This report has been written following a whole school evaluation of Corcreagh 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. The evaluation was conducted over a number of days during which the inspector visited classrooms, observed teaching and learning, engaged with pupils and examined their 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; a response was not received from the board.

Introduction

Corcreagh National School is a rural school located near Shercock, Co. Cavan. The school has two mainstream class teachers and shares the resource of a special education teacher based in another local school. The special education teacher provides supplementary teaching to pupils with learning needs and pupils who have high-incidence learning difficulties. Enrolment at the time of this whole school evaluation was 23 pupils. School enrolment has remained consistent over many years and no major change in this situation is expected. The school environment is welcoming and the building and grounds have been very well maintained. The school is set on a small site within which space is maximised for the use of the pupils. Ancillary staff includes a part-time secretary and a part-time caretaker. It is reported that a member of the community maintains the school building and grounds as required on an ongoing, voluntary basis.

1. Quality of school management

1.1 Board of management

The board of management is properly constituted, meets at appropriate intervals and its members work well together. The board is very supportive of the work of the school and there is an evident strong relationship between the board members, staff members and parents. All board members attend meetings regularly and contribute to its work. It is reported that agendas are distributed in advance of board meetings, that opinions are shared openly during meetings and that all members feel fully involved in the functioning of the board. There is ongoing communication between the chairperson of the board of management and the school principal.

1.2 In-school management

The principal teacher and his teaching colleagues have cultivated a very good, collaborative working relationship. Good levels of professional cooperation and ongoing professional discussion are exhibited. Under the leadership of the principal the daily functioning of the school and its ongoing organisation are carried out efficiently. The management structure of the school is practical and well defined and both staff members discharge their duties conscientiously. The enrolment registers and other school records are correctly maintained. Through her diligence the school secretary supports the smooth running of the school.

1.3 Management of resources

The school was built in 1890 and some minor building work to provide toilet facilities for pupils was carried out in 1970. In 1995 the board of management initiated and funded a small extension to provide for administrative office space. This is also now used for support teaching. Notwithstanding its continued use over the course of more than a century, the school building and its grounds are maintained to a very good standard and provide a suitable environment for the education of children. The school community is to be complimented for the high quality maintenance of the school. Teachers have created colourful and stimulating learning environments in the classrooms through the display of charts and materials that support pupils’ learning. Samples of pupils’ work, across many curriculum areas, are celebrated through display in the school.

Mainstream classrooms are small by modern standards with one classroom being significantly smaller than the other. The administrative office that is also used for support teaching has limited space. The school has no separate toilet facilities for the use of its adult staff. It is recommended that the school make application to the Department of Education and Science for grant aid towards the cost of extending teaching, administration and storage space and of providing staff toilet facilities.

The school has a range of modern, good quality audio-visual and Information and Communication Technology (ICT) resources, including desktop and laptop computers and peripherals, a data projector and a digital camera. The school also has suitable resource material for the teaching of Science and Physical Education. Very good use is made of the locality as a key resource in the teaching of lessons across the breadth of the curriculum. Classroom libraries contain good quality examples of children’s literature. Consideration could be given to obtaining more large-format books to support infant pupils’ emerging reading and to consolidate skills’ acquisition for junior class pupils. Although storage space in the school is limited, all resources are well maintained and teachers use them regularly in support of teaching and learning.

2. Quality of school planning

2.1 The school planning process and the content of the school plan

Corcreagh National School has engaged in the whole school planning process. The school plan contains organisational and administrative policies that are appropriate to the needs of the school. It is reported that teachers present draft policies to the board of management for ratification. A clear information booklet has been prepared for parents to provide them with a concise overview of general school policy and school functioning. Policies for discipline and behaviour, enrolment and health and safety have been developed in accordance with statutory requirements. The school’s code of discipline is comprehensive and focuses on practical approaches to promoting suitable behaviour within the school environment. The enrolment policy is appropriate and is in accordance with relevant legislation. Document statements, which delineate the school’s policy relating to other organisational matters, have also been developed. Policies are practical and workable and support school functioning. It is reported that all parents have full access to the school plan.

