This report has been written following a whole-school evaluation of Killyconnan 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

Killyconnan National School is a five-teacher school located in the rural parish of Lavey in Stradone, Co. Cavan. The school is under the patronage of the Bishop of Kilmore. There are four mainstream class teachers and a learning support/resource teacher on the staff. Enrolment at the time of the whole-school evaluation was 106 pupils and no major changes in patterns of enrolment are expected. Pupils’ attendance levels are very good. The school was originally established in 1899 as separate boys’ and girls’ schools and these amalgamated in 1946 to form the current co-educational school.

A very positive learning environment is in evidence throughout the school. Collaboration between school and home is actively nurtured, with the aim of encouraging positive attitudes towards learning among the children. A strong sense of professional respect is evident among the staff. They are committed to providing high quality education to the pupils and have a high regard for the integrity of their school community. High levels of mutual respect characterise teacher-pupil interactions. The work of the ancillary staff, which includes a part-time school secretary and a part-time caretaker, contributes to the smooth functioning of the school.

2. Quality of school management

2.1 Board of management

The board of management is properly constituted and functions effectively and supportively as a management body. It meets at regular intervals and discharges its duties under the Education Act 1998 appropriately. Minutes are maintained and a financial statement is provided at every board meeting. The board ensures that school functioning adheres to pertinent legislation and Department of Education and Science regulations. There is very good communication between the chairperson and the principal and staff. Board members play active roles in providing support to the in-school management team and the board has been proactive in allocating specific tasks to members. Attention to health and safety issues assists in upholding the rights of pupils and supports the smooth administration of the school. Close contact with the parent body is facilitated through the parents’ representatives on the board. The board collaborates in the school development planning process through reviewing and ratifying draft policies developed by the staff. Among the main priorities of the board are the advancement of the sanctioned capital building programme to its successful completion, and the continuance of support for the maintenance of good educational standards in the school. Board members are to be commended for their ongoing commitment to facilitating the management and development of the school.

2.2 In-school management

The principal provides excellent leadership to the school community. Her understanding of the pupils and of the curriculum is echoed in, and informs, the school’s mission statement for the advancement of the learning of all pupils. This ethos is clearly shared by all teachers and has been embraced by the wider school community. Staff and pupil morale are high. The principal’s well-developed management skills enable the school to function effectively in both the short and long term. The whole-school planning process is progressing dynamically under her guidance. Enrolment registers and other school records are carefully and correctly maintained.

With the support of the deputy principal and the teacher with special duties, collaboration is cultivated as a central tenet to underpin school functioning. A balance is achieved between organisational responsibilities and curriculum development duties for all members of the in-school management team. Job descriptions for the principal, deputy principal and special duties teacher are laid out clearly and these incorporate descriptions of specific organisational and curricular responsibilities.

Duties are carried out conscientiously, systematically and dynamically and all members of the in-school management team play an active role in cultivating the school’s positive learning climate and in developing curriculum leadership. A review of duties takes place regularly and the willingness of team members to take on additional responsibilities as required for the benefit of the school is testimony to their commitment. Consultation within the team about in-school management activity takes place on a regular and mostly informal basis.

2.3 Management of resources

There are four mainstream class teachers and a learning support/resource teacher on the school staff. A special needs assistant has been allocated to assist a pupil with special education needs. The deployment of all staff is in accordance with Department guidelines. Given the school’s size and context every attempt is made to provide teachers with a range of teaching experiences. The teachers have engaged in a variety of development courses which include in-service training facilitated by the Primary Curriculum Support Programme (PCSP) and summer courses organised by the Irish National Teachers’ Organisation (INTO) and other providers. In addition to identified professional priorities, personal development has been considered and included by teachers as an aspect of the development programme. This indicates that the staff engages in mature reflection upon the broad spectrum of training, coaching and self-development needs. The special needs assistant works collaboratively, and in a very committed manner, with the class teachers to enable the full inclusion of pupils in learning activities. The school has a part-time secretary and part-time caretaker. Contracts and job specifications for ancillary staff are laid out. The work of the ancillary staff supports the day-to-day operation of the school. The school employs a tutor in music and a GAA coach works with pupils on a weekly basis.

