This report has been written following a whole school evaluation of Shillelagh No.1 National School, Co. Wicklow. 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, an inspector held pre-evaluation meetings with the principal, the teachers, the school’s board of management, and parent representatives on the board. The evaluation was conducted over a number of days during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with pupils, examined pupils’ work and interacted with the class teachers. The inspector reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.

Introduction

Shillelagh National School is a two teacher co-educational Church of Ireland school under the patronage of the Bishop of Cashel and Ossory. The school caters for the educational needs of boys and girls who mainly come from the local Church of Ireland community.

The aims of the school are clearly outlined in its ethos statement. The statement emphasises the importance of fostering and maintaining an atmosphere of mutual respect and trust among pupils. It also outlines the need to create an environment where pupils are valued and experience a sense of caring and belonging. These aims are being achieved by the teachers and pupils in all classes presented as being confident and at ease in their school surroundings. The school actively participates in local community activities and in developing the environmental awareness of pupils through active engagement with the local environment at school level. This ensures that a sense of the environment and of civic responsibility is nurtured within each child. The school has provided a vision statement which is praised for the focus it places on the importance of creating the conditions that will enable each pupil to live a full life as a child and to give each pupil the necessary educational attainment to avail of further education.

The school enjoys the strong support of the parents in its catchment area. Current enrolment is 29 pupils and enrolment has remained constant over a number of years. School attendance is excellent and reflects the importance that all parents in the community attach to education.

1. Quality of school management

1.1 Board of management

The board of management (BOM) of the school functions most effectively and plays a significant role in the management and development of the school. The board meets on average about five times a year and an examination of minutes indicated that a range of issues is addressed at meetings and appropriate decisions taken for the advancement of the school and its pupils. The board has also been active in ratifying many of the policies for which it has statutory obligations and ensures there is compliance with departmental rules and regulations.

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, September 1999) and Child Protection: Guidelines and Procedures (Department of Education and Science, April 2001). Evidence was also provided to confirm that the board of management has adopted and implemented these policies. A designated liaison person has been appointed in line with the requirements of the guidelines of the Department.

There is excellent communication between the board, the parents in the community and the teachers in the school. This ensures that the school receives the full support of the parents in the community and their participation in school activities and on some policy committees is a significant factor in the overall work ethic that is evident in the school. The financial management of the school is most prudent and relevant accounts are carefully maintained. The board has now begun the process of preparing an annual financial report and having the accounts audited to comply with section 18 (1) of the Education Act, 1998.

1.2 In-school management

The principal teacher offers outstanding leadership and with the full support of her staff has succeeded in creating a strong sense of community within the school. Day-to-day administration, record keeping and filing are carried out very efficiently and a range of school documentation is carefully maintained. She successfully facilitates curricular development in the school and ensures that all aspects of the revised curriculum are being appropriately implemented. She has succeeded in creating a very positive school climate where communication is open and where all members of the school community engage in dialogue with her in relation to curricular and organisational matters.

Staff meetings are held once a term and comply with departmental regulations. Staff meetings are also held outside of school hours on a regular basis. Areas discussed include pupil development and welfare, planning for curricular implementation and resource development in the school.

The duties attached to the special duties post relate to organisational, curricular and pastoral responsibilities. These duties are appropriate to the evolving needs of the school and are discharged most competently. Duties are also regularly reviewed.

The school’s code of behaviour reflects a positive approach to behaviour management and its successful implementation is evident in the high standards of behaviour observed among the pupils. Good order is maintained throughout the school and all pupils are courteous and show a respect for each other, for school personnel and for the school environment. A copy of the code is made available to all parents and the support the school receives from them in its implementation is a significant factor in ensuring its success.

1.3 Management of resources

Teaching personnel in the school consists of the principal and the special duties teacher. The school also has the services of a learning support teacher who is shared with a neighbouring school. Workloads are competently managed and regularly reviewed. The school employs specialist teachers in Music and Drama and occasionally for gaelic games. These teachers operate within the time framework allocating minimum recommended times for each curricular area. All pupils participate in these lessons and benefit from the instruction provided. Support staff, including the secretary, the cleaner and caretaker, also contribute significantly to the efficient management and organisation of the school’s resources.