Evidence was provided to confirm that the board of management and staff have taken appropriate initial 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). At the time of inspection the board of management has not yet adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of the Departmental guidelines.

Whole-school curriculum planning is well advanced in the subject areas of the curriculum for which the staff have received in-service training. These include Gaeilge, English, Mathematics, Science, Social, Personal and Health Education, Visual Arts and Learning and Special Education Needs. Planning is in accordance with the strands and strand units of the Primary Curriculum and provides suitable guidance to teachers in respect of their own personal long-term preparation.

2.2 Implementation and impact of the school plan

Teachers make long and short-term written preparation for teaching and their planning takes cognisance of the design of the Primary Curriculum. Some long-term planning for the different subject areas of the curriculum is very reflective and includes teaching objectives, topics and skills, strategies and methodologies. Provision for group teaching to aid in the differentiation of lesson content for different classes in various subject areas is incorporated in some plans. In the case of some subjects, work for each class level is planned to ensure a balance in content delivery across the months of the year. The staff should consider how this best practice might be further extended in all school planning practice.

Short-term planning sets out a programme of work, which refers clearly to the different class levels in each of the mainstream classrooms. The topics to be taught to each class level are clearly laid out within it. At the current time different models of monthly progress records are maintained in the mainstream classes. It is recommended that the school review its current monthly progress record model and consider using a standardised template that allows for the sequential recording of topics, skills and concepts taught to each class as it progresses vertically through the school. This should assist the school in planning more effective progression of learning from class to class.

Teachers teach in enthusiastic and conscientious ways and focus upon pupils’ contributions during lessons as an important element of their teaching. Discrete group teaching is employed as the central means of teaching in many subject areas throughout the school. All lessons incorporate some elements of group or individual interaction to aid in the differentiation of lesson content. Younger pupils are taught in small groups on an ongoing basis in many subjects. Group teaching is practiced with older pupils in some subject areas, most notably in reading and Mathematics. Individualised support is also provided to pupils to meet specific needs and this takes place most regularly in English and Mathematics. Good focus is placed upon learning through project work in the school. Pupils have engaged in cross-curricular projects and speak knowledgeably about what they have learned during these activities.

3. Quality of learning and teaching in curriculum areas

3.1 Language

Gaeilge

Soláthraítear plean uile scoile do mhúineadh na Gaeilge. Déanann an plean cur síos ar shnáitheanna, ar théamaí agus ar mhodhanna múinte, ar úsáid neamhfhoirmiúil na teanga agus ar úsáid na bhfeidhmeanna teanga. De réir mar a fhorbrófar an plean, d’fhéadfaí iniúchadh a dhéanamh ar mhúineadh leanúnach, forásach na dtéamaí coitianta ag na rangleibhéil difriúla ionas go dtógfar go sistéamach ar fhoghlaim na ndaltaí ó rang go rang.

Múintear ceachtanna sa Ghaeilge ó bhéal bunaithe ar théamaí a oireann d’eispéaras na ndaltaí. Ullmhaítear samplaí pictiúrtha cuí, luaschartaí agus fearas eile struchtúrtha d’fhonn tacú leis an teagasc. Úsáidtear cluichí teanga simplí ar chaoi mhachnamhach chun an teanga a mhealladh ó na daltaí sóisearacha ar chaoi nádúrtha. Spreagann sé seo muinín agus sásamh iontu in úsáid na teanga. Tá ar chumas formhór na ndaltaí idir shóisear agus shinsear, de réir a naois, abairtí iomlána a thabhairt mar fhreagra ar cheisteanna simplí, le scafláil ón oide. Baineann líofacht mhaith le húsáid na Gaeilge ag tromlach na ndaltaí agus labhraíonn na páistí seo le beocht. Chuirfeadh cleachtadh na drámaíochta neamhspleáí agus úsáid raon níos leithne de spreagthaí súl le heispéiris daltaí ag gach leibhéal cumais, in úsáíd na teanga. Tá cnuasach breá de rainn agus d’amhráin deasa ar eolas go maith ag na daltaí sa dá bhuíon teagaisc.

