This report has been written following a whole school evaluation of Cavan No. 1 N.S. 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 was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

1. INRODUCTION-SCHOOL CONTEXT AND BACKGROUND

Cavan No. 1 N.S. is a five teacher, co-educational Church of Ireland primary school situated on the junction of Farnham Street and Abbey Street in Cavan town. This school is under the patronage of the Bishop of Kilmore, Ardagh and Elphin. Cavan No.1 N.S. is located in an impressive listed Georgian building leased for the purpose and which was constructed in 1820 on a site donated by Lord Farnham. A refurbishment and extension to the school is almost at completion stage. The growth and development of Cavan town has had its own impact on the school at present. Its student population has risen dramatically over the past two years. It currently has 60 students, an increase of 15 pupils since 2004/05 and an increase of almost 30 pupils from 2003/04.

The school caters for a broad mix of nationalities including English, Polish, Slovakian, Lithuanian, Latvian, South African and Nigerian pupils. The school’s mission statement notes that it is committed to the holistic approach to education. It strives to develop the full potential of each child in a mutually respectful atmosphere. The school has made a commitment to maintain its three mainstream class teacher status for the next ten years due to the receipt of the devolved grant for capital works. The last School Report was filed in 1995.

2. THE QUALITY OF SCHOOL MANAGEMENT

2.1 Board of management

The board of management is properly constituted and functions in accordance with the requirements of the Education Act 1998 and the Department of Education and Science circulars in relation to matters such as the length of the school day and class size. The board fulfills its duties conscientiously. It has worked tirelessly to ensure highest standards of health and safety throughout the course of the building project. It complies with Section 18 of the Education Act in keeping accounts and records and financial accounts are audited. The board has been actively involved in the development of a wide range of policies and procedures over many years and has worked collaboratively with the parent-teacher association and the staff. All policies are discussed, adopted and reviewed when necessary by the board. This constitutes best practice and complies with Section 21 of the Education Act.

The board is well informed, active and is highly committed to supporting the principal and staff. The board members have attended numerous training sessions on areas such as health and safety, enrolment and the Education Act. 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 teaching and learning, the maintenance of its ethos and the appointment of a new principal for September 2007. The board works diligently for the welfare of the pupils and the staff.

2.2 In-school management

Leadership in this school is outstanding and is especially dynamic and inspirational. The work of the principal is visionary, highly dedicated and totally committed to the welfare of all pupils and staff in the school and promotes the development of the school with great energy and enthusiasm. Discipline is excellent in the school. The principal has facilitated the development of the building project through the various stages and the board of management acknowledge the initiative, immense effort and dedication shown to the task. The teachers work very well as a team and give generously of their time and all interactions are courteous and respectful of each other. The strengths of the principal’s leadership include effective communication, empowerment of staff and an exemplary classroom practice.

The duties of the in-school management team include a mix of organisational, pastoral and curricular duties. A review of posts will have to be considered in light of the appointment of a new principal for September 2007 when the present principal relocates to the south of the country. The present in-school management team interacts on a daily basis informally after school. There is a high level of consultation and a great emphasis on collaboration. The team is very effective in communicating with the parent population and the wider community.

There are currently 60 pupils on rolls. In addition to three mainstream class teachers the school is the base for a fulltime language support teacher and a special education support teacher shared with one other school. A full-time special needs assistant and a part-time special needs assistant complement the special education team. Care-taking and secretarial staff complete the staffing roster. A number of effective strategies are in place to facilitate sharing of expertise in areas such as drama and music. Teachers engage in continuing 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.

2.3 Management of resources

The school building, constructed in 1820 was originally built as a combined school and teacher’s residence. The school was refurbished in 1997 and a further extension and refurbishment was carried out in 2006 and is near completion. The age of the building plus the requirements of the increased student population has meant that the school urgently needed renovation and expansion with the addition of two extra classrooms and linking corridor. This extension also houses a staff room cum support room. The refurbishment will involve the amalgamation of the two existing classrooms into one large room and provide ample space for collaborative teaching and storage of materials. All of the partners engaged in a very extensive fundraising campaign in 2006. Those involved on the fundraising committee and the supporting personnel are commended for the support they have given the school.