The board of management has received grant aid from the Department to support major building development for the school. At the time of the whole-school evaluation tenders were being sought for the construction project. It is envisaged that the new school building will further aid the teachers in providing effectively for the education of the pupils. Most of the mainstream classrooms within the current school building are small by modern standards but all have been well maintained over the years to maximise pupils’ opportunities for learning. Two of the classrooms are located in the permanent school building and two are located in prefabricated buildings. A special tuition room has been created in recent years through the conversion of dated external facilities. There is a small staff room in the permanent building and an administrative office is located in one of the prefabricated buildings. Storage space in the school is limited. There are sufficient toilet facilities for pupils but no separate toilet facilities for the use of staff.

The school is very well equipped with an extensive range of resources to support teaching and learning across the spectrum of subjects of the Primary School Curriculum (1999). Teachers also create their own high quality resources when required to support teaching and learning. Many resources are used consistently to enrich pupils’ learning experiences. Each classroom has been fitted with magnetic whiteboards. These are used regularly and effectively by teachers in demonstrating concepts and presenting visual examples. Classrooms contain a variety of audio-visual resources and each classroom has one computer station. Computers are mostly used in the preparation of resources and to reinforce individual pupils’ learning, while some use is made of them in the completion and presentation of project work. It is clear that the daily use of computers is constrained by current classroom sizes and consequent mobility issues. In the context of the school’s upcoming building and renovation programme it is recommended that the board and staff reflect upon the information and communication technology (ICT) resources available and draw up an action plan so that the use of computers can be optimised during daily teaching and learning at all grade levels.

Pupils’ work is celebrated in classrooms through displays of their writing, visual arts work and projects. They take great pride in the quality of their work. An extensive range of valuable posters and charts is available and suitably used to support teaching and learning.

2.4 Management of relationships and communication with the school community

The relationships within the school and those maintained with the wider school community are very good and are highly valued. There is ongoing communication between school and home. During the evaluation the inspector met with officers of the parents’ association. The officers reported the parents’ deep satisfaction with the commitment of the teachers and the forward-thinking educational approaches employed in the school. They also commended the teachers for the collaborative manner in which they engage with parents for the welfare of the pupils. Parent-teacher meetings take place annually and teachers also facilitate additional meetings with parents as required to discuss pupils’ educational progress.

2.5 Management of pupils

Attendance levels are high among the pupils and pupils clearly demonstrate that they value their school community. Mutual respect underpins the relationship between pupils and their teachers and enthusiasm for learning is widespread. The school’s positive code of discipline and behaviour is implemented very successfully and pupils clearly have respect for one another.

3. Quality of school planning

3.1 School planning process and implementation

The quality of whole-school planning is very good. The school’s comprehensive mission statement promotes a child-centred approach to education and fully upholds the principle of equality. This ethos is evident throughout daily school functioning and is centrally reflected in the dedication and care of the teaching staff towards their pupils. All policies developed in accordance with statutory requirements are comprehensive and appropriate. The code of discipline and behaviour focuses admirably upon promoting patterns of positive behaviour among pupils. Clear rules and boundaries of behaviour are laid out. A detailed admissions policy has been devised and a comprehensive health and safety statement has been prepared. An effective attendance strategy is being implemented successfully. Consultation takes place between the teachers, board of management and parents’ association during the development of school plans and policies. In accordance with best practice all policies contain dates of ratification and review. A range of other useful organisational policies has been developed. These actively support the smooth daily functioning of the school.

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.

Comprehensive plans have been prepared for the implementation of the curriculum. An action planning model for school development is in operation successfully in the school. Written evidence indicates that comprehensive and practical reflection has taken place as a key element of the action planning process. Curricular plans have been developed for Gaeilge, English, Mathematics, Visual Arts, History, Geography, Science, Social Personal and Health Education, Music and Physical Education. The teachers are currently engaging in reflective activity prior to drafting a whole-school plan for Drama. The policy documents are comprehensive with many listing content, approaches and methodologies and referring to resources, assessment approaches and suggestions towards differentiation.

