This report has been written following a whole school evaluation of Billis National School (NS). 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. She interacted with pupils and teachers, examined pupils’ 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; a response was not received from the board.

1. Introduction – school context and background

Billis NS is a co-educational Church of Ireland school situated near New Inns in Co. Cavan. The present enrolment of 73 pupils is drawn from a very wide catchment area as several Church of Ireland schools in south County Cavan were closed and amalgamated with Billis NS. The characteristic spirit of the school as exemplified in the general atmosphere throughout the school is one of caring inclusiveness where all pupils are cherished equally. Management and staff have an ardent commitment to maintaining the ethos and characteristic spirit of the Church of Ireland, while seeking to nurture in the pupils a respect for the diversity of values, beliefs and traditions of others in the school and in society. The staff are committed to the holistic development of pupils and provide a supportive educational environment for them. The last school report was furnished in 1996. Enrolment in the school has remained stable and a new principal has been appointed since then. Pupil attendance is high and is carefully monitored. Pupils transfer to a number of post-primary schools in the Cavan area.

2. Quality of school management

2.1 Board of management

The board of management is properly constituted and members are assigned specific responsibilities which they discharge with dedication and commitment. They have a clear understanding of their role in supporting school organisation and take an active part in promoting the aims of the school and in the ratification of school policies. Meetings are held regularly and formal minutes are recorded. A review of the minutes indicates that current issues relating to school maintenance, accommodation and transport are discussed and proceedings are systematically documented. Currently the board is seeking additional accommodation for a special education room. Procedures are in place to track income and expenditure on a regular basis and the treasurer presents a financial report at each meeting. The board ensures that the school complies with Department of Education and Science (DES) regulations and circulars in general. It is noted from the school register and board of management minutes that, contrary to the provisions of Circular 32/03, a small number of pupils have, in the past, repeated sixth class. This matter has been dealt with proactively by the board. All parents have now been informed of the board’s resolution to adhere to DES regulations with regard to retention of pupils in the same grade. The quality of the communication and collaboration that exist between the board, parents and staff is reflected in the harmonious school environment. The board ensures effective relationships with parents and maintains regular communication with the principal and staff.

2.2 In-school management

The in-school management team consists of a principal, a deputy principal and a privileged assistant. The principal plays an effective role in leading and managing the school and is committed to its progressive development. The promotion of a positive school climate, where there is open communication, mutual respect and collaborative decision-making, is central to her management style. The principal enjoys the confidence and support of the teaching staff, board of management and parents. The process of curriculum development has been successfully initiated and has resulted in quality documents in certain subject areas. Daily administrative and organisational tasks are undertaken with care. All school records are meticulously maintained.

The duties assigned to each post-holder represent a variety of curriculum, organisational, and pastoral care tasks and are matched to the developing needs of the school and its community. The team members execute their duties with a highly professional sense of responsibility and are committed to making a genuine, worthwhile contribution to the overall effectiveness of the school. Very good professional relationships exist between the principal and post-holders. It is suggested that structures be established to facilitate team meetings where management issues and the development of the school are discussed and recorded.

2.3 Management of resources

Human resources are deployed gainfully throughout the school. The teaching staff comprises a teaching principal, two mainstream class teachers and a learning support teacher shared with another school. The teaching staff participates in national in-service programmes and in continuous professional development in response to the perceived needs of the school. A policy has been recently devised to support the induction of new staff. Allocation of classes is decided annually by the principal, taking due cognisance of teachers’ personal preferences and the most effective utilisation of their individual talents. Further mobility in staff rotation would enable staff to gain experience of teaching the different class levels and enhance whole-school planning. Some shared teaching in the area of music is undertaken where the learning support teacher provides tuition for middle and senior classes in the recorder while some mainstream class teachers give tuition to pupils with special educational needs. Management should ensure that this practice does not in any way diminish provision for pupils with special educational needs. A secretary is employed on a part-time basis and provides valuable administrative support to school management and to the teaching staff. The board of management also employs an Irish dancing and drama tutor to support these curriculum areas. A cleaner and caretaker ensure that the building is maintained to a high standard of cleanliness, repair and decor. A supervisor has been employed by the board of management to supervise pupils before and after school while they await school transport.

