This report has been written following a whole school evaluation of Corlea National School. It presents the findings of an evaluation of the work of the school as a whole and makes recommendations for the further development of the work of the school. During the evaluation, the inspector held pre-evaluation meetings with the principal, the teachers, the school’s board of management, and representatives of the parents’ association. The evaluation was conducted over a number of days during which the inspector visited classrooms, 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 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. Introduction – school context and background

Corlea National School is located near Kingscourt, Co. Cavan. It was established in 1893 on a site adjacent to St. Joseph’s Church, Corlea and features centrally in this rural community. The school has two mainstream class teachers and shares the resource of a special education teacher based in another local school. The school has a strong community ethos which was clearly in evidence during the period of evaluation. There are welcoming and industrious learning atmospheres in both mainstream and support teaching settings. Pupils are eager, polite and confident. Enrolment at the time of this whole school evaluation was 15 pupils. It is indicated that this figure may increase in the short term, but the ongoing stability of enrolment cannot be confirmed.

2. Quality of school management

2.1 Board of management

The school’s board of management meets regularly and is functioning well. It is reported that meetings of the board are constructive in nature and that discussion and decision-making about day-to-day school functioning are engaged in fruitfully. Minutes are appropriately maintained and a principal’s report and treasurer’s report are provided. The school principal fulfils the role of secretary of the board at the current time. It is recommended that this role be assigned to another member of the board to ensure greater balance in the formal duties of members.

The school is compliant with applicable Department of Education and Science (DES) regulations and observation of the implementation of its statutory policies on a day-to-day basis indicates that the board of management is acting appropriately in accordance with its responsibilities under the Education Act 1998. Inspection of the minutes of meetings reveals that the board’s priorities include encouraging an increase in school enrolment and helping the school to continually respond to pupils’ needs. The board ensures that funds are deployed to support teaching and learning. The chairperson visits the school regularly and board members maintain a close relationship with school staff to assist in the practical realisation of the aims of the board. They also aid in promoting strong links between home, school and community. Some members actively engage in maintaining the school grounds and repairing its building on a voluntary basis. The commitment of all board members is commendable. The board reports that it is satisfied with the overall quality of education provided in the school.

Having full regard to the desires of the community to ensure the school’s continued viability, and its role in maintaining Corlea’s community identity, it is recommended that the board closely monitors patterns of pupil enrolment. If enrolment were to continue to decrease steadily into the future, it is apparent that a rationalisation of educational provision will need to be considered. In such a context the board should proactively engage with the patron to discuss possible options for the reorganisation of primary education in the area.

2.2 In-school management

The principal works in a committed manner in support of the development of the school. The teacher with special duties carries out those duties appropriately. The principal enjoys a good, collaborative working relationship with his staff. He is supportive of his newly-appointed colleague, who teaches the younger pupils, and they work well together as a team to ensure the school’s smooth running. The management of day-to-day activity is carried out in a diligent manner. Enrolment registers and school records are appropriately maintained. A range of co-curricular and extra-curricular activities are provided for pupils throughout the year. The principal and his colleagues support and encourage the pupils and provide appropriate guidance to them. The work of the school secretary supports the smooth running of the school.

2.3 Management of resources

The teachers carry out their work with enthusiasm and avail of some opportunities to work across class boundaries. There is evidence of some sharing of expertise through collaboration in drama activities across class levels and it is reported that team-teaching is used in the delivery of lessons in Physical Education and Visual Arts.

The board of management and the wider school community maintain the school building and its grounds well. The building is cleaned regularly. The two mainstream classrooms are small by modern standards but are well maintained and prepared for the teaching of children. A room used for support teaching is located adjacent to the mainstream classrooms. All teaching settings are attractive and contain appropriate displays in support of teaching and learning, together with examples of pupils’ work in a range of subjects. The layout of furniture in classrooms requires reorganisation, however, to facilitate teachers more effectively in their group and individualised teaching. A converted entrance hall is used for administration and secretarial purposes and as a storage facility. There are sufficient toilet facilities for the pupils but the school has no separate toilet facilities for staff use.

