shapes, the drawing of the gingerbread man; the autumn leaves print, the fibre book, the construction of Milltown village and wood burning pictures. Pupils’ creativity and imagination are stimulated through the provision of a wide range of activities. The staff through the Arts officer in Cavan County Council have invited in several artists and craftspeople to enhance the learning experiences for the pupils. There is evidence that valuable work is done in the area of looking and responding as pupils have studies the work of various artists such as Van Gogh and Jack B. Yeats. Pupils’ work is remarkably displayed in classrooms and on notice boards in the corridors.

Music

The teaching of music is commendable. A broad programme is covered in music incorporating listening and responding to music, performing using percussion instruments and singing a variety of songs tunefully and expressively. Teaching and learning occurs in a background of a strong musical tradition. Pupils from the school have participated in music and singing successfully in Fleadh Cheoil an Chabháin, Fleadh Cheoil Uladh and Fleadh Cheoil na hÉireann, Slogadh and workshops, recitals and concerts. The Breffni Céili Band noted earlier was made up of largely former pupils of Milltown N.S. One of the school’s award winning ballad groups featured in the Cavan CD “ A Call From The Musical Heart of Cavan” Pupils enjoy participating in the various musical activities. Very good standards are achieved in music, in particular in the strands of performance and composing. The pupils’ musical performance in the senior classes is particularly praiseworthy. Staff has received in-service in this subject area and have placed emphasis in their policy on the appreciation of the Irish culture and creative development. This is commendable.

Drama

Drama was employed during the evaluation in an integrated way in Irish and History. Teachers have taken pupils to the Ramor theatre in Cavan and the Cornmill in Carrigallen to experience productions by visiting artists. Pupils derived enjoyment and benefit from these learning experiences. The staff and pupils have presented Christmas concerts on an annual basis for many years in the local hall. However, the hall fell into disrepair and the practice of Christmas shows was discontinued in more recent times. The community has built a new resource centre so the staff is now envisaging continuing the tradition in this new centre. The staff report that these performances were a great educational success and evidence of such enjoyment is available on video. Long-term and short-term plans of work specify minimal emphasis in the area of drama at present. It is recommended that the staff plan a suitable programme of work in this subject area following in-service to be provided by the Primary Curriculum Support Programme in 2006-2007.

4.5 Physical education

The programme includes the teaching of games, gymnastics dance and aquatics. The GAA coach offers a programme of hurling and Gaelic football skills under the supervision of the class teacher. A visiting gymnastics coach takes gymnastics class and pupils travel to Cavan town to avail of instruction in aquatics. Pupils regularly participate in Feiseanna nationwide including Ulster, All-Ireland and World Championship. A review of the delivery of this curriculum is necessary and this needs to be addressed in the school’s planning diary to plan for the other strands of the curriculum. An interest in sport is evident among the pupils in all classes, with a particular enthusiasm for handball noted in the school. Milltown Primary School has produced many handballers. Pupils from the school have had the benefits of a handball alley on the school grounds for approximately 10 years now. This year, pupils from the school represented Cavan in the Ulster Handball finals in four different categories. They have experienced success at provincial level in 2002 and 2004. The school has hosted the Cumann na mBunscoil Cavan county finals in handball on numerous occasions and has run an annual handball promotions day. The school participates very successfully in various other inter-school activities, community games and Cumann Na mBunscoil leagues in football.

4.6 Social, personal and health education (SPHE)

Individual teachers’ planning for SPHE is based on the school plan in this curricular area. There is a pleasant atmosphere in the school, attributable to good rapport between the teachers and pupils and among pupils themselves. The celebration of the pupil’s achievements in the classrooms and corridors, in photographs and in the opportunities provided by physical education and extra curricular activities also enhance this curricular area. Senior pupils organise a jumble sale each year and donate the proceeds to charity. The children are given regular opportunities to explore issues such as feelings, healthy eating and safety, acquire relevant information, and develop skills that are relevant to the social, personal and health dimensions of their lives. Teaching approaches such as games, role-play, drama, written activities and circle work are used effectively in the teaching of this subject. Resources such as videos, posters, photograph and stories used by the staff support teaching and learning. Links with the local community includes pupils as members of the Drumlane GAA club, pupils performing at local concerts, singers and dancers compete Scór and feiseanna and pupils participating in the Outreach project “Connecting People and Places” which was a joint venture between Cavan County Council and the County Fermanagh Museum. Such activities are commendable.