Consideration should be given to support teachers working more frequently in classrooms and the extension and the refurbishment should facilitate this arrangement, as teachers will be working in much larger classrooms than at present. The school avails of the generous service of a parent who takes one class level for German classes and the instruction as witnessed during the inspection is very good. Other parents have given their expertise to the school in areas such as art, accompanying singing and sharing expertise on topics such as posture. This has added significantly to the provision of human resources in the school.

A wide range of teaching and learning resources, encompassing all curricular areas, is available throughout the school. Some teachers incorporate the use of ICT successfully into teaching and learning. Pupils use the digital camera to good effect and the benefits were evident during the evaluation. Teachers use concrete materials in Mathematics judiciously. A variety of big books, well-stocked libraries, and a plethora of parallel readers enhance the learning in English. The local environment is used frequently in the teaching of the curriculum.

2.4 Management of relationships and communication with the school community

The school has a hardworking parent-teacher association which supports the work of the school. The role of the association is clearly delineated in the school plan. Parents were highly involved in fundraising activities last year. The staff, board of management and parents organised and managed an auction to supplement the devolved grant for the building project. They organise an annual cake sale. Guest speakers are invited to the annual general meeting of the parent-teacher association to speak on topics pertinent to the needs of the group. There is effective communication between home and school through the school website and newsletters. Parent-teacher meetings are held annually and written school reports are issued for pupils. Parents are proactive in involving themselves in the work of the school. A large percentage of parents attend the regular school assemblies in the parish church.

2.5 Management of pupils

The relationship between staff and pupils is very good. Pupils are exceptionally well behaved, secure, happy and responsive to their teachers. The self-esteem of pupils is nurtured through various activities such as the annual nativity play, assemblies and reward systems. Pupils are caring and respectful of their peers, teachers and property. Supervision of pupils is excellent.

3. QUALITY OF SCHOOL PLANNING

3.1 School planning, process and implementation

The combined efforts of the board, staff and parents in the school planning process, as noted earlier are praiseworthy. The school’s mission statement is clearly outlined and the school succeeds in fulfilling its aims effectively. The comprehensive school plan is commendable. The succinct administrative policies clearly outline best procedures and practices. Copies of relevant policies are disseminated to parents. Some of these policies have been reviewed. Policies are focused and relevant to the needs of the school. All policies demonstrate ownership on the part of the school. They have been devised in a collaborative manner. This is a model of best practice. The overall quality of curricular policies is very good. These policies are relevant and comprehensive and it is recommended that all teachers’ personal planning should reflect the content of these curricular policies. However, part of the Irish policy needs to be revisited as discussed with the staff at the post-evaluation meeting.

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 create bright, attractive learning environments for their pupils. All teachers have their own unique style of planning, but need to plan according to content objectives and for methodologies, skills, resources, assessment and differentiation. It is recommended that the staff agree on a common template that can be used in the school by all staff. All teachers compile monthly progress records.

4. QUALITY OF TEACHING AND LEARNING

4.1 Overview of learning and teaching

The direct teaching approach and whole-class teaching is the most common methodology employed in classrooms. Some group work and pair work are undertaken but the opportunities for the use of these methodologies are restricted due to limited space at present. However, the problem will be overcome in the near future when all classrooms will provide adequate working space. It is highly recommended that all teachers plan for a variety of methodologies and resources to ensure interest and enthusiasm for the subject content. Classroom interaction is of a very high quality. Pupils are given feedback and recognised for their efforts. Teachers’ communication skills are effective. Lessons are adequately explained and teachers use a variety of concrete materials to bolster their teaching. Many lessons are integrated with other areas of the curriculum. Lessons are consolidated and regular revision is a feature of all classrooms. Most teachers are implementing the 1999 curriculum effectively.