Déantar scileanna léitheoireachta na ndaltaí sóisearacha a bhunú go héifeachtúil. Chuige seo baintear úsáid as scéalta gearra, lipéid agus luaschartaí i dtimpeallacht na scoile. Nasctar an focal labhartha leis an bhfocal scríofa ar bhonn simplí le linn an teagaisc. Múintear an léitheoireacht ar bhonn foirmiúil leis na daltaí sinsearacha agus is ar théacsleabhair a ghabhann le scéim Gaeilge na scoile go mórmhór a bhunaítear na ceachtanna. Úsáidtear dlúthdhioscaí go sainiúil le linn tréimhsí léitheoireachta d’fhonn tuiscint ar fhocail agus ar fhrásaí a chur chun cinn. Tá cumas maith léitheoireachta ó bhéal bainte amach ag formhór na ndaltaí. B’fhiú don scoil eispéiris sa léitheoireacht a shaibhriú anois trí acmhainní fiúntacha ar nós fíorleabhair agus leabhair mhóra as Gaeilge a chur ar fáil do na rangleibhéil difriúla.

Baineann caighdeán maith le scríbhneoireacht fheidhmiúil na ndaltaí sóisearacha agus sinseareacha araon sa scoil agus déantar monatóireacht mhaith ar an obair. Dírítear go fiúntach ar chleachtadh na nuachta pearsanta laethúla leis na ndaltaí sóisearacha. Tá sleachta beaga fóinteacha cruthaitheacha déanta ag na ndaltaí sinsearacha. Moltar iniúchadh a dhéanamh ar chineálacha éagsúla de scríbhneoireacht phearsanta chun cur leis an bhfoghlaim sa ghné seo den churaclam.

A whole-school plan for the teaching of Irish has been provided. The plan describes strands, themes and methodologies, as well as the informal and functional use of the language. As the plan grows, attention should be paid to the developmental progression of themes at the various class levels so that pupils’ learning may build systematically from class to class.

Oral language lessons are based on themes appropriate to pupils’ experience. Suitable visual exemplars, flash-cards and other structured materials are prepared as teaching aids. Simple language games are used in a reflective manner as a natural means of drawing out the language skills of the youngest pupils. This has the effect of bringing confidence and satisfaction to their use of the language. The majority of pupils, junior and senior, are capable of using full sentences, in an age-appropriate manner and with the assistance of “scaffolding” by the teacher , in answer to simple questions. Most pupils have a good fluency and a lively use of Irish.. Pupil’s experience of the language, at all levels, would benefit from activity in drama and the use of a wider range of visual stimuli. Both groups of pupils have a good knowledge of a fine collection of rhymes, poems and songs.

An effective base is laid for the development of reading skills among the youngest pupils. To this end, short stories, labels and flash-cards are evident within the school environment. There is linkage between the spoken and the written word in simple terms during lessons. Reading is taught formally to senior pupils, based largely on the school’s Irish reading scheme. Compact discs are used expertly during reading periods as a means of ensuring understanding of the meanings of words and phrases. Most pupils have achieved a good level of competence in reading aloud. Reading experience could now be enriched by the school through provision of useful resources such as “real books” and Big Books in Irish for the various class levels.

Functional writing standards are good among all pupils, junior and senior, and such work is well monitored. There is useful attention to “daily news” activity with junior pupils. Senior pupils have produced short creative extracts. It is recommended that a variety of personal writing experiences be explored in order to extend learning in this aspect of the curriculum.

English

A useful whole school plan for the teaching of English has been devised. Sections on oral language, reading, writing, poetry, handwriting, spelling, assessment and provision for differing ability levels are included. The plan, which is based on the curriculum guidelines, focuses on content across class levels and explores school wide methodologies and approaches. As the plan is expanded into the future, attention might be paid to identifying specific topics and themes and considering how these might be explored in the strand units of oral language, reading and writing in a developmental manner up through the school.