Current accommodation consists of three mainstream classrooms, a general purpose room with servery, an office, a small support education room and toilet facilities. The maintenance programme is reviewed regularly and a number of refurbishment projects have been undertaken in recent years including replacement of windows and floor coverings, resurfacing of the school playground, external painting and the provision of a new security system. Fundraising by the parents’ association has augmented these renovation schemes.

A good supply of material resources is available to support curriculum implementation, particularly in the areas of Mathematics, Science, Physical Education and Visual Arts. These resources are effectively used in conjunction with a variety of charts and materials designed and produced by the teachers. Each classroom has an abundant and organised supply of appropriate library books and parallel readers for pupils’ literacy development. It is recommended that more extensive use be made of information communication technology (ICT) as a pedagogical tool when school computers are updated.

2.4 Management of relationships and communication with the school community

The school authorities consult parents regarding ongoing school events through regular written communications and the placing of notices on the school’s dedicated notice board for parents. A school handbook informs parents of relevant school policies and procedures. Regular dialogue is maintained with parents through the judicious use of homework journals. Written reports on pupils’ progress are issued annually. Parents are afforded opportunities to discuss pupils’ progress at formal parent/teacher meetings or at any other appointed time, if desired. The openness of the regular consultation between staff and parents is commendable.

A re-activated parents’ association supports the school by fundraising for additional resources for pupils, facilitating school charitable initiatives and supporting inter-school competitions and sporting occasions. The present committee has plans to organise a range of parenting courses. Communication with the board of management is effected through the attendance of the parents’ representatives at the parents' association meetings and through informal meetings with the principal. Parents’ representatives reported that they were satisfied with the educational provision in the school and with the management of pupils’ behaviour. They expressed their satisfaction with the introduction of Drama in the school and hope that it will be further emphasised in order to enhance pupils’ self-confidence.

2.5 Management of pupils

Teachers are committed to the general welfare and pastoral care of pupils. Great care is taken by staff to promote the personal development and well-being of pupils and to foster in them a sense of care and respect for themselves and others. Pupils reciprocate by cooperating willingly with staff during lessons and by contributing positively to the quality of school life. They engage in discussion with enthusiasm and participate fully in their learning. The school’s code of discipline is implemented effectively and pupils’ good behaviour is commendable.

3. Quality of school planning

3.1 School planning process and implementation

A collaborative planning process has been initiated in the school. Sub-committees, representative of the board of management, teaching staff and parents have been established to progress certain aspects of the school plan. This process is further supported by collaboration between small schools in local clusters. A number of plans have been compiled to inform and direct administrative and curriculum procedures. Statutory policies have been developed in response to relevant educational legislation including policies on enrolment, equality, health and safety, anti-bullying, internet safety, substance use and a code of behaviour.

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 for Primary Schools (Department of Education and Science, September 2004). 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 Department guidelines. Organisational policies address the relevant in-school procedures and structures and contribute significantly to the smooth and safe running of the school.

Whole-school plans in Gaeilge, English, Mathematics, Science, Visual Arts, Music and SPHE reflect the principles and methodologies of the primary curriculum. It is recommended that plans be further tailored to the particular context of the school, reflecting the multi-grade situation in which it operates. The school’s internal review mechanism might then ensure closer monitoring of the implementation of curriculum policies in individual classrooms. The consistent adoption of a whole-school approach to teachers’ planning would significantly strengthen the impact of the school plan on teaching and learning.

3.2 Classroom planning

While all teachers engage in long-term and short-term planning and maintain monthly progress records there is significant variation in its format and content. While some teachers outline content under the curriculum strands and strand units, state teaching objectives and make reference to various methodologies and approaches, in other instances planning is predominantly based on the content of textbooks and other resources. It is recommended that a whole school approach to individual planning be developed and clear guidelines regarding individual planning be provided in whole school curriculum policies. Long- term plans need to be contextualised in the strands and strand units of the curriculum, within a structured timeframe, in order to ensure progression and continuity. Short-term planning should also place a greater focus not only on the content to be delivered but also on the expected learning outcomes to be achieved in terms of the development of pupils’ skills and conceptual understanding. An overview of the teaching methodologies, differentiation and assessment strategies to be employed should also be included. An agreed approach at a whole-school level regarding the functionality and format of monthly progress records would enhance self-evaluation and contribute to the review of the implementation of the school plan.