Overall, the pupils’ knowledge and understanding of the subject matter taught is appropriate to their age and class level. The quality of the pupils’ written work is commendable. Pupils write in a variety of genres in English. However, some pupils in the middle and senior classes have not been taught a joined cursive script to date. It is highly recommended that all pupils are given the confidence and the competence to write in a legible, joined script as outlined in the content objectives for writing in English. Pupils need to learn to revise and redraft writing in English through conferring and discussing with others in groups in the class on a regular basis. Pupils are motivated and self-directed in their learning. As all pupils are taught in multi-class settings, the teachers leave additional worksheets for those pupils who finish their work early. However, some more able pupils still require extension work to challenge them in their learning and this can be facilitated through differentiation and good planning of work. Pupils are good at working independently and supporting other peers who require help.

A variety of school-devised tests are given at appropriate times and table tests and spelling tests is a regular feature of the working week. Pupils are achieving well in these regular assessments. Standardised test results in both Mathematics and English inform teachers as to the pupils’ who needs additional support from the special education team. The Middle Infant Screening Test (MIST) is used to identify those pupils who may require supplementary teaching as they progress from infants to first class. Pupils with learning difficulties are identified early in the system in this school and those pupils are making satisfactory progress.

4.2 Language

Gaeilge

Baintear úsáid as raon de ghníomhaíochtaí chun an Ghaeilge a mhúineadh, mar shampla cluichí, rannta, amhráin agus agallaimh bheirte. Baintear úsáid as an modh díreach go hiondúil ach moltar níos mó deiseanna labhartha a thabhairt do na daltaí. Moltar obair níos mó i mbeirteanna nó i ngrúpaí a eagrú chun na nathanna agus na feidhmeanna teanga a chleachtadh. Tá cuid de na nathanna a mhúintear ró-shimplí do na daltaí i ranganna áirithe agus tá gá an polasaí a athbhreithniú chun an caighdeán a fheabhsú agus a dheimhniú go bhfuil ábhar na gceachtanna go céimniúil do na ranganna. Ní leagtar béim chuí ar fhorbairt scileanna éisteachta. Tuigtear nach bhfuil téacsleabhair nua-aimseartha in úsáid i gcuid is mó de na ranganna ach tá sé de dhualgas ar an bhfoireann scéim le haghaidh na sraithe éisteachta a ullmhú do chuile rang. Tá gá straitéisí faoi leith a chur i bhfeidhm fé mar a pléadh ag an iarchomhdháil. Tá múineadh na léitheoireachta sásúil ach moltar níos mó béime a chur ar an bhfoghraíocht. Feictear timpeallacht focal ar na ballaí agus is féidir cur leis sin sna nuasheomraí amach anseo. Tugann na daltaí faoi réimsí éagsúla scríbhneoireachta.

Baineann na daltaí taitneamh as na himeachtaí a eagraítear don Ghaeilge. Tá suim ag na daltaí agus glacann siad páirt go toilteanach sna ceachtanna. Is dochreidte an caighdeán atá bainte amach ag cuid de na daltaí a tháinig ó tíortha eile. Níl dúshlán ann, áfach, ó thaobh foclóra de do na daltaí le hardchaighdeán. Moltar na feidhmeanna teanga atá ullmhaithe sa pholasaí a athrú agus a leasú chun freastal ar na daltaí atá ar ard-chumas.

Irish

A range of activities is used in the teaching of Irish for example, games, rimes, songs and dialogue. Direct teaching approach is the most common method used but it is recommended pupils are given more opportunities to speak the language. It is recommended that more pair work and group work are organised to enable the pupils practise the phrases and language functions. Some of the phrases that are being taught are too simple for some classes and it is necessary to review the school policy in Irish in order to improve and raise the standard and to ensure that the subject content is developmental across the class levels. There is not enough emphasis on the development of listening skills. Despite the fact there are no modern books in use in most of the classes, the staff have an obligation to prepare a listening programme for all classes. It is necessary to put particular strategies in place as were discussed at the post-inspection meeting .The teaching of reading is satisfactory but a greater emphasis needs to be placed on pronunciation. There are print and words on display in classrooms but this can be augmented in the modern classrooms in the near future. Pupils engage in a variety of writing activities.

Pupils enjoy the activities organised for the teaching of Irish. Pupils are interested in the subject and willingly participate in all lessons. Some pupils who have come from other countries have achieved a remarkable standard in Irish. There is not an adequate challenge however in relation to vocabulary for those pupils of more able ability. It is recommended that the language functions in the school policy at present be modified to cater for pupils of high ability.