The board deploys funding appropriately to support teaching and learning. A good range of useful resources including concrete learning materials, physical education equipment, musical instruments, scientific equipment, information and communication technology (ICT) resources and reading material support teaching and learning.

2.4 Management of relationships and communication with the school community

There is a strong bond between the school and the local community. Immediately prior to the whole-school evaluation the parents’ association became affiliated to the National Parents’ Council (Primary). Parents’ representatives, at the pre-evaluation meeting, affirmed the parent body’s support for the school and its staff. They reported that the priorities of the parents’ association include holding regular meetings of the parent body and providing practical support for school activities.

The value of good communication between home and school is recognised and parents are informed of their children’s progress by ongoing verbal communication, parent-teacher meetings, the homework journal and the distribution of a helpful booklet to parents to support preparing children for their enrolment in junior infants. Parents report that they were consulted during the development of the school’s code of behaviour and the policy on Relationships and Sexuality Education (RSE). They affirm that they are kept well-informed about the progress of learning and report their general satisfaction with the broad education provided in the school.

2.5 Management of pupils

The school discipline policy fosters positive behaviour and the success of its implementation is reflected in the good behaviour of pupils. The interaction between teachers and pupils is mutually respectful and it is clear that the development of pupils’ self-confidence and self-esteem are key priorities for the staff. The pupils take pride in their school and in maintaining its happy learning atmosphere.

3. Quality of school planning

3.1 School planning process and implementation

The school has engaged in the planning process and has made appropriate progress in its whole-school planning. Inspection of documents indicates that practical action planning is an element of the planning process in the school. It is reported that the staff devises the majority of policies which are then discussed and ratified by the board of management.

The school plan includes a mission statement and the aims of the school are outlined. A comprehensive range of documents relating to specific organisational and curriculum areas have been prepared. Policies for discipline and behaviour, enrolment, promotion of attendance and health and safety have been developed in accordance with statutory requirements. The policies developed in response to statutory requirements are comprehensive and clear. However, the most recent version of the school’s enrolment policy contains a paragraph which provides for the deferral of enrolment of pupils with special educational needs. The school authorities are advised that this position should be reviewed so that it accords fully with pertinent enacted legislation and DES circulars.

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.

Policies are outlined in the curriculum areas of Gaeilge, Mathematics, Social, Personal and Health Education (including RSE), Physical Education, Music, Science and Visual Arts. The policies are comprehensive and constitute good, clear guides for teachers to support their teaching. It is reported that the policies have been ratified by the board of management. As plans for other curriculum areas are developed and existing plans are reviewed, it is recommended that all policies contain dates of ratification and review in accordance with best practice.

3.2 Classroom planning

Teachers supply extensive planning documentation for their teaching. Long-term schemes of work clearly reflect the structure of the Primary Curriculum 1999. Long-term planning for some subjects is comprehensive, listing content and tracking the development of themes and topics for different class levels. Short-term planning is also comprehensive, with teachers either planning weekly or fortnightly schemes. Plans are clear and sequential and delineate an appropriately varied programme of work for the pupils across the curriculum. Some short-term planning is individualised for certain pupils and explicitly refers to learning outcomes to be attained, in addition to content to be taught and textbook references. This approach to planning is commendable and it is suggested that it be built upon to more effectively support individualised learning for the pupils of the school. Monthly progress records are detailed and extensive.

4. Quality of learning and teaching

4.1 Overview of learning and teaching

A broad and balanced curriculum is taught in the school. A range of teaching and learning strategies that include group-teaching and individualised teaching are employed to encourage pupil participation in meaningful learning. The pace of lessons observed during the evaluation was generally appropriate to the class levels. Pupils engage in comprehensive writing activity across the curriculum in classes throughout the school. This supports them in conveying their understanding and in building conceptual thought.

Teaching and learning is differentiated to some degree at all class levels, primarily in supporting the teaching of reading. Differentiation of learning activities across the curriculum is noted with older pupils, where most lessons are taught to groups and to individuals. A good amount of active learning was in evidence during the evaluation where younger pupils engaged in manipulation of material in some lessons and where older pupils engaged in independent research during project work.