As this is a two-teacher school the organisation of classes is based on the principle of achieving, as near as possible and without splitting individual classes, an equal number of pupils in each classroom. This approach has proved successful in creating an equitable workload for each staff member.

The school is exceptionally well resourced in all the curricular areas Curricular grants have been appropriately spent to provide a range of valuable equipment and parents have contributed significant funding also for the purchase of materials. Each classroom contains a computer and printer. Resources are regularly used to enhance teaching and learning in the classroom. There is now a need to further explore the use of information and communication technology (ICT) as a learning tool especially in relation to developing research skills and presentation skills.

The school building was originally built by the Fitzwilliam family for workers in the nearby Coolatin estate. Although the building is old, the board of management has undertaken over a number of years a series of building and refurbishment projects both internally and externally which have enhanced the school building and its environment. The school is therefore very well maintained and both classrooms provide a comfortable and stimulating environment for the pupils. All outside areas are most attractive and well kept.

2. Quality of school planning

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

Staff members of the school have drawn up a range of comprehensive plans covering various curricular areas. Plans for History, Music and Geography are currently at a developmental stage. Organisational plans covering key administrative and management areas have also been developed. The significant collaborative role played by the parents in drawing up the substance use and relationships and sexuality education policies is acknowledged. All plans significantly inform the short-term and long-term planning of the teachers. They are also reviewed and amended on a regular basis. Plans are readily accessible to parents on request.

2.2 Implementation and impact of the school plan

Both teachers prepare comprehensive short-term and long-term schemes of work which are based on the content objectives of the curriculum and informed by the school plan. Planning includes provision for a diverse range of learning experiences for the pupils. There is consideration given to the differences between pupils and the multi-class situations that exist in the school. Monthly records are centrally kept and assiduously used to monitor the progress of the curriculum in the school.

3. Quality of learning and teaching in curriculum areas

3.1 Language

Gaeilge

Tá plean cuimsitheach leagtha amach don Ghaeilge. Leagann an plean seo béim ar an labhairt agus ar an éiseacht go speisialta agus déanann na hoidí tagairt don phlean seo le linn a gcuid pleanála féin. Úsáidtear raon leathan straitéisí ar nós cluichí, scéalta agus geáitsíochta, chun na cuspóirí teagaisc a bhaint amach. Tugtar aird fhiúntach freisin don léitheoireacht agus don scríbhneoireacht agus léiríonn na daltaí an-chumas sa dhá ghné seo den chlár De bharr na pleanála seo agus an cur chuige comhdhéanta idir na múinteoirí tá ag éirí go breá leo dul chun cinn creidiúnach a dhéanamh san ábhar seo.

Sna ranganna naíonáin agus sna bunranganna léiríonn na daltaí go bhfuil cumas agus muinín acu in úsáid na Gaeilge. Leagtar an-bhéim ar thusiscint a chothú sna ranganna sin trí an Ghaeilge a labhairt go neamhfhoirmiúil. Leantar ar aghaidh leis an dea-obair seo sna meánranganna agus sna hardranganna agus moltar go speisialta an t-aitmaisféar taitneamhach gan bhrú a sholáthraíonn na múinteoirí do na ceachtanna comhrá. Cé go n-úsáidtear scéimeanna tráchtála sna ranganna mar spreagadh don teagasc, úsáidtear bealaí éagsúla chomh maith le linn na gceachtanna chun na daltaí a spreagadh chun cainte, mar shampla i bhfrásaí na seachtaine, i gcaint neamhfhoirmiúil, agus i gcluichí teanga. Dá bharr sin tá formhór na daltaí in ann caidreamh sóisialta a dhéanamh, ceisteanna a chur agus a fhreagairt, eolas a thabhairt agus a lorg agus struchtúr a chur ar chomhrá. Tá tús maith curtha le múineadh na léitheoireachta sna bunranganna agus tá an timpeallacht focal ar na ballaí le moladh. Leantar leis an dea-obair seo sna méan agus sna hardranganna. Léann na daltaí le cruinneas agus tá formhór acu in ann ábhar na léitheóireachta a phlé ar bhealach sásúil. Tá cnuasach rann agus dánta Gaeilge ag na páistí i ngach rang a aithrisítear go taitneamhach agus go fonnmhar. Moltar go speisialta an aird a tugtar don fheasacht cultúir i múineadh na Gaeilge. Leagtar béim ar na damhsaí Gaelacha, ar an gceol traidisiúnta agus ar ghnéithe eile de oidhreacht na tíre. Tugann sé seo comhthéacs níos leithne agus níos réalaíche do mhúineadh agus d’fhoghlaim na teanga, rud a chuireann go mór leis an tairbhe a bhaineann na daltaí as an obair san ábhar seo.