4. Quality of learning and teaching

4.1 Overview of learning and teaching

Curriculum provision is broad and balanced and in most instances is adapted to the developmental needs of pupils. A variety of methodologies is undertaken including whole-class teaching, group and individual work. Talk and discussion is used as a central learning strategy in all curriculum areas. Teaching approaches reflect a developmental approach to learning and the pupils’ existing knowledge is used as a basis for acquiring new understanding. Pupils are happy and active in their learning environment and are suitably stimulated by the various teaching strategies being used. Further emphasis on activity and discovery methods, on an integrated curriculum and on the local environment as a basis for learning would greatly enhance teaching and learning in the school.

4.2 Language

Gaeilge

Sa phlean Gaeilge áirítear aidhmeanna agus cuspóirí teagaisc an ábhair maille le cur síos ar scileanna agus feidhmeanna teanga, ar na modhanna múinte, ar úsáid na n-áiseanna agus ar mhodhanna measúnachta. B’fhiú forbairt a dhéanamh ar an bplean scoile chun gnóthachtáil na ndaltaí a chinntiú ag gach rang leibhéal thar raon leathan scileanna teanga. Moltar forleathnú a dhéanamh ar na spriocanna foghlama sin i bpleanáil fhadtréimhseach na n-oidí trí chuspóirí teagaisc a leagan amach chun freastal a dhéanamh ar fhorbairt na scileanna. Sa phleanáil ghearrthréimhseach b’fhiú na heiseamláirí teanga a chur i gcomhthéacs téamaí an churaclaim agus an foclóir sainiúil a ghabhann leo a roghnú maraon le straitéisí oiriúnacha teagaisc agus foghlama.

Cothaítear scileanna éisteachta na ndaltaí go hoiriúnach trí úsáid a bhaint as rainn, as amhráin agus as gníomhaíochtaí oiriúnacha eile. Tá iarracht choinsiasach déanta timpeallacht phrionta a chruthú sna seomraí ranga don Ghaeilge neamhfhoirmiúil. Moltar, áfach, plean cinnte uile-scoile a chur i bhfeidhm don Ghaeilge neamhfhoirmiúil chun deis a thabhairt do na daltaí Gaeilge a chloisteáil go rialta agus chun comhthéacs breise a thabhairt dóibh leis an teanga a úsáid taobh amuigh den cheacht Gaeilge. Eagraítear rangtheagasc agus obair i mbeirteanna chun an teanga a mhúineadh do na daltaí agus baintear feidhm éifeachtach as cairteacha chun a dtuiscint a fhorbairt. Tá sé ar chumas roinnt daltaí abairtí simplí a chumadh ó bhéal agus iad a úsáid i suímh éagsúla. B’fhiú, áfach, níos mó béime a chur ar ionchur teanga agus ar agallaimh réamhdhéanta chun struchtúr na teanga a mhúineadh i ngach ceacht. Moltar tuilleadh straitéisí ar nós cluichí teanga, obair bheirte agus drámaíocht a úsáid go rialta chun cumas cumarsáide na ndaltaí a fhorbairt.

Baintear feidhm as leabhair mhóra agus as fíorleabhair chun scileanna léitheoireachta na ndaltaí a fhorbairt. Léann roinnt daltaí le taitneamh agus le cruinneas. Tá gá le hoiliúint a chur ar na daltaí, áfach, le go mbeidh sé ar a gcumas na focail a fhuaimniú i gceart agus a bhfuil á léamh acu a thuiscint níos fearr fós. Ní mór plean uile-scoile a leagan amach don léitheoireacht agus don litearthacht luath agus bunscileanna na léitheoireachta a theagasc go céimiúil. Moltar feidhm a bhaint as straitéisí oiriúnacha chun scileanna léitheoireachta a mhúineadh go céimniúil. Is gá scéim chinnte d’fhogharluach na litreach agus don fhocal aithint a leagan amach agus cur chuige maidir le húsáid na leabhar móra a shoiléiriú. Cuirtear ar chumas na ndaltaí téacsanna éagsúla a scríobh agus déantar monatóireacht chruinn rialta ar an obair. Éiríonn leis na daltaí abairtí agus ailt a scríobh le scafláil ón oide. Téitear an iomarca i muinín leabhar saothar, áfach, chun gníomhaíochtaí scríbhneoireachta a chleachtadh. Moltar scéim chórasach a chur i bhfeidhm chun scríbhneoireacht neamhspleách na ndaltaí a fhorbairt.