While there is evidence of effective group and individualised work, differentiated teaching is not practiced as extensively as it should be, given the small number pupils enrolled in the school. Some lessons continue to be taught to pupils as homogenous groups, with the inclusion of differentiated reinforcement activities at the end of lessons. It is recommended that most lessons in all classes be differentiated and taught exclusively to small groups and individuals in order to maximise teaching and learning that is closely matched to pupils’ ages and levels of ability. The very helpful practice of collaborative teaching across class levels should be expanded to further enhance pupils’ learning experiences.

4.2 Language

Gaeilge

Múintear an Ghaeilge i raon de chomhthéacsanna sa scoil. Tugtar faoin teanga labhartha a mhúineadh go foirmeálta le linn ceachtanna Gaeilge agus go neamhfhoirmiúil trína húsáid mar theanga idirchaidrimh scoile in amanta. Bíonn tuiscint bhreá ag cuid mhaith daltaí ar an nGaeilge labhartha, foclóir breá pearsanta ag a bhformhór agus bíonn ar a gcumas abairtí iomlána a struchtúrú go han-oiriúnach ar fhagáil na scoile acu.

Cuirtear béim oiriúnach ar struchtúrú na teanga le linn ceachtanna ó bhéal. Bhain fiúntas leis an gcur chuige a sonraíodh le linn ceachtanna faoi leith nuair a leagadh an-bhéim ar na daltaí a chur ag caint go cumarsáideach ar bhonn rialta. Baintear úsáid as puipéid i múineadh na ndaltaí sóisearacha chun suim na ndaltaí san fhoghlaim a mhúscailt. Bunaítear an comhrá sna meánranganna agus sna hardranganna go mórmhór ar théamaí a eascraíonn as scéim struchtúrtha leabhar agus ar chleachtaí fóinteacha a thacaíonn le forbairt tuisceana ar an ngramadach. Cothaítear comhrá le húsáid póstaer agus samplaí súl réalaíocha. Sonraíodh difreálú breá le linn ceachtanna áirithe.

Úsáidtear drámaí chun deis a thabhairt do na daltaí frásaí agus foclóir atá foghlamtha acu a chleachtadh. Nótaítear, áfach, go gcuirtear an-iomad béime ar léiriú seachas ar chruthú na teanga le linn na ngníomhaíochtaí. Le neamhspleáchas i gcruthú na teanga a chothú b’fhiú an clár a dhifreálú níos mó agus drámaí a chleachtadh chun an teanga atá foghlamtha go struchtúrtha ag na daltaí a chur i bhfeidhm. Moltar anois tógáil ar an dearcadh dearfach sa scoil i leith na drámaíochta agus drámú a chleachtadh go laethúil d’fhonn úsáid fhorásach frásaí agus foclóra a chur abhaile i gcomhthéacsanna oiriúnacha.

Is fiúntach mar a fhorbraítear an teanga ó bhéal, ar bhonn chomhtháite, le linn ceachtanna léitheoireachta, scríbhneoireachta agus filíochta Gaeilge. Bunaítear ceachtanna sa léitheoireacht ar shleachta sna téacsleabhair. Bíonn ar chumas na ndaltaí sleachta a léamh os ard le cruinneas sásúil. Leagtar an-iomad béime ar an léitheoireacht chórúil, áfach, agus b’fhiú raon oiriúnach fíorleabhar a oireann do chumais na ndaltaí a úsáid le linn na léitheoireachta. Cuirtear an scríbhneoireacht chun cinn trí ghníomhaíochtaí scríbhneoireachta feidhmiúla bunaithe ar na téacsleabhair a chleachtadh. Sonraítear gníomhaíochtaí cruthaitheacha fiúntacha sa scríbhneoireacht agus tá obair bhreá thorthúil le sonrú ó na ranganna sóisearacha ar aghaidh. Cleachtar an litriú go laethúil agus bíonn toradh breá ar fhoghlaim na ndaltaí. Déantar rainn agus amhráin a mhúineadh go rialta do na daltaí óga agus déanann siad aithriseoireacht dheas orthu. Tá ar chumas na ndaltaí idir shóisear agus shinsear dánta a aithris le spraoi agus cruinneas. Úsáidtear cur chuige sásúil chun scileanna éisteachta a chur chun cinn.