Irish

A comprehensive plan has been formulated for the teaching of Irish. Special emphasis is placed in the plan on the development of speaking and listening skills and the plan is referenced by the teachers when undertaking their own individual planning. A wide range of strategies, including games, stories and play, is used to achieve the teaching objectives. Particular attention is given to reading and writing and pupils display competent mastery of these two aspects of the programme. The quality of the planning and the structured approaches of the teachers to their work have ensured that creditable progress is being made in this subject.

Pupils in the infant and junior classes display confidence and competence in their use of Irish. Strong emphasis is placed on the development of an understanding of the language through the use of informal Irish in classroom situations. This excellent work is continued in the middle and senior classes and the genial atmosphere in which conversation lessons take place is praised. While commercial schemes are used as a stimulus for teaching, other techniques are also used during lessons including phrases of the week, incidental conversation and language games. As a result the majority of the pupils are able to engage in social discourse, to ask and reply to questions, to ask for and give information and to structure a conversation. A good start has been made with the teaching of reading in the junior classes and the print-rich environment provided for the pupils is praised. In the middle and senior classes pupils read accurately and the majority of pupils discuss the content of the reading in a satisfactory manner. Each class possesses a store of poems and rhymes which are willingly recited. Special praise is given to the staff for the emphasis placed by them on developing a knowledge of Irish culture in the teaching of lessons. Attention is given to the teaching of Irish dancing, traditional music and other aspects of the heritage of the country. This gives a wider and more meaningful context to the teaching and learning of the language for the pupils and adds considerably to the benefit they derive from lessons.

English

The delivery of the programme in English is most impressive and the content of lessons reflects the overall curricular planning which has taken place in this subject area. The practice of emphasising oral language development at each level in the school through the teaching of formal discrete lessons and through integration with other curricular areas is praised. Pupils therefore receive opportunities to extend their vocabulary, to develop their listening skills and to use language in a variety of contexts. The results of this work are praiseworthy and pupils in all classes speak confidently and possess appropriate language to express themselves in a concise manner. Pupils are exposed to a broad range of poetry and rhyme and clearly enjoy engaging in reciting and composing activities.

The approaches in the school to the teaching of reading are commended. A wide and varied range of reading material is available to pupils in each classroom and all materials are extensively used. Class libraries and reading areas are available to the pupils and these are productively utilised to foster an interest in reading among the pupils while all classrooms provide a print-rich environment. Emergent reading skills are developed effectively in the infant section of the school through the use of story and the development of an awareness of the conventions of reading. The structured use of the Letterland scheme also enhances the letter and word recognition skills of the pupils. This work is successfully built upon in succeeding classes where pupils are encouraged to engage with a wide variety of text and where material of increasing complexity is presented to the pupils. As a result pupils read competently with meaning and expression.

Assignments in writing are generally preceded by extensive oral work and the use of various techniques including brainstorming and webbing. Pupils actively engage in the writing process and are most adept at writing in different genres and for different audiences. Presentation of work is highly commended as is the quality of handwriting and presentation skills.

3.2 Mathematics

A whole school-planning document has been developed for this curricular area which lists agreed procedures and language to be used when teaching number operations. Appropriate activities are engaged in under each of the strand units of the mathematics curriculum and all pupils are enabled to use mathematical language effectively and accurately. A good range of manipulatives has been procured to support a number of strands of the curriculum throughout the school. Each classroom contains a very stimulating mathematics area and shows evidence of work done linking Mathematics to the environment.