English

Overall, the provision for English is of a high quality. There is effective development of pupils’ oral language skills. Methodologies used to teach oral language include discussion, role-play, drama, story and circle time. Poetry is well taught and some pupils encounter poetry cleverly integrated with the phonics programme. The quality of the teaching of oral language in the school is very good. Teachers are developing reading strategies effectively. A series of books that has been in existence for some is used as class readers. This series is challenging but has to be modified for pupils receiving additional support. A great variety of reading material is provided. Pupils read widely and frequently. Reading for pleasure and information is actively encouraged through engagement with the class library, book fare, parallel readers and town library. Big books are used effectively in the junior classes. Due emphasis is placed on the teaching of pre-reading skills, games, grammar, phonics and spelling in the school.

Pupils are exposed to a regular writing experience. Pupils write stories that explore a variety of genres. The standard of presentation is noteworthy. However, pupils need to engage with the writing process further and avail of conferring in groups before redrafting stories. This will be facilitated in the new classrooms. Pupils also need to be capable of writing in a joined cursive script. Pupils respond positively to the 1999 English curriculum and are achieving well in this subject area. Teachers maintain work samples and give regular spelling tests to keep abreast of achievement in this section. Pupils’ writing samples are displayed in classrooms and overall the achievement in reading is very good.

Mathematics

The teaching of Mathematics is characterised by clear instruction, thorough explanation of the task and an emphasis on the development of the language of Mathematics. Pupils are taught well throughout the school and tasks are differentiated to meet the needs of pupils. The structure and pace of lessons are appropriate. However, the challenging task involved in teaching a number of class levels in the multi-class situation is acknowledged. This is one of the subject areas identified where support teachers could work alongside class teachers to support the teaching of this subject to allow increased time to work on areas such as problem solving and use more concrete materials. There is evidence of careful correction of work.

During the evaluation pupils were questioned on topics covered and they displayed a very good grasp of the content. They have the ability to solve problems and their knowledge of number facts is very good. Pupils have covered a wide range of topics over the first few weeks of the school year and most copies are impeccably presented. Pupils have additional workbooks to help consolidate the strands and strand units taught.

4.4 Social, Environmental and Scientific Education

Geography

There is an emphasis on the concept of place and space in the teaching of Geography this term. The local environment is used effectively. The strand of Living Things is carefully integrated with other subject areas. The link between animal homes and homes where humans live is succinctly linked. The pupils have knowledge of natural and physical features of Ireland and other countries. The textbook is used to guide the teaching of this subject but it is recommended that more use should be made of project work to ensure interest and enthusiasm in Geography. Teachers have organised educational trips, which has included a trip to Clonmacnoise, an excursion to Farnham House and a visit to Cavan parish church. Pupils have been exposed to speakers from the Shannon Fisheries on pollution and the local Schools’ Liaison Officer. Teachers use the diverse cultural backgrounds in classrooms as a forum for pupils learning facts about other countries. This has proved successful. Pupils’ copies are of a high standard.

History

Textbooks provide the core material for the teaching of History. Artefacts, drama, quizzes, timelines and photos are used to enhance the teaching and learning in some classes. Pupils in these classes engage in lessons with enthusiasm and curiosity. They respond positively to photos and timelines, as the concept of time is difficult to grasp. There is an emphasis on personal history in the junior end. Pupils in the senior section have engaged in a cross border project on the topic of farming and have visited Ulster museum and the development of further projects is recommended. Overall the teaching of History is good.

Science

Pupils are exposed to investigative work but it is recommended that pupils engage in more experiments in groups. New concepts are thoroughly explained and pupils’ contributions are welcomed. There is a particular emphasis on the strand of Living Things. Pupils’ questions are used to generate further discussion. Pupils plant bulbs which is good practice. Guests have visited the school to share their expertise. Pupils’ written work is of a high standard. The school has entered the Primary Schools Environmental Awareness Awards and won the best new entry in 2002. However, there is still scope for development in the teaching of science.