Irish

Irish is taught in a range of contexts in the school. Oral language is taught during formal lessons and, informally, through its use as the language of interaction at different time during the school day. Many pupils have a good understanding of spoken Irish, the majority have a broad personal vocabulary and all can structure full sentences very suitably by the time they leave the school.

Appropriate emphasis is placed upon structuring language during oral language lessons. Teaching approaches noted during certain lessons were valuable where good emphasis was placed upon encouraging pupils to communicate regularly. Puppets are used during the teaching of oral language lessons in order to encourage junior pupils’ interest in learning. Lessons in conversational Irish for pupils in middle and senior classes are mostly based upon themes derived from structured schemes of textbooks and on useful exercises that develop pupils’ understanding of grammar. Conversation is suitably promoted using posters and realistic visual stimulus. Good differentiation was noted during certain lessons.

Dramas are used to provide opportunities for pupils to practice the phrases and vocabulary they have learned. It is noted, however, that over-emphasis is placed upon performance rather than upon the creative use of language during activities. In order to cultivate independence in the use of language the programme should be differentiated further and creative dramatization practiced to facilitate pupils’ use of the language that has been learned in a structured manner. It is recommended that the positive attitude in the school to drama be built upon and daily dramatization in Irish practised to encourage the developmental use of vocabulary and phrases in appropriate contexts.

Worthwhile emphasis is placed upon the development of oral language through its integrated use during Irish reading, writing and poetry lessons. Lessons in Irish reading are based upon passages from textbooks. Pupils are capable of reading passages aloud with satisfactory accuracy. Too much emphasis is placed upon choral reading, however. A range of real books, appropriate to the spread of pupils’ ability should be used during reading lessons. Writing is developed through functional writing exercises based upon the textbooks. Worthwhile creative writing exercises are in evidence with fruitful work noted from junior classes onwards. Spelling is practised on a daily basis and results in good learning for pupils. Rhymes and songs are taught regularly to young pupils and they recite them well. Both junior and senior pupils are capable of reciting a range of poems enthusiastically and accurately. Satisfactory approaches are used to develop listening skills in Irish.

English

Oral language development is suitably emphasised throughout the school and comprehensive talk and discussion are central features of pupils’ learning across the curriculum. The enrichment of pupils’ vocabulary and the development of their expressive language from the earliest years are accorded particular importance. Younger pupils are exposed to story, rhyme, song and language games. The regular use of performance drama supports the development of pupils’ ability to express their feelings and attitudes with clarity and confidence.

The print-rich environment in classrooms is a commendable feature of the school. Reading is practiced with pupils individually. The teachers use the Oxford Reading Tree in addition to readers from other schemes to match reading materials to individual pupils’ abilities. Highly able pupils are given more challenging or additional reading material and less able pupils read material more suited to their ability levels. A structured scheme is used to support the development of the phonological awareness of younger pupils. Use is made of flashcards to support vocabulary development. Most pupils read at an independent level and demonstrate good comprehension skills. Many pupils are able readers who have developed an extensive vocabulary and display good higher-order thinking ability. Pupils with learning needs generally read at a level appropriate to their abilities.

A small number of pupils, however, have difficulty in applying their knowledge of phonics independently when decoding new words. This should be addressed through teaching phonics in a structured manner throughout the school and through placing greater focus upon the application of decoding skills during reading lessons in all classes.

Pupils engage in both functional and creative writing activity in a range of genres. Balance is achieved between functional and creative writing in junior classes and interest in creative writing is cultivated from an early age. Pupils engage in comprehensive creative writing activity throughout the school. The writing process is being employed successfully to support the development of pupils’ creative skills. Pupils write fluently and convey their ideas effectively using complex phrases and language. They engage in regular, structured handwriting practice and penmanship is of a good standard throughout the school. Writing activity is well monitored.