Irish

The whole-school plan for Irish outlines aims and broad objectives for the subject. It also delineates language skills and exemplars, methodologies, the use of resources and assessment methods. It is recommended that the plan be further developed to clarify the expected attainment in all language skills at each class level. Teachers’ long-term planning should then reflect the development of the school plan and provide for specific objectives in the four skills of language to facilitate pupils’ attainment at each class level. Short-term planning should outline exemplars of language to be developed within the context of the themes in the curriculum and delineate appropriate methodologies and approaches for their teaching.

Listening skills are appropriately developed through the use of songs, rhymes and other suitable activities. A print-rich environment is provided for informal Irish. A whole-school plan for incidental Irish should be implemented systematically throughout the school to ensure that constant opportunities are provided for pupils to hear and speak Irish in an informal enjoyable manner. Whole-class teaching and pair work are used appropriately to teach the language to pupils, and charts are used to enable understanding. Some pupils are capable of structuring simple sentences and using them in different contexts. Emphasis should now be placed on relevant language input and structures to ensure progressive development of Irish in each classroom. Further use of strategies such as language games, pair work, and drama techniques would enhance pupils’ communicative skills in the language in different contexts.

Various texts such as large format books, commercial materials and simple novels are used to develop pupils’ reading skills in Irish. Many pupils read accurately with enjoyment. Further training in phonological and phonemic awareness would enhance pupils’ pronunciation in the language and further aid their enunciation in reading. It is recommended that a whole-school plan be devised for the teaching of reading including a scheme for early literacy and that this plan be implemented systematically. Word-identification strategies, a phonological and phonemic programme, a plan for the judicious use of large format books and the development of progressive reading skills should be central to this whole-school plan. Pupils are enabled to write a variety of texts and their work is suitably monitored. Some pupils succeed in writing sentences and paragraphs supported by teachers. Pupils are too dependent, however, on work books to scaffold them in their writing. It is recommended that a whole-school policy on pupils’ independent and creative writing be devised and implemented.

English

A whole-school plan for teaching the various strands and strand units of the English curriculum has been developed. The plan outlines success criteria for pupils’ oral, reading and writing skills.

Reading, writing and oral language are integrated in a coherent language process. Oral language is central to all lessons and topics are targeted at the pupils’ range of interests. Pupils are enabled to listen to and respond to a rich variety of stories, rhymes and poems. Positive emphasis is placed on enriching pupils’ vocabulary and on developing their higher-order thinking and expressive skills. Pupils display a commendable level of aptitude in their use of language.

Early reading skills are developed appropriately through the creation of a print-rich environment, the judicious use of large format books and an early intervention programme, with particular emphasis on phonological awareness. Pupils across the school display varying reading abilities. The majority of pupils read with age-appropriate accuracy and fluency and suitable activities are planned to develop comprehension. Good questioning techniques are used to develop higher order and critical thinking skills. Independent reading is encouraged through effective use of class readers, novels and a variety of reading materials. However, a small number of pupils in some classes are hesitant readers and display poor word attack skills. It is recommended that differentiated learning plans for literacy be devised and implemented for the varying ability groups, with particular focus on such pupils.

Letter formation and handwriting skills are keenly developed in junior classes and the early introduction of personal creative writing is commended. Excellent pedagogical practice in the development of the writing process in a multi-class situation was observed during the whole-school evaluation. All pupils write in a variety of genres achieving a good balance between personal, functional and creative writing. Samples of functional writing indicate careful attention is given to basic writing skills and to precision in grammar, spelling and syntax. Increased usage of ICT would further enhance and celebrate pupils’ writing.