As whole-school plans are reviewed and further developed, it is recommended that teachers collectively identify core topics, themes and skills that may be explored progressively through the school. They might focus upon how pupils’ understanding of topics and applications of their learning skills are linked and progressed developmentally up through the grade levels. This would aid in strengthening pupils’ independent study skills across the curriculum.

3.2 Classroom planning

Teachers’ long and short-term personal planning is comprehensive and is carried out conscientiously. Planning is differentiated by grade level and also provides for individual pupils’ needs as appropriate. Teachers maintain comprehensive monthly progress records. It is evident that classroom planning is very much informed and enriched by the school plan. Very detailed individualised plans are prepared for pupils with special learning needs. Planning is of a high standard and includes specific, time-bound learning targets. Detailed records of pupil progress and of attendance during supplementary teaching are also maintained.

4. Quality of learning and teaching

4.1 Overview of learning and teaching

Pupils experience a broad and balanced curriculum in the school. Classrooms are very well organised and prepared as places of learning. The teachers have clearly engaged in significant professional reflection upon the principles of the Primary School Curriculum (1999) and are implementing its teaching and learning strategies systematically. Child-centred methodologies are predominant in the delivery of the curriculum and pupils are directly involved in activity learning throughout the school day. Team-teaching is practised regularly and grade-level, group and individualised teaching are features of practice in all classes. The range of high quality teaching and learning strategies implemented in the school is laudable. It is recommended that teachers continue to extend their teaching of smaller groups and explore how the concept of mini lessons further enriches individual pupils’ learning experiences.

4.2 Language

Gaeilge

Baineann saibhreas le teagasc agus foghlaim na Gaeilge sa scoil seo agus is inmholta mar a thugann oidí faoi na daltaí a chumasú in úsáid na teanga. Is struchtúrtha, córasach mar a leagann siad béim ar na daltaí a chur ag struchtúrú abairtí iomlána ó na naíonáin agus na luathbhlianta ar aghaidh. Cuirtear béim mhaith ar na daltaí a chumasú céim ar chéim in úsáid na teanga trína gcuid réamhthuisceana ar an teanga a úsáid mar thúspointe don fhoghlaim. Ullmhaítear samplaí pictiúrtha cuí mar thaca don obair seo. Is éifeachtúil mar a úsáideann oidí geáitsí, mím agus cluichí teanga le linn ceachtanna d’fhonn tuiscint ar an nGaeilge labhartha a fhorbairt. Léitear scéalta oiriúnacha saibhre go rialta do na daltaí. Cuidíonn éisteacht agus freagairt laethúil do scéalta le scileanna éisteachta agus stór focal na ndaltaí a fhorbairt. Cleachtar drámaíocht chruthaitheach i ngrúpaí go rialta. Baineann daltaí úsáid as fearas, rólghlacadh agus cóiriú mar thaca don drámú. Is éifeachtúil mar a chuireann an drámú le muinín na ndaltaí agus le cumasú ginearálta na ndaltaí in úsáid nádúrtha na teanga. Cleachtar comhrá i mbeirteanna go rialta ag na rangleibhéil dhifriúla. Cíortar cúrsaí gramadaí go breá i gcomhthéacs.

Ullmhaítear rangsheomraí mar ionaid shaibhre prionta. Cuirtear léitheoireacht na Gaeilge chun cinn go héifeachtúil sa scoil. Déantar cúram de thús na léitheoireachta a scafláil sna ranganna sóisearacha. Cruthaíonn na hoidí scéalta a oireann go cruinn do leibhéil shuime agus chumais na ndaltaí, agus baineann siad úsáid astu agus as fíorleabhair bhreátha d’fhonn scileanna léitheoireachta na ndaltaí a fhorbairt. Léann na daltaí go cumasach agus léiríonn siad tuiscint, de réir a n-aois, ar na sleachta a léitear. Nasctar gníomhaíochtaí simplí léitheoireachta agus scríbhneoireachta leis an obair ó bhéal. Déantar ullmhúchán cúramach do theagasc na scríbhneoireachta cruthaithí. Sonraítear obair bhreá, fhiúntach sa scríbhneoireacht chruthaitheach suas tríd an scoil.