4.5 Arts Education

Visual arts

The structure and pace of lessons are good and a range of effective stimuli is employed. Talk and discussion are features of all visual art activities. The creative aspect needs to be developed in the future as the samples of work demonstrate a similarity between all of the pupils’ work and that of the given example. Opportunities are provided for pupils to engage with all of the strand units. The various strands covered are recorded in many photo albums. Pupils in the past worked with a local artist to create a beautiful mural on a wall which displays the story of the ‘Secret Garden’ by Oscar Wilde. Valuable work is done in the area of looking and responding and pupils’ work is attractively displayed in the school.

Music

There is evidence of very good practice in the area of music. A supportive school environment with adequate material and human resources and an excellent school policy provide the ingredients for good teaching and learning. The structure and pace of lessons are very good and the programme is based on previous experience of pupils. Due attention is given to the use of percussion instruments and to listening to music from different styles and cultures. Music is successfully integrated with other curriculum areas. Pupils sing a wide repertoire of songs with interest and enthusiasm. The standard of singing is appropriate, with older pupils singing in rounds.

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, partner work, story and dialogue. The content is appropriate and pupils are encouraged to engage in post-drama discussion. Drama is integrated to enrich the learning experiences in areas such as creative writing and history. Pupils take on roles and perform in groups or individually. They develop group work and co-operative skills through engaging with the drama. Pupils enjoy the performances and annually all pupils are involved in the nativity play which is one of the highlights of the school year. There is photographic evidence of previous performances.

4.6 Physical Education

The methods used in the teaching of physical education include group work, station teaching, pair work and individual work. There is a good emphasis on skills development and co-operative work. Talk and discussion and clear instruction are evident during the observation. Safety is carefully adhered to and opportunities are provided for all pupils to participate in the lessons. The middle and senior pupils are availing of swimming lessons during this term. Outdoor and adventure activities are organised and pupils engage in these lessons with enthusiasm. They enjoy the gymnastics lessons, tennis coaching and dance sessions, which include line dancing, modern dancing, and Irish dancing. Pupils avail of soccer and basketball tuition over an eight-week session. Pupils engage in an annual sports evening which takes place in Cavan rugby club. Pupils demonstrate a positive attitude towards physical education. All these extra curricular activities are fully supported by parents.

4.7 Social, Personal and Health Education (SPHE)

There is very good emphasis in the school on the holistic development of each pupil. Teachers employ a variety of methodologies and resources to support the learning and teaching of this subject area. The quality of classroom interaction is very good where pupils are encouraged to engage in discussion. The subject matter is integrated with other curricular areas. Active learning, co-operative learning, guided discussion, games and worksheets are some of the methodologies and resources used to teach this subject. Assessment takes place both in the form of teacher observation and through pupils’ output in their written work. Teachers explore topics such as healthy eating, water safety, homes and teeth during the teaching of this subject. The core aim of this subject is to develop pupils’ self-esteem. An annual Relationships and Sexuality Education (RSE) day is organised for pupils in sixth class. The staff teaches SPHE conscientiously. The school community actively supports fundraising events for charity such as the Shoebox Appeal, the Skipathon and People in Need. Pupils are afforded opportunities to develop socially in out of school settings through participation in school quizzes and educational trips.

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. Teacher-devised tests include oral and written tests on tables, spelling tests, systematic correction of pupils’ work and retention of work samples. Teachers complete monthly records indicating specific content and strands covered in the previous month, along with evidence of learning. Diagnostic tests such as the Middle Infant Screening Test (MIST) are used to identify those pupils who may require additional support. Standardised tests, Micra-T in English and Sigma-T in Mathematics, are administered annually and results are filed. A whole school policy on assessment has been formulated. The quality of record keeping and reporting is very good. Teachers make an analysis of test results and plan for additional support for pupils where necessary. All pupils requiring support are identified early in the system and pupils’ progress is carefully recorded. Teachers are very aware of the achievement of their pupils as good assessment structures are in place. This 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 very good. Detailed individual plans, and appropriately tailored programmes are in place to support these pupils. Learning targets are established following assessment and the programme of work is planned to meet individual needs. Agreed approaches to language development, class based interventions and the consultation with parents are among the commendable features of the support. Support is given in most cases on a withdrawal basis. Teachers receive copies of programmes of work complied by the special education teacher. Meetings are arranged so that pupils’ progress can be discussed with the relevant parties. Procedures are in place to liaise with other agencies. It is recommended that the special education teacher works more frequently in classrooms to support teaching and learning. Guidelines are in place to direct the involvement of the special needs assistants in supporting pupils. The assistants adopt the guidelines and work co-operatively with the class teachers to ensure high levels of safety for the pupils.