In the infant and junior classes children displayed a good understanding of the conservation of number and display an ability to investigate, recognise, classify and describe the properties of two-dimensional and three-dimensional shapes. Concrete materials are effectively used in the mediation of the curriculum. In the middle and senior classes the children engage confidently in a range of computational operations. They display an ability to classify and represent data using diagrammatic, graphical and pictorial representation and show a good understanding of the various aspects of the programme for measure. Pupils display excellent problem solving skills. Portfolios are kept to monitor pupil progress while the use of criterion related checklists is also productively employed as an assessment instrument.

3.3 Social, environmental and scientific education (SESE)

Geography

The programme being delivered in Geography is designed to foster pupils’ knowledge of the physical and human geography of the locality and to inspire in the pupils a sense of pride in their environment and an understanding of the people who live within it. A broad range of topics and themes is addressed in each class and pupils display a very good understanding of lesson material covered. The organisation of well-designed field trips and pupils’ engagement in related projects and research are praised. Lessons are also successfully integrated with other aspects of the SESE programme and this is particularly noticeable in the emphasis placed by the teachers in developing the environmental awareness of the pupils. Pupils are actively involved in recycling, composting and promoting energy conservation measures. The school has achieved green school status and the contribution made by the parents to this achievement is acknowledged. Attractive displays of work done by pupils in developing their understanding of countries of the European Union are praised.

History

A wide range of historical themes and topics, including local, national and international themes and issues of change and continuity, is explored at each class level throughout the school. The children are particularly knowledgeable about the history and traditions of their own immediate area and also delight in talking about Irish myths and legends. Timelines are purposefully employed to enhance understanding of the chronology of historical events and pupils engage in project work on an ongoing basis. The continued development of the whole-school plan for History will further facilitate the progression of pupils’ learning in this area

Science

A whole-school plan has been formulated for the introduction of the science curriculum in the school. The plan details the broad aims and objective of the programme and gives precise detail of the content to be delivered at each level of the school. The plan informs all teaching and learning activities in this area and its implementation ensures that pupil interest in a range of scientific activities is keenly fostered. Pupils acquire appropriate knowledge, skills and attitudes to enable them to develop a critical understanding of social, environmental and scientific issues and during the course of the evaluation actively involved themselves in discussions on environmental issues. Pupils also display the ability to ask questions, hypothesise, plan, analyse and evaluate results. Science equipment is plentiful and put to efficient use.

3.4 Arts education

Visual arts

A whole school planning document has been developed for the implementation of the visual arts curriculum in the school. Its main focus is on providing a breadth of artistic experiences for the pupils across all the strand areas of the curriculum and the plan is informed by the school ethos in that staff consider that exposure to the visual arts is central to the nurture of the true potential of each pupil in the school. Pupils are therefore exposed to a variety of stimulating art activities using a range of media including paint, clay and ceramics. Pupils are encouraged to explore, imagine, design and communicate ideas using these media. Pupils have experience of a wide range of art images and objects and their critical faculties are being developed through interaction with art works of other artists and through discussion of their own work. As a result pupils’ sensitivity to the visual, tactile and spatial world is being developed while their enjoyment and appreciation of the visual arts is being constantly enhanced. Children’s work is attractively displayed in each classroom and in the entrance area and corridors of the school.

Music

A wide ranging Music programme is being implemented in each classroom and work in this area is supplemented by the employment of an external tutor who delivers aspects of the programme, including instrumental music, during school hours. The work in this aspect of the curriculum is highly praised

In the infant and junior classes pupils imitate with accuracy, rhythmic and melodic patterns using the voice and body percussion. This work is continued in the middle and senior classes and pupils delight in singing most tunefully a range of songs in Irish and English. Pupils also receive the opportunity to learn the tin whistle and perform a wide repertoire of Irish tunes to a high standard.

Drama

Drama lessons for the pupils are delivered by an external teacher for one term each school year. While no formal lessons were observed during the evaluation teacher planning indicated that drama activities are used as a methodology in the delivery of other curricular areas including English and History. The provision of drama has had a positive impact on the nurturing of pupils’ confidence and self-esteem and during the course of the evaluation pupils at each class level showed very positive levels of interaction with their teachers and their peers.