The classrooms are print-rich environments with displays that support pupils’ acquisition of language through examples of nursery rhymes, use of flashcards in context, language-rich posters and examples of pupils’ writing and project work. In developing pupils’ receptive and expressive oral language skills, teachers engage in regular discussion at whole-class, group and individual levels during the school day. Teachers actively listen to pupils’ conversation and foster their confidence and competence in the use of English. Pupils demonstrate high standards in expressive language. All pupils are capable of expressing themselves clearly using age-appropriate registers of language. Poetry recitation is used effectively to develop pupils’ expression and confidence when speaking before their peers. The standard of receptive language throughout the school is high.

The development of children’s reading skills from the youngest ages is guided by the principles underpinning the English curriculum. Material from a scheme of textbooks is used to support the teaching of reading. Questioning of pupils is structured, developmental and has purpose. Discrete focus is placed upon application of phonics rules in context, development of simple comprehension and the expansion of sight vocabulary. Phonics is taught to pupils using a structured scheme and an understanding of onset and rime is developed through the use of flashcards. Pupils display good phonological awareness. The existing good practice of focusing on using word attack skills, could be extended during the teaching of reading up through the school, particularly where less able older pupils require support. Suitable attention is paid to developing vocabulary skills with good focus placed upon developing the understanding of word meanings in age-appropriate ways from infant level to sixth class. Significant differentiation is noted in teaching reading skills to young pupils. Class novels and stories are used in middle and senior classes in the teaching of reading. Good focus is placed on developing fluency and reading rate with pupils in middle and senior classes. Most pupils in the school read with good levels of fluency appropriate to their ages. Where levels of frustration in reading are noted, provision is made for these pupils’ needs through the selection of more appropriately targeted reading material and through individualized teaching.

Pupils demonstrate good levels of personal creativity in their writing. Young pupils use a range of materials, linked to their reading, to support the writing of simple stories and they achieve a good standard of free writing. Good examples of stories and pieces in other genres of writing are in evidence among pupils in middle and senior classes. Pupils’ handwriting is of a good standard throughout the school. Teachers might wish to consider using ICT more extensively in the creative writing process, enabling pupils to create stories from conception to conclusion through the exclusive use of word processing.

3.2 Mathematics

An extensive whole school plan for Mathematics is presented. The plan sets out the principles underpinning the school’s approach to the teaching of Mathematics and describes methodologies for teaching and learning in general. It emphasizes continuity and development up through the class levels in terms of discrete mathematical vocabulary and language to be used in describing mathematical operations. The plan identifies where suitable resources might be accessed and includes useful sections on problem solving, oral mathematics work, and activities in support of learning.

Lessons in Mathematics are taught with reference to pupils’ own lives and experience. Clear visual examples are used to explain concepts and comprehensive oral activity is used effectively to develop pupils’ understanding. A wide range of concrete resources is used in a systematic way with younger pupils to embed key mathematical concepts. Older pupils also use concrete material to support them during mathematics tasks. Almost all pupils demonstrate a good overall grasp of concepts across the strands of the curriculum. Pupils’ written work in Mathematics is of a good standard, is tidy and is comprehensively monitored. Staff might examine and discuss the particular resources that are currently proving beneficial and explore ways in which the use of specific manipulatives might be extended to support conceptual understanding.

3.3 Social, Environmental and Scientific Education (SESE)

Geography

Based on lesson observation, discussion with pupils and a review of teachers’ planning, a number of strengths were noted in the teaching of Geography. Use is made of atlases in the teaching of lessons to give pupils a clear understanding of location. Younger pupils have a very good grasp of their locality and can discuss simple environmental phenomena with ease. Older pupils have a very good grasp of the geography of Ireland. They respond eagerly to questions. They recall facts about economic and physical aspects of European countries they have studied with good accuracy.

History

On the evidence available, including discussion with pupils and the examination of project work, the school’s teaching of History provides rich learning experiences for pupils. Attention is paid to national and international themes and topics of local interest. Effective teaching was observed and lessons were designed to stimulate pupils’ reflective thinking. Active learning methods are practiced with younger pupils and use is made of artifacts to stimulate discussion. Pupils are encouraged to discuss changes in society and development of societal practices in light of their own experiences. Good work has been done in local History with older pupils. Projects have been completed on topics relevant to pupils’ immediate locality. These are displayed to good effect. Pupils recall facts they have learned with good levels of accuracy.