5.2 Other supports for pupils

The school avails of a service of a full-time language support teacher to support those pupils who are enrolled in the school and who do not have English as their first language. Support at the beginning of the school year was on a withdrawal basis but plans have been drawn up to provide some in-class support in the near future. Support is timetabled and well co-ordinated with the class teachers. Individual and group programmes of work have been formulated to meet the needs of the members of the group. Pupils respond positively to the lessons and are very happy and highly motivated to learn. A great variety of methodologies and resources are some of the noteworthy aspects of the support. Pupils avail of a hands-on approach, are active in their own learning and use the local environment frequently to enhance the learning experience. The teacher uses maps, a range of concrete materials, teacher-designed charts, photos, the digital camera and pictures to support her teaching. The planning for this support is excellent. Pupils are achieving very well based on records of work and content covered. However, it is recommended that a policy on Intercultural Education be formulated using the Department of Education and Science Intercultural Guidelines to incorporate the many cultures in the school that add considerably to the life of the school.

6. SUMMARY OF FINDINGS AND RECOMMENDATIONS FOR FURTHER DEVELOPMENT

The following are the main strengths identified in the evaluation:

The school has a dynamic, energetic and outstanding principal.
The board of management gives dedicated support to the school.
A collaborative culture is a key quality of the work of the school.
The quality of the school plan is excellent, and a partnership approach to planning is in evidence.
The staff members are highly committed and dedicated to their teaching task and the overall quality of teaching is commendable.
The quality of support for pupils generally is very good.

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

All individual short-term and long-term planning should include learning objectives, reference to strands and strand units, resources, methodologies, differentiation and assessment for learning.
A review of the teaching of Irish is essential to address the areas identified for development.
All pupils in the middle and senior classes need to develop competence and confidence in writing in a joined writing style.
The process and the product in Visual Arts need to be more creative.
Support teachers should work in classrooms where possible to support teaching and learning.

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.

Appendix

7. SCHOOL RESPONSE TO THE REPORT

Submitted by the Board of Management

Area 1: Observations on the content of the inspection report

Cavan No.1 School was a small two-teacher school housed in one wing of a Georgian-styled school built in the 1820s.It has now grown to a three-teacher school. At the time of the inspection, two class groupings were accommodated in classrooms of less than 40 square metres and so space was very limited. Thanks to the DES grant and local fund-raising, a new extension has been built. This has provided two new classrooms each with an area of 70 square metres. The two old classrooms are now combined to give an infant classroom of 78 metres squared. As a result, the staff now feel they can more readily embrace the 1999 curriculum. Having provided the infrastructure, the Board and staff can now fully focus on the teaching and learning. Space and facilities now allow for greater freedom in creativity, pair-work and experimentation. Project work which was not in evidence at the time of the inspection in early Autumn, has since been undertaken and displayed with much greater ease in larger classrooms.

Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection

On the next in-school curriculum development day, the staff have engaged the help of the SDPS facilitator to address the following areas:

a) A common template for individual short and long-term planning

b) Extension activities for more able pupils

c) A policy for the teaching and integration of non-English speaking students

In addition, the PCSP facilitator for Irish will visit the school and spend some time in each classroom with a view to expanding the range of oral and listening activities employed in each room. The staff will then revisit the Irish Policy, updating and modifying it where necessary.

As a result of increased classroom space, support teachers are now spending more time working in the classroom with the class teacher. Some of this time is spent extending more able pupils and some in supporting weaker pupils.

Script style joined writing has been introduced and is being practised in the middle and senior classes.