4.3 Mathematics

Lessons in Mathematics are based for the most part on a structured scheme of textbooks and many lessons are taught to groups of pupils or to individual pupils. Good oral work is in evidence in many lessons and talk and discussion are effectively employed to link learning with pupils’ own experiences. Concepts are taught using visual example and physical equipment. During some lessons, pupils manipulate concrete materials to support their understanding. Teachers might reflect further upon their teaching approaches in Mathematics and practice mental arithmetic and use concrete materials more regularly during lessons.

Infant pupils have good early mathematical awareness. They can readily classify sets of objects and have a good understanding of number and an appropriate grasp of pertinent mathematical terms. During the evaluation, most of the older pupils demonstrated a very good understanding of the mathematical concepts they had studied and an ability to use this understanding in a range of appropriate problem-solving tasks. Evidence from pupils’ copybooks and workbooks and from classroom display indicates that aspects of number, measures, data, basic algebra and shape and space are taught. Pupils engage in comprehensive daily written activity in Mathematics and all written work is regularly monitored and corrected carefully.

4.4 Social, Environmental and Scientific Education

History

Very good teaching and learning of History is evident in this school and comprehensive work has been done in this area of the curriculum. Pupils’ project work is of a very good quality. It is attractively displayed and greatly enhances pupils’ learning outcomes. Resources to support the delivery of the curriculum are well chosen and deployed. Pupils are encouraged to engage with topics through research, discussion and handling of artefacts. The construction of models of historical structures enriches the quality of pupils’ learning. Language associated with History is skilfully developed through comprehensive discussion and drama. In junior, middle and senior classes, pupils have a detailed understanding of topics that have been studied and recall facts with very good levels of accuracy

Geography

Lessons in Geography are well taught. Teaching is supported by the use of a range of maps, worksheets and reference books. Pupils from early years onwards have a good clear grasp, appropriate to their stages of development, of the physical geography of their community, country and other countries they have studied. The children display good knowledge of a wide range of facts in Geography and discuss themes with good levels of accuracy. Talks and visits from experts in the local community are arranged and it is reported that they stimulate pupils’ interest effectively and develop their awareness of the people who live and work in the community.

Science

Very good learning outcomes in Science were in evidence during the evaluation. Lessons are, for the most part, fruitfully based upon pupils’ previously acquired knowledge. A range of appropriate resources has been obtained to support the teaching of a broad programme in scientific education. Effective use is made of this structured apparatus to support the explanation of topics. All pupils have a very good, age-appropriate, understanding of a range of complex topics and are able to use correct terminology in their descriptions. They explain concepts clearly and with high levels of accuracy.

4.5 Arts Education

Visual Arts

Teachers’ monthly progress records indicate that a suitable range of techniques has been explored by the pupils during Visual Arts lessons. Their work is displayed attractively in the school and a significant amount of art- work is stored in simple portfolios. A variety of integrated visual arts activity was noted during the period of evaluation. Much construction work is done to enhance pupils’ learning experiences in subjects across the curriculum, most notably in Social, Environmental and Scientific Education and pupils take great pride in their work.

Music

Pupils sing a range of songs with enthusiasm. Audio-visual resources are used to support the teaching and learning of singing with the younger pupils. The teachers’ use of their own musical skills supports the teaching of the programme and is worthy of commendation. The work of a skilled tutor for the tin whistle extends pupils’ experience, learning and enjoyment in this area.

Drama

Performance drama plays an important part in the life of the school. Pupils express themselves with very good levels of confidence. Their diction is clear and their enthusiasm for work in drama is very clearly evident. During the period of evaluation the pupils and teachers were preparing a drama to be performed for the parent body and took pride in their achievement. Participation in in-service for Drama during the current school-year will support the teachers in delivering various aspects of the Drama curriculum.

4.6 Physical Education

Due to inclement and cold weather during the whole-school evaluation no lessons in Physical Education (PE) were observed. Teachers’ monthly progress records indicate that a suitable range of PE lessons are taught throughout the year. The school has obtained good equipment to support teaching in this area, including a net used for the practice of volleyball, badminton and tennis. It is reported that pupils play enthusiastically and vigorously. The adjacent small playing pitch and school grounds provide for outdoor and adventure activity. Pupils attend swimming classes in a pool in Bailieborough and the school avails of coaching in Gaelic skills under a scheme organised by the GAA.