3.5 Physical education

The absence of a general purposes area in the school has impeded the delivery of some aspects of the education programme, especially during inclement weather. However the school still succeeds in providing a range of appropriate learning opportunities for the pupils and uses its tarmacadam area and grass area to advantage in developing games’ skills among the pupils. Time is allocated for delivery of the aquatics programme during the last term and the dance element of the programme is delivered in a similar manner. Provision is made for outdoor and adventure activities and the orienteering programme introduces pupils to the use of controls, checking maps and score orienteering. The school possesses an adequate supply of equipment and this is used constructively during lessons.

3.6 Social, personal and health education (SPHE)

The personal development of all pupils in the school, their health and their well-being are being well catered for in the SPHE programme and all pupils engage in activities which enable them to develop skills and attitudes necessary for participating in groups and in society A positive and supportive atmosphere has been created in the school by the staff. Pupils display a sense of care and respect for themselves and others and this is strongly reflected in the mannerly and courteous interactions which take place among all pupils in the school. Resources used in the delivery of lessons include Walk Tall, Bí Folláin, Stay Safe and the religion programme of the Church of Ireland. Active methodologies are used including drama activities, co-operative games and discussion. The Relationships and Sexuality Education (RSE) programme is also being actively implemented.

3.7 Assessment and Achievement

A comprehensive assessment policy has been devised and is being actively implemented. The policy allows for a range of assessment approaches including teacher-devised tests and tasks, the use of diagnostic tests, portfolios of work samples, and the use of standardised literacy tests and criterion referenced tests in Mathematics. Senior infants are annually screened using the Middle Infant Screening Test (MIST).

The outcomes of all testing are closely monitored and used to inform teaching strategies on a class and individual level. Information is stored on individual pupil files which are updated each year. Relevant information is relayed to parents at parent-teacher meetings and in the annual report which is furnished on all pupils at the end of the school year.

Examination of classes and results from testing indicates that in both class groupings pupil achievement is commensurate with their ability levels and national norms. In each class pupils display complete and enthusiastic engagement with all the curricular areas.

4. Quality of support for pupils

4.1 Policy and provision for pupils with special educational needs

An effective policy on the educational provision for pupils with special educational needs has been developed by the staff of the school. It places strong emphasis on the early identification of pupils with special learning needs and the provision of appropriate interventions based on programmes with specified targets and timeframes.

Five pupils currently receive learning support in either English or Mathematics or both. Pupils are selected for support on the basis of the results of screening tests given by the class teachers. Appropriate methodologies are used during instruction and include the use of a variety of resources to support teaching. Class teachers support the implementation of programmes and communicate regularly with the special education teacher. There is a strong emphasis in the service provided on the development of oral language and reading skills. A good balance is achieved between in-class support and withdrawal of pupils for instruction. Parents are also very much involved in the delivery of programmes. Communication takes place with them on a regular basis and they actively support and monitor pupil progress.

It is now recommended that further consideration be given to the use of ICT in the delivery of this service.

4.2 Home-school partnership

While the school does not have the support of an official parents’ association, parents are most supportive of the work of the school. They have been responsible through fundraising for the school being well resourced with a range of appropriate equipment and teaching materials and they are always available to help with transport, school plays and parties.

Relationships between the staff of the school and the parents are excellent and the quality of communication between home and school is praised. The monthly newsletters are particularly informative and give details of all school events and activities to the parents. Formal parent-teacher meetings are held once a year but staff are always accessible to discuss matters relating to pupils. Parents have also been actively involved in the development of some school policies including the Substance Use Policy and the Relationships and Sexuality Education Policy.

5. Summary of findings and recommendations for further development

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

The total commitment and professionalism of the principal and her staff in delivering a broad and balanced curriculum.

The high quality of classroom atmosphere giving all pupils a sense of belonging and security.

The support given to the school by the board of management, the parents and the community in general.

The collaboration that exists among all teachers and the strong work ethic that this has created.

As a means of building on these strengths and to address areas for development, the following

key recommendations are made:

The school should develop strategies to extend the use of ICT in classrooms as a support for teaching and learning and as a resource in differentiating curricular activities.

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.