Irish

There is richness in the teaching and learning in Irish in this school and the teachers empower the pupils commendably in the use of the language. They focus upon enabling pupils to structure full sentences from infants and junior classes onwards in an ordered and sequential manner. Pupils are empowered step by step in using the language through utilising their previously-acquired language as the starting point for learning. Teachers prepare appropriate pictorial material to support this activity. Teachers employ the use of gestures, play, mime and language games during lessons to develop understanding of the language. Rich, appropriate stories are read regularly to pupils. Daily listening and responding to stories assists in developing pupils’ listening skills and receptive vocabulary. Creative drama in groups is practised regularly. Pupils use equipment, role-play, dressing- up and set preparation as support for this dramatization. This activity adds effectively to their confidence and to generally enabling their natural use of the language. Conversation in pairs is practised regularly at different class levels and grammar activity is explored appropriately in context.

Classrooms are prepared as print-rich environments. Irish reading is taught effectively in the school. Care is taken with the scaffolding of emergent reading in the junior classes. The teachers write stories that are keenly matched to pupils’ interests and levels of ability, and use these, and good quality authentic books, to develop pupils’ reading skills. Pupils read capably and understand the passages they read in accordance with their ages. Simple reading and writing tasks are integrated with oral language activities. Careful preparation is made for the teaching of creative writing. Creative writing, of good quality, is in evidence in classes through the school.

English

Lessons in English are taught very effectively and integration between strand units is a strong feature of the provision for this aspect of the curriculum throughout the school. Discrete oral language activity takes place at all grade levels in the school. Pupils’ contributions are welcomed, considered, developed and extended upon for further learning. During the evaluation effective oral language activities that foster the use of descriptive language were observed. Stories are read daily to pupils. Very good focus is placed upon developing an understanding of story sequence and extending vocabulary with very young pupils. Good classroom libraries contain high quality books in a range of genres. At all grade levels pupils read fluently and with very good understanding. Achievement in this aspect of English is excellent and pupils display a sense of satisfaction during all reading activity. The school plan reveals that a shared reading programme has been used in the school in the recent past and it is planned to re-introduce it before the summer holidays to enable older children to engage in reading activities with younger pupils. The school community is to be commended for its collaboration in this initiative.

Excellent preparation for creative writing was observed during the evaluation. Comprehensive discussion takes place prior to and during writing activity. The writing process is implemented in a highly successful manner and pupils write in a wide range of genres. Their works are of excellent quality and demonstrate very good fluency in style and use of vocabulary. Teachers encourage pupils to explore topics and also facilitate pupils’ independent choice of topics.

4.3 Mathematics

Pupils are centrally involved in learning activities during lessons in Mathematics. Excellent use is made of a range of resources, including physical resources and teacher-prepared visual materials, in teaching a broad and balanced programme throughout the school. Pupils demonstrate their understanding to their teachers and peers through the manipulation of concrete materials. This approach is in accordance with the principles of the mathematics curriculum and the emphasis placed on learning through discovery and manipulation of concrete materials is commendable.

Comprehensive oral discussion, around purposeful tasks, is well managed during lessons. Very good emphasis is placed upon practical problem solving and pupils demonstrate a good grasp of appropriate skills when engaging in problem-solving tasks. Teachers are highly affirming of all their pupils during teaching and learning activities and monitor their understanding of concepts through ongoing small-group and individualised interactions. Pupils’ confidence in their mathematical ability and their achievement is very good at all grade levels. Worksheets and written tasks are used in a reflective and measured manner during the reinforcement phases of lessons to complement active learning activity. A good balance is in evidence between completion-type activities and age-appropriate problem solving exercises.