4.7 Social, Personal and Health Education

The atmosphere in the school is conducive to the development of pupils’ self-confidence and self-esteem. Pupils relate well to each other and have good levels of confidence. Satisfactory discussion was noted during discrete Social, Personal and Health Education lessons and suitable visual stimuli were used to support learning. Teachers’ questioning and pupils’ responses during lessons were of good quality.

4.8 Assessment

There is a tradition in the school of maintaining samples of pupils’ work in a range of subject areas to monitor the progress of learning. Comprehensive collections of work include samples of pupils’ writing activity over a number of years and copybooks used in different subject areas. These are stored and used to inform teachers’ discussion about pupils’ learning. Standardised tests are administered to assess learning in English reading and Mathematics. Examination of the results of assessments and of pupils’ work in these aspects of the learning programme indicates that pupils are achieving well in accordance with their own levels of competency.

A structured and comprehensive report card is being used to facilitate greater communication between school and home regarding individual pupils’ progress and levels of attainment. This initiative constitutes a valuable approach to reporting on pupils’ progress and the staff might reflect on how this may be expanded for use where appropriate throughout the year.

5. Quality of support for pupils

5.1 Pupils with special educational needs

At the time of the whole school evaluation the shared full-time post of special education teacher was vacant and a temporary teacher was providing supplementary support. Four pupils with special educational needs receive supplementary teaching in the school. Detailed individualised learning programmes are being followed and learning materials are matched to pupils’ needs. Ongoing daily records of work undertaken are maintained. The supplementary teaching observed during the evaluation was focused and encouraging of pupils’ efforts. It is recommended that when the full-time post is filled consideration should be given to promoting collaborative in-class teaching between the mainstream and support teachers.

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

Currently there are no international pupils or pupils from minority groups attending the school. The school authorities ensure access for all pupils to the full range of school activities.

6. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

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

— Good community and parental support underpin the schools’ role as a key element in the life of the local community.

— Effective group-teaching and individualised teaching methodologies are used in some curricular areas, where learning experiences are closely matched to pupils’ needs.

— Very good attention is paid to pupils’ oral language development. High levels of competence in expressive language are in evidence among the pupils.

— Comprehensive writing activity, both functional and creative, encourages independence in learning among the pupils in an effective and commendable manner.

— The high quality and rich learning experiences provided in Social, Environmental and Scientific Education result in pupils displaying a very good understanding of what they have studied.

— Pupils’ positive attitudes to drama support learning through drama in activities across the curriculum.

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

· It is recommended that lessons across the curriculum, at all class levels, should be differentiated in order to maximise learning that is closely matched to pupils’ own competency levels. Collaborative teaching across class levels should be expanded to enrich pupils’ learning experiences.

· Moltar tabhairt faoi dhrámú laethúil sa Ghaeilge a chleachtadh d’fhonn neamhspleáchas na ndaltaí sa teanga a fhorbairt. It is recommended that dramatization in Irish be practiced daily in order to develop pupils’ independence in using the language.

· In the teaching of English reading it is recommended that greater emphasis be placed on the application of decoding skills during lessons. Attention should be paid to the needs of less able pupils through the structured teaching of phonics throughout the school.

· The board of management should closely monitor patterns of pupil enrolment. If enrolment decreases steadily in the future, the board should liaise with the patron to discuss possible options for rationalisation of educational provision in the area.

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

School Response to the Report

Submitted by the Board of Management

Area 1: Observations on the content of the inspection report

The Board of Management is satisfied that the inspection has taken place. We take note of the general positive content of the report and are glad to accept the recommendations for the good of the school.

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

(i) School policy on enrolment of pupils with special needs has been amended and the sentence regarding the deferral of enrolment of pupils with special educational needs has been deleted.

(ii) The school has added the following curricular policies since the WSE, i.e. History, Geography and English. It has also developed a whole school plan on the teaching of phonics.