4.7 Assessment and achievement

Teachers keep records of work completed in a monthly report and most monitor pupils’ progress frequently and systematically both on a formal and an informal basis. Standardised objective tests are carried out in English and Mathematics annually. Diagnostic tests are administered as required. Assessment also includes observation, regular discussion and monitoring and teacher-designed tests. Pupils’ copies and workbooks are carefully monitored in most classes. Progress report files are kept on pupils in the school and information is shared with parents through parent teacher meetings and through formal reports to parents.

5. QUALITY OF SUPPORT FOR PUPILS

5.1 Provision for pupils with special educational needs

The provision for pupils with educational needs and learning difficulties in this school is very good as the school avails of the services of the special education support team comprising of a permanent support teacher based in the school shared with one other school and a part-time teacher with specific hours. This is also supplemented by a part-time special needs assistant. A good policy on support teaching is available. However, this policy needs to include how the curriculum can be differentiated for pupils, a list of tests used to assess pupils and a list of resources and methodologies which can be used to support pupils’ learning. The individual planning for pupils by the support staff is good. However, it is recommended that teachers should also plan now for skill development and link the planning to the content objectives of the curriculum. All class teachers need to plan for differentiation in order to cater for these pupils in the classroom context. Displays of pupils’ work, artefacts and shrubs are thoughtfully designed and a print-rich environment is actively cultivated in the support rooms. Pupils are encouraged to take pride in their work and achievements.

The teachers develop positive relationships with their pupils. The pupils are eager to work as they are engaged in active learning tasks such as construction and artwork and the learning is varied and interesting. Teachers employ a range of methodologies, which include games, listening activities, pair work, computer games, discussion and phonemic awareness activities, to support learning. Consideration should be given to acquiring additional IT software to enhance teaching and learning. The teachers are implementing specific programmes tailored to meet the needs of groups of attending pupils. Teaching takes place on a withdrawal basis at present. Most of the supplementary teaching and learning is provided in English at present. Pupils are gaining competence and confidence in their oral language, reading and writing. Teaching is purposeful and sensitive. It is recommended that the special education team consider supporting the implementation of the SPHE curriculum through planning according to the content objectives. The team offers some skilled teaching in Mathematics. The practice of a special education teacher working in the classroom to teach Mathematics is recommended as there are three classes being taught in two out of the three classrooms.

6. SUMMARY OF FINDINGS AND RECOMMENDATIONS FOR FURTHER DEVELOPMENT

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

The board of management is commended on the building of the dual driveway, new car parking area and conversion of the new library in 2006.
The school plan is well presented and complies with statutory requirements. However, teachers need to devise a common planning template to ensure consistency throughout the school.
There is a strong handball tradition in the school but there needs to be a more balanced physical education programme provided.
There is a tradition of music in the school and the standards achieved by pupils in this subject area are very good.
There is a need for pupils overall to be more active in their own learning.
Drama as a subject needs to be planned and developed throughout the school.
The quality of support for pupils is very good. There is potential for all class teachers, in the interests of differentiation, to modify the work assigned to some pupils and monitor pupils’ work on a regular basis.
There is a welcoming atmosphere in the school. Greater levels of supervision would ensure higher standards health and safety for pupils.

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

Individual short-term and long-term planning should be more detailed and should include objectives, reference to strands and strand units, resources, methodologies, differentiation and assessment for learning.
A policy in physical education needs to ensure adequate coverage of all the strands and strand units.
Staff should take the opportunity, following PCSP training in 2006/2007, to build a policy in drama to enhance teaching and learning.
Teachers should facilitate more active methodologies by planning for more pair work, group work, project work and collaborative learning.
The board of management and staff should review their supervision policy in the interests of enhanced health and safety considerations.

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