4.4 Social, Environmental and Scientific Education

History

A broad and balanced programme of themes across the strands of the history curriculum is taught. Good use is made of pictorial example in supporting the exploration of topics. Pupils have an excellent understanding of aspects of history they have studied, demonstrating a very good grasp of relatively complex themes and the ability to recall facts with accuracy. Good emphasis has been placed on local study and pupils’ work in this area has been very successful. The use of language games during the revision of topics in history is worthy of commendation.

Geography

Pupils demonstrate a very good understanding of the environment in the world about them, particularly their immediate environment, during lessons in Geography. They speak with understanding and accuracy about physical phenomena. Records show that teachers use a selection of visual resources, primarily well-prepared photographic materials, to develop pupils’ understanding of other countries and cultures. During the evaluation the effective use of ordnance survey maps in local studies was in evidence. On the whole, placing emphasis on continuous linking of topics to maps and globes during lessons is advised. It is suggested that the world maps and globes, currently in storage in the school, be distributed throughout classes and placed on prominent display in shared spaces to reinforce pupils’ developing sense of place from their own community out into the wider world.

Science

Very good oral discussion takes place during lessons in Science. Pupils respond enthusiastically during discussions and they have an excellent understanding of the topics they have explored. They recall the processes of their scientific experiments and their findings with accuracy. A very good range of resources has been obtained to support the demonstration of concepts. Teachers have also created appropriate resources to facilitate learning through experimentation.

4.5 Arts Education

Visual Arts

Very good preparation is made for teaching lessons in Visual Arts. The pupils’ visual arts works across the range of strands of the curriculum are vibrant, colourful and evocative and are of a high standard. Pupils are offered excellent opportunities to manipulate materials and engage in a broad and balanced range of experiences. Very good examples of pupils’ art works that support cross-curricular activity are on display in classrooms and shared areas.

Music

Music is taught very well in the school and pupils regularly participate in varied musical experiences. They sing a good repertoire of songs, including action songs, with confidence and fluency. Appropriate emphasis is placed upon the teaching of rhythm and simple notation. Pupils learn the tin whistle and they play with enthusiasm and with enjoyment. Opportunities are provided for pupils to engage in composition activities.

Drama

Pupils engage enthusiastically in making drama. Very good emphasis is placed upon mime, participation and expression during lessons. Drama activity with young pupils is integrated effectively with story and music. It is clear that pupils’ ability to communicate effectively and to engage confidently with peers and others is supported through this medium.

4.6 Physical Education

Teachers’ plans show that care is taken to ensure that a broad and balanced range of physical education experiences is provided for pupils. Physical education lessons are very well organised and pupils engage enthusiastically in activities. The direction given by teachers and the demonstration of skills during lessons is good. A feature of lessons is the prioritisation of skill development. Under a scheme organised by the GAA, a coach visits the school during the school day and provides additional coaching in a range of physical skills applicable to different types of sport. The school’s very successful engagement in a range of sporting leagues and competitions is gender balanced.

4.7 Social, Personal and Health Education

Formal lessons in Social, Personal and Health Education (SPHE) are taught using good, age- appropriate stimuli. Active learning methodologies are employed effectively. Discussions created during lessons are rich in nature and visualisation activity is incorporated effectively into lessons. Pupils are encouraged to reflect on issues during these activities. Good use is made of stories and rhymes during exploration of characters’ feelings. The school’s policies on relationships and sexuality education, substance misuse and healthy eating provide appropriate guidance to teachers as they teach a broad and balanced programme in SPHE up through the school. It is very evident that the pupils’ safety is, at all times, a key concern of the whole school community.

4.8 Assessment

Teachers’ commitment to the ongoing monitoring of pupils’ learning through the use of a range of assessment strategies is laudable. They maintain comprehensive records of pupil learning which include detailed records of the results of their own designed tests and, in some cases, individualised profiles of pupils’ learning. Pupils’ levels of attainment in English reading and mathematics are determined through the annual use of the Micra T and Sigma T standardised tests. A good range of screening and diagnostic test material is used in the supplementary teaching context. Teachers’ personal records show that checklists are used during reading activity in a formative manner to support reading development. It was evident during the evaluation that teachers use assessment records to aid them in ascertaining the quality of pupils’ learning and to explore pupils’ attitudes towards learning in a number of subjects of the curriculum. Teachers provide detailed written reports to parents on a systematic basis.