Science

The whole school plan for the teaching of Science currently provides a broad overview of the skills to be developed during Science lessons. As the plan is further developed it might focus upon how pupils’ experiences in specific topics and experiments in the various strands of the curriculum might be built upon systematically as pupils progress through the school. No lessons in Science were observed during the evaluation. Pupils of all ages responded, however, with good levels of accuracy to questioning about the different topics they have studied. They have evidently engaged in suitable simple investigation and have conducted simple experiments. The locality has been used as a key resource in teaching pupils about simple scientific phenomena.

3.4 Arts Education

Visual Arts

A whole school plan for the teaching of Visual Arts is available. The plan provides an overview of the curriculum and outlines possibilities for integrated work across the curriculum, and parental and community involvement. Potential resources are identified, and assessment and planning strategies are explored.

Lessons in Visual Arts are well organised. Materials are well prepared and clear direction is given to pupils during lessons. The children are very enthusiastic about work in this area and receive good, broad experience across the strands of the curriculum. Portfolios of younger pupils’ art works are maintained. It is reported that the school’s digital camera is already being used to aid in recording children’s work. In extending the existing and laudable record of pupils’ learning in Visual Arts, consideration could be given to maintaining records of pupils’ technique development on a whole school basis using digital photography. Examples of pupils’ work of very good quality in fabric and fibre, paint and construction are in evidence in the school. It is clear that pupils have developed the techniques that have been taught.

Music

Up through the school the pupils sing a wide and varied collection of songs in English and Irish with enthusiasm. A suitable pitch is used when teaching challenging songs of different types to pupils. Appropriate use is made of audio-visual apparatus to support the teaching of singing. A visiting tutor teaches the tin whistle to pupils from junior classes onwards. A variety of tunes is taught. Teaching takes place in a structured and enjoyable way using visual and audio resources effectively. Pupils play with good levels of personal confidence.

Drama

No discrete lessons in Drama were observed during the evaluation. Teachers are anticipating in-service training in this curriculum area to support them in further developing pupils’ confidence and competence in making drama.

3.5 Physical Education

The school has gathered valuable lesson resource material in support of the development of a whole school plan for Physical Education. This material provides very useful information to the staff for planning in the areas of games, educational gymnastics, dance and athletics.

When weather permits a generally broad programme of Physical Education is provided to the pupils. Many experiences in games and in athletics are provided for pupils. When available during the school year, tutors in GAA and basketball skills assist teachers in delivering the Physical Education programme. A good sized playing pitch and the school’s well maintained hard play areas are used for the teaching of lessons in Physical Education in which instructions are given clearly and good use is made of available equipment.

3.6 Social, Personal and Health Education (SPHE)

A whole school plan for Social, Personal and Health Education has been developed. The plan describes the structure of the SPHE curriculum and the approaches, methodologies and contexts used in its delivery in school. It outlines resources to be used and provides a good overview of the structure of the programme to be taught in the school.

A supporting familial atmosphere is very clearly in evidence in the school. The teachers effectively replicate the positive, caring atmosphere of the home and this clearly contributes to developing pupils’ self-confidence and self-belief. Pupils show good levels of personal confidence, speak openly and clearly and demonstrate a refreshing belief in their own abilities. They are very respectful of their teachers, of each other and of visitors to the school. The teachers are committed to promoting the educational and pastoral welfare of all their pupils. They plan for the use of active learning methodologies, including talk and discussion. The school uses the Walk Tall and Stay Safe programmes and it is reported that guest speakers and facilitators visit the school annually to support the teaching of Relationships and Sexuality Education. The children recall rules of personal safety very well, with high levels of understanding and accuracy.