4.3 Mathematics

A detailed whole school plan for Mathematics has been devised, delineating the school’s vision and aims for the teaching of the subject in the context of the strands and strand units of the curriculum. It also outlines methodologies, various approaches and strategies for differentiation. A range of commercially produced and teacher-produced materials is available to support classroom activity. Appropriate oral exploration of concepts enables pupils to use mathematical language effectively and accurately. Pupils are afforded opportunities to manipulate materials in order to reinforce concepts and to understand their practical application. In general, pupils have a good knowledge of number facts. They display accuracy in computational skills when responding to oral questioning and in the completion of written assignments. A good standard of presentation is achieved in all classes with pupils recording their work accurately and neatly. Some pupils, however, experience difficulty with the application of operations and concepts to problem solving. Consideration should now be given to extending the teaching strategies employed to include cooperative group work and activity methods in order to develop problem-solving skills. Pupils could then be afforded opportunities to experiment in applying various strategies to different mathematical problems in real-life and environment-based learning situations. Teachers’ planning should incorporate differentiated approaches to a much greater degree in order to cater for pupils of various abilities. More widespread use of mathematics charts and displays in classrooms would facilitate and reinforce the development of concepts and language in this curricular area.

4.4 Social, Environmental and Scientific Education

History

In history a range of topics are explored to ensure pupils develop a balanced understanding of family, local, national and world history. In infant classes suitable emphasis is placed on the pupils’ own past and that of their families. In the middle and senior classes, pupils are given opportunities to develop their sense of chronology and learn about key events in selected periods of history. Worthwhile project work, with an appropriate focus on local history, enhances pupils’ ability to source and record information independently. Pupils display some knowledge of topics researched. Further emphasis on pupils working in groups as historians will enhance learning. The development of a school plan in History would guide the spiral approach to the teaching of History in the school and ensure an appropriate breadth and balance between subject knowledge and skill development. The gradual acquisition of artefacts, historical documents, photographs, books and old newspaper articles will further support the development of the pupils’ observational and investigation skills.

Geography

In Geography pupils are developing knowledge and understanding of natural and human environments in the locality, in Ireland and Europe. Individual project work enhances pupils’ understanding of these environments. In the middle classes, the exploration and recording of weather patterns contributes to the children’s understanding of climate in different parts of the world and to the development of a sense of place. Greater clarity is needed regarding the incremental development of the pupils’ skills as geographers and the use of the local environment to promote their skills in a realistic context. In particular, further exploitation of the immediate environment of the school is recommended in order to provide a rich source of varied opportunities to develop the pupils’ graphical, recording and observational skills. These areas will be addressed further when whole-school planning is initiated in Geography.

Science

A comprehensive whole school plan informs teaching and learning in Science. The programme of work is linked to other Social, Environmental and Scientific Education (SESE) subjects as well as being successfully integrated with other areas of the curriculum. A range of materials is available to enable pupils to engage in simple scientific investigations and to actively explore the properties and characteristics of everyday materials. Pupils study a range of topics suitably identified to assist them in developing their knowledge and understanding of scientific concepts drawn from the natural and human environments. Lessons are generally well structured, combining direct teaching with activity-based learning. A blend of textbook-based activities and practical experiment work is employed to stimulate pupils’ scientific awareness and pupils participate enthusiastically in their experiment work. They prove knowledgeable about topics taught in aspects of human life, animal life and plant life and most pupils can communicate well using relevant scientific language. While all strands and strand units are addressed, the designing and making strand of the curriculum could be further developed at various class levels. A tutor from the National Park and Wildlife Services, Primary Science Education Programme has recently facilitated pupils in the exploration of various scientific aspects of their local environment. This school initiative is commendable and will encourage staff to use the local environment as a primary source for pupils’ investigations.

4.5 Arts Education

Visual Arts

A whole-school plan guides the teaching and learning in Visual Arts. A range of effective starting points for purposeful teaching is employed and pupils are afforded opportunities to explore the elements of art using a variety of art media. Their enjoyment as they engage in the various activities is apparent. Talk and discussion is a feature of lessons and pupils are developing an appropriate visual language and a keen visual awareness of the elements of art. Examples of pupils’ work in paint and colour are in evidence with high levels of individuality noted in pupils’ free painting. Fine examples of work in fabric and fibre are celebrated through display. Pupils demonstrate a positive understanding of a range of visual elements, a capacity to apply a variety of artistic skills and techniques, and creativity in their responses to completed works. Teacher observation is used to assess pupils’ work and it is recommended that a broader range of assessment strategies be included in teachers’ short-term and long-term planning. This will facilitate a whole school approach to assessment in the Visual Arts and will further extend the progressive development of pupils’ skills.

Music

A comprehensive whole-school plan for music has been devised and teachers have made a determined effort to ensure its implementation. The elements of Music are developed through enjoyable and well-structured musical activities. Pupils at all class levels sing a repertoire of songs in both Irish and English in a melodious and cheerful manner. Tuition in recorder is provided for the middle and senior classes and the development of music literacy is suitably linked with this instrumental work. Special whole-school emphasis has been placed on the strand of Listening and Responding this current year and resources have been put in place to support the programme. Consequently pupils’ capacity to express ideas, feelings and experiences in response to music is suitably developed. The on-going development of the composition strand will ensure that pupils receive a broad and balanced music education.

Drama

Process drama effectively harnesses pupils’ imaginative potential and they are enabled to enter appropriately and with facility into fictional drama. An external tutor is employed to assist in teaching Drama. In the lesson observed, which was conducted by the tutor, pupils engaged in enjoyable relaxation exercises and drama games. They were also successfully encouraged to cooperate and communicate with others in helping to shape the drama. Pupils were appropriately facilitated in planning and enacting various scenes in which they developed fictional relationships spontaneously. Pupils enjoyed participation in the various fictional scenes and the experience enhanced their imaginative, emotional and physical development in a holistic and contemporaneous way. Drama is also incorporated into many aspects of the school’s curriculcum and provides a significant educational opportunity to reinforce language.

Teachers’ professional development has been enhanced through their collaboration with the drama tutor. The timely expert assistance of this tutor and the provision of the current national in-service programme in Drama will facilitate a whole-school approach to the subject and further augment pupils’ experiences in process drama.

4.6 Physical Education

A practical whole-school plan has been devised in Physical Education (PE) ensuring a breadth and balance of strands in the curriculum. A well-structured PE lesson was observed during the evaluation in which pupils learned and performed an Irish dance that involved frequent changes of formation. Very positive levels of pupil participation and enjoyment were in evidence. An external tutor is employed by the board of management to teach Irish dancing to younger pupils. Visiting GAA coaches enhance the Games strand of the curriculum provided by the teachers and all pupils in the relevant classes have access to the extra tuition provided. Pupils avail of an aquatics programme in the local swimming pool. After-school and inter-school sporting activities are supported by teachers and parents on a regular basis. Teacher observation is the main means of assessment currently used by the teaching staff. It is recommended that assessment be more closely related to the objectives outlined for PE in the curriculum.

4.7 Social, Personal and Health Education

A positive, respectful and caring school atmosphere infuses the school community. In line with the school’s vision pupils are afforded opportunities through Social, Personal and Health Education (SPHE) to develop a framework of values, attitudes, understanding and skills and to become active and responsible citizens. Teachers are vigilant in providing a secure, safe, and healthy environment for pupils.

The promotion of a positive atmosphere in the pupils’ environment is in evidence at all class levels and this nurtures pupils’ self-confidence and self-esteem. A conscious effort is regularly made to encourage pupils to respect human and cultural diversity and to appreciate the interdependent nature of the world.

A spiral approach to the SPHE programme is adopted and a good variety of whole-class teaching approaches are used during discrete SPHE lessons. Inclusive and respectful language is developed appropriately to enable pupils to discuss personal and social aspects of their lives. Pupils are enabled to understand the importance of good nutrition for healthy living. The programme also provides opportunities for pupils to develop an understanding of individual and group rights and responsibilities enabling them to participate in a democratic way of life. Pupils are facilitated appropriately in acquiring and improving skills of communication and social interaction. School policies on substance use, anti-bullying and child protection support the teaching of SPHE. Resources such as Walk Tall and Stay Safe are judiciously used to enhance the programme. Overall the SPHE programme has been implemented successfully on a whole-school basis.

4.8 Assessment

A range of assessment tools is in evidence throughout the school. These include teacher observation, monitoring of pupils’ written activities, checklists, pupil profiles, teacher-designed and textbook-designed tasks and tests. Standardised tests, such as the Micra-T, Drumcondra Primary Reading Tests and Drumcondra Primary Mathematics Tests are used to ascertain achievement in literacy and numeracy. The Middle Infant Screening Test (MIST) is used to identify infant pupils presenting with learning difficulties and this system of early screening is commendable. Diagnostic testing is carried out by the learning support teacher to identify pupils’ specific learning difficulties. Teachers maintain careful records of outcomes in all assessments and individual tests results are entered on pupil profiles. These are regularly used by teachers to evaluate their mediation of the curriculum and to inform future planning. Staff might now consider other appropriate assessment tools to record pupils’ progress in all aspects of the curriculum.

5. Quality of support for pupils

5.1 Pupils with special educational needs

The school has devised a policy on provision for pupils identified with learning difficulties and special educational needs. It is reported that this policy is soon to be revised. Support for pupils with special educational needs (SEN) is provided primarily in the areas of literacy and numeracy. The system of support currently operates on a withdrawal basis, thereby providing focused tuition for individual pupils and small groups. Detailed individual profile and learning programmes (IPLPs) have been devised for each pupil in receipt of supplementary support. In most instances the learning targets identified in the individual plans are based on the pupils’ priority learning needs. Print-rich visual stimuli, including teacher-designed and commercially-produced charts, are effectively employed to support learning. Lessons are well designed, appropriately structured and feature a range of activities and games to consolidate learning. Pupils’ progress is carefully monitored and recorded. The provision of a computer and appropriate software in the education support room would significantly enhance the educational support for pupils.

The learning support teacher implements an early intervention programme, on a withdrawal basis, for pupils in junior classes where particular emphasis is placed on developing phonological awareness. In addition, all pupils in second class are withdrawn on a daily basis for tuition in literacy and numeracy. Opportunities for working in-class alongside mainstream teachers should be explored to facilitate collaborative planning and team teaching and to ensure that the additional resource available to the school is used to meet the needs of pupils with SEN, as set out in circular 24/03 and restated in circular 02/05. The current practice of withdrawing whole classes at particular levels in the school, irrespective of individual pupils’ levels of attainment requires review so as to ensure that all pupils identified with special educational needs have appropriate access to the learning support teacher. Any arrangements whereby the learning support teacher engages in the delivery of other aspects of the curriculum to children other than those with SEN should take account of the rationale for the allocation of additional resources as outlined in the Learning Support Guidelines (2000) and DES circulars.

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

Equality of access to the school for pupils from all backgrounds, cultures and heritage is a key principle that underpins the school’s philosophy. The staff and board of management consciously work towards ensuring that all pupils have an equal chance to access and benefit from the educational provision in the school. It is reported that Department of Education and Science grants are appropriately utilised to ensure suitable provision is made for pupils with socio-economic disadvantage and to facilitate their inclusion in all school activities.

6. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

The close collaboration of all school partners contributes significantly to a familial, caring and well-ordered educational environment for all pupils.

The dedicated and hardworking staff, who collaborate under the effective guidance of the principal, are committed to the holistic development of pupils.

Significant emphasis is placed on pastoral care throughout the school and this is reflected in the happy, responsive and well-behaved disposition of the pupils who engage in learning tasks with enthusiasm.

· Good quality learning experiences are provided for pupils especially in aspects of English, Music and SPHE.

· The re-activation of the parents’ association has enhanced parental involvement in and commitment to the school.

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

A whole-school approach to teachers’ planning and to the maintenance of progress records is required in order to support the implementation of the school plan and to facilitate regular review of its impact on learning.

It is recommended that further use be made of the local environment as a stimulus for learning especially in SESE

I dteagasc na Gaeilge moltar na scileanna teanga a fhorbairt go córasach, béim a chur ar an nGaeilge labhartha agus plean cinnte a leagan amach don léitheoireacht. (In the teaching of Irish it is recommended that language skills be developed appropriately, that emphasis be placed on spoken Irish and that a plan be devised for the systematic development of reading.)

It is recommended that the variety of teaching methodologies in use be extended to ensure further activity-based and differentiated learning experiences for all pupils especially in Mathematics.

A review of present practice with regard to provision for pupils with special educational needs is required in order to ensure that pupils have appropriate access to the learning support teacher. Active consideration should also be given to working collaboratively within classes alongside mainstream teachers.

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.