5. Quality of support for pupils

5.1 Pupils with special educational needs

The whole-school policy on the provision of learning support is comprehensive and focuses clearly upon the roles played by different members of the school community in the provision of support. Good attention is given to listing prevention and early intervention strategies and showing how support is prioritised. Criteria for discontinuation are delineated and there are sections on communication with home and external agencies and on monitoring of progress. At the time of the evaluation, supplementary teaching support is provided to a cohort of sixteen pupils with particular learning needs and to one pupil with special educational needs. Support is provided in a number of ways, through tuition in withdrawal settings and through team-teaching in mainstream classes. Early intervention to identify and support pupils with special needs is a key feature of school provision.

Teaching is structured, purposeful and affirming. Active learning, including learning through games, forms a central aspect of teaching and learning. Support is primarily provided in English with some support provided in Mathematics and in developing social skills where required. Very good focus is placed upon reinforcing pupils’ phonological awareness and developing their comprehension skills during reading. The connection between reading and writing activity is well emphasised. The support teacher prepares very good visual resources for teaching and for developing pupils’ comprehension skills. A good range of books, physical and visual materials and games is available to support teaching. Good use of large format books was observed during the evaluation. Records show that use is made of computers during supplementary teaching. As the school building is improved it is suggested that the use of ICT be extended in supplementary support settings.

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

The principal and staff members have an extensive understanding of the school community which enables them to identify any incidences of educational disadvantage in a sensitive and confidential manner. In these cases grant aid provided by the Department is used to defray costs of schoolbooks and school activities so that all pupils have equality of access to the full range of school activities. There are currently no pupils from minority groups enrolled in the school. School policies clearly show that pupils from all cultures have equality of access to the school. There are some newcomer pupils in the school. They have made significant progress in expressive and receptive language in English and their enrolment has contributed greatly to the diversity of the school population.

6. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

The relationship between school and home is characterised by a strong ethos of collaboration and partnership. The cultivation of the home/school relationship and the value accorded to it are recognised as central factors in continued school success.

There is very good leadership and management in the school and there is a clear shared educational vision for the pupils.

The professionalism demonstrated by the teachers and their commitment to providing a high quality, broad and balanced education to the pupils is very commendable.

The high educational expectations of the teachers have made a significant contribution to the very satisfactory attainment levels of the pupils.

The quality of planning and preparation for teaching is very good.

There is very effective teaching for the development of pupils’ oral language and reading skills in English throughout the school.

Mathematical skills are very effectively taught.

Pupils have a comprehensive understanding of social, environmental and scientific education topics.

Pupils are very well cared for and their health and safety needs are actively monitored throughout the school day.

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

· Teachers should develop the concept of the mini lesson in the school. Extending the existing good practice in relation to team-teaching and the teaching of pupils in small groups should further enrich pupils’ learning experiences.

In the context of the school’s development programme the teachers and board should focus upon how the expanded use of ICT can be enabled in the school.

In the context of reviewing whole-school curricular plans, attention should be paid to outlining strategies to support progression in learning through the grade levels.

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

Appendix

7. School Response to the Report

Submitted by the Board of Management

Area 1: Observations on the content of the inspection report

The Board of Management of Killyconnan N.S. would like to thank the Department of Education & Science inspector for the professional manner in which he carried out the Whole School Evaluation. It portrays an accurate picture of the school and reflects the high standard of education provided for the children and the positive contribution of teachers, parents, BOM and the wider community.

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

The Board of Management accepts the recommendations regarding the expansion of the use of ICT, the “mini lesson” and progression in planning through the grade levels. Strategies will be implemented to deal with these areas of recommendation.