3.7 Assessment and achievement

A range of tests is used in the school to inform teachers and parents about pupil attainment and progress. The school uses Micra-T, Sigma-T and the Drumcondra Primary Reading and Mathematics tests in assessing levels of pupil attainment. These records are maintained securely in the school. Additional measures such as the Middle Infant Screening Test(MIST) and other diagnostic tests are used to select pupils for supplementary support and to identify their learning needs. The Non Reading Intelligence Test (NRIT) is also used to assess how pupils are achieving their potential. Teachers also employ their own class based tests to inform them of pupils’ progress and to identify aspects of the work that require additional attention.

4. Quality of support for pupils

4.1 Provision for pupils with special educational needs

A detailed and suitable policy for supporting pupils with special education needs is presented. This policy clearly outlines the school’s approach towards early intervention, and details procedures for the selection and discontinuation of pupils receiving supplementary support, together with the approaches to be used in devising individual education plans for pupils. Criteria that form the basis for assessing the successful implementation of the policy are included.

A special education teacher provides support to five pupils in the school who have a variety of learning needs. Individual education plans are prepared for these pupils. These are designed for appropriate tuition periods and include explicit learning targets. Plans are reviewed at appropriate intervals. Intervention with pupils is individualised and intensive. Support is provided in both reading and Mathematics. The principles of the Reading Recovery Programme are employed in the provision of support in reading. Intervention is structured and good use is made of a range of appropriate resources in supporting the learning of pupils. Physical material is used in many teaching settings to enable pupils to demonstrate their understanding of concepts in visual and concrete ways. Detailed progress records and individual pupil profiles are maintained.

4.2 Provision for pupils from disadvantaged backgrounds

It is reported that the school is not in receipt of targeted resources to support pupils from disadvantaged backgrounds. However, where and when appropriate, pupils in need are supported sensitively to enable their full access to all school activities.

4.3 Provision for pupils from minority groups

At the current time there are no pupils from minority groups or international pupils enrolled in the school. School policies clearly show that all pupils have equality of access to the school.

4.4 Home-school partnership

A very positive home-school relationship is in evidence in this school community. It is clear that the school community seeks to create a familial atmosphere in the school in order to provide for the rounded development of the pupils. Home-school communication is of a very good standard with daily communication taking place with parents. The parent body is highly supportive of the work of the school and displays within the school clearly celebrate the link between home, school and community. As part of the whole school evaluation the inspector met with representatives of the parents. They reported the parents’ satisfaction with the quality of education being provided for their children in the school and the quality of communication with home. They stated that the parents believe the school to be a place of excellent learning given the limitations imposed by the size of the existing classrooms and the unavailability of a general-purpose room. They commented upon the effective teaching in the school and spoke about the implicit trust of the parents in the teachers.

5. Summary of findings and recommendations for further development

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

The school has a supporting and familial characteristic spirit that is very effective in facilitating the development of pupils’ self-confidence and self-belief.

The school building and its grounds are exceptionally well maintained as a location for the education of children. However, having due regard for the principles underpinning the Primary Curriculum 1999, and to support its implementation, there is clear need to expand the existing limited teaching space in the school.

The teachers pay very good attention to the oral language development of their pupils and high levels of expressiveness in language are in evidence among the children. The use of drama in the Irish language would facilitate an enhanced level of personal expression in Irish in the same way.

The examples of effective, dedicated group-teaching methodologies that are observed in daily teaching enable the provision of learning experiences differentiated to meet the needs of pupils. This is particularly noted in the teaching of language and Mathematics.

The school is a print-rich environment that promotes positive attitudes to reading through stimulating display and good quality children’s literature in classroom libraries. The extension of the school’s resources for Irish reading would support the teaching of reading in Irish.

The very good quality of pupils’ learning in SESE and SPHE is facilitated through the effective use of the environment as a learning resource and through project-based learning.

Very good quality learning experiences are provided for pupils in arts education.

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

The board of management should take appropriate steps to secure additional accommodation in order to extend teaching space and to provide ancillary facilities.

To further support the progression of learning from class to class, it is recommended that a structured whole-school approach to planning programmes of work and maintaining monthly progress records be introduced

The school is advised to acquire new and stimulating resources, such as “real books” and Big Books, to support development in Irish reading and attention should be given to the use of drama as a more natural means of supporting conversation skills among pupils experiencing difficulty in using the